Here is a link to an article by Tony Wagner (author of the Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need—and What We Can Do About It). If you are wondering if you would like the book, read this article and see what you think. The book is very similar to this, but with a lot more information and examples. The article is called Rigor Redefined. It also lists and explains the 7 Survival Skills.
(If I didn't link correctly above, here's the full link)
http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx
Tuesday, June 28, 2011
Wednesday, June 22, 2011
Global Gap - "Brain dump"
Writing - today's writing, as taught in schools, is formulaic and the topics are dull. GAP introduced the idea of an interesting, well researched essay that presents new ideas and critical thinking.
Teach to the test - most schools today teach to the test, and even then, many schools are performing poorly.
Teacher support - teachers do not receive support and feedback from other teachers. There is no mentoring in the teaching field. Teachers are given a room with students and then ignored by the system. In schools with teacher mentoring, team teaching efforts, and feedback to help the teachers become better at their craft, the teachers excel, the students excel, and everyone is happier.
Drill / rote memorization - in the past, drill and memorization was necessary, as those same resources weren't readily available. However, nowadays, we are saturated with information. Students should know how to access this information and decide critically what is true and what is important. Some information still needs to be memorized (math facts, some history dates, geography), but the educational system no longer needs to be fixated on rote memorization as its sole method of instruction.
Ask good questions - the good teachers ask good questions. They help direct and instruct their students by asking them questions and getting them to think. Likewise, they encourage student questions and exploration. This teaches the problem solving skills that students will need in college and in the workplace.
Even jobs that can be attained without college requires the same basic 7 Survival Skills. The plumber that fixes a leak, the mechanic that fixes a car, or the factory worker on the assembly line...jobs nowadays requires problem solving (oftentimes, creative problem solving), critical thinking, analysis, etc.
The good schools taught the 7 Survival Skills. Teachers asked interesting questions (not the obvious questions, but the ones that required deeper thinking, and which challenged the students). Teachers received support from each other, and valuable feedback. The schools did not teach to the test. Many of the exemplary schools encouraged and supported student discovery and project-based learning. Students are graded by their projects; they are expected to do their best, must present their projects orally and show good written communication skills.
Teach to the test - most schools today teach to the test, and even then, many schools are performing poorly.
Teacher support - teachers do not receive support and feedback from other teachers. There is no mentoring in the teaching field. Teachers are given a room with students and then ignored by the system. In schools with teacher mentoring, team teaching efforts, and feedback to help the teachers become better at their craft, the teachers excel, the students excel, and everyone is happier.
Drill / rote memorization - in the past, drill and memorization was necessary, as those same resources weren't readily available. However, nowadays, we are saturated with information. Students should know how to access this information and decide critically what is true and what is important. Some information still needs to be memorized (math facts, some history dates, geography), but the educational system no longer needs to be fixated on rote memorization as its sole method of instruction.
Ask good questions - the good teachers ask good questions. They help direct and instruct their students by asking them questions and getting them to think. Likewise, they encourage student questions and exploration. This teaches the problem solving skills that students will need in college and in the workplace.
Even jobs that can be attained without college requires the same basic 7 Survival Skills. The plumber that fixes a leak, the mechanic that fixes a car, or the factory worker on the assembly line...jobs nowadays requires problem solving (oftentimes, creative problem solving), critical thinking, analysis, etc.
The good schools taught the 7 Survival Skills. Teachers asked interesting questions (not the obvious questions, but the ones that required deeper thinking, and which challenged the students). Teachers received support from each other, and valuable feedback. The schools did not teach to the test. Many of the exemplary schools encouraged and supported student discovery and project-based learning. Students are graded by their projects; they are expected to do their best, must present their projects orally and show good written communication skills.
Monday, June 13, 2011
Preschool Lesson Plans - Sing! Play! Create!
I love using the Williamson Little Hands books for the Preschool age. These books are especially brilliant for teaching a group of kids. I'll be teaching the 3-5 year olds at my homeschool co-op this year, and I've chosen the book Sing! Play! Create! for a 14-week class. I thought I'd share my lesson plans, in case someone else may want to adopt these for their own child / preschool group. If you want to buy your own Sing! Play! Create!
book, click the pic above or the linked text. Note: if you wish to use the lesson plans below, you'll need your own copy of the book. You can buy the book anywhere, but the above link uses my Amazon Associates ID, which...you know...helps me out as a homeschool mom :)
Week 1:
Theme: At the Pond
Pond songs
binoculars craft
We Spy game
Pond craft
Read 1-2 books, snack
Theme: At the Pond
Pond songs
binoculars craft
We Spy game
Pond craft
Read 1-2 books, snack
Week 2:
Theme: At the Pond, Frog & Turtle
Frog rhyme, turtle rhyme
Lilypad game
turtle puppet craft
turtle game
Read 1-2 books, snack
Theme: At the Pond, Frog & Turtle
Frog rhyme, turtle rhyme
Lilypad game
turtle puppet craft
turtle game
Read 1-2 books, snack
Week 3:
Theme: At the Pond, Fish
Fish songs
Fisherman tag game
Fish craft
Read 1-2 books, snack
Theme: At the Pond, Fish
Fish songs
Fisherman tag game
Fish craft
Read 1-2 books, snack
Week 4:
Theme: In My Garden
Plant a garden
Garden song, flower song
Flower craft
Flower game
Read 1-2 books, snack
Theme: In My Garden
Plant a garden
Garden song, flower song
Flower craft
Flower game
Read 1-2 books, snack
Week 5:
Theme: In My Garden, Bumblebee & Ladybug
Bee song, ladybug song
ladybug craft
ladybug game
Read 1-2 books, snack
Theme: In My Garden, Bumblebee & Ladybug
Bee song, ladybug song
ladybug craft
ladybug game
Read 1-2 books, snack
Week 6:
Theme: In My Garden, Caterpillar & Butterfly
Caterpillar song, butterfly chant
Butterfly, Butterfly turn around game
caterpillar craft
butterfly craft
Read 1-2 books, snack
Theme: In My Garden, Caterpillar & Butterfly
Caterpillar song, butterfly chant
Butterfly, Butterfly turn around game
caterpillar craft
butterfly craft
Read 1-2 books, snack
Week 7:
Theme: In My Garden, Snail (if time, Birds)
Snail song
Snail craft
Snail relay race
(If time, bird song, bird craft)
Read 1-2 books, snack
Theme: In My Garden, Snail (if time, Birds)
Snail song
Snail craft
Snail relay race
(If time, bird song, bird craft)
Read 1-2 books, snack
Week 8:
Theme: In My Garden, Snake
Sing: Slither, Slide, Hiss song
Snakes sock puppet craft
Snake relay race
Read 1-2 books, snack
Theme: In My Garden, Snake
Sing: Slither, Slide, Hiss song
Snakes sock puppet craft
Snake relay race
Read 1-2 books, snack
Week 9:
Theme: At the Zoo, Elephant & Lion
Elephant song, lion song
Lion Hokey Pokey
Elephant mask craft
Lion lacing card craft
Elephant relay race
Read 1-2 books, snack
Theme: At the Zoo, Elephant & Lion
Elephant song, lion song
Lion Hokey Pokey
Elephant mask craft
Lion lacing card craft
Elephant relay race
Read 1-2 books, snack
Week 10
Theme: At the Zoo, Monkey
5 Little Monkeys
Monkey craft
Banana relay race
(If time, add Hippo rhyme & craft)
Read 1-2 books, snack
Theme: At the Zoo, Monkey
5 Little Monkeys
Monkey craft
Banana relay race
(If time, add Hippo rhyme & craft)
Read 1-2 books, snack
Week 11
Theme: At the Zoo, Peacock
Peacock stick puppet craft
Feather relay game
Peacock song
(if time, add in Bear rhyme & craft)
Read 1-2 books, snack
Theme: At the Zoo, Peacock
Peacock stick puppet craft
Feather relay game
Peacock song
(if time, add in Bear rhyme & craft)
Read 1-2 books, snack
Week 12
Theme: On the Farm, Horse
Farmyard rhymes
Big Red Barn craft
Horse craft
Horse barrel race
(if time, Barnyard Fun activity with blanket)
Read 1-2 books, snack
Theme: On the Farm, Horse
Farmyard rhymes
Big Red Barn craft
Horse craft
Horse barrel race
(if time, Barnyard Fun activity with blanket)
Read 1-2 books, snack
Week 13
Theme: On the Farm, Cow & Sheep
10 Little Cows rhyme
Mary Had a Little Lamb
“Mary Says” game (like Simon Says)
Cow craft, sheep craft
(If time, Cat & Mouse game – like Duck, Duck, Goose)
Read 1-2 books, snack
Week 14Theme: On the Farm, Cow & Sheep
10 Little Cows rhyme
Mary Had a Little Lamb
“Mary Says” game (like Simon Says)
Cow craft, sheep craft
(If time, Cat & Mouse game – like Duck, Duck, Goose)
Read 1-2 books, snack
Theme: On the Farm, Pig & Chicken
Farm Chores Obstacle Course
Pig craft
Hen craft
Mother Hen rhyme
(If time, Whose Hiding My Egg game)
Read 1-2 books, snack
Monday, June 6, 2011
Discovery based math
I just picked up a used Miquon Math program for my 2 year old. Of course, we won't be studying math any time soon, but I saw an opportunity and nabbed it. I'm new to the idea of "discovery math", but am intrigued with the idea.
We stumbled upon Discovery based math today with my 10 year old. It wasn't going to be a lesson driven by student discovery, but that's what it became. My 10 year old will be taking the 5th Gr IOWA test soon, and like many homeschool moms, I'm using this time to CRAM, lol. It's not the best method, but it is what it is. There are many math topics we simply didn't get to this year, and I'm sure many of these things will be the on the test. I'm hoping to give my 10 year old a heads up on these topics, so she isn't completely lost in the wilderness. So today, I brought up long division with two-digit going into a three-digit number. Eek!
We pulled out the whiteboard and I put a number on the board. She immediately said "don't tell me! I want to try doing it myself!" Her first attempt looked more like a multiplication number, and I simply asked "do you want some direction?" Her answer? No! So I held my tongue.
When she asked if she was going in the right direction, I explained that she was turning it into a multiplication problem. I re-phrased it. The problem was 352 / 44, but I said, "think of it as 44 x what = 352?" I probably gave a little too much input after that, saying "let's just guess what it would be, but to get a good guess, let's round 44 down to 40..." At this point she stopped me, "Let me try, I've got it". She went through a new series of processes, but this time thought of 40 as 4, and then tried to multiply by 10s. This was sort of the right direction, so after she arrived at 88 x 4, I pointed out the error. So, back to the drawing board, and she was at it again...She went through a series of 40 x a number to get close, and then readjusted by multiplying again with 44. Of course, this whole series of math experiments took far longer to finally arrive at the correct answer of 8, LOL. We did one more problem after that, and again, I gave her the marker and let her run with it. This time, it was still trial and error, but she was much closer to finding the correct answer. The second problem had a remainder. I gently assisted when it was welcomed, and watched when she wanted to work it out for herself.
OK, so this style of math instruction takes a lot longer, brings in a lot more mistakes, and wrong turns. The teacher could easily show the procedure in 5mins time, which is much quicker and more efficient for both teacher and student. BUT...what is our ultimate goal? We want to provide the tools for our students to solve problems. Teaching the standard long division algorithm without exploration is a way to accomplish that. However, we also want to develop other skills:
Critical Thinking and Problem Solving
Thinking Outside of the Box
Agility and Flexibility
An ability to pull from a variety of different skills to solve NEW problems
As technology advances at a faster and faster rate, our students will need to adapt to these changes in their work environment. They will see things that they have never seen before. We hope to graduate students that can say "I don't know the answer, but let's find out!" or "it's never been done before, but I bet I can do it!"
Yes, giving them the marker and saying "have at it" is messy math at its best. It takes time and a whole lot of patience. It requires the teacher to bite their tongue and sit on their hands. The student gets a lot less math accomplished in the same amount of time that they could complete an entire worksheet. But perhaps the end result - Innovative and Creative Problem Solving - is really what we're trying to teach in the first place.
We stumbled upon Discovery based math today with my 10 year old. It wasn't going to be a lesson driven by student discovery, but that's what it became. My 10 year old will be taking the 5th Gr IOWA test soon, and like many homeschool moms, I'm using this time to CRAM, lol. It's not the best method, but it is what it is. There are many math topics we simply didn't get to this year, and I'm sure many of these things will be the on the test. I'm hoping to give my 10 year old a heads up on these topics, so she isn't completely lost in the wilderness. So today, I brought up long division with two-digit going into a three-digit number. Eek!
We pulled out the whiteboard and I put a number on the board. She immediately said "don't tell me! I want to try doing it myself!" Her first attempt looked more like a multiplication number, and I simply asked "do you want some direction?" Her answer? No! So I held my tongue.
When she asked if she was going in the right direction, I explained that she was turning it into a multiplication problem. I re-phrased it. The problem was 352 / 44, but I said, "think of it as 44 x what = 352?" I probably gave a little too much input after that, saying "let's just guess what it would be, but to get a good guess, let's round 44 down to 40..." At this point she stopped me, "Let me try, I've got it". She went through a new series of processes, but this time thought of 40 as 4, and then tried to multiply by 10s. This was sort of the right direction, so after she arrived at 88 x 4, I pointed out the error. So, back to the drawing board, and she was at it again...She went through a series of 40 x a number to get close, and then readjusted by multiplying again with 44. Of course, this whole series of math experiments took far longer to finally arrive at the correct answer of 8, LOL. We did one more problem after that, and again, I gave her the marker and let her run with it. This time, it was still trial and error, but she was much closer to finding the correct answer. The second problem had a remainder. I gently assisted when it was welcomed, and watched when she wanted to work it out for herself.
OK, so this style of math instruction takes a lot longer, brings in a lot more mistakes, and wrong turns. The teacher could easily show the procedure in 5mins time, which is much quicker and more efficient for both teacher and student. BUT...what is our ultimate goal? We want to provide the tools for our students to solve problems. Teaching the standard long division algorithm without exploration is a way to accomplish that. However, we also want to develop other skills:
Critical Thinking and Problem Solving
Thinking Outside of the Box
Agility and Flexibility
An ability to pull from a variety of different skills to solve NEW problems
As technology advances at a faster and faster rate, our students will need to adapt to these changes in their work environment. They will see things that they have never seen before. We hope to graduate students that can say "I don't know the answer, but let's find out!" or "it's never been done before, but I bet I can do it!"
Yes, giving them the marker and saying "have at it" is messy math at its best. It takes time and a whole lot of patience. It requires the teacher to bite their tongue and sit on their hands. The student gets a lot less math accomplished in the same amount of time that they could complete an entire worksheet. But perhaps the end result - Innovative and Creative Problem Solving - is really what we're trying to teach in the first place.
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