I found the resource about Mass Customized Learning (MCL) to be very interesting. This resource takes you to a website that describes the ins-and-outs of MCL. This is the idea of moving out of the "industrial age" and moving into the "information age." The way I understand this concept is that education right now is very "specific" in terms of what we learn, when we learn, and how we learn. MCL suggests a less specified approach where anyone can learn anything, anytime, anywhere, and in any way.
The Industrial Age involves a time-based approach, while the Information Age is all about learning-based instruction. According to the website, MCL is all about "transformational change." I agree with the premise of this resource. Our outdated education system does need help. This website provides just some of the information from a book titled: Inevitable. I would be interested to read this book, as what I have read on the website has really caught my attention.
Sunday, July 14, 2013
Sunday, July 7, 2013
Students need change
In Chapter 12 of Curriculum 21, Jacobs talks about how technology and a student's "ability to gather information" (pg. 197) are seeking a change in the classroom. When I was in elementary school, we had old mac computers and the only thing we could do on them was draw pictures and print them out. That is the only form of technology we really had. Now, students have smart boards, iPads, laptops, LCD projectors, and many other technological devices at their disposal. As Jacobs mentioned, choosing a tool to use and how to integrate it may take some extra thought.
Before TV and other multimedia tools, teachers taught the curriculum to their students through textbooks, pictures, maps, and other instructional strategies. Many teachers still teach this way today. this seems like a problem to me. Students are demanding a change in the way that the curriculum is brought to them. They have so many ways to gather information so teachers really need to create new ways to implement the curriculum. As Jacobs said in Chapter 12, "It is crucial to begin looking at what is truly driving change in the 21st century classroom: the students" (pg. 199).
Before TV and other multimedia tools, teachers taught the curriculum to their students through textbooks, pictures, maps, and other instructional strategies. Many teachers still teach this way today. this seems like a problem to me. Students are demanding a change in the way that the curriculum is brought to them. They have so many ways to gather information so teachers really need to create new ways to implement the curriculum. As Jacobs said in Chapter 12, "It is crucial to begin looking at what is truly driving change in the 21st century classroom: the students" (pg. 199).
Friday, July 5, 2013
"Commencement means beginning"
Reading Chapter 4 of Curriculum 21 by Heidi Hayes Jacobs really got me thinking about our current "school program structure" and how it would benefit our learners to reinvent and reunite what is currently in place. There was one particular section of this chapter that really stuck with me. This is the section about schedules. To be more specific, the sub-section, "Against Graduation as We Know It." This information left me feeling both inspired and perplexed.
The structure that we currently have in place says that once a student has completed kindergarten through 12th grade, they have "graduated." While there are some exceptions (like retention), students are expected to complete a precise 13 years of schooling. HH Jacobs suggests that perhaps there shouldn't be a set number of years. She says, "We need to give our learners the time that they need to grow and to be ready for launch" (pg. 64). This would seem to benefit any type of student. Students that need a little more time can easily be given an extra year or more to work toward a diploma. On the other hand, for those students that are ready (but have to wait) to move on to higher education, they will be given that opportunity to move on when they are ready. This was what I found to be so inspiring. Now that I have read about this idea, I'm interested in knowing what's next.
I suppose this would be where the "perplexed" feeling comes in. I'm perplexed because I want to know: why (if this makes as much sense as I think it does) are we not moving toward a structure more similar to the one that HH Jacobs describes? What needs to happen for a structure like this to be put in place? I know this isn't just something that can happen overnight, but something needs to change, right?
The structure that we currently have in place says that once a student has completed kindergarten through 12th grade, they have "graduated." While there are some exceptions (like retention), students are expected to complete a precise 13 years of schooling. HH Jacobs suggests that perhaps there shouldn't be a set number of years. She says, "We need to give our learners the time that they need to grow and to be ready for launch" (pg. 64). This would seem to benefit any type of student. Students that need a little more time can easily be given an extra year or more to work toward a diploma. On the other hand, for those students that are ready (but have to wait) to move on to higher education, they will be given that opportunity to move on when they are ready. This was what I found to be so inspiring. Now that I have read about this idea, I'm interested in knowing what's next.
I suppose this would be where the "perplexed" feeling comes in. I'm perplexed because I want to know: why (if this makes as much sense as I think it does) are we not moving toward a structure more similar to the one that HH Jacobs describes? What needs to happen for a structure like this to be put in place? I know this isn't just something that can happen overnight, but something needs to change, right?
Friday, June 28, 2013
"The Collaboration Age"
After reading the article titled: "World Without Walls: Learning Well with Others," I was very inspired. I was intrigued by Laura Stockman, an eleven year old blogger. She has so many readers from so many different parts of the world. She is a community volunteer. And all at the age of 11? I'm impressed. What a great way for this developing mind to learn and share her ideas. I suppose this is what the Collaboration Age is all about.
After reading this article, I couldn't help but make a connection back to my own childhood. It might seem like a stretch, but this form of collaboration amongst young children reminded me of having a "pen pal" when I was about her age. Granted, I was writing to one person in another state somewhere, with a pencil and paper, snail mail, and the whole nine yards. Now, Laura (and probably many others her age), have taken it to the next level with blogging. She is collaborating with multiple people at a time, giving and receiving feedback through the Web.
This article suggests that this linear curriculum that surrounds us is on it's way out the door. I can only hope they are on to something. Students are discovering new ways to obtain information. Textbooks are no longer a go-to tool. As technology changes, education needs to be changing with it, especially curriculum.
After reading this article, I couldn't help but make a connection back to my own childhood. It might seem like a stretch, but this form of collaboration amongst young children reminded me of having a "pen pal" when I was about her age. Granted, I was writing to one person in another state somewhere, with a pencil and paper, snail mail, and the whole nine yards. Now, Laura (and probably many others her age), have taken it to the next level with blogging. She is collaborating with multiple people at a time, giving and receiving feedback through the Web.
This article suggests that this linear curriculum that surrounds us is on it's way out the door. I can only hope they are on to something. Students are discovering new ways to obtain information. Textbooks are no longer a go-to tool. As technology changes, education needs to be changing with it, especially curriculum.
Curriculum Planning and Development
As a Title I Ed. Tech. (or long term sub), I don't have as much involvement in the planning and development of the curriculum as I would like. My main role is to supplement the curriculum by providing student with extra support.
In RSU 64, the math curriculum is based around the Common Core Standards. RSU 64 uses the Envision Math Program to meet these standards. A scope and sequence is created and defined by the grade level teams. My role in this math program is to provide students with extra support, including re-teaching, extra practice, and intervention.
The district where I am currently employed uses Lucy Calkins as a guide for the writing curriculum and DWA as the assessment piece. Again, the grade level teams create the scope and sequence for the writing curriculum, basing it off of the Lucy Calkins writing program. All of the literacy topics are decided upon by the grade level teams and literacy coach.
All of that being said, I know how the curriculum is planned and developed in my district, I just am unfortunately not a part of it just yet.
In RSU 64, the math curriculum is based around the Common Core Standards. RSU 64 uses the Envision Math Program to meet these standards. A scope and sequence is created and defined by the grade level teams. My role in this math program is to provide students with extra support, including re-teaching, extra practice, and intervention.
The district where I am currently employed uses Lucy Calkins as a guide for the writing curriculum and DWA as the assessment piece. Again, the grade level teams create the scope and sequence for the writing curriculum, basing it off of the Lucy Calkins writing program. All of the literacy topics are decided upon by the grade level teams and literacy coach.
All of that being said, I know how the curriculum is planned and developed in my district, I just am unfortunately not a part of it just yet.
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