Persistent Pondering http://persistentpondering.posterous.com Where do social action, art, music, technology, media, pop culture, and most importantly, student needs intersect? posterous.com Thu, 25 Apr 2013 13:50:00 -0700 Vanishing Borders: Project Immigration http://persistentpondering.posterous.com/vanishing-borders-project-immigration http://persistentpondering.posterous.com/vanishing-borders-project-immigration

It's a busy month at New Tech High @ Coppell for Mrs. Boyd and myself. The Rookies are investigating the question: How could immigration reform affect "us"? 

They started by viewing the two films The Other Side of Immigration and They Come to America. After viewing these two perspectives, learners participated in a Harkness Discussion to address the driving question.

Further research included reading various immigration poems for push/pull factors, issues surrounding immigration, and the immigrant experience. Learners also read and shared findings of various articles and created Found Poems using these texts.

KQED's DO NOW is focusing on immigration this week so learners responded to articles and other postings from people around the country. 

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This all culminates in learner-produced short films. Selected films will be chosen to represent NTH@C in the Thirteenth Annual Media that Matters Film Festival.

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Overall, not a bad way to spend April!!! Can't wait for them to finish their films!!!

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Tue, 12 Feb 2013 22:24:00 -0800 Civic Engagement Insights from the Harry Potter Alliance | NWP Digital Is http://persistentpondering.posterous.com/civic-engagement-insights-from-the-harry-pott http://persistentpondering.posterous.com/civic-engagement-insights-from-the-harry-pott

From fandom to activism.

From story to "cultural acupuncture".

The Harry Potter Alliance is propelled by the passion of individuals to unite and create movements for social justice. It is Connected Learning.

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Tue, 12 Feb 2013 20:47:00 -0800 Connected Learning Infographic | Connected Learning http://persistentpondering.posterous.com/connected-learning-infographic-connected-lear http://persistentpondering.posterous.com/connected-learning-infographic-connected-lear
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A goal... a transformation... a need.

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Wed, 06 Feb 2013 12:50:04 -0800 Let's Get to the Good Stuff http://persistentpondering.posterous.com/lets-get-to-the-good-stuff http://persistentpondering.posterous.com/lets-get-to-the-good-stuff

Here are some Voter Education and Civics Education PSAs NTH@C Rookies created for our Election 2012 project in November.

 

 

Here's a video created for an anti-bullying campaign learners created for elementary school students.

 

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Wed, 06 Feb 2013 10:10:00 -0800 Happy Digital Learning Day! http://persistentpondering.posterous.com/happy-digital-learning-day http://persistentpondering.posterous.com/happy-digital-learning-day

What a great event to celebrate how digital tools have transformed education!

 

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Tue, 05 Feb 2013 11:58:00 -0800 What is Digital Learning? http://persistentpondering.posterous.com/what-is-digital-learning http://persistentpondering.posterous.com/what-is-digital-learning

Happy Digital Learning Day Eve! I hope you enjoy some reflections from my students on:

Digital Learning Is....

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Sat, 20 Oct 2012 13:09:00 -0700 #WhatWeWrite http://persistentpondering.posterous.com/whatwewrite http://persistentpondering.posterous.com/whatwewrite

This is how Rookies at NTH@C celebrated National Day on Writing 2012 on Friday, October 19, 2012. We still have much more conferencing and revising to do, but I cannot wait to see the publishing and celebrations of their writing!

 

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National Day on Writing 2012: #WhatWeWrite from Janelle Bence on Vimeo.

 

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Sun, 14 Oct 2012 07:53:00 -0700 Envisioning the Future of Education Technology Infographic http://persistentpondering.posterous.com/envisioning-the-future-of-education-technolog http://persistentpondering.posterous.com/envisioning-the-future-of-education-technolog

You all know my obsession with infographics.

envisioning-the-future-of-education.pdf Download this file
I know the title is about education technology, but I am finding the change in pedagogy so intrinsically connected to these technologies that it's difficult to plan on transforming education without integrating pedagogical evolution responsive to these technologies. We discussed this for 4 wonderful hours on Friday while planning what NTH@C will become.

Exciting? Yes. Inspirational? Yes. Daunting? A little. Necessary? Well, to remain relevent and mearningful and adaptive and worthy. Yes.

I would say that Virtual/Physical Studios is defintely an area for growth, but perhaps, the bond program can help with that. Gamification is perhaps closer than we think with powerful curriculum on the horizon (and a pesky facilitator who likes to write grants).

And I want to open up disintermediation. What does that look like? What does that feel like? Can I get some help with that?

The future is NOW. 

 

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Sat, 29 Sep 2012 15:55:00 -0700 Student Poetry as Pedagogy http://persistentpondering.posterous.com/student-poetry-as-pedagogy http://persistentpondering.posterous.com/student-poetry-as-pedagogy

Wow!! Again. Again. Dr. Ernest Morrell has done it again. He has forced me to recoginize what I believe in, what I am passionate about, what I am here to do. I will not allow critical hope to wane. I matter because of my work. Do you have the answer?

 

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Sat, 29 Sep 2012 10:50:00 -0700 2012 Social Media Stats = WOW! | Socialnomics http://persistentpondering.posterous.com/2012-social-media-stats-wow-socialnomics http://persistentpondering.posterous.com/2012-social-media-stats-wow-socialnomics
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Interesting. Important to know audience and habits of social networking.

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Sat, 29 Sep 2012 09:48:00 -0700 Thought Shrapnel http://persistentpondering.posterous.com/thought-shrapnel http://persistentpondering.posterous.com/thought-shrapnel
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Because the idea of Thought Shrapnel coupled with the idea of Iron Man and his awesomeness fuels my need to use shrapnel to its fullest potential!!!

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Wed, 01 Aug 2012 15:15:00 -0700 Begin with Identity... Yes, Gender is Part of Me http://persistentpondering.posterous.com/begin-with-identity-yes-gender-is-part-of-me http://persistentpondering.posterous.com/begin-with-identity-yes-gender-is-part-of-me

At a NSTWP Professional Development Advanced Institute I was co-facilitating, there was much discussion on student culture and identity and using an asset model to best serve our students. My thoughts are this. If each individual being a part of a wider system, and many systems at once, is not aware of his or her identity, this causes potential problems within any network that he or she is a member. If a person's identity is not recognized, affirmed, and responded to, this, too, can cause hiccups in that particular network completing its job and/or fulfilling its purpose.

On a separate project focused on Young Men, Writing and Literacy, I am working with other teachers across the country, the College Board, and National Writing Project to examine how to best serve our minority male students. We pondered the impact of gender in the literacy education: Is gender a significant issue to consider when teaching minority males? Here are my two cents... okay, maybe more than two.

Gender cannot be overlooked in an urban high school classroom, especially at the Freshman level. During the first week of school, students tend to separate each other by gender. There are the girls on one side and the boys on the other. Both genders taking a look at the other seeing who is cute, who isn’t. This is an act done by both genders.

At the beginning of the year, practically everyone tries. It’s a new year, and no one wants to disappoint. They see it as their opportunity to shine: to either continue their previous behavior or turn over a new leaf or figure out what is cool: smart or not. Unhappily, school smart does not win many prestige points on our campus.

As the year continues, it seems like a habit for the males to choose one student to represent their gender, one who will try and be the intelligent, well-behaved male student. I cannot understand this phenomenon. I know my girls are still very much teacher pleasers. If they don’t always have the right answers, most of them will try to out do each other on projects with artwork, colors, handwriting. But what happens to my male students?

I can say that as the year progresses, my newly arrived immigrant males become more aware of their financial duties to the family. They feel pressure to provide for their families either here or in their home countries. This leads to focus on work: more demands on time, shifts in priorities. In that respect, for most of my male students, their culture asks males to be the providers so many of them see education as secondary or tertiary or even further down the list of main concerns.

Coupled with the responsibility of being the provider, the question arises: when do my teenage boys get to be just that, teenage boys? When do they get to step away from the identity as provider and all of the responsibilities that go with that and be kids? For many, the response and the opportunity to be a teenager with fewer responsibilities and burdens is in school. Since, many of them are treated like children in the classrooms, it makes it that much easier for them to fall into seeing school as a social haven rather than a place of discipline and hard work. Besides, they have that already at their paying jobs.

We cannot overlook gender and its impact on teaching minority males or any student for that matter. If we do try to avoid how gender influences learners and learning, we might as well try to ignore culture. We might as well try to disregard identity altogether. That would be a disaster because teenagers are about finding their identity, about exploring, acknowledging, and respecting who they are. It is when people do not do this, when people discount, underestimate, disrespect, belittle, or even just ignore someone else’s identity that problems arise. If we want to reach all of our learners, identities must be the beginning. We need to understand who our students are, and gender plays a part in this discovery.

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Fri, 20 Jul 2012 12:21:58 -0700 From Trees to Webs: Transformation is About Changing How We think http://persistentpondering.posterous.com/from-trees-to-webs-transformation-is-about-ch http://persistentpondering.posterous.com/from-trees-to-webs-transformation-is-about-ch

I have been sitting in front of the computer for weeks and weeks now trying to get my thoughts down. How do I introduce my work on transformation? How do I communicate my motivation to change education for the better... to a more equitable system that gets quality work accomplished?

And I realized it's difficult to begin talking about my work or any transformation efforts without understanding underlying root causes of problems or even of successes. Then, I happened upon this video from the wonderful folks at RSA Animate, The Power of Networks with Manuel Lima.

The video discusses how modern science mirrors our knowledge of how systems work. Lima discusses an article entitled Science and Complexity written by Warren Weaver (1948). Weaver states that in the 17th-19th Century, scientists solved problems of simplicity. At this stage, we relied on using tree metaphors to organize ecosystems, families, and even knowledge. Since then, we have come to understand that systems are not as linear. We have moved from viewing systems as being random and disorganized complexity to finding patterns that actually help to clarify and communicate interconnections between the most diverse elements of a system. We are currently living in a state of organized complexity.

For those of you who know systems thinking, this all sounds very familiar to you. I am thankful to my mentor, Dr. Leslie Patterson, for guiding me on a systems thinking journey via Human Systems Dynamics. Systems thinking is a way to validate, appreciate, and better understand individuals and their differences as well as how to work with rather than against differences to create generative learning that gets important work accomplished.

A mouthful? Yes. Crucial to understanding how transformation can happen in schools? Absolutely.

Let's get back to the trees. How many of us work for organizations with a clearly set hierarchy or what is often referred to as an organizational chart? How many of us live day in and day out in a system with top-down directives? Look at that chart. Examine the flow of memos and directives. Resemble anything? A tree, perhaps? Many of our systems, especially in the workplace, are modeled after solving problems of simplicity. Problem? We are not asked to solve simple problems. How, then, can we expect this model of a system to succeed?

Now, think back on your most recent project where you feel you succeeded. It could be anything from developing a workshop to setting a menu for a dinner party. Let's use the latter as an example. When confronted with the task of determining what one should have at a dinner party, it is not as simple as someone saying, "I want this" and it being served--- unless you are a horrible host and want your guests to walk away very dissatisfied. No, more likely, suggestions are being taken---perhaps through an Evite or Facebook message. You consider dietary needs of your guests. You refer to Pinterest for recipes. You ask your frugal-minded friends if they know of any coupons or specials on any produce or other ingredients needed. And, you probably have other alternatives rather than one dish to serve. You might even ask guests to bring an item to make your party more interactive. Why? Because ensuring your guests get both a nutritious and delicious meal is a complex task that requires organized efforts of gaining information and input.

Rather than using a tree diagram to gain knowledge to complete this complex task, you used a vast web of resources ensuring you would have the best darn tootin' dinner party ever. That's organized complexity. That's systems thinking.

So why pause and take a moment to talk about this? Why ask for a shift in thinking from trees to webs? I ask you, when serving our diverse students, when preparing them for an unknown future, is it a simple problem? Or, is it one that requires respect for diversity, collaboration with tough discourse, finding patterns that may help us to come up with simple rules to guide a discourse towards learning how to approach and solve problems----and being willing to do it all again and again to best serve the dynamic nature of human systems?

Maybe, we, as educators, can learn a lesson from scientists. They have metamorphosed from the tree of life to the web of life. In education, we seem to be stuck in problems of simplicity mode; a by-product of using the education system to suit an industrialized society. But, as we make more demands on our graduates, education should be reformed to respond to the complex yet organized web of needs, resources, learners, and teachers.

And now, maybe, I can better communicate my work, my reasons, my motivation for what I try to do. Yes, I do realize this post was for me: a way to reflect on my beliefs as an educator, a way to make sense of why things don't work and why things do. But maybe, just maybe, you will pause, consider, and remain curious on what changes can and should be made in education because it is not a question of whether or not transformation needs to come about; it is a question on how to proceed.

I believe systems thinking can frame those very profound, challenging, but necessary conversations.

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Fri, 22 Jun 2012 07:54:00 -0700 More than a Number: Barry Lane's Musical Response to Students and High Stakes Testing http://persistentpondering.posterous.com/more-than-a-number-barry-lanes-musical-respon http://persistentpondering.posterous.com/more-than-a-number-barry-lanes-musical-respon

Wow! I have been doing so much thinking about the effects of too much emphasis on testing on students. I know. So many people have discussed it. So many more people will discuss it. But, it doesn't hurt to continue this important discourse. These important discussions coupled with action are the only way to transform education into what our students deserve.

Please listen to Barry Lane's tune. Share it. Discuss it. Keep the dreams alive.

 

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Thu, 12 Apr 2012 08:31:00 -0700 What Happens when Making and Gaming Intersect? Cain's Arcade. http://persistentpondering.posterous.com/what-happens-when-making-and-gaming-intersect http://persistentpondering.posterous.com/what-happens-when-making-and-gaming-intersect

I know. I know. I'm late, but I just got around to watching the video, and yes, I am very impressed with Cain. What creativity! What entrepeneurship!

 

Caine's Arcade from Nirvan Mullick on Vimeo.

It surprises me that Cain's Arcade was once a joke in the neighborhood. It's just a reminder of how we must support those who are continuing to create and innovate because we never know not only what efforts they made but also what it may become. Bravo, Cain!

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Wed, 11 Apr 2012 09:54:00 -0700 Financial "Aid": Response to Carvens Lissaint's TED Talk http://persistentpondering.posterous.com/financial-aid-response-to-carvens-lissaints-t http://persistentpondering.posterous.com/financial-aid-response-to-carvens-lissaints-t

This morning in CILT, I was asked to deliver a proposal to host a financial aid workshop for our students on behalf of our lead counselor. My urban high school has been very fortunate to have counselors as well as other partners like Education is Freedom and the Go Center to help our students to get financial assistance to gain more access to a post-secondary education. Unfortunately, many students have not taken advantage of these services.

 

Then, I happened upon this TED Talk where slam poet Carvens Lissaint challenges the notion of Financial Aid of achieving its purpose. This is an empassioned call to reform the post-secondary system, specifically rising tuition costs. Lissaint's performance forces us to reconsider financial aid and all of its ramiifications. Does financial aid help students to attend a post-secondary institution but also leave recipients in a degraded financial state? How can these resources be used more effectively? How can students, especially those historically less represented in colleges and universities, gain more access to post-secondary institutions?

Take a moment. Watch it. The desperation makes me further reflect upon the apathy of some my own school's students. Do they know something that I was now just made aware of from Lissaint? As tuition costs continue to rise, I expect more and more people to feel Lissaint's urgency.

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Thu, 29 Mar 2012 10:03:00 -0700 Deprogramming: How can I encourage change and reflection on gender issues in my classroom? http://persistentpondering.posterous.com/deprogramming-how-can-i-encourage-change-and http://persistentpondering.posterous.com/deprogramming-how-can-i-encourage-change-and

(Response to Romance in the Classroom: Inviting Discourse on Gender and Power

by Diane Waff)

 

I could not agree more with the need for discussing and responding to gender dynamics in the classroom. I've known for a long time about the disproportionate amount of time spent on male students due to classroom management issues. I understand how in this respect female students are losing out on attention from the teacher. This may lead to female students feeling less invested in school.

 

I also understand how the language and actions of teenage boys can make females feel harassed, inferior, objectified. I appreciated the journal-writing approach coupled with literature to open up discussion.

 

In my own classroom, we read House on Mango Street by Sandra Cisneros. The Red Clowns vignette is particularly powerful. Some students do not even catch the rape, but when they do, the reactions are mixed. I remember one discussion quite well. We were talking about why more sexual assault victims were female vs. male. One boy, we will call him J, said something to the effect of boys always wanting sex so a girl wouldn't have to rape him. I asked J questions like, "What if the person is too young to understand exactly what the abuser is doing? What if the victim doesn't understand the ramifications of being forced to have intercourse? What if the victim was your sister?" All of these questions were responded to by J with something like, "At least, he's getting some" or "It would never be against a boy's will to have sex." When I asked J if he ever thought of the abuser being male vs. female, he quickly changed his tune. He said, "That's just wrong!" I responded, "Any time someone is forced to have sex without his or her consent and any time someone is too young to fully understand everything that goes along with having sex (consensual or not), that is wrong." J continued to disagree. Everyone else in the group disagreed with J, but his persistence, his unyielding, his unwavering commitment to portraying teenage boys as being primarily motivated by sex was shocking. A girl in the group just looked at him with disdain. Some of the other boys laughed. Others looked surprised at his point of view. But, I wonder what the students took home with them that day? Do they find elements of truth in J's beliefs? Do they understand what that means to them? To their peers? Are teenage boys at the mercy of their hormones? What does that mean for other teenage boys? What about to teenage girls? Unfortunately, I only had this group for a couple of weeks, and that was one of our last sessions.

 

Then, my next wondering is how to get my female students who have been surrounded by this type of behavior their whole lives to speak against it. Currently, if a boy whistles at a girl, and I ask them not to since it is disrespectful, I do get the occasional responses from some of my female students, "Miss, he is just showing he likes her. It's a compliment." How do I combat that? How do I speak against behavior they have witnessed their whole lives from friends, brothers, and maybe, even fathers? How can I get them to see this type of behavior should not be tolerated when it may still be welcomed by friends, sisters, and maybe, even mothers?

 

I'm imagining steps like those taken by the author of this article would help. I have always found journal writing to be cathartic. I'd like to include literature and articles to boost open discussion as well. Perhaps, guest speakers could shed light on the subject.

 

Still, I wonder. I don't want to be disrespectful, yet I do not want female students to continue to feel objectified or powerless. I especially do not want male students to leave high school thinking it is okay to act as many of them do in the wider world.

 

Have any of you experienced the same sorts of reactions as I have? How did you address this behavior? What changes were you able to make, if any?

   

romance_in_the_classroomspring19951.pdf Download this file

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Tue, 28 Feb 2012 12:47:00 -0800 Poised for Much Needed Transformation:A Response to Saving Black and Latino Boys by Pedro Noguera | NWP Connect http://persistentpondering.posterous.com/poised-for-much-needed-transformationa-respon http://persistentpondering.posterous.com/poised-for-much-needed-transformationa-respon

This article teaches us that there is no magic formula to successfully serving our Black and Latino male students. In some cases, separating by ethnicity and gender worked. In some cases, it did not. There are arguments for and against any type of school.

 

The difficulty arises when considering all the elements that need to exist in a school that is effective with these populations, as well as all other populations. These schools focus on community, culture, individual learning networks, mentoring, relevant curriculum, rigor, character, ethics, and a respect for learning. That's a tall order.

 

The situation becomes even more complicated when attempting to transform a campus. My campus received a $6 million TTIPS grant to transform our campus. We are focusing on creating academies to make education more relevant and responsive to student interests. Along with that since we are an urban campus with many who are considered "at-risk" students, there comes the charge of keeping students engaged---many of our students aren't aware of their interests in an educational setting. And if they are aware, they have had little to no occasion to speak or act on these interests. We are needing to create contexts that invite discussion, ignite curiosity, boost inquiry into possibilities. We are also dealing with shrinking enrollment due to feeder pattern changes and changes in demographics. We need not only to recruit new students to our academies but also having to re-recruit, in a sense, our current students for them to realize that education can be different and more meaningful to them.

 

This change isn't limited to our students. There is a need for a philosophical shift for the teachers. Clearly, it's not a completely new mindset, but rather, a return to the original educational values that drove teachers to education in the first place. Many of us have become so accustomed to the climate of high-stakes testing, the pressures from the powers that be to deliver test results, that we have felt forced to sacrifice or hide our meaningful literacy instruction because it was so at odds with the assessment world. In response to this, we began the transformation process by attempting to empower our educators to believe that it's time to return to what we know works. It's time to return to putting students first by having high expectations, rigorous and relevant lessons, and focusing on what works. It takes courage to confront those above us still saying that the test results are our top priority.

 

Because no matter what we do, the testing climate continues to exist. We are deemed worthy or unworthy of future grant funding based on data that in part is assessment-based. So will the transformation be successful? Will we be able to strike the fine balance between what we know is right and effective for all of our learners with the increasing demands of high-stakes testing?

 

Only time will tell. I remain optimistic not because I am naive or idealistic but because I know it has to happen. We have to provide a quality education for all of our students. One thing for sure, I am more motivated than ever to find ways to reach not only our Black and Latino males but all of our students.  Reading this article bolsters the notion that the entire school community contributes to the success of these critical groups.

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Sun, 12 Feb 2012 08:02:00 -0800 "Have I done enough?" Questions from a Well-Intentioned Educator http://persistentpondering.posterous.com/have-i-done-enough-questions-from-a-well-inte http://persistentpondering.posterous.com/have-i-done-enough-questions-from-a-well-inte

I am a teacher. I am passionate about what I do. I want to be able to empower my students to believe in themselves, believe in their education, believe they can achieve their goals.

I try my best to do the right thing. I seek out professional development to better serve my urban students. I read articles and follow discussions to continue to learn how my English language learners learn best. I focus on technology as a means of providing a more equitable education for my 80% low SES kids. I advocate for reform to encourage rigor not just relationships with my students. I search for additional resources to provide for them. I am dedicated to the transformation of my campus.

Still, I wonder, "When will it be enough? Will it ever be?" Will it be okay to admit my shortcomings? Maybe, I am not the most effective educator with all student groups. Maybe, as suggested in research, certain students perform better for certain types of teachers. How, then, can I transform education for these groups I may not be able to reach? If I cannot, is that okay? Should I continue to strive for what I cannot achieve? Or, maybe, there's another way around it?

I do believe that students and teachers have affinity groups. Especially at a young age, people self-organize into groups where there are others who are similar to them. It just seems to be human nature. Later in life, people who do embrace diversity find themselves in groups with various cultures, but, in a high school setting, what can I do to support my students in feeling more comfortable with diverse learners and teachers? Yes, read multicultural texts. Yes, model the behavior. Yes, openly discuss the importance of a global society. I just wonder how to speed this along; is it possible? If not, will my students ever be able to learn at maximum capacity?

The notion of voice to empower students is critical. One thing I can do is provide a learning context where students and teachers feel safe and encouraged to speak about what they need. I can not only invite suggestions but also respond to these recommendations in a quick and effective manner. And still, I wonder if this is enough?

There's no magic pill. There's no program to be purchased. There's no assessment to measure it, but the idea of having teachers who certain students do not respond to is at odds with effective learning. I offer my experiences as counter examples for I know I could have done many things better, but I would like to hear more on what people are doing that works.

What can educators do? What can policy makers do? What can parents do? What can students do? What can we all do to transform the educational system to one where all learners have access to a rigorous and meaningful education?

Big questions. Answers will begin to form with dicussions like these. Honest reflection will help tease out the issues and hopefully, get us closer to possible solutions.

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Wed, 01 Feb 2012 20:12:00 -0800 Digital Learning Day: A Call to Action http://persistentpondering.posterous.com/digital-learning-day-a-call-to-action http://persistentpondering.posterous.com/digital-learning-day-a-call-to-action

Sitting at a district meeting yesterday, I heard more of an all too widespread and alarming discussion. “Our students aren’t interested in learning like we were.” “The kids today are distracted by gadgets. They would rather text than talk.” “Our kids don’t have a long attention span.”

All of these rumblings have a common thread. Yes, our students for the most part, are quite different than us, their educators. They are interested in technology. They do like to communicate digitally. They do multitask.

I felt so uncomfortable hearing our district leaders finding so many shortcomings in our students---especially since what these teachers were critical of can be such assets. What people were complaining about are very important skills in the 21st century.

Don’t get me wrong. I, too, have been frustrated by a student slyly texting a friend to socialize instead of completing the class project. I, too, have wondered why I constantly have to switch gears in a single class to engage students. I, too, have wondered how someone can spend hours and hours playing a game and not ten minutes on a journal assignment.

But, after years of wondering and researching and collaborating and analyzing and experimenting, I know one thing. I have more questions. I also know that our students have a cultural wealth that demands our attention and respect. Their knowledge of building and sustaining community, creating and collaborating on multimedia projects, their hunger for information. All of this makes them candidates for being exceptional students.

Then, what’s the problem? Why is the United States lagging behind other countries in education? Why are some schools now being named “drop-out factories”? Why do some teachers perceive our students as being deficient learners rather than remarkable ones?

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It’s not the fault of the teachers. It’s not the fault of the students. It’s not the parents. It’s not the media. It’s not the technology companies. It’s not the video games.

It’s the educational system in the United States. We operate in an antiquated context far removed from the realities of today’s society, its demands and its challenges. We want our students to fit into some educational paradigm that was conceived eons ago.

Well, in case you haven’t noticed, so much has happened to transform our landscape. Technology has developed. There are now so many digital advances making once impossible things everyday common occurrences. Every day, there is something new, something that ups the stakes, something that creates another challenge to our obsolete educational system. One thing, however, that is not changing, not transforming, not responding---fast enough anyway---is education.

Today’s learners are different. They learn differently from most of their teachers. All true. I get it.

When, then, do we respond to these differences? When do we take into account these inconsistencies and make systemic changes that embrace our learners and all their skills? When do we create an inclusive environment to fit their needs instead of forcing them into an educational box where they must abandon so much that is part of their culture? When will we demand an education that our students deserve, one where instead of failing, they will thrive?

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Technology is not the enemy. It is not gadgets OR lessons. It is not cell phones OR learning. It is not social networks OR accountable talk.

On the contrary, we have the opportunity to use these powerful tools and many more to truly reform our classrooms. We have a chance to show our students how much we do respect and admire their skills by stepping out of our comfort zones to learn from them.

So for today, our first National Digital Learning Day, I ask what you can do to help these changes happen and happen sooner rather than later? Each day we do not advocate for our learners, each day we do not rally around this type of reform is another day where technology leaves education further behind.

Digital. Learning. Digital + Learning. Digital Learning. 

 

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence