Clarkson University

 This school makes my heart smile!  Clarkson University fellows  mentor students K-12 to teach them STEM skills through project based learning. That's what I'm talking about! That is the kind of learning that will stick. It's meaningful empowering, engaging, interactive learning that positively impacts everyone involved. We need more of this kind of mentorship between schools and within schools.  Phenomenal!

Sir Ken Robinson's Video

This is the video by Sir Ken Robinson which inspired me to make changes.

Dear Secretary Duncan,

I received an email today that many of you probably received as well. It was from the Secretary of Education, Arne Duncan. Now, I know someone on his staff drafted the email.  And I know probably everyone who is remotely affiliated with education received the same email.  I realize, of course, he will probably never read it, but I responded like this:

Dear Secretary Duncan,

After fourteen years of teaching, I quit.[ Washed my hands of it. Left. Packed up my books, gave away all of my teaching things, and went home.]

It wasn't that I was a bad teacher.  In fact, I am a very good teacher. Devoted, kind, caring, I put my heart and soul into each and every student.  I worked hard to meet the needs of each child.  I tried to teach in a way the learners could be successful.  I gave frequent breaks, offered hands on learning experiences, collaborative group work.  My first graders knew the meaning of “collaborate” and used it often.  I loved the kids- all of them- even the really hard to love kids.

I wasn’t asked to leave.  I earned high marks on all of my evaluations.  I got along with my administration, though they didn’t beg me to stay.  They knew I was ready to “take the next step” in my career.  In a way, they were glad to see me go.  Not because I was a bad teacher, but because I asked hard questions; questions like:

•       Why do we do things this way?

•       Who writes these standards?

o   Do the people who write the standards have a degree in child development or human development or psychology? 

o   Do the people who write the standards understand what is developmentally appropriate, that is, what the human brain can comprehend at different stages?

•       Who is on the State Board of Education?

•       What are their qualifications?

•       I was told the standards are “research based.”

•       Who conducted the research and can I see it?

•       Why don’t you know?

•       How do you lead a school and implement the standards if you don’t know who wrote them or if they are qualified to do so?

•       What are some new best teaching practices?

•       Have you heard of flipped classroom? Blended learning? When will we have professional development about it? Why don’t you know?

Administrators don’t like to be questioned like that. Especially when they don’t know the answers.  So I began researching the answers on my own. I wasn’t pleased with what I discovered. I was disappointed to learn that money drives a lot of it.

 Another thing I learned was my school’s teaching practices were way out of date.  I began a website for teachers called LMKteachers to help teachers stay informed of best teaching practices, research, and legislation regarding education. (although I have struggled to keep up with the latter- that is a full time job in itself)

I began attending board meetings.  I listened to parents concerns.  I listened to the Executive council and board members discuss rules, policies and procedures.  I created a website to answer as many parental concerns and other topics discussed.  I shared the website with the board, the executive council, and my administration.  I received one reply: “ Thank you for sharing your ideas.”  That was it.

I could not continue teaching the way I had to teach because I no longer believe that the way we are educating our children is what is best for children.  I have to believe in what I do, and sending children through an education system developed during the Industrial Revolution to produce compliant factory workers, is not only not

 best for children, it is not best for the future, their future, our future, the future of our country. 

There isn’t just one thing to fix.  There needs to be a total overhaul of the way we educate our children. We need a future oriented education system. I do not know exactly what that looks like, but I would love to be a part of figuring it out.

To continue to be a part of the education community I have a blog http://fortheloveoflearningbycchavez.blogspot.com/

and a website for instructional learning leaders:

https://sites.google.com/site/instructionallearningleaders/

There is a solution looming. I would be thrilled to serve in developing the solution.

Respectfully,

Christi Chavez

Coding refresher

Today I brushed up on my HTML coding skills using codecademy.com . The interactive lessons, explanations, and hint buttons make coding easy. I am going to continue to practice my coding skills tomorrow using Adobe DreamWeaver. 

The one room school house as the future of learning

How can something so ancient as the one room school house have any place in future learning environments?  There was no Smart Board in the ORSH. ( one room school house)  They didn't have computers, phones, or cameras, but what they had was a social network of learning and mentoring.  Watch this video by John Seely Brown to find out more:

 The Global One Room Schoolhouse by John Seely Brown

It reminds me of an idea I had about learning and curriculum which I shared on my website Tomball Teachers  I will share it here as well: 

Taking a spin off the "flipped classroom" idea, students would use Google tutorials to learn how to make best use of the materials provided.  The students would present their findings via Google presentation.  The teachers would be learning by viewing and grading the presentations. We can expand this idea across subjects because the TEKS are aligned. High-schoolers could create presentations about plants, for example.  Teachers of younger grade levels could access the presentations to use as part of their teaching about plants.

chers across campuses and grade levels could collaborate and divide tasks such as creating or finding podcasts to use for the homework assignments.  This way, each teacher does not have to create a lesson for each day, which could be overwhelming, but instead, build community to work together no matter where the teacher is located!  

Through the use of web-cams, students at Elementary, Intermediate, and Junior High levels could watch synchronous web-casts of theatre, band, choir, orchestra, or dance dress rehearsals. The web-cast could be recorded to be viewed by other students at a different time.  Alternatively, schools situated close together could visit the high schools during such times for a real-life field trip.  The younger students would serve as a real audience for the performers while simultaneously benefitting from the shared experience.

     The Ag barns at the high-schools could also provide meaningful experiences for the younger grade levels.  Web-cams could be used for live streaming of hatching chicks.  Videos could be created by the students to demonstrate the care and responsibility of raising an animal.   

    Children who view these presentations could express appreciation and ask questions through email, web cams, or an old fashion hand written note.   This provides a meaningful experience for all involved.

Implementation 

• Provide teacher training and connections 
• Build a network of local professionals who are willing to support 
• Share with students the vision of collaborating with others to teach and learn
• Provide meaningful goals and expectations ( ie. projects) for students
• Bring in guest experts across subject matter
• Provide time for students to collaborate and construct projects

Benefits

• Teaching younger students will give a sense of purpose to older students
• Students teaching technology to each other alleviates the pressure for teachers to master it to the point of being able to teach it right away 
• Fosters relationships between students
• Proposed gain: Older students teaching younger students provides increased attention for younger students, increases their time on task 
• Teaching other/younger students promotes recognition within the larger community
• Teaching a concept uses the highest level of thinking possible- this plan embeds critical thinking skills and higher level thinking skills 
• Students may view the podcast as many times as necessary to understand the content.

Outcomes :

1. Promotes community through cooperation, collaboration, and consistency 
2. Students' projects can be saved and viewed by other students
3. Teachers of other grade levels can access and use the presentations to teach their students - takes pressure off teachers to create so many podcasts/slide shows for their units of study.
4. Consistency is embedded into the curriculum via teacher podcasts, while creativity is encouraged through students presentations 

I almost forgot!

I created a short video for 249&Hope using GoAnimate.  I still need Dave to do the voiceover.  I've used PowToons for animation before.  Here is a short self promotion video I've been working on HIRE ME!