680 Module 6 Discussion
Hello Class,
Couple of great questions to talk about this week in our discussion. I cannot tell you how many times I've been in a group of teachers and heard, "Here we go again, another better way to teach that will last for a couple of months." It's because we get "new and improved" pedagogical practices every year at our Professional Development events. Some of these practices last, but many are forgotten about by the next year. No wonder educators seem hesitant everytime something new comes down the pipeline!
At the same time, adapting to needs of today's students is one of the most important attributes of a good educator. And just maybe, that statement has never been more true with the advent of technology into our culture. I also think the push for more application and experiences, especially in science curriculums is another positive change that is here to stay! Our podcast for this week addresses this issue. A good leader doesn't throw up their hands and say "here we go again". But rather digs in and tries to find the merit of adapting or challenging their current practices.
I would say this is my biggest struggle right now. I feel like my classroom is leaning towards Problem Based Learning and the storylining curriculum. But honestly, it is still rooted in traditional means of lesson delivery. I know the conversion is coming, but it is tough to change things that worked well for years, and take that leap of faith (and the time required to adapt the material) to make that first step and make the change.
One really important step is surrounding yourself with other educators that have the same mentality that a real change is necessary for today's student. One that is based in technology and application rather than memorization of "trivia facts". (PS- that for most students will be trivial facts for their life).
I've found two avenues for this personally. One is I have been attending and following the ISTE's storylining Professional Development for Storylining Biology. This approach is basically using Next Gen Science Standards an PBL practices to reshape the biology curriculum. I implement more and more every year, and hopefully, with the help of hundreds of other science teachers in Illinois, will have a curriculum based on Storylining in the near future!
Secondly, I luckily have another teacher in my dept. that is on this track as well. In fact, he has already gone head first into storylining and this year his curriculum is based fully on storylining Biology. He is a great resource for questions, and now has real life data and experience to show how the kids not only enjoy storylining, but achieve greater mastery. I think the greatest obstacle is often getting out of our own way! We can learn so much from our fellow educators... as evident from this class as well.
Thank you,
Jim Nielsen
Couple of great questions to talk about this week in our discussion. I cannot tell you how many times I've been in a group of teachers and heard, "Here we go again, another better way to teach that will last for a couple of months." It's because we get "new and improved" pedagogical practices every year at our Professional Development events. Some of these practices last, but many are forgotten about by the next year. No wonder educators seem hesitant everytime something new comes down the pipeline!
At the same time, adapting to needs of today's students is one of the most important attributes of a good educator. And just maybe, that statement has never been more true with the advent of technology into our culture. I also think the push for more application and experiences, especially in science curriculums is another positive change that is here to stay! Our podcast for this week addresses this issue. A good leader doesn't throw up their hands and say "here we go again". But rather digs in and tries to find the merit of adapting or challenging their current practices.
I would say this is my biggest struggle right now. I feel like my classroom is leaning towards Problem Based Learning and the storylining curriculum. But honestly, it is still rooted in traditional means of lesson delivery. I know the conversion is coming, but it is tough to change things that worked well for years, and take that leap of faith (and the time required to adapt the material) to make that first step and make the change.
One really important step is surrounding yourself with other educators that have the same mentality that a real change is necessary for today's student. One that is based in technology and application rather than memorization of "trivia facts". (PS- that for most students will be trivial facts for their life).
I've found two avenues for this personally. One is I have been attending and following the ISTE's storylining Professional Development for Storylining Biology. This approach is basically using Next Gen Science Standards an PBL practices to reshape the biology curriculum. I implement more and more every year, and hopefully, with the help of hundreds of other science teachers in Illinois, will have a curriculum based on Storylining in the near future!
Secondly, I luckily have another teacher in my dept. that is on this track as well. In fact, he has already gone head first into storylining and this year his curriculum is based fully on storylining Biology. He is a great resource for questions, and now has real life data and experience to show how the kids not only enjoy storylining, but achieve greater mastery. I think the greatest obstacle is often getting out of our own way! We can learn so much from our fellow educators... as evident from this class as well.
Thank you,
Jim Nielsen
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