Bringing Home Economics into the 21st Century

Part I: Project Description
“No artist is ahead of his time. He is his time. It is just that others are behind the time.”
-Martha Graham
“It may not always be profitable at first for [schools] to be online, but it certainly is going to be unprofitable not to be online.”
-Esther Dyson
“If you’re afraid to be wrong, you’ll never be original.”
-Sir Ken Robinson (TED)
I would like students in my classroom to view class as more valuable in their lives and to be taught in such a way that it complements the technology age in which they live. Life Skills would take on dual meaning if technology became an additional structural support to student learning such that as students learn traditional life skills they are also learning technological life skills that they will surely need throughout high school, college and upon entrance to the work force. A mobile computer lab would facilitate this endeavor as technologies can be used for media inquiry, construction, communication and expression. A document camera and projector would allow students to see demonstrations and examples more clearly as well as showcase student works. These technologies can support teaching and foster learning on a daily basis by transforming student learning from the 1950’s to the 2000s and beyond. “Today’s students grow up in a technologically-mediated world and their thinking, behavior, and emotions are heavily influenced by new technologies.” (Zhao 2003) Technology in any classroom setting is beneficial as long as teachers appropriately use and repurpose technologies to best fit their learners and circumstances. I want to infuse learning with technology by truly teaching with it as a partner in my classroom. Students are digital natives in a world evolving digitally. Consider the frequency of paper and pencil use in the “real world” work force. Using tangible resources such as these in presentations, communication, and submission of works are nearly obsolete. Why not take education where the world has gone and where our learners have always been?
Part II: Putting Your Cards on the Table
Howard Gardner contends that the understanding of truth, beauty, and goodness is necessity to productive citizenship and that “without such understanding, people cannot participate fully in the world in which they -- we—live.” (Gardner 1999) Truth, beauty and goodness are parts of my class every day and come in the form of lessons in decision making, risk taking, setting goals, conflict resolution, money management, friendships, family dynamics and so on. I teach Life Management for sixth through eighth grade students, at a Title one school in a suburb north of Detroit. A large misconception of what I teach assumes that of a class taught from June Cleaver herself, Wife Skills: Cooking, Baking, Sewing, and How to get your housework done in your pearls! In fact, the wide array of topics are far more trivial than the typical cooking and sewing Home Economics classrooms of the past. As it must be to suit the demands of our world, educational critics and cynics, and to best prepare kids for what is to come in their lives. I don’t feel that my students necessarily struggle with the concepts or subject matter, but I do believe that they have a certain fairy tale belief for their lives that will come magically opposed to in time with hard work, ambition, and perseverance. The demographic of my school is also culturally diverse which lends to the fact that many students still assume that their mothers and sisters will follow them around until they are married tending to their every need. This however, cannot be true because these sisters and other girls that they are relying on to “tend” to them, are planning to attend college and have careers before they plan to be wives and mothers. National statistics support that 57% of college students are now women, a reversal since the 1960’s and beyond the 50/50 split campus ratios of the 1970’s. (Marklein 2005) As girls march forward, boys tend to be falling behind and also relying on blue collar jobs that were once widely available. Unfortunately, those blue collar jobs are drying up, especially in today’s economy fraught with sky-rocketing unemployment rates. Fortunately, as an educator, and more importantly a Family and Consumer Sciences Educator, I have the opportunity to prepare all students, despite gender, for the world by bringing together the skills they acquire in other core classes such as math, science and language arts with real world applications so that they can have future success in their lives.
To many, my class may not seem so trivial or challenging because of the preconceptions of Home Economics being a blow off course. Nevertheless, I believe that if I firmly embed a technology framework into my curriculum and create a challenging academic transition, students may feel more enthralled and thus challenged by the experience of learning. Dweck (1999) states that:
Challenges, set-backs, and effort are not threatening to the self-esteem of those who are concerned with developing their potential; they represent opportunities to learn. In fact, many students [say] that they [feel] smartest when things are difficult; [and that] they gained self-esteem when they apply themselves to meeting challenges.
If my broad curriculum could effectively be paired with the integration of technology and proper challenges, students could walk away better equipped with skills for wherever they choose to go in their lives whether it be college or the blue-collar work force, and would be adequately prepared to be productive citizens in the world in which they—we—live!
Part III: The transformation I would like to see in my teaching and in my students’ learning explained through the six facets of understanding.
“Learning often becomes associated with drudgery instead of delight.” (Lumsden 1994)
Explain: I recently purchased a book that I believe is about to be a great supplementary tool in my classroom entitled, 1001 Things Every Teen Should Know Before they Leave Home (Or Else They’ll Come Back!) While I wouldn’t have time to directly share them all with students, I can teach them many of the lessons that are going to prepare them for the world, at home or away from it. Interpret: Regardless of the job market, kids have to be properly prepared to be on their own, to be productive citizens, and to be able to provide for themselves and give back, somehow, to others. How can parents possibly cover everything they have to teach their children so they can “make it”?! That’s one big launch after the teen years, and studies (as well as the 2000 census) indicate that that won’t be the last launch because a full fifty percent of those teens move back home in about five years, and stay for a while! Apply: While my class is not a core subject area, it is chocked full of valuable information and lessons that tie together things students have learned in other classes such as budgeting, problem solving, communication, identifying and using resources, and the list could go on and on but the idea is that my class helps kids answer the omni-present question, “Why do I have to know this?” Other than moving into higher classes such as calculus and chemistry, they don’t have to learn how to invert and multiply, how to write an eight sentence paragraph, or use the scientific method! Perspective: They do, however, have to know that the application of learning these lessons, will assist them in their lives because they will be equipped with skills to tackle issues they face as growing adults.
Empathize: Number 116 of 1001 Things Every Teen Should Know Before they Leave Home says that, “They should know what they’re capable of doing for a living. Not just what they’d like to do.” Number 12 says, “They should know the media are selling them on a lifestyle that is essentially unattainable.” Number 7 says, “They should know that just because things get difficult, it’s no reason to believe God is on vacation.” Number one says, “They should know adulthood is not for sissies.” Finally, number 997 says, “They should realize failure can lead to maturity.” Self- knowledge: I realize that I am only one teacher and one person in the lives of my students. I know that to love learning or further, guide students to apply learning and to love that is a big job. Brophey (1997) says that motivation to learn is a competence acquired through general experience but stimulated most directly through modeling… and direct instruction or socialization by significant others (especially parents and teachers).” Daily use of technology already occurs with most students. However, it is not in a way that fosters learning and develops skills for life- outside of networking. Technology is a resource that can complement any curriculum and support learning in ways that are unfathomable. In fact, technology can be seen as the new dynamic in the traditional student-teacher relationship. However, it is undeniable that the most important influence in student learning and achievement is still teacher quality. Yet, if that teacher models the love of learning, core subject area lesson application in life, and the desire to seek out information, ideas and possibilities through the use of technology, what student would slip into the cracks?!
Assessments will be designed in such a way that answers will often be subjective to the learner and best fit the lesson each student needs... Through daily use of pre or post class blogging, online student work creations, presentations, as well as multi-tasking with research processes during class activities will guide class instruction. The idea is that through stimulated learning, technology can enhance the classroom experience for both teachers and students. If students can be aroused to make the most of learning with technology inside the classroom, they may be inspired to use it for learning throughout their lives.
Part IV: What role does technology play?
Nicholas Necropante once stated, “Computing is not about computers anymore, it is about living.” I find this statement to be profound because in my classroom, I believe I teach students skills to guide their lives so that they can be more independent and productive citizens of the world. But given the technological divide between us and them, why do they need us when they can “Google” anything? Is the answer the difference between knowing and understanding? Do we help students to understand the things they know by providing them with experiences to facilitate such understanding? Prensky (2005) writes that:
Pragmatically, our 21st century kids’ education is quickly bifurcating. The formal half, “school,” is becoming an increasingly moribund and irrelevant institution. Its only function for many students is to provide them with a credential that their parents say they need. The informal, exciting half of kids’ education occurs “after school.” This is the place where 21st century students learn about their world and prepare themselves for their 21st century lives.
The title of my class is “Life and Living.” This class title is broad and can be interpreted in many ways. I revel in this description (or lack thereof), because it allows me to create a classroom where the instruction is jointly teacher and student driven. If students are interested in a certain topic, we can entertain that topic for as long as needed. This is wonderful because I truly feel students are learning about topics that interest them. However, due to this freedom, students do not always take my class seriously. Also, there is only so much knowledge I can bring to the table without preparation or an experience in my own life with which to share with students. This is where technology comes in. I feel that with a classroom set of laptops, a document camera, and a ceiling mounted projector I can address all the issues that I struggle with in my classroom. Zhao (2003) states in What Teachers Need to Know About Technology, that:
Teachers at the mechanical level of understanding often try to repeat what technical manual prescribe or what they are taught. They are less inclined to repurpose technology for their own uses. On the other hand, teachers at the generative level of knowledge are creative and frequently reinterpret technology for their purposes. They adapt technology instead of adopting it.
I have developed a multi-step plan to address the issues of lack of focus and delays due to teacher research with the usage of technology.
The first issue that I wanted to address was that students did not always give my class the respect that I feel it deserves. Being a non-core subject, my class does not get the same attention as a class such as math. My classroom seems to contain more joy than most classrooms, but it lacks a bit of focus. In observations of other classrooms, I sought out technology that would work in my setting. I found that a document camera would be most beneficial. This device, combined with a projector, would allow me to give notes in a traditional academic style. This is not my standard procedure, but this setup would be familiar to students and would make them focus a bit more. Also, in a cooking demonstration, the camera could show the ingredients being mixed without having a mass of students surrounding me and hoping they can see. This is just a few ideas I have for using the document camera.
The aforementioned projector will have multiple uses as well. Occasionally, I show educational videos to my class and there are often complaints that students cannot see the television clearly. The projector would create a larger image on a wall or screen that students could see more clearly and would eliminate the excuse that homework was not done because a viewing angle was obstructed. This projector could show anything from my computer, so the daily agenda could also be displayed and would give students a better idea of what to expect.
The final piece of technology that I seek is a classroom set of laptops. This is the pivotal piece of my futuristic dream classroom. Every day when students log in there will be a question for the students to blog about. These questions can be on a multitude of topics ranging from apples to Zaire’s policies. The blog will allow students to respond to a question and read other students responses and comment. This interaction is also viewed by the teacher and can help in driving the discussion. If students show a particular tilt in their responses, I can react to that and clear up any misconceptions that they may have and lead them in a meaningful discussion. During that discussion, if an issue arises that I cannot answer or wish to not answer, I will have a student designated as the “researcher” and she will look up the information for us while we discuss. As a realist, I understand that if students are given computers, focus may be worse. However, I have addressed this by having only one researcher and the rest of the laptops will be closed during the discussion. The role of researcher will be changed daily. I realize that this style of teaching is a more reactive style as opposed to a proactive style. However, in my experience I have found that when students are given ownership of their education and they know that their voice is heard, they will work harder and be more intent on learning. Of course I hope to have general knowledge of all the topics I will be bringing up in class and there is an overarching plan for the curriculum, but the day-to-day tasks are driven through student input. At the end of each class, the students will be given another chance to blog. There will be a short response to the current day’s discussion and they will be able to ask any questions they may not have been able to ask in class. Also, there will be a thinking point for tomorrow’s blog in which they will be able to post “big” questions or topics that they would like to discuss in class the next day. This will excite students to learn and create a more interactive classroom.
“Today’s students grow up in a technology-mediated world and their thinking, behavior, and emotions are heavily influenced by new technologies. If technologies are appropriately incorporated, students could come to school for that certain thirst for learning and knowledge that has seemingly become so rare. Through the usage of technology, my classroom will become a place where students are eager to come. However, whereas they used to arrive with the expectation to have fun, now they will arrive with the expectation that they will have fun AND learn about topics that interest them. They will also have governance and choice over the class and that will make them more focused and intent on learning. The role that technology plays is the conversion from a teacher-led curriculum to a student-driven curriculum, which is a monumental shift not only for my class but for education as a whole! Motivating students to learn seems simpler if done with tools with which they are already familiar and fond of! Kids know how “cool” technology is. Teachers have to learn to “bend the rules” with technology to push their students to be invigorated with energy to learn. “Technologies including standard productive or office software, blogs, wikis, and GPS systems were not designed for teachers, and as such, teachers must repurpose them for use in educational contexts.” (Mishra & Koehler 2009)
Technology truly affords teachers a route to constructivist teaching. As we know, “learners do not passively absorb knowledge, but rather construct it from their own experiences.” (Dils 2001) I do not want to be a “transmitter of knowledge”, I want to guide my students to create their own meaning in lessons so that they are truly of value in their lives.
Part V: Evaluation
The measure of the impact in the technological transformation will be subjective. A control group, as possibly suggested, could be unfair to learners and therefore I would not consider it in the strictest of forms. I could however, interview students to find how their experience in my class has changed from one year to another with regards to the technological integration. This would be possible in part, due to the fact that my class is required for all students in seventh grade, thus any who have the eighth grade class where the technology will be fully incorporated will be able to have a baseline from which to compare their ideas and feelings for my class and instruction. “As 21st century educators, we can no longer decide for our students, we must decide with them… We need to include our students in everything we do in our classroom, involving them in discussions about curriculum development, teaching methods, school organization, discipline, and assignments.” Prensky (2005)
I could also prepare a survey using a web technology such as survey monkey to attain ideas from students. A pre and post survey could be useful. A pre-class survey could help me to gain a better understanding of my students’ technological skills as well as their thoughts on technology and its use in school. Collaborating with students could be a place where teachers have lost out over the years of education!
Digital tools are like extensions of students’ brains… Encouraged to share their expertise, students can be a teacher’s best resource for suggesting better access to technology, defining kinds of technology that teachers should be using in the classroom, and showing teachers how they can use specific hardware and software tools to teach more effectively.” (Prensky 2005)
A post-class survey could determine student’s opinions on how well I integrated technology, their attainment of knowledge and understanding of class concepts as related to the technology. I once heard someone say that attitudes are precursors to real behavioral changes. The more I considered this statement, the closer I believed it to be true. Dweck (1999) contends that, “even college students’ views about intelligence and effort can be modified- and that these changes will affect their level of academic achievement.” While students happily enter my room, remain engaged, and participate in class activities, I do not believe that they take learning in class so seriously. If I could change their attitude, I may also be able to change the behavior and actions of my students in regards to their own learning.
I would also be willing to commit to a once a week teacher journal in the form of a blog to reflect on how I feel my students are progressing technologically as well as grasping concepts within my curriculum. The blog would also give me an opportunity to truly reflect on my teaching and make very conscious choices as how to move forward to best match the needs of my students and their learning. In addition, my reflective blog will be a form of modeling, which as we know is a powerful tool for motivating students. In asking my students to take part in electronic journaling via a blog, I am encouraging them to write, and in so doing myself I show that I value learning and writing to them. “Adaptivity, along with connectivity is where digital technology will have its greatest impact on education.” (Prensky 2005) According to Zhao (2003), if I “increasingly incorporated technology in [my] instruction, [I] may begin to observe improved efficiency of the instructional process and notice changes in student learning and engagement.” This in effect, would prove achievement of my goal of increasing student learning and value of my class if I noticed such changes through the student surveys, writing and my own reflective journals.
Part VI: Technology and its discontents
Developing information literacy, technology skills (in students)
The use of classroom laptops will provide students with the ability to utilize technology skills as well as develop information literacy. Through the use of various technology based programs, students will be able to communicate, collaborate and evaluate, hence improving information literacy. With access to a world of information through the use of “connected” laptops, students can easily become distracted and overloaded with data smog. With proper training students can learn to filter what is valuable and what is superfluous information. Students need information literacy and technology skills in order to maintain focus and accomplish any task at hand. When working in a computer lab, I often find that students become sidetracked by other places on the internet and need redirection or just don’t know how to comprehend the amount of resources and information available to them. As the use of technology will increase with use of technology in the classroom, students will require training in information literacy for technology. A way to begin such an operation could be a simple discussion followed by a task such as a webquest wherein students are more closely guided in the sites they should visit. Younger students could be limited to only one or two sites with more freedom to roam as they learn to filter through and organize the data they retrieve. These skills will be essential for their future in college and the in work force.
Meeting the diverse needs of students, assistive technologies, particularly through the Universal Designs for Learning (UDL)

With the availability of laptops for all students and a projector to show their accomplishments, using technology to foster creativity and critical thinking skills is endless. Listing technology as the center of a day’s activities intrigues students and sparks up their creative minds. Learning compels them when it involves something of their favor such as technology. The old school methods of paper and pencil often intimidate students because then they feel they have to have real artistic or creative skills. Today’s technologies such as Jing, Movie Maker and I-movie, Adobe Elements, Adobe Premier, digital cameras, and more provide students with out-side the box thinking opportunities. In addition, creativity can be more than how we often define “art,” it can also be creative writing and thoughtful commenting using technologies from simple word processing, to blogging, to students collaborating in Voice Thread. “A creative attitude is at least as important as creative-thinking skills.” (Sterberg & Williams 1998) If students can just be sent in the right direction, their confidence soars and they have the opportunity to connect to learning because they feel compelled to learn.
Using technology to engage in professional development & Leadership
My plan in developing myself professionally is an unending process with no beginning and no end! As made evident in the wiki on Professional Development and Leadership, PD need not be formal. Professional development can occur any time a professional takes time to review, experiment or even play with a new technology. Upon review of such a technology, one may find that there is a purpose for it in his/her classroom, irrelevant of the purpose for which it was designed! Mishra and Mishra (2001) state that, “Often we create instrumental reasons for learning (it will get us a job, allow us to function in society, and so on…) …We just love to know… We love to understand because it gives us pleasure.” Much like our own students, professional development frequently makes teachers take on the “drudgery of learning” attitude. However, if teachers are compelled to learn, the PD may not be so bad.
My plan demonstrates with the idea of lead by example. I know the staff members in my building are often curious as to what I and others are doing, especially when it comes to technology and ideas to boost student achievement. It seems like resistance may be a very serious issue at many schools, however, our staff are extremely open to learning, sharing resources and collaborating with one another! I did not previously discuss this, but we are blessed with a time to collaborate with one another on Monday mornings. Every Monday morning, almost all school year, we meet with one another to analyze data, discuss ways to increase student achievement, and better our teaching practices. This often allows for opportunities to share ideas and possible technologies within our classroom. We also take a great deal of ownership in our professional development and even do it with our own initiative. While our district provides us with PD, we also create our own accessing the resources we have within ourselves. My opportunities and experiences as a leader are abundant and recurrent.
Teaching K-12 online
With the addition of a classroom set of lap tops, students will have access to online search and references, therefore teaching k-12 online will be made possible.










References
• Brophey, Jere. (1997). Teaching. Educational Practices Series-1
• Cunningham, Joan. (2008) Between Technology and Teacher Effectiveness: Professional Development. http://www.techlearning.com/article/1110
• Dils, A. Keith (Spring/Summer 2000). Using Technology in a Middle School Social Studies Classroom. International Journal of Social Education vol. 15.
• Dweck, C. (1999). Caution: Praise can be dangerous. American Educator, 23(1), 4-9.
• Gardner, H. (2006). Changing minds: The art and science of changing our own and other people’s minds. Boston, MA: Harvard Business School Press.
• Harrison, Harry H. Jr. (2007) 1001 Things Every Teen Should Know Before they Leave Home (Or Else They’ll Come Back). Thomas Nelson Publishers.
• Lumsden, L. (1994). Student motivation to learn. Eugene, OR: ERIC Clearinghouse on Educational Management.
• Marklein, Mary Beth. (2005). College Gender Gap Widens: 57% are Women. USA Today: Education.
• Mishra, K. (2001). My First Student. With an introduction by P. Mishra.
• Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with Technology, (36)7. 14-18.
• Prensky, Marc. (2005, December/January). Listen to the Natives. Educational Laeadership. 10-13.
• Shulman, L. (1999). What is learning and what does it look like when it doesn’t go well. Change, 31(4), 10-17.
• Zhao, Yong. (2003). What Should Teachers Know about Technology?: Perspectives and Practices, 1-14.

Going Green in Teaching- Course Concluding Thoughts

In the beginning of our blog assignment, I first felt that the bi-module reflections were going to be difficult. However, after getting the hang of creating "analogical bridges" between the work of art of teachers and the work of art of experts in photography, film & television, architecture & interior design, music, and fashion became much easier. As I re-read my blog entries, I had to ask myself if roles were reversed, would the analogical/imaginative bridges be as simple to create from architecture, for example, to the field of teaching? I think not. While much is like teaching, nothing is really like teaching… Funny! In general, I don’t feel that people truly understand the life and the times of teaching. People in other careers instantly assume that we teachers have it easy with only working nine months a year, no weekends, all holidays off, and the great benefits. They just don’t get it. Teaching seems so easy to bash, but I think it is only because people don’t know. They assume teaching is what happened when they were in school, and this is what I meant earlier with “the time” of teaching”, especially in how they’ve changed. Cultural and socio-economic diversity alone has dramatically changed teaching since I was a student, and truly, it wasn’t that long ago! Which is why I believe people in other careers don’t necessarily “get it”. Most assume that things are the way they were 15-20 years ago when in fact, that is not the case.
At any rate, comparing teaching to other fields has made me aware of things that maybe I have come to overlook in the past few years. Not intentionally of course, but neglect may be an easy part of routine. The Art module made clear to me that consistency is key. The film module made me question if perception is reality; Is seeing feeling or is feeling seeing? Do we see with our heart or our eyes first? Then, what matters more. In the end, I think that it depends on the kind of person we are as individuals and what is done with what we see and/or feel. The architecture module made me question the issue of form versus function. When applied to teaching, it asks why do we do what we do if there’s no reason for it? What is the purpose? Is it part of the big picture? Or is it done that way, just because that’s how it has always been done?! The module really made me question the approach we often take to teaching. The music module reminded me of the importance of the hook in teaching. Teachers have to hook students not only at the beginning of a lesson, but also throughout the lesson in order to engage all learners. Music and fashion both contradicted the Art module and provided that a good fit be paired with change to be the most beneficial. Art said consistency mattered, and music and fashion said that change mattered. I had to sit and ponder these factors for a little while. I concluded that consistency is important in standard classroom operating procedures and that change is necessary in lesson formatting, styling, and approach with students. Teachers have to be willing to give up old teaching methods for new ones in order to be “fashionable” with students. We have to be appealing in order to be purchased and “worn” proudly.
For example, new graduation requirements are that all students must be fluent in a foreign language by the year 2015. I’m fairly certain that this is true across, at least Michigan, and possibly the entire U.S. Let us not even question how this reaffirms my idea earlier that other professions, such as governmental bureaucrats, do not relate or understand, or even have a clue as to what is happening in schools and the teaching profession! However, I must ask, would it not be more important in our students lives to ensure that our students all know English and be fluent in it prior to throwing another language at them?!? As a non-academic core teacher, I am now in a position to compete with the language courses as well as the other allied arts teachers. My class and I are “for sale” so to speak; I must be reaching, teaching and keeping students interested in coming back for more in order to secure my position as a teacher. If students do not elect my class, my position could be eliminated. I have to be aware of my practice, my pedagogy, and my relationship with my students! A store that has no shoppers, rather buyers, has no business or store at all! This is why even after the close of this class, creating "analogical bridges" between the work of art of teachers and the work of art of experts in photography, film & television, architecture & interior design, music, and fashion are important to consider throughout my career. All of these agencies must “sell” in some way, shape, or form to different buyers and do so with intelligent design methods. I must keep all of these methods in consideration and be prepared to renew, reduce or recycle my teaching to keep up with my students and be an effective educator. NDCE has influenced me to appropriately keep my teaching GREEN! Renew what works, reduce what doesn’t and recycle older methods into something newer or better.

Trying on some new... and some old.

As a woman, the fitting room can be a very intimidating place! It is a time to try on something new. If quality and fit are a match, we often consider the purchase. The cost is also a noteworthy determinant of purchase, but often considered first, before even entering the fitting room. We also likely chose a store to shop in where we were prepared for and found in past experiences that the cost of items were within our comfort zone and budget.
Often times, I will try on a new style or color garment and find that I'm not ready for the cut, cost or new fashion. The same is also true sometimes of "older" apparel that I own. Originally, the garment or accessory worked and was a good fit, but for whatever reason, is no longer a match for me.
Many of the same connections are true in teaching. Sometimes, I'll try something new and find that it didn't work. The truth-telling three-way mirrors of self-reflection granted me the wisdom to know that either the lesson was not a good fit, made me uncomfortable, or was too great a cost. I sometimes never "try on" the method or lesson again, but most often I will modify or alter it, like clothing, so that the fit or style is more appropriate for me as the teacher or for my students- as the learners.
On the other end of the spectrum, I will occasionaly revive a lesson or practice that worked (fit) from the past and find that it no longer fits either because I've changed, my students have changed, or the actual lesson has become tattered, stained, or is just too aged to use any more.
Just like I could not wear the the clothes from when I was younger, such as, in high school, I could not use the teaching methods that my teachers used then. We must update our lessons, practices, policies and procedures almost as often as we must with our wardrobes. Sometimes, we can get away with an update and sometimes, we must "donate" the old practice to match the needs and "fashions" of the time.

What Matters in our esthetic economy?!

I agree that looks matter. I am susceptable to our consumerist economy too, especially at the grocery store. I teach kids that a national brand product has the same contents inside the package as the store brand product, and yet I just buy what is on sale or the brand that I prefer over the store brand. I realize the hipocracy, but how can I be immune to the science of brandology?!
The What Not to Wear episode I watched yesterday said, at one point, that Pam's bad hair and lack of make up were hiding her beauty! As soon as I heard that, I cringed!Postrel made two points that I loved.
1. "Aesthetics is nothing more than a tool for manipulation and deceit."
2. "... sign of the pervasive falsehood oiling the machinery of gratification and instant desire that is contemporary capitalism."
Both of these quotes flash me back to the Paul Hirsch interview when he said that editing movies is all deceit and lies. Which I stated earlier is not true of teaching. But now, I think that maybe I was wrong when I consider my grocery shopping habits. Sometimes, maybe we do teach an ideal instead of the real. Postrel went on to question form and function (surface and sebstance) like Susanka, when she discusses the not so big house- without function, what is the point in anything. So in our society, and to our students, why is branding so important? Why do we care?!? Now it is Hollister, American Eagle, and Pink. When I was in middle school, it was I.O.U, Skidz, and Z. Cavvaricci. But why, when we know its not whats on the outside that counts? Have we, as a society, confused product branding with people branding? While a flashy package may make us choose a more expensive toothpaste, does it also now make us choose people?!? I know there are many answers and possibilities for these thoughts, but maybe we as teachers need to be extra careful that our consumerist subconcious does not blur lines in our classrooms.

You know how when you're listening to the radio, likely in your car, sometimes you listen to part of or the beginning of a song and then lose interest and change the channel? You were grabbed by the hook but the songs ability to hold your attention was not continuous. Is it not the same as when we prepare a lesson and lead off with a fun opener or activity to get students thinking about some piece of content, but then as we transition and move into the lesson, we lose students interest and attention? I think it is... and also why we need to be continuous in seeking the attention and interest of our students throughout the lesson. We also need to allow for breaks, speed up and slow down our tempo, and vary pedagogical techniques to keep up the learning experience for students just like music must do for listeners.

Teaching, Music, and Fishing- Module 4

OK- well I may be criticized for saying this, or rather putting it in writing, but I sometimes wonder if what I (and other teachers) do in middle school is really even making an impact on students and our world. When asked what grade I teach, people always respond with something to the effect of "I was a hellian when I was that age!", "You must be so patient." or "God bless your soul!" I knew that middle school would be challenging from the get go but I accepted the job seven years ago because I felt that middle school minds are still so impressionable and I have great things to share with them. I am positive that on a daily basis, we as middle school educators impact the social and emotional lives of our students, but at this age do we really give them more than a handful of insight to our subject area?! And is our "content" really what is most important at this age or stage of life for them?! Consider that there are no credits awarded in middle school and barely any consequences for being unsuccessful more than a label. Students know they have to actually fail 3 out of 4 of their core subjects to be held back a year and it is so rare because no school these days wants to be viewed as letting any child slip through the cracks without intervention or in George W's terms "left behind"! Finally consider that middle school is like a Wednesday... The "hump years"- students are half way through and either picking up steam to finish or weary, unmotivated and have feelings of indifference to continue. They just can't see the big picture, right? That's what we have to convince ourselves and them, to press on with our journey in education. Here's where music comes in! While reading Music and the Imaginative Mind, I found myself exchanging the word 'music' for 'learning'... See what you think.
In regard's to opposing theories to [learning's] significance, "One is that the meaning of [learning], if there is any meaning, must be sought in the [learning] itself, for [learning] has no extra[learning] connotation; and the other is that [learning] is a language with a dictionary whose symbols are interpreted by the [learner] according to some unwritten esperanto of the emotions." (p12)
The second "theory" would be more relevant to me, as a teacher. It just simply says that in order for me to teach my students anything whether it be social, emotional, or content-driven, I must appeal to students feelings and attempt to do it in ways that appeal to different emotional draws... Every day, and maybe every few minutes in a lesson, I must appeal to student emotions to employ them to learn, intrigue their mind and emotions, feelings and senses. Maybe in order to be a great teacher I can't label myself as a teacher... Maybe I have to see myself as a fisherman, kids as fish, feelings as bait, and my job to "hook" them with nourishment of learning...

My classroom and architecture

Here is a partial picture of my classroom. It is full of light and space but occasionally lacks order! Its my passion for organized chaos, I suppose, that drives the order aspect of my room. I actually have a very large classroom, but I guess it would be impossible to have 6 kitchens in there otherwise. So my not-so-small space in my classroom is a McMansion classroom if you will! There are some things that Susanka talks about that create a cozier space in the room. The picture shows one of them~ the lower ceiling. I know that this was created as a function piece several years ago when the entire building was remodeled, but accidentally became one of my favorite design elements in the room! It is part of the heating/cooling unit. However, it makes the section underneath it a bit smaller ad homier. In addition it is painted a nice blue color. Susanka wrote in the introduction to Home By Design that "The contrast between the colors, combined with the separation of the wall surface into two parts, tells our senses, inaccurately as it turns out, that the ceiling is higher than it actually is." (p. 14) She is speaking of a kitchen space that was made to look larger by contrast and illusion. I think that this blue painted ceiling duct of mine creates an opposite effect in that it makes the room/area feel smaller.
So with respect to Space and the principle of Ceiling Height Variety (vary the heights of parts of rooms, as well as the connections between spaces, to define one activity place from one to another, without resorting to solid walls), I will give another valiant effort at creating an imaginative bridge to teaching... Being that my classroom is so large and that many different activities occur in it I have attempted to visibly organize it so that different areas are obviously for different purposes. I cannot construct walls in my room to separate activities that should occur in different areas so with the desks in one area, I imply that independent learning takes place in the area, at the six round tables and in the kitchens, it is indicated that cooperative learning, group work and conversations will take place here, and finally my space is in the corner of the front of the room. The space creates boundaries protected by my desks creating the opposite corners and students know that this is an area that they may not freely enter. Its not a rule or ever even stated by me, but they know or maybe feel that it is a space that is not for them.
Secondly, if it takes space, light, and order to create a feel of home, maybe the same necessity exists for students to learn. Space is provided by the building, order is physically created by the organization of the room and the boundaries, rules, and standard operating procedures of the teacher. Light is not only what is provided to students through instruction but also what occurs inside of students as they learn!

Imaginitive Bridge Disconnect: Film and Teaching

I just have a quick imaginitive bridge to question. Actually, it is a disconnect between film and teaching. So the opposite of a bridge, I suppose! Hirsch says that "Film is truth, but its all an illusion. It's fake.Film is deceptive truth... So the shooting of a movie is the truth part and the editing of a movie is the lying part, the deceit part." Teaching is all real, all the time. We, as professionals, have no time to edit, cut, or re-take. We can add music and plan our transitions to add depth, feel and engagement, but we have no real deceit to go on...We are all truth. The only form of editing we have are our internal filters in what we choose to say or do with students. There is no undoing in our jobs. Another issue I take with comparing film to teaching is in the statement, "One of the old definitions of art is deception." Is teaching really an art if that statement is truth?!?

My day off... for module 2

Well, I decided to take a day off of work to accomplish a few things. One of them being some homework! Irony, I suppose. I must admit that I am a bit intimidated by this module's assignments. I viewed the Godfather and My Best Friend's Wedding clips and don't feel that I yet have much to say. I then read the Chapter 11 "Percussive " Editing with Paul Hirsch. As certain aspects of films were discussed, I viewed some in youtube to see if I could "see" or "feel" anything that was in the interview. Many things I've never even considered while viewing a movie. Now the intimidation factor is not just present, but instead, overwhelming. I realize that the expectations for the assignment of creating a compelling video with commentary are realistic given the knowledge that I've never done it or even considered such a thing. My editing skills are limited as well as my knowledge for creating such a thing. This will take much thought... and surely, I'm not alone. However, I am excited to view the work of others.

Test?

Can anyone see this? I just want to make sure someone in CEP882 can. I've had several classes that require blogging and all are use a different site... so each time I have to re-learn how to blog. At any rate, I just want to make sure I didn't do anything wrong. Let me know. Thanks!
~Abbie

Module 1 Blogamundo

My awesome attempt at imaginative bridging... here goes...
A few of our readings talked about consistency and flow. Just like the cover of a piece must be linked with the interior, so too must the intro to a lesson and the lesson itself. It must be appealing and engage the audience as well as keep them thoughtfully involved throughout the lesson. I guess that seems obvious. So another bridge I considered is the use of consistency. Consistency in typography, margins, and image can be comparable to a teacher remaining consistent in grading, discipline, humor, classroom routines, etc. Students and art audiences alike rely on an "artist's"/teacher's consistency; Nature of each beast. For example, Monet and Picasso are pretty different- but both great painters. A lover of Monet loves the brush strokes and or color choices which seem to be consistent facets of his pieces. The same person may also love Picasso for quite different reasons. Similarly, a student relies on what they know to be the same from day to day with any given teacher. The student knows and understands what is acceptable behavior and what is not, they know the classroom procedures and policies, and they know the general flow of any given day. If a teacher suddenly changes a rule or procedure, it will likely be a surprise to a student who knows what to expect. If he/she can all of a sudden not get away with being tardy- it will through off their expectations and comfort with a teacher. The same would be true for a lover of Monet if he had suddenly began using bold colors, sharp lines, and painted abstractions instead of scenery. Its an unpleasant change due to the inconsistency.