This was such an incredible video that I can't describe all the ways that I enjoyed it. Hans Rosling is a very rare man. Having worked in the world of data analysis and online databases, it is rare to find someone that intelligent and skilled who can also give an interesting briefing. I have known some brilliant data analysts... but someone has to wake you up for the important points in the briefings. This was exciting and the way the data was used was so interesting.
From the perspective of a social studies teacher, it was so interesting to see a view of the world that wasn't just about the "Have's" and "Have Not's". The world order has changed and is continuing to change. Its refreshing to see someone talk about the new world order with current data that supports current conclusions. Our world needs more information like this so that people can understand what is happening. Maybe if there were more people showing this level of information in an understandable way, at least part of the third world might stop blaming the USA for all their woes.
From an educational perspective, I am a little more leary of what I saw in the video. But I still like the idea of making information more available to students and those who want to learn. If tools can be developed to export that information in an understandable fashion, it can only imporve the learning of our students.
On the other hand, I am somewhat trained in data analysis. I took several classes in this area to support the database work I did for my degrees. I know enough to know that this can be a dangerous tool that can lead to many bad decisions. True data analysis and database management means you have to have an understanding of how data is related and how to normalize the data. You have to have a fair bit of math under your belt to understand the error inherent in the data. Without a very strong background, the average data consumer will not be able to analyze the data correctly to be able to make GOOD decisions. To draw a bad analogy, this is like putting a loaded weapon in the hands of a 3-year old. I have seen corporate executives with trained IT support pull the wrong data to make decisions that destroyed product lines. I have seen school administrators take standardized test (NECAP) data and make recommendations that do not even address the student shortfalls. Before turning powerful databases and analysis tools over to anyone that wants to use them, as IT professionals we need to educate the people on how to use the tools and understand the results.
Tuesday, October 27, 2009
Wednesday, October 21, 2009
Challenging Students and Ourselves with Bloom's Taxonomy
Bloom's Taxonomy and the ideas it presents for education are not a new concept to me. In fact, it was an old concept that I had somewhat pushed aside as old news. I understood the basics of the different levels of learning and had moved on to some of the more recent educational raves such as the 9 learning styles, etc. What did surprise me was that Bloom's now encompasses 3 different realms of learning. I knew the cognative levels and felt comfortable with them. The addition of the Affective (Feelings) and Psycho-Motor (physical) models is something new for me at least and something that I would like to look into further as I grow as an educator. I think that these are a huge addition to Bloom's model, and may be the stepping point for addressing students with other learning styles.
Blooms is designed to help us challenge our students but I also recognize that it challenges us as teachers even more. It is easier to prepare lessons that simply address Knowledge, Understanding, or even Application. Moving into higher realms is a lot more work. When you add in the need for differentiated instruction, basic skills work, and multiple intelligences; it is often far to easy to remain at the lower levels of learning. I find that even when I get to the higher levels of learning, I tend to find a spot that I am comfortable with and tend to teach from that realm. I am big on synthesis. I like my students to be able to take information from multiple sources and or views and use those sources to create an opinion or view that is their own. Again this is a comfort zone way of teaching for me. This is a process that I am comfortable with and one that I find I can easily write lessons to challenge my students. But there are other goals and skills that they need to learn.
I guess my last thought for today is that one of the other challenges we face as educators is which model for improving education we are going to follow. I have been at the middle school for almost 6 years now. In that time we have had 4 educational focuses each trying to meed student needs a different way. By the time we start to get a handle on one way to do things better, we are off tackling something different. Its not like the ideas are exclusive... but you only have so much time to rework lessons each time you teach them. As a software engineer, I understood rapid changes in technology and development tools. But teaching and reaching students is more that swapping in a faster set of hardware or a new programming language. To use an old software phrase, maybe its time for the world of education to stop looking for the "Silver Bullet" to slay our problems. Maybe its time to just take the time to really implement what we know. But then how would people revolutionize teaching and make a name for themselves.
Blooms is designed to help us challenge our students but I also recognize that it challenges us as teachers even more. It is easier to prepare lessons that simply address Knowledge, Understanding, or even Application. Moving into higher realms is a lot more work. When you add in the need for differentiated instruction, basic skills work, and multiple intelligences; it is often far to easy to remain at the lower levels of learning. I find that even when I get to the higher levels of learning, I tend to find a spot that I am comfortable with and tend to teach from that realm. I am big on synthesis. I like my students to be able to take information from multiple sources and or views and use those sources to create an opinion or view that is their own. Again this is a comfort zone way of teaching for me. This is a process that I am comfortable with and one that I find I can easily write lessons to challenge my students. But there are other goals and skills that they need to learn.
I guess my last thought for today is that one of the other challenges we face as educators is which model for improving education we are going to follow. I have been at the middle school for almost 6 years now. In that time we have had 4 educational focuses each trying to meed student needs a different way. By the time we start to get a handle on one way to do things better, we are off tackling something different. Its not like the ideas are exclusive... but you only have so much time to rework lessons each time you teach them. As a software engineer, I understood rapid changes in technology and development tools. But teaching and reaching students is more that swapping in a faster set of hardware or a new programming language. To use an old software phrase, maybe its time for the world of education to stop looking for the "Silver Bullet" to slay our problems. Maybe its time to just take the time to really implement what we know. But then how would people revolutionize teaching and make a name for themselves.
Thursday, October 15, 2009
Reflection on Dr. Bernie Dodge video - WebQuest: the Pitfalls
Dr Dodge's short discussion has some excellent points to make. I agree that one of the first questions that needs to be asked is whether or not this is an appropriate subject for a webquest. Many of the quests found online are nothing more than activities meant to keep students busy digging up and spitting back facts that they could easily find in their textbooks. Its a shame that the webquest is often a tool used to give a teacher a break from teaching for a day.
I was most impressed by Dr Dodge's development of his own three level taxonomy. I liked the words he used for the highest levels of learning: "Create, Predict, Decide." If you can get students to that level, it is a really useful experience. I do not agree that that is the only learning objectives that are good uses for a webquest though. I also would like to see the idea of synthesis listed as a higher learning objective. Students are often bombarded with information from all sides. It is important to teach them to bring different sources together to form a deeper understanding that may not exist in their sources.
The one topic that I disagreed with was Dr Dodge's ascertion that you know you have done well when each student has a different response. I see this as a valid perception with older, more mature students. As a college professor and possibly as a high school teacher, you can hope for that time of intellectual growth. My experience is that most middle school students are not to that point in their ability to learn. They are still focused on their being a right and wrong answer. SOme of my best simulation and role playing lesson end with reflections where students have to oportunity to show insight beyond the simple role they played. I am usually thrilled if 4-5 of my hundred plus students actually go beyond telling me what happened to explaining why. It doesn't mean whe don't try but I think its important to understand where in the learning curve students are.
I was most impressed by Dr Dodge's development of his own three level taxonomy. I liked the words he used for the highest levels of learning: "Create, Predict, Decide." If you can get students to that level, it is a really useful experience. I do not agree that that is the only learning objectives that are good uses for a webquest though. I also would like to see the idea of synthesis listed as a higher learning objective. Students are often bombarded with information from all sides. It is important to teach them to bring different sources together to form a deeper understanding that may not exist in their sources.
The one topic that I disagreed with was Dr Dodge's ascertion that you know you have done well when each student has a different response. I see this as a valid perception with older, more mature students. As a college professor and possibly as a high school teacher, you can hope for that time of intellectual growth. My experience is that most middle school students are not to that point in their ability to learn. They are still focused on their being a right and wrong answer. SOme of my best simulation and role playing lesson end with reflections where students have to oportunity to show insight beyond the simple role they played. I am usually thrilled if 4-5 of my hundred plus students actually go beyond telling me what happened to explaining why. It doesn't mean whe don't try but I think its important to understand where in the learning curve students are.
Thursday, October 8, 2009
The Ease of Teaching the Internet
The Internet is such a great tool. The information and resources rival even the best libraries I have ever visited. I love maps and the maps that are available to use with my students with a quick click are amazing. Scanned copies of battlefield maps to copies of maps used by Christopher Columbus with anotations made by him or his crew. It is simple amazing. And if you do not have time to make your own lesson.... sites like The Center for Teaching History with Technology have tons of material just waiting for someone to come get it. If your interested, take a look at their site at http://thwt.org/webqueststhinkquests.html
This week's entry is supposed to be about creating a webquest. The hardest part of the Webquest is eliminating sources. The data is everywhere and the hardest part for me was cutting the information back to a reasonable amount of sites. I have to admit to being a technology junkie though. I seem to have a knack for internet searches and finding the right combination of keywords to seach for. I am sure thats not true for everyone though.
The other challenging part of the webquest is often getting the students to take the information they find and process that information into more than just a set of facts that they put on the paper. My time in special education has really helped me with that process. And often its a lot easier that most people think. The first step is often to simply ask for something other than words. This serves two goals as an educator. First, you can allow students to use other learning styles and/or multiple intelligences. The second is that the student has to understand more of the material they read to translate that information into a drawing or map or artifact. I find this works well for my high needs students and the other students in the classroom. And belief it or not, sometimes they even have fun.
This week's entry is supposed to be about creating a webquest. The hardest part of the Webquest is eliminating sources. The data is everywhere and the hardest part for me was cutting the information back to a reasonable amount of sites. I have to admit to being a technology junkie though. I seem to have a knack for internet searches and finding the right combination of keywords to seach for. I am sure thats not true for everyone though.
The other challenging part of the webquest is often getting the students to take the information they find and process that information into more than just a set of facts that they put on the paper. My time in special education has really helped me with that process. And often its a lot easier that most people think. The first step is often to simply ask for something other than words. This serves two goals as an educator. First, you can allow students to use other learning styles and/or multiple intelligences. The second is that the student has to understand more of the material they read to translate that information into a drawing or map or artifact. I find this works well for my high needs students and the other students in the classroom. And belief it or not, sometimes they even have fun.
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