Wiki WebQuest Reflection

Preparing Future Students
In addition to the inherent nature of a wiki -- which gives countless individuals the ability to edit its contents at any given time (fostering student-centered learning) -- the wiki webquest offers a more visual and technological-based form of direct instruction (addressing a common student learning style preference and student interest).  The webquest itself (based on the novel The Great Gatsby and social class stratification in 1925 versus 2025) helps prepare students for the future by inviting them to think about the present through a lens of the past.  That is, as many have said a lot can be learned from just looking back at the past, students are made to take a look at the socioeconomic factors of wealth, family lineage/connections, education, marital status, race, and gender that applied in the 1920's, but also apply to today's social class hierarchical system.  The idea is to get students to see the inevitable parallelism between the kinds of separation and/or isolation that money and education can cause between people -- as well as the types of racial and gender discrimination people can inflict on each other -- regardless of the time period.
Core Values & Social Justice
Since a significant part of the 1920's and the foundation for The Great Gatsby is centered around the "American Dream", the webquest invites students to evaluate and/or consider the abovementioned socioeconomic factors alongside the values of ethics, logic, perseverance, responsibility, and resourcefulness.  In other words, students must ask themselves whether or not the characters in the novel are ultimately able to achieve the "American Dream" even though they live morally corrupt lives -- and whether or not someone today is able to do the same.  In this way, students realize the common tension between what one "is" (as defined by their social class status) and how one chooses to act upon their role in life (as seen through their actions, conversations, and treatment of other human beings).
As far as the concept of social justice, this webquest really lends itself to the issue of human inequality.  If people are to be judged and "ranked" according to what they (mostly) have little control of -- and are frequently ridiculed because of their position -- within the realm of social class stratification, then this is definitely evidence of a kind of inequality.
NCSS 8 & 9
In the webquest, students are invited to visit a few sites which mention the scientific inventions and technological progress of the 1920's.  The automobile is largely discussed as a pivotal turning point in the way Americans starting living and working, while other smaller inventions such as the refrigerator, radio, air-conditioning, and vacuum cleaners significantly improved people's lives.  Students are to reflect on how "commonplace" these object seem today, but also recognize what other kinds of inventions and technological improvements have been made since -- and how just like the automobile -- the internet has changed the way people live and work.  Even sources of communication (which were most commonly postal mail, the newspaper, and the radio in the 1920's) have changed dramatically over time, and students are urged to reflect on how communication is now largely driven by phone calls via cell phones, text messages, e-mail, and news by means of television programs and online websites in the 2020's.

Effective Curriculum, Structure, & Pedagogy

 

           According to Diane Curtis’ article, “Start With the Pyramid: Real-World Issues Motivate Students,” (Edutopia.org), there is no doubt that teachers’ instructional methods and student learning strategies in the classroom need to be re-vamped to fit the needs of the recent advances in technology and how society functions and performs as a whole.  According to Bruce Alberts, president of the National Academy of Sciences (NAS), “Everybody is motivated by a challenge and solving problems, and we don’t make use of that in schools enough.”  However, one of the major trends that addresses such an issue and is improving schools’ curriculum today is project-based learning.   Alberts says of the method:  “Project-based learning gives everybody a chance to sort of mimic what scientists do, and that’s exciting.  And it’s fun if it’s done well.”  Sylvia Chard, professor of elementary education at the University of Alberta, further contends, “One of the major advantages of project work is that it makes school more like real life.”  Though if that’s still not enough to catch your attention, then consider this consensus from a number of statistic-based research reports: “Project-based learning correlates positively with improved test scores, reduced absenteeism, and fewer disciplinary problems.” 

As a teacher, all of these findings are certainly enough for one to take a closer look at what project-based learning is all about, and really consider it in one’s future curriculum.  With that being said, in order for such a curriculum to be put into action, there are three factors that must be considered  to effectively put such an instructional strategy into place: one must create Units based on and driven by a set of Essential Questions, implement and create interdisciplinary opportunities and Higher Order Thinking (HOT) questions, activities, and skills within the Unit’s daily lesson plans, and require that students present their findings in front of their peers, parents, and/or community members.

           

The first criteria involving a set of Unit Essential Questions is crucial for students’ “initial discussion of a project topic” in order for them to begin thinking about what they already know, what they would like to learn, what is the purpose of the project, and what kind of impact the project will ultimately have on local and global community members.  More specifically, one of the main purposes of project-based learning is to get “students to try to answer a question…that is greater than the immediate task at hand.”  The act of getting students to start thinking beyond themselves and participate as responsible members of a very large and every-changing global community not only promotes great qualities of leadership, confidence, and teamwork in students, but adds real value to any curriculum.  Furthermore, using these Essential Questions as their guide, students will be able to stay focused throughout their projects, and constantly be reminded of their project’s overall purpose, plan, and inherent value.

The second criteria of implementing interdisciplinary opportunities and HOT-based questions and skills into a given curriculum is for students to realize that the subjects they learn about can be extended to “real-life” experiences and projects, and that the use of multiple disciplines to solve a problem is preferable so as to not restrict anyone from developing an in-depth investigation of a topic, or applying what they do know of other subjects, into the current project.   Most importantly, HOT tasks ask students to extend their thinking beyond convergent ways and prevent them from just repeating what they have been told by a teacher.  Rather, students “need to be able to ask questions of a person [they’re] learning from…[they] need to be able to link what the person is telling [them] with what [they] already know.”  Demanding students to exercise critical thinking skills throughout a task involves more work, but will ultimately be more rewarding than an assignment that asks them to simply memorize a list of terms and take a test.

Finally, the third criteria of having students present their projects in front of their peers, school and community members, and parents goes beyond just making a student feel proud about his or her work.  Since students have invested so much time into the project, have learned to make interdisciplinary connections, and used their team members and other experts to gather information, “they [become] more confident talking to groups of people” because they have had practice improving their social skills and can speak confidently and enthusiastically about their project.  In addition, oral communication is definitely a skill that a lot of parents are concerned that their children are lacking.  Due to the nature of their social life – in which many students spend a lot of time either in front of computer or video games or texting on their phones – there is a lot that is going “unsaid” because children are involved in activities that do not require them to literally voice their opinion.  Therefore, since “engaging students by starting with the concrete and solving hands-on, real-world problems is a great motivator” in itself, students will become used to being actively involved with other people, engaging in activities beyond the computer screen, and want to share their findings because of the great amount of time and effort that went into the project.

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            With the idea of project-based learning in mind and the kind of confidence, responsibility, and deep level of thinking and comprehension skills it yields for students who participate in such endeavors, another important aspect of an effective school system is its structure.  According to another article by Diane Curtis titled, “Raise Your Students’ Emotional-Intelligence Quotient” (Edutopia.org), “evidence is growing that students do better not only socially but also academically when they feel safe and regarded as important members of a learning community.”  Therefore, it is ultimately a matter of not only having a curriculum that is engaging and exciting for students, but creating a foundation of trust, safety, and respect among students, faculty, staff, and community members.  Three methods to create such an environment of belonging is to implement the following: a character education program, a triple-tiered program of student-teacher-parent involvement, and a bi-weekly informative session on the school rules, values, and an accompanying “real-world” activity to solidify students’ understanding.

           

More specifically, the character education program would be a monthly seminar that students would have to attend as part of their Social Studies/Civics/History class to learn about how to respect one’s self, how to learn and give affirmations and support to peers, and to develop a sense of belonging and purpose as a responsible student.  If a school shows students how to develop and show a sense of strong character, it automatically “builds a sense of community and lets students know they’re important, which leads to trust and a sense of safety that promotes classroom success.”

            However, because what a student is capable of doing at school should not be isolated from their responsibilities and actions outside of school, it is just as important to implement a program that gets students’ parents and teachers involved in helping them improve these qualities, and of course treat the student with just as much respect in return.  According to Vikki Deuel, principal of Walnut Middle School in Nebraska, “It all boils down to living the Golden Rule and being respectful and being treated the way you want to be treated and doing the right thing.”  For a student to learn how to live by the “Golden Rule” and own strong character traits in their everyday lives, then they need to be surrounded by people who honor these kinds of attributes, who support the student when his or her character is tested, and also be caring and responsible enough to award the student for exercising good judgment of character.

            Finally, to solidify teachers’, students’, and parents’ understanding of how good character and values work in “real-world” situations, students will participate in bi-weekly informative sessions that focus on a particular value or character trait, and be assigned to a task that lets them exercise this skill or attribute in their local communities.  Whether it be a project set in an nursing home, cleaning up trash in the community, reading to younger children in schools, or putting together an after-school club, students should be invited and encouraged to “act out” and practice how to live a morally sound and responsible lifestyle so that they cannot only develop their personality and identity into a caring and intelligent human being, but to get the opportunity to see the kind of impact such nurturing does have on the community.  Again, to treat someone with respect and receive the same kind of treatment in return, really creates an ever-lasting impact in a student’s mind and heart.  Kindness can be contagious!

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In addition to improvements in the structure of a school and its curriculum, Grace Rubenstein’s article “Confronting the Crisis in Teacher Training” (Edutopia.org) discusses the impact of pedagogy:  the “one thing [that] makes a big difference in children’s learning.”  In fact, it is specifically the way in which teachers are trained to teach that largely affects their students’ academic and social experiences in the classroom.   However, according to Thomas Carroll, president of the National Commission on Teaching and America’s Future (NCTAF), there is significant evidence of a gap between “the way [teachers are prepared] and the way teachers actually teach in the classroom.”  For instance, Pablo Aguilera of Stanford University is quoted in Rubenstein’s article: “You can make people go to school for five years and tell them to read any number of books, but they won’t really learn anything until they’re in an actual classroom.”  Boston Teacher Residency Mentor Barbara Simon further claims, “Some people have the philosophy that teachers should go right into the fire, and I disagree with that.”  Such statements certainly supports Thomas Carroll’s concern, and actually expose the specific inconsistencies between what a teacher does in his or her preparation program, and what one is actually capable of doing (on his or her own) under a contract position.   Again, acknowledging the fact that a teacher’s training is absolutely crucial to students’ learning and their social development in the classroom, the following  measures should be implemented into teaching preparation programs and beyond to increase one’s chance of succeeding in the profession: a one-year, paid internship experience, unlimited access to workshops and collaborative support teams during one’s time as a full-time, contracted employee, and  a highly-qualified mentor during one’s internship and first year under contract.   

           

First, the purpose of offering a one-year, paid internship experience is so that teacher interns can really gain a sense of the “local curriculum, the community, and the daily demands of education.”  Half-year internship experiences really offer only a snapshot of what is required of a teacher because by the time intern feels adjusted to a classroom’s daily duties such as taking attendance, adjusting to the grading system and its software, getting to know the students, conversing with parents, and collaborating in teaching teams, the year is already half-way gone and there’s little time to focus on taking strategic risks or challenging one’s self to make a real change in the classroom’s dynamics.   Especially if it is a teacher’s first time synthesizing the content, standards, and objectives of a curriculum, performing such multi-dimensional tasks certainly yields extra time to ensure enough care and attention is paid to each one. 

Rather, think about this: if Elementary and Special Education teachers are required to participate in full-year internships, why not Secondary Education teachers?  Especially in consideration of Jean Piaget’s theory that adolescents develop a sense of identity during their adolescent years, it is important for teachers to be exposed to the many kinds of difficult issues that their students are facing, and to know how to handle them in a variety of situations.  More specifically is the type of language that should be used in communicating with older students.  Words hold a lot of power, and they can either positively or negatively affect your teacher-student relationship.  Communication with anyone takes practice.

            In regards to the “paid” aspect of the full-year internship experience, there are some teacher preparation programs like that of Boston Public Schools that offer financial packages – such as stipends and forgivable tuition loans – that entice teachers to become a part of their program.  Not only is it gratifying to receive money for one’s hard work, but it creates this “promise” between a future teacher and a school that allows an intern to feel as though his or her efforts are appreciated and valuable to the school, while the school can be assured that the teacher intern is producing his or her best and most practical work because he or she is being paid to do so.  On the other hand, it can also work in the form of a “deal” between a school and a teacher – just like the military does with its ROTC candidates.  If candidates want their chosen military organization to pay for the college, then they must honor that payment by committing to a given amount of years in military service.  If this took place in the teaching world, both parties would feel respected and would work dutifully to honor the commitment.

            Yet despite the perks of full-year, paid internship experience, what’s important to note is that the ultimate reason for such a demand is that many schools of education and teacher preparation programs continue to “provide insufficient time and support for future teachers to learn to work in real classrooms,” and as a result, “half of all new educators abandon the profession within five years.”  A little extra time and agreement of appreciation for teachers would certainly go a long way in making new teachers realize that not only are their efforts valuable, but teaching is a profession that commands an equal amount of self-investment and careful attention in return.  While some may argue that interns do not warrant financial for their learning experience, perhaps they should view the proposal from a personal point of view.  A lot of monetary sacrifices have to be made during one’s time fulfilling their internship and participating in a teacher preparation program, but more money is lost when teachers decide to quit the profession out of frustration and lack of support.

With that being said, teachers should also be invited to and have unlimited access to workshops and collaborative support teams during their time as a full-time, contracted employee.  According to Rubenstein, two “neglected but emerging education-school adaptations are training in how to use technology for learning, and induction support for beginning teachers after graduation.”  These two aspects could not be truer as technology is constantly evolving and working its way into classrooms, and first-year teachers need assistance and a solid support system to rely on during challenging times.   Another aspect to think about is that while the federal government’s demands (via the No Child Left Behind Act) that “’highly qualified’ teachers possess expertise in their subject matter and certification from their state [,] this requirement assumes that certification ensures skill.  In reality, states generally focus more on the number and type of candidates’ training experiences that the quality.” 

Therefore, in order to ensure that teachers are getting the most out of in-school workshops, meetings, and collaborative team efforts, there needs to be an out-spoken demand that teachers participate in these sessions, are targeted by their co-workers for constant observation and feedback, and are given immediate instruction on how to use and implement any type of technology that their school offers into their classroom.  Essentially, what results from this kind of measure is a teacher that trusts in the faculty and staff of the schools, is aware of and is encouraged to attend informative (technology-focused) sessions, and is well-aware of the kind of “back-up” he or she is accessible to in the school system.  This not only makes the teacher more knowledgeable, confident and tech savvy, but also welcomed and safe in the school environment.

Finally, as one last way to ensure the most efficient pedagogy, teachers should be assigned to a highly-qualified mentor during their internship and first year under contract.  According to Rubenstein’s article, “at the heart of reform in teacher preparation are innovations that provide extensive field experience and link theory more closely with practice.”  However, if teacher interns are to undertake such an internship and gain the most practical and useful strategies and methods of curriculum, community, and classroom management as possible, they need a remarkable teacher model to help them succeed and learn the most effective pedagogical skills.   Mentors should be teachers who are National Board Certified, are committed to being a role model and supportive team member without needing the incentive of an extra stipend, and should be required to videotape, constantly observe, deliver feedback, and be unquestionably devoted to the betterment of the teacher candidate.  

Additionally, because teacher interns need to see what they have learned about in schools actually be put into practice, they need to be assured that they are getting the most accurate and fair shot of seeing such a concept in action.  In fact, since the NCLB Act is so concerned about teachers being “highly-qualified,” wouldn’t it make sense for all teacher interns to learn from those who do hold such a status? 

In effect, the ultimate way to close such as a gap between teacher preparation programs and their actual teaching experiences is to “demand more field experience with good supervision.”  With these three measures of a full-year, paid internship, unlimited access and encouragement to attend workshops and collaborate in a teaching team, and an opportunity to work with a highly-qualified mentor during one’s internship and first year under contract, this gap just may start to close.

Role of Schooling & Authentic Learning Experiences

While my true interests lie in what I read, write, and teach, the kind of school in which I will perform these duties in is of extreme importance.  I want to be a part of a community of teachers, administrators, and staff that has a genuine and valuable role and responsibility within their school, and to be supported and encouraged to challenge my students with a variety of rigorous and authentic learning experiences.  Here's how I predict it will all play out in 2025:

           

The role of schooling in 2025 will mirror the same type of hierarchical-turned-networking management system as identified by Draves and Coates in Nine Shift (2004).  That is, while the primary “gatekeepers” of knowledge, creativity, and assessment today are a school’s faculty and staff, the possession of such information and capabilities will be as equally attainable and manipulated in the minds and hands of students in the future.  Especially in consideration of the role of content knowledge in 2025 and its demand for students to actively contribute, collaborate, and perform in authentic, high order thinking tasks, the role of schooling will no longer be to provide a traditional “brick and mortar” that holds students in place through their chronological-based K-12 education.  Instead, the role of schooling in 2025 will be to establish a credible “brand name” with the embedded values of logic, ethics, responsibility, perseverance, and resourcefulness that will inherently honor students’ local projects and global contributions while students collaboratively educate themselves through their school years. 

Such a concept will also be the responsibility of schooling in 2025 (especially with on-line schools): the idea that administrators and teachers will concentrate on these core values, students’ critical thinking and technological skills, and everyone’s interpersonal connections and capabilities rather than students' chronic physical absences, behavior issues, and student performance on standardized tests.  It will also be the responsibility of schooling to offer more trade-oriented and technological classes so that students are able to perform at the same rate, or even with the same tools, as others.  Finally, interdisciplinary connections will have to be consistently emphasized and made available in order for both students and teachers to effectively participate and contribute at local and global levels within the digital world.  

Yet, to put such areas of focus into action and to produce rigorous and authentic learning experiences that will engage all students to complete such work, the most important element to consider as a teacher will be student interest.  If students cannot relate to or personalize a task in any way, they are less likely to pay attention to or even complete an assignment.  As the NCSS states in their Media Literacy statement, students suffer when there is a significant disconnect in their (digital/technological/electronic) personal world and the kinds of materials and activities they use and do while in school.  With that being said, it will be just as important for teachers to craft assignments that use various kinds of technological applications to showcase, use, and adhere to everyone’s skills and talents.  For instance, some students will enjoy making two-dimensional graphs and graphic organizers, others will prefer creating videos and websites, and many will thrive on writing blogs and logging notes into wiki accounts.  To accommodate everyone’s learning styles and technological skills, the element of choice will be extremely crucial.  Especially when creating rigorous and authentic learning experiences that involve real-world issues (whether it concerns the school, home, community, the world), students should feel that they can still accomplish the task even if they are not highly skilled in one particular area. 

Ultimately, examples of rigorous and authentic learning experiences in 2025 will be any type of partner or group collaboration project that uses a technological tool (such as YouTube video, Twitter account, Facebook page, website, movie, iPhone app, blog, wiki) to gain feedback from peers, community members, or global friends.  However, the focus of these learning experiences (just like those of today) will have to remain on what subject material needs to be studied, what networks will have to be made, and what the end goal or final product will be.  As long as these assignments are relatable to students and foster student-choice, these experiences will not be deemed as too challenging.

Role of Content Knowledge & Student Skills

It's true: I live to read, write, and teach.  One of the many privileges I have as an English teacher is that I get to participate in a profession that allows me to engage in my natural and personal interests on a daily basis.  Whether it is teaching a literary time period, perfecting students' grammar skills, developing their knowledge of vocabulary, or helping students practice the craft of writing, English content knowledge is the foundation for what I am as an English teacher, as well as what I use to get students engaged in partner and whole-group discussions and activities and support them in making interdisciplinary connections.

Here are my thoughts on the role of content knowledge in the future, and the skills students will need to master in order to effectively understand and apply such material in 2025:

          The role of content knowledge in the year 2025 will serve as a student’s most fundamental self-teaching tool.  Since learning will be entirely student-centered, adolescents will use a discipline’s curriculum to make real-world applications, connect interdisciplinary concepts, formulate historical-based patterns, and pose original theories while collaborating with classmates who will manipulate the same content knowledge and yield their own results.  Similar to the way in which Draves and Coates (Nine Shift, 2004) describe the current transition of management and performance from a hierarchical-based order to an equalized networking system, the role of content knowledge will be directed by the collaborative effort of students and their peers who will adjust its format via digital annotations, video and audio productions, and analytical data produced from future technology. 

          Content knowledge will be the foundation of a broader curriculum that demands divergent findings, student-taught patterns and relations, and wiki-based digital learning activities that nourish the current frequency of change and innovation via the World Wide Web.  Teachers will serve as the driving force behind the establishment, distribution, and purpose of content knowledge in past, present, and future history.

          In order for students to be productive in 2025 and perform all of the tasks made possible by the fusion of content knowledge and the various technological resources and available applications, adolescents will need to master the following skills: self-discipline, diligence, and practicality.  First, self-discipline will be the most important skill for students as they will need to stay on task, meet deadlines, and set priorities despite the demands of extracurricular activities and distractions from their learning, work, or domestic environments.  Self-discipline will also assist adolescents in managing a diverse and rigorous course load that is digitally mandated with shorter deadlines, faster turn-around and feedback capability, and easier access.  Second, a student’s diligence will play a significant role in how well their assignments will be completed.  A student’s ability to pay attention to detail and extend one’s depth of knowledge to the point of absolute thoroughness and accuracy will certainly prove this skill, as well as their demonstration of a predominantly intrinsically motivated work ethic. 

          Finally, students who master the skill of practicality will be able to make sound judgments despite psychological, physical, emotional, or intellectual fatigue.  For instance, adolescents will have to acknowledge and speak out when they feel stressed or overworked, overshadowed or undervalued in group projects or peer discussions, or need help understanding content knowledge, assignments, or using digital tools.  Yet, keeping a level-head while participating collaboratively and working with new technologies through the skill of practicality will be sure to lessen one's potential for physical or mental exhaustion.     

" Excellence is not a skill. It is an attitude."

Why I live to read. write. teach. is simply because I find joy and guidance in reading books, I make better connections when my thoughts are put onto paper, and my love of learning is replenished whenever I teach.  To know me is to know what I love to teach and do in my classroom, and through this blog, you'll find that I've got a whole lot of heart for:

Grammar & Vocabulary Sentence Strips. Word Art. Word Scrolls. Spelling Lists. Prefixes, Suffixes, Roots. Literary Period PowerPoints. Individual Student Accountability within Group Settings. Reading Comprehension Strategies. Essay Packets. Journals. Interactive Notebooks. Mentor Texts. Anchor Texts. Story-time Texts. Text-related on-line videos and DVD's. Young Adult Literature. Non-Fiction. Poems. Biographies. Short Stories...

Ok, so you get the point: my passions for reading, writing, and teaching English are endless!

Follow this blog to be enriched by anything and everything that I live to read. write. teach.