Issue 61: Sep 21, 2009 Connections Newsletter

Developing Your Personal Educational Philosophy

Debbie Willingham
Sep 21, 2009

Many educators never take the time to reflect on their own beliefs as the basis for what their philosophy of what education is and should be.  I never consciously did so until a professor I greatly admired forced me to do so in a graduate class.  In considering what should be included in a person's educational philosophy, she said you should group components in three general areas that must mesh with the non-negotiables:  the nature and goals of education; the culture and climate in which education best takes place; and the curriculum and instruction that must be included in order to provide the best education possible.  This wise woman also said that it is only by looking within that we discover whether our reasons for being in education are the right ones, and that ideally, we should work through this process in our very first undergraduate education course.  Consider that food for thought as you read on.

The Nature and Goals of Education:

Education is in essence a combination of the common set of knowledge and skills that everyone should have, along with the opportunity to grow individually to the extent of their intellectual potential and in areas of personal interest and ability.  It is the responsibility of schools to teach students the basic content they need to know in order to refer back to it for future use, but this is really only the beginning of schooling's responsibility.  It is also necessary to help students develop the ability to think through the wide variety of choices, ideologies, and experiences they will continue to face throughout life in order to learn how to make thoughtful decisions.  In addition, it is the responsibility of schools to help individuals move as far forward intellectually and in terms of their interests and future plans as possible.  This does not just refer to students bound for college, but it intends high expectations and a high degree of personal rigor for all students as they look to their adult lives.  With that said, how do you determine your role and personal philosophy about the nature and goals of education?

Educators should ask themselves three questions to do that:

(1) Do I believe the nature and goals of education as stated above?
(2) If so, what is my individual responsibility in pushing students to do their best?
(3) To what degree am I willing to go beyond my responsibility to make the goals of education a reality in my classroom?
The Culture and Climate:

The atmosphere in which teaching and learning take place must be conducive to the goals of education. Education is actually a continuing process throughout life, with students of all ages being challenged or challenging themselves to "stand on their mental tiptoes" in order to continue to grow.  The culture of school should be one of "mental discipline" with high expectations for continual growth and academic success. Students should also be given opportunities to investigate areas beyond the realm in which the answers are obvious.  The environment should, as much as possible, mimic the diversity and actualities of real life while allowing students to take their own intellectual and philosophical risks in the context of a safe environment, knowing that it is all right and even appropriate to make mistakes.  Above all, it should be a place where students want to be, with teachers they want to be with.  Educators should ask themselves the following about their personal educational philosophy relating to culture and climate:

(1) How can I mesh teaching the required standards with allowing students to go "outside the box" with their learning?
(2) To what extent does teaching by example-showing myself to be a lifetime learner-become a part of my educational culture and climate?
(3) How can I make the culture and climate of my own classroom a place where students will both want to be and want to learn?
The Curriculum and Instruction:

Curriculum must include the content specified by state academic standards as its basis, but within that context there is leeway for introducing elements that focus on student interest and levels of ability as well as for providing many diverse opportunities as a means of comparison or example.  The method of instruction employed may be the most important single element in ensuring a quality education, and while it can look very different in different classrooms, the number one rule is that it must actively engage students in the learning process.  Appropriate learning occurs when students are able to apply basic knowledge and skills in a variety of ways; in other words, they first learn facts, principles, or skills but do not merely memorize and regurgitate them.  They extend their thinking to understand deeper meanings, applications, and transferability.  Students must know what the expectations and goals of a particular course and lesson are and should be expected to reflect on and answer Essential Questions that capture the essence of a lesson or topic.  No one means of instruction is appropriate all of the time; rather, students need the opportunity to approach learning by solving problems and considering alternatives, adapting solutions from one situation to another, evaluating and analyzing the meanings of important theories and works, and creating their own meaning.  Educators, especially teachers, should consider the following questions in developing their personal educational philosophy as it relates to instruction:

(1) What would my thoughts be if I were a student sitting in my class?
(2) How can I keep my students actively engaged mentally?
(3) What is my personal philosophy and responsibility about how I deliver instruction to my students?

Going through this exercise can be a healthy and rewarding way to clarify what we believe as the teachers of those who will someday lead and take care of us.  We unconsciously or subconsciously go through the motions of doing a good job every day, but thoughtful consideration about our roles and responsibilities as part of our personal and school-wide educational philosophy can serve to make us even better teachers.

How Do I Teach Extending Thinking in the K-2 Mathematics Classroom?

Laurian Phillips
Sep 21, 2009

Extending Thinking is the number 1 strategy that most impacts achievement.  So how do we incorporate lessons in mathematics that have students use these strategies?  This is part 1 of a series of articles that may give K-8 math teachers a few ideas to incorporate the top eight strategies in their classrooms.  Each article will examine one of the top eight strategies and give activities or examples for each math strand for a particular cluster of grade levels.

Strategy:   Comparing - How is this content and ________ similar and different?

Grades K-2:  Using a Venn diagram is appropriate in Kindergarten and in the beginning of first grade, however, as students progress through the year and into second grade, teachers should begin to use organizers that facilitate writing.  These organizers can be found in the Learning-Focused Strategies Connecting Extending Thinking book on Compare/Contrast page 4.   Examples 2 and 3 lead to use of the higher level thinking strategy and can be used to guide a writing assignment.  Because compare and contrast is so familiar to teachers and is very easy to use, it often becomes overused.  When using this strategy, reflect on the purpose of the task and depth of mathematical knowledge and understanding to be gained.



Sources:  Learning-Focused Connecting Extending Thinking and the NCTM Focal Points

Making Connections: Kit-Based Science and the Learning-Focused Model

Toni Enloe
Sep 21, 2009

In recent years the use of commercially created science kits has become a popular and often welcomed addition to many science programs.  These research based, nationally field tested all inclusive kits have been a blessing to many teachers who are comfortable teaching science but need materials and teachers who need some guidance in the best practices in science teaching.  In schools and districts that use both science kits and the Learning-Focused Model, many are finding that the two are a perfect fit.  As teachers begin to learn more about the model and explore the components of kit instruction, they are finding that all of the kit components easily translate into the Learning-Focused Model.

With a focus on inquiry, science kits offer multiple opportunities to collect and interpret information, build vocabulary, and think critically using approaches that actively engage students both mentally and physically.

So how does it all work with the Learning-Focused Model?  The structure of most commercially created science kits follows the same formula for success.  They typically use the steps of the Learning Cycle:

1. Concept/Topic = Essential Question

2. Focus = Activating Strategy

3. Explore= Teaching Strategies (hands-on exploration)

4. Reflect = Summarizing Strategies (reflection on and sharing new knowledge) and

5. Apply= Extending Thinking Activity (application of new learning to new situations)

These pieces align well with the Learning-Focused lesson model.

Each kit is a collection of connected activities and investigations focused on a theme or topic.  In most cases, each subsequent lesson builds on the previous one and follows a logical sequence.  The kit usually begins with a launch activity that either assesses prior knowledge of the topic or introduces the topic with a question for brainstorming, a series of related lessons, formative and summative assessments, and a culminating (anchor) activity with rubrics.  Much like the Learning-Focused Model, the kits emphasize the social aspect of learning through the use of pairs and collaboration among students.  Opportunities for performance-based assessments and written expression are the cornerstone of the summative assessments.  Each lesson encourages the continuous monitoring of progress through the use of assessment prompts that vary from content based questions to questions that encourage divergent thinking.  Each lesson topic or concept translates well into Lesson Essential Questions.  Ex. "Investigating Seasonal Variations at Different Latitudes" becomes "What influence does latitude have on seasonal changes?"  Lessons maintain a focus on the importance of acquiring science content through investigation, developing new vocabulary, and summarization of newly learned information.

For larger units (9 weeks) the material is usually divided into parts with summative assessments at the end of each part. This design makes it easy to have smaller units of instruction without compromising the integrity of the science module or the structure of the Learning-Focused unit design. Do science kits pass the rubric assessment for Learning-Focused Unit Plan? (Planning Units for Learning Learning-Focused Strategies Part 4) Most kits evaluated earned an "Exemplary" score meeting all of the criteria for a Learning-Focused Unit.

Wondering about Assessment Prompts? What are they and when do they happen? Has it been a while since you were Learning-Focused Strategies trained? Check out Unlocking the Secrets of the Learning-Focused Strategies Model V.7 by clicking here.