Edublogging: History Backwards

When we were tasked with reading and commenting on content from edubloggers, I thought the whole exercise was a bit on the strange side even for me. My first inclination was to find extra cool blogs with substantive content. While finding substantive content is certainly important, I wanted to find a blog that was meaningful and genuine. I think reflection is important even though it’s a tad bit on the obnoxious side in this program. Nevertheless, I think it is necessary to think about what I’m doing and why I’m doing it. So, I wanted to search out a reflective practitioner.

Thanks to Jeff and Rory’s list I found Chris Lehmann’s blog: Practical Theory. The title of the blog itself aligns with my own beliefs about education. Oftentimes, I feel bogged down by theory over maybe I’m simply overwhelmed. Finding a balance between practice and theory is maybe difficult. I typically side toward practice. As John Dewey would say we learn by doing. We learn by doing. But, reading through Mr. Lehmann’s blog, it seems that he has found that balance between theory and practice hence: Practical Theory.

The blog post that intrigued me most was his new idea of teaching American History backwards starting from the present. I just thought it was an interesting approach that I otherwise would not have thought about. In one of my current classes, we discuss problematizing history and teaching history at different scales/perspectives. So, this blog post, in particular, really resonated with me. It made sense. Essentially, Mr. Lehmann is experimenting in a new way that focuses on these two key facets of teaching history: using a new perspective and problematization. The discipline of history should be inquiry based and investigative in nature.

In my response, I thanked him for providing a unique idea. Sometimes, I struggle thinking outside the box. I discussed some of the things I’m currently learning in class. I also suggested Thomas Bender’s Nation Among Nations which places America’s national history in the context of world history. Mr. Lehmann responded by thanking me for my input and explained that his grand experiment of teaching history backwards was going quite well. I hope to continue to learn more about his process.

Here is a link to his blog: http://practicaltheory.org/blog/contact/?contact-form-id=9955&contact-form-sent=11930&_wpnonce=4e7b52f16c#contact-form-9955

Tech in my Placement

The research process of the technology in my placement began early on during the professional development period two weeks prior to students’ arrival. One of the Henry Ford Academy’s chief aims is to foster innovation. Therefore, students and teachers are exposed to a wide-array of technology tools. The use of technology is inevitable, and HFA believes strongly that students must have access such tools in order to gain a full educational experience.

The school has two computer labs: one is PC and the second is Apple. There are three mobile labs that are Google Chromebooks. The administration and teaching staff believe strongly that students should be able to use and have access to all three platforms.  I think this is incredibly important. Technology is not going to simply go away; it must be a part of the educational experience. Future jobs necessitate technology use as well. If a student is unaware of certain programs or applications, inevitably that student will be behind those who do in the job market. Therefore, it is fundamental that students have access to technology. HFA provides that opportunity.

There is a significant amount of software provided as well.  All the major software programming for Apple and Microsoft is available. There is also public access to WiFi. Teachers have access to grading software, online class websites such as Moodle, and email among others. My mentor teacher, for example, uses a wiki space to post all his PowerPoints and homework materials. This is fantastic especially for students who are absent.

HFA just acquired new portable smartboard technology. So, basically any whiteboard can become a smartboard. It’s really cool, but I don’t know how to use it yet. I’m sure it’s easy. I know the teachers are excited to use it. Since this equipment was just acquired, I’m not exactly sure who manufactures it. But, I’m excited to use it as well. Thanks to grants and Title I funding, HFA is able to obtain new equipment.

My only disappointment was not being able to access my blog. Other social media is restricted as well. Hopefully, this will change.

Like I states before, I think technology is incredibly important. I am disappointed to hear that some of my classmates do not have as much access. I know those at TCEC, for example, do not have the same advantages. Technology is not the end all be all of education though. But, it certainly helps out a ton.  

Padlet is Extra Awesome

While I certainly enjoyed all the presentations of my fellow classmates thus far, I think the tech tool that I consider the most useful was Padlet. Audacity was pretty helpful too especially when I had to edit my conversation for ED 511. (I had to edit out the profanity) Maybe, that’s too much information. In any case, I still want to discuss Padlet though.

Now, word on the street says this application is just like Pinterest. But, I’m way too cool for Pinterest so I wouldn’t know.  In any case, I thought the group really showcased how this application could be used in the classroom. It seems to be a great fit for social studies especially. So, being an extra awesome, future history teacher I’m really excited to use it.

The idea that I thought was the most fantastic was creating timelines. I most likely would not have thought of this without the incredible insights of my colleagues. After that tangent, it goes without saying, but I’ll mention it anyways: timelines are especially important for history. Students need a framework to stick events onto according to Shemilt. I just had to throw in the theory there; I couldn’t help myself. I love theory; it’s my favorite. Anyways, using Padlet would allow students to add to the timeline all year. What’s also great is students do not have to create an account for the application. I always think it’s annoying to have to give all your information away to use something.

Padlet is also great because students can share videos, documents, and all kinds of different materials. The possibilities are endless. In this regard, it’s simply great for organizing. It can essentially be used as a teacher website as well, which is helpful to me because I’m not the most tech savvy guy in the world. Ease of use is an important aspect to me. I don’t like to work hard. With technology stuff my philosophy is: if it’s not easy; it’s not right. Padlet is easy.

Thanks to the presentation of my classmates, I’m willing to give this application a try in my future classroom.

David Theune is Truly Inspring

I’d like to consider myself to be a good judge of character. Occasionally, my perception is off, but this is rare.  It’s impossible to fake being genuine; most people see through it very easily. David Theune is simply incredible. He is an authentic, charismatic teacher who cares deeply about his students and about his craft. His passion and emotion was palpable during his presentation. He has cultivated a meaningful, purposeful, and unique educational experience for all his students. But, what I perceive to be David’s greatest attribute is his willingness to change, to experiment, and ultimately create better instructional methods.

During the presentation, David discussed his move away from rubrics. My own gut reaction to rubrics is: ugh this is so robotic and inhuman. I find rubrics for poetry to be especially abhorrent. It makes me think of Dead Poets Society when Mr. Keating instructs his students to rip out the introduction and scale for rating poetry. It’s an abomination on all that is human to grade a poem by means of rubric.

In an effort to evaluate students differently, David began involving parents and the community in the grading process. Students read poetry aloud to a small audience of parents and other students. Poetry was meant to be read aloud. For some crazy reason, we have moved away from doing this. But, David is bringing it back in a powerful way. Students are able to express themselves and it’s really amazing material. It even raised the issue of bullying, and both students and parents can see/hear how others are affected. It seems like such a “duh” moment to involve parents in presentations/grading, but parents aren’t involved at the secondary level like in the primary level. I think it goes without saying, but what David is doing is really special.

In my future practice, I would like to have this same style of grading/presenting for oral history projects. I know I talk about this a lot, but I’m passionate about it. Students could present their oral histories alongside who they interviewed for parents and others students to appreciate. It was be a unique, inspirational experience. I want students to do things that they will remember.