. each child is approached as an individual
. teacher teaches the whole child
. teacher continues to develop expertise
. teacher links students and ideas
. teachers strives for joyful learning
. teacher offers high expectations and lots of ladders
. teacher helps students make their own sense of ideas
. teacher shares teaching with students
. teacher strives for student independence
. teacher uses positive energy and humor
. "discipline" is more covert than overt
Sunday, June 28, 2009
Helthy Classroom - content
. is relevant to students; it seems personal, familiar, connected to the world they know.
. helps students understand themselves and their lives more fully now, and will continue to do so as they grow up.
. is authentic, offering "real" history of math or art, not just exercises about the subject.
. can be used immediately for something that matters to the students.
. makes students more powerful in the present and in the future.
. helps students understand themselves and their lives more fully now, and will continue to do so as they grow up.
. is authentic, offering "real" history of math or art, not just exercises about the subject.
. can be used immediately for something that matters to the students.
. makes students more powerful in the present and in the future.
Kids in a healthy classroom
Each kid likes all others and different from all others.
Kids need unconditional acceptance as human beings.
Kids need to believe that they can become better than they are.
Kids need help in living up to their dreams.
Kids have to make their own sense of things.
Kids often make their own sense of things more effectively and coherently when adults colaborate with them.
Kids need action, joy, and peace.
Kids need power over their lives and learning.
Kids need help developing that power and use it wicely.
Kids need to be secure in a larger world.
Kids need unconditional acceptance as human beings.
Kids need to believe that they can become better than they are.
Kids need help in living up to their dreams.
Kids have to make their own sense of things.
Kids often make their own sense of things more effectively and coherently when adults colaborate with them.
Kids need action, joy, and peace.
Kids need power over their lives and learning.
Kids need help developing that power and use it wicely.
Kids need to be secure in a larger world.
Students vary in experience, readiness, interest, intellegences, language, culture, gender and mode of learning.
To maximize the potential of each student, a teacher needs to meet each student at hi starting point.
Teachers need to make modifications for students rather than assuming that students will modify themselves to fit the teachers.
Teaching efforts should be based on what "keeps students wanting to learn".
To maximize the potential of each student, a teacher needs to meet each student at hi starting point.
Teachers need to make modifications for students rather than assuming that students will modify themselves to fit the teachers.
Teaching efforts should be based on what "keeps students wanting to learn".
Differentiated classroom, instructions
Assessment is on-going and diagnostic. Teachers need a day-to-day understanding of where students are.
Teacher modifies content, process, and product.
. make up gaps
. change pace
. skip learned stuff
Teacher modifies content, process, and product.
. make up gaps
. change pace
. skip learned stuff
Differentiated Classroom Basics
A teacher begins where the students are, not the front of a curriculum guide. They accept and build upon the premise that the learners differ in many ways.
Different modalities.
Appealing to different interests.
varied rates of instruction.
varied degrees of complexity.
a student competes against himself only.
Different modalities.
Appealing to different interests.
varied rates of instruction.
varied degrees of complexity.
a student competes against himself only.
Thursday, June 25, 2009
Math teaching in US
US math teachers do not teach connections but teach procedures.
We need to change. We should change a bit everyday. After a long time, there will be a big difference and it will stay.
We need to change. We should change a bit everyday. After a long time, there will be a big difference and it will stay.
Monday, June 22, 2009
Integrated math from Glencoe
Four year math integrating algebra1, geometry, algebra2, calculus.
The IMP curriculum looks and feels dramatically different from the
programs that have existed in most schools for many years.
• It is problem-centered.
• It is integrated.
• It expands the content scope of high school mathematics.
• It focuses on developing understanding.
• It includes long-term, open-ended investigations.
• It can serve students of varied mathematical backgrounds in
heterogeneous classrooms.
How the IMP Classroom Is Different
IMP’s rich curriculum and its focus on understanding require changes in the
classroom. The discussion below looks at several aspects of this change:
• An expanded role for the teacher
• A more active role for the student
• Extensive oral and written communication by students
• Both teamwork and independence for students
• Assessment using a variety of criteria
• Use of graphing calculator technology
The IMP curriculum looks and feels dramatically different from the
programs that have existed in most schools for many years.
• It is problem-centered.
• It is integrated.
• It expands the content scope of high school mathematics.
• It focuses on developing understanding.
• It includes long-term, open-ended investigations.
• It can serve students of varied mathematical backgrounds in
heterogeneous classrooms.
How the IMP Classroom Is Different
IMP’s rich curriculum and its focus on understanding require changes in the
classroom. The discussion below looks at several aspects of this change:
• An expanded role for the teacher
• A more active role for the student
• Extensive oral and written communication by students
• Both teamwork and independence for students
• Assessment using a variety of criteria
• Use of graphing calculator technology
Sunday, June 21, 2009
Innovative interventions
Scannella and McCarthy
1. Educators cry for our own frustrations. Sometimes, we cry for those children who are not realizing their greatness.
Education is not about punishment; rather, it is about education, feedback, and self-control.
Self-control is worth ten times as self-esteem.
Students have the resources they need to change.
There is no such thing as failure, only feedback.
If something does not work, do something else.
2. Students usually see too many things at home and at school. They have learned from it.
There is no such thing as a resistant student. Teacher has not figured out what to do yet.
Adults speak like adults.
The student makes new choices.
Do not get mad, get curious.
3. Rapport
People like people who like themselves.
Relationships are all there is.
4. Why do children need to explain to adults all the time?
Meet students in their models of the world.
What motivates people?
How is personality connected to student behavior and motivation?
5. What you see depends on what you thought before you looked.
Believes drive behavior.
You can not solve a problem on the level it appears.
Confusion precedes clarity.
Trick students to give up believing below.
I am not very smart.
I see school useless.
I can not figure out how to study.
I have failed many tests.
I have no place to study.
6. Look at anything from a different point of view.
stubborn vs. determined.
7. How we spend our days is how we spend our lives.
Work hard, do well, be smart.
Shape behavior instead of modifying behavior.
Praise efforts, not intelligence.
Focus on self-control, not self-esteem.
1. Educators cry for our own frustrations. Sometimes, we cry for those children who are not realizing their greatness.
Education is not about punishment; rather, it is about education, feedback, and self-control.
Self-control is worth ten times as self-esteem.
Students have the resources they need to change.
There is no such thing as failure, only feedback.
If something does not work, do something else.
2. Students usually see too many things at home and at school. They have learned from it.
There is no such thing as a resistant student. Teacher has not figured out what to do yet.
Adults speak like adults.
The student makes new choices.
Do not get mad, get curious.
3. Rapport
People like people who like themselves.
Relationships are all there is.
4. Why do children need to explain to adults all the time?
Meet students in their models of the world.
What motivates people?
How is personality connected to student behavior and motivation?
5. What you see depends on what you thought before you looked.
Believes drive behavior.
You can not solve a problem on the level it appears.
Confusion precedes clarity.
Trick students to give up believing below.
I am not very smart.
I see school useless.
I can not figure out how to study.
I have failed many tests.
I have no place to study.
6. Look at anything from a different point of view.
stubborn vs. determined.
7. How we spend our days is how we spend our lives.
Work hard, do well, be smart.
Shape behavior instead of modifying behavior.
Praise efforts, not intelligence.
Focus on self-control, not self-esteem.
Wednesday, June 17, 2009
Math acceleration
Just Saying No–to Accelerated Math
June 10, 2008 by SwitchedOnMom
Last week the Washington Post ran a story on the a topic I’ve blogged on before: the uneasiness many parents are feeling about willy-nilly math acceleration in MCPS. You can read the story, “Accelerated Math Adds Up to a Division over Merits,” (yuk, yuk) here.
While parents support rigor and the opportunity for acceleration, many are uneasy that it’s being approached backwards, being carried out by fiat. The word has come down from on high that students who complete algebra before high school are more “successful.” Thus it should be so–regardless of whether there are/exist numbers/percentages of students to meet these targets (20% of 6th graders, 40% of 7th graders, 80% of 8th graders taking algebra in 8th grade). To make it so, the math curriculum is being back-mapped into elementary school, with acceleration starting abruptly in 2nd grade. As the article notes, concern seems to be greatest in the less affluent “red zone” schools.
The result–at least what I’m hearing anecdotally–is kids who are rushed through a compacted curriculum, who are stressed out, and who have decided that they aren’t good at math and in fact hate it. Down the line, there are reports of a watered down algebra and kids with weaknesses who fall apart when they hit Algebra 2 in high school and lack a truly solid footing in math.
Last night I had dinner with a good friend. She told me she had informed the “math content specialist” that her 4th grader (who has been doing combined 5th and 6th grade math this year) was going to repeat the same level math class next year. (Her child was in agreement and parents have ultimate say on placement.) The content specialist said it should be no problem.
A few days later, however, the mom got word that the principal wanted to see her. She went into a meeting with the principal, vice principal and math content specialist. To her surprise, the principal was under the impression that it was the mom who had requested the meeting. She told the principal that no, they were the ones who had requested to meet with her. The principal then asked why she wanted her child to repeat math next year, as the grades on the cumulative unit tests (which he had in front of her/him) were quite good. (It should be noted that the school thinks “mastery” is earning a “C.”)
To the prinical’s astonishment the mom said that in her opinion the scores were essentially meaningless. The tests were given over two days, and her child had confided that she had been told by the teacher which questions were wrong–and which he/she needed to answer correctly the next day in order to get a higher grade. The principal sputtered that the mom had just robbed her/him of any argument against the mom’s decision. The principal was clearly not pleased and as the mom was leaving told the others present to stay behind.
The only question is, was the principal angry that the testing was being manipulated? Angry that she/he didn’t know that the data was being manipulated? Angry that there would now be one less child on the accelerated math track? Angry that a parent had discovered this? Some of this? All of this?
June 10, 2008 by SwitchedOnMom
Last week the Washington Post ran a story on the a topic I’ve blogged on before: the uneasiness many parents are feeling about willy-nilly math acceleration in MCPS. You can read the story, “Accelerated Math Adds Up to a Division over Merits,” (yuk, yuk) here.
While parents support rigor and the opportunity for acceleration, many are uneasy that it’s being approached backwards, being carried out by fiat. The word has come down from on high that students who complete algebra before high school are more “successful.” Thus it should be so–regardless of whether there are/exist numbers/percentages of students to meet these targets (20% of 6th graders, 40% of 7th graders, 80% of 8th graders taking algebra in 8th grade). To make it so, the math curriculum is being back-mapped into elementary school, with acceleration starting abruptly in 2nd grade. As the article notes, concern seems to be greatest in the less affluent “red zone” schools.
The result–at least what I’m hearing anecdotally–is kids who are rushed through a compacted curriculum, who are stressed out, and who have decided that they aren’t good at math and in fact hate it. Down the line, there are reports of a watered down algebra and kids with weaknesses who fall apart when they hit Algebra 2 in high school and lack a truly solid footing in math.
Last night I had dinner with a good friend. She told me she had informed the “math content specialist” that her 4th grader (who has been doing combined 5th and 6th grade math this year) was going to repeat the same level math class next year. (Her child was in agreement and parents have ultimate say on placement.) The content specialist said it should be no problem.
A few days later, however, the mom got word that the principal wanted to see her. She went into a meeting with the principal, vice principal and math content specialist. To her surprise, the principal was under the impression that it was the mom who had requested the meeting. She told the principal that no, they were the ones who had requested to meet with her. The principal then asked why she wanted her child to repeat math next year, as the grades on the cumulative unit tests (which he had in front of her/him) were quite good. (It should be noted that the school thinks “mastery” is earning a “C.”)
To the prinical’s astonishment the mom said that in her opinion the scores were essentially meaningless. The tests were given over two days, and her child had confided that she had been told by the teacher which questions were wrong–and which he/she needed to answer correctly the next day in order to get a higher grade. The principal sputtered that the mom had just robbed her/him of any argument against the mom’s decision. The principal was clearly not pleased and as the mom was leaving told the others present to stay behind.
The only question is, was the principal angry that the testing was being manipulated? Angry that she/he didn’t know that the data was being manipulated? Angry that there would now be one less child on the accelerated math track? Angry that a parent had discovered this? Some of this? All of this?
Tuesday, June 9, 2009
Health Food
1. Should I do aerobics? No, your heart will only beat so many times in life. If you make it beat faster, you will die younger.
2. Swimming is good for weight control? No. Look at the body shape of a fish or whale.
3. French fries are bad. No problem. Potatoes are vegetables and fried in vegetable oil.
4. I should not eat beef. Beef is good. Cows are vegetarians. Eating beef is a quicker way of eating vegetables.
5. Alcohol is bad. It is good. Wine is made of grapes, very good fruit.
2. Swimming is good for weight control? No. Look at the body shape of a fish or whale.
3. French fries are bad. No problem. Potatoes are vegetables and fried in vegetable oil.
4. I should not eat beef. Beef is good. Cows are vegetarians. Eating beef is a quicker way of eating vegetables.
5. Alcohol is bad. It is good. Wine is made of grapes, very good fruit.
Monday, June 8, 2009
Black Masculinity in Teaching and Learning
(Taken from book, Diversity and Education" by H. Richard Milner
Black males are not likely to admire high achieving black males. Black males students are less understood by teachers so they are suspended more and put on lower tracks frequently.
Intervention strategies for black males:
1. Recruit successful black males to mentor black boys. Show successful blacks as role models.
2. Parent/guardian contract. Make these adults responsible as "academic guardian".
3. Create school or after school programs for blacks to participate. Drama, music, art, sports, technology.
4. Make sure teachers are familiar with "black male experience".
5. Teachers should teach blacks where they are then guide students to where these students have never dreamed of going.
6. Teachers should be trained on cultural awareness.
7. Revamp the special education referral process.
8. Train teachers on recognizing "giftedness" in minority students.
9. Recruit and support male teachers.
10. High expectations for black male students.
Black males are not likely to admire high achieving black males. Black males students are less understood by teachers so they are suspended more and put on lower tracks frequently.
Intervention strategies for black males:
1. Recruit successful black males to mentor black boys. Show successful blacks as role models.
2. Parent/guardian contract. Make these adults responsible as "academic guardian".
3. Create school or after school programs for blacks to participate. Drama, music, art, sports, technology.
4. Make sure teachers are familiar with "black male experience".
5. Teachers should teach blacks where they are then guide students to where these students have never dreamed of going.
6. Teachers should be trained on cultural awareness.
7. Revamp the special education referral process.
8. Train teachers on recognizing "giftedness" in minority students.
9. Recruit and support male teachers.
10. High expectations for black male students.
Needs of Struggling Learners
Everyone does some things really well. It is important to find those things.
1. People overlook the strength of these learners.
2. Spend too much time remediating what they do not do well. (Not working on what they do well)
3. Just learn enough of the "big picture" without all the details.
4. Use many avenues of learning.
5. See with eyes of love. Tolerate
1. People overlook the strength of these learners.
2. Spend too much time remediating what they do not do well. (Not working on what they do well)
3. Just learn enough of the "big picture" without all the details.
4. Use many avenues of learning.
5. See with eyes of love. Tolerate
Needs of Advanced Learners
1. Become mentally lazy.
2. Grades are important. Being praised is important.
3. Perfectionist. Do not want to risk getting things wrong. Avoid trying to avoid failure. Worry too much. Eating disorder.
4. Never developed learning skills or coping skills.
2. Grades are important. Being praised is important.
3. Perfectionist. Do not want to risk getting things wrong. Avoid trying to avoid failure. Worry too much. Eating disorder.
4. Never developed learning skills or coping skills.
Thursday, June 4, 2009
一日喝牛奶太多也不好
一日喝牛奶太多也不好。
老鼠大约活两年左右。假如食物中有 20%* 牛奶蛋白质 (Casein from milk)， 两年後 100% 不是已经死于肝腫瘤就是快死了.(書中第 61 页)
假如食物中只有 5%* 蛋白质, 老鼠過了两年还是活得很好.
假如食物中有 20%* 植物蛋白质如大豆或麥的制品,腫瘤(foci, 書中第 54 页)倒是很少生長. (書中第 60 页)
假如長了腫瘤馬上停止吃牛奶蛋白质, 腫瘤就很快的不见了.(書中第 56 页)
* 12% 蛋白质是美国政府建議每日吃的量(RDA).
摘錄自 "China Study". 作者: Campbell. http://www.amazon.com/China-Study-Comprehensive-Nutrition-Implications/dp/1932100660/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1224876604&sr=8-1
老鼠大约活两年左右。假如食物中有 20%* 牛奶蛋白质 (Casein from milk)， 两年後 100% 不是已经死于肝腫瘤就是快死了.(書中第 61 页)
假如食物中只有 5%* 蛋白质, 老鼠過了两年还是活得很好.
假如食物中有 20%* 植物蛋白质如大豆或麥的制品,腫瘤(foci, 書中第 54 页)倒是很少生長. (書中第 60 页)
假如長了腫瘤馬上停止吃牛奶蛋白质, 腫瘤就很快的不见了.(書中第 56 页)
* 12% 蛋白质是美国政府建議每日吃的量(RDA).
摘錄自 "China Study". 作者: Campbell. http://www.amazon.com/China-Study-Comprehensive-Nutrition-Implications/dp/1932100660/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1224876604&sr=8-1
Differentiated Classroom - Why
1. If a lesson is good for "standard issue" students, it is not good for other students.
2. There is no substitute for high-quality curriculum and instructions.
3. Build a bridge between "learner" and "learning" for each individual learner for life.
2. There is no substitute for high-quality curriculum and instructions.
3. Build a bridge between "learner" and "learning" for each individual learner for life.
Differentiated classroom is
1. Proactive - Teacher needs to know the kids and tailor instructions.
2. Qualititive but not just a lot of work for all. (A student who knows this math does not need to practice with 50 problems of this kind)
3. Evaluating all the time. Is it working? What can be modified?(not just a unit test after everything)
4. Multiple Approaches to content, process, and product.
5. Student centered. Interesting. Relevant. Teacher will eventually make students responsible for learning.
6. Instruction is whole class, groups, individual. (Keeps changing amongst those three)
7. Organic Classroom is dynamic. Teacher and students collaborate, make course-corrections, re-grouping, re-evaluating all the time.
2. Qualititive but not just a lot of work for all. (A student who knows this math does not need to practice with 50 problems of this kind)
3. Evaluating all the time. Is it working? What can be modified?(not just a unit test after everything)
4. Multiple Approaches to content, process, and product.
5. Student centered. Interesting. Relevant. Teacher will eventually make students responsible for learning.
6. Instruction is whole class, groups, individual. (Keeps changing amongst those three)
7. Organic Classroom is dynamic. Teacher and students collaborate, make course-corrections, re-grouping, re-evaluating all the time.
Differentiated classroom is NOT
1. It is not the individualized plan for each student done in the 70s. It is not assuming students are at different levels so they are taught at different levels.
2. Not a chaotic classroom. (Develop ground rules with students)
3. Not fixed grouping. (Do flexible grouping so low groups are not always the same people)
4. Not teaching students at their levels. (Teach high to all)
2. Not a chaotic classroom. (Develop ground rules with students)
3. Not fixed grouping. (Do flexible grouping so low groups are not always the same people)
4. Not teaching students at their levels. (Teach high to all)
Tuesday, June 2, 2009
Taiwan, Be Proud
chanced upon these two articles and I believe, after reading them, you will feel as proud as I am:
http://www.wretch.cc/blog/moer23/21051159
http://www.washingtonpost.com/wp-dyn/content/article/2007/11/29/AR2007112901887_pf.html
If you have trouble with the second link above you may try an alternative here:
http://www.furl.net/item/30148469/cached
Travel to Asia?
http://www.wutravel.com?a_aid=40c0aaa1
http://www.wretch.cc/blog/moer23/21051159
http://www.washingtonpost.com/wp-dyn/content/article/2007/11/29/AR2007112901887_pf.html
If you have trouble with the second link above you may try an alternative here:
http://www.furl.net/item/30148469/cached
Travel to Asia?
http://www.wutravel.com?a_aid=40c0aaa1
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