The role of the academy — and the way we prepare students for their future lives — is changing. In a 2007 report, the American Association of Colleges and Universities recommended strongly that emerging technologies be employed by students in order for them to gain experience in “research, experimentation, problem-based learning, and other forms of creative work,” particularly in their chosen fields of study. It is incumbent upon the academy to adapt teaching and learning practices to meet the needs of today’s learners; to emphasize critical inquiry and mental flexibility, and provide students with necessary tools for those tasks; to connect learners to broad social issues through civic engagement; and to encourage them to apply their learning to solve large-scale complex problems.
Retrieved from http://www.nmc.org/pdf/2010-Horizon-Report.pdf
SMOG-BLOG -- A Gathering Place for SMS Educators
Tuesday, April 26, 2011
Thursday, February 17, 2011
Cultural Proficiency
We respond to respect and disrespect;
We seek acceptance, and to be valued and supported;
We want to live in an environment of trust and safety;
We want to know our life experiences matter and are understood;
We want our strengths acknowledged;
We want encouragement and hope;
We do not want to be labeled and marginalized.
We respond to respect and disrespect;
We seek acceptance, and to be valued and supported;
We want to live in an environment of trust and safety;
We want to know our life experiences matter and are understood;
We want our strengths acknowledged;
We want encouragement and hope;
We do not want to be labeled and marginalized.
Thursday, February 3, 2011
Wednesday, February 2, 2011
What is Cultural Proficiency? (Retrieved fromThe Principals' Partnership http://www.principalspartnership.com/
Question: What is cultural proficiency?
Summary of Findings: Cultural proficiency and diversity are often used interchangeably, yet there are some distinct differences between them. Cultural proficiency is the umbrella under which diversity falls. According to one source, “Cultural proficiency is a way of being that allows individuals and organizations to interact effectively with people who differ from them” (Cultural Proficiency: What is it?).
Diversity includes: race, ethnicity, gender, sexual orientation, socio-economic status, social class, age, physical abilities, religious beliefs, language, friends, geography, political views, and social organizations (Cultural proficiency: Definitions; How to teach students who don’t look like you: Culturally relevant teaching). Teacher turnover in urban schools is around 50%, higher than in low-poverty schools, and more than half transfer or leave the profession in five years (Editor’s review of See you when we get there: Teaching for change in urban schools by Gregory Michie).
Public schools have been viewed as the place where all students go to become Americanized. “Furthermore, far too often, the cultural differences of these children are equated with cultural inferiority and not surprisingly, children from these groups are more likely to do poorly in school, get into trouble, or drop out” (Confronting the challenge of diversity in education).
The literature is rich with information and guidance about how individuals and organizations can develop significant cultural proficiency. It continuously states that this capacity must first be developed from the “inside out.” Some common barriers when examining cultural proficiency and diversity are: having a sense of entitlement; feeling that there is “power over”; and being unable to see the need to adapt or change. Things an individual must ask him/herself and honestly answer when embarking on this journey are: “What is my reaction to people who are different from me?;” “How aware am I of how people who are culturally different from me react to my presence?;” (Transforming organizations from the inside out with cultural proficiency: An interview with Richard Martinez) “What are our similarities?;” and “What are the cultural expectations about education (Editor’s review of See you when we get there: Teaching for change in urban schools by Gregory Michie). However, once a personal shift from “tolerating diversity” (stereotypical visions) to “transforming for equity” (personal approach to change) is made, true acceptance is achievable.
According to The Principals' Partnership:
When a school is examining their cultural tolerance and program, the following should explored and investigated:
• Assess the culture: How are people treated? Included? Who are those on the “inside?” Identify those on the “outside.” Acknowledge the cultural heritages that students bring to the culture. Recognize that cultures are not homogeneous.
• Value diversity: Positively affirm and endorse the individual’s values and beliefs. Validate the students, their backgrounds, experiences and learning styles. Ask students questions and seek knowledge about other’s cultures. Make realistic connections between home and school.
• Handle the vigorousness of differences: Look at diversity through new lenses and different perspectives. Provide ample opportunities for students to acknowledge themselves and each other. Use conflict as a method to learn about and from each other.
• Adapt: Openly, respectfully and sensitively discuss and acknowledge differences. Make curriculum meaningful to everyday life. Support students in the exploration of their cultural identity.
• Institutionalize: Acknowledge and implement change. Training of all staff should be on-going and continuous.
Summary of Findings: Cultural proficiency and diversity are often used interchangeably, yet there are some distinct differences between them. Cultural proficiency is the umbrella under which diversity falls. According to one source, “Cultural proficiency is a way of being that allows individuals and organizations to interact effectively with people who differ from them” (Cultural Proficiency: What is it?).
Diversity includes: race, ethnicity, gender, sexual orientation, socio-economic status, social class, age, physical abilities, religious beliefs, language, friends, geography, political views, and social organizations (Cultural proficiency: Definitions; How to teach students who don’t look like you: Culturally relevant teaching). Teacher turnover in urban schools is around 50%, higher than in low-poverty schools, and more than half transfer or leave the profession in five years (Editor’s review of See you when we get there: Teaching for change in urban schools by Gregory Michie).
Public schools have been viewed as the place where all students go to become Americanized. “Furthermore, far too often, the cultural differences of these children are equated with cultural inferiority and not surprisingly, children from these groups are more likely to do poorly in school, get into trouble, or drop out” (Confronting the challenge of diversity in education).
The literature is rich with information and guidance about how individuals and organizations can develop significant cultural proficiency. It continuously states that this capacity must first be developed from the “inside out.” Some common barriers when examining cultural proficiency and diversity are: having a sense of entitlement; feeling that there is “power over”; and being unable to see the need to adapt or change. Things an individual must ask him/herself and honestly answer when embarking on this journey are: “What is my reaction to people who are different from me?;” “How aware am I of how people who are culturally different from me react to my presence?;” (Transforming organizations from the inside out with cultural proficiency: An interview with Richard Martinez) “What are our similarities?;” and “What are the cultural expectations about education (Editor’s review of See you when we get there: Teaching for change in urban schools by Gregory Michie). However, once a personal shift from “tolerating diversity” (stereotypical visions) to “transforming for equity” (personal approach to change) is made, true acceptance is achievable.
According to The Principals' Partnership:
When a school is examining their cultural tolerance and program, the following should explored and investigated:
• Assess the culture: How are people treated? Included? Who are those on the “inside?” Identify those on the “outside.” Acknowledge the cultural heritages that students bring to the culture. Recognize that cultures are not homogeneous.
• Value diversity: Positively affirm and endorse the individual’s values and beliefs. Validate the students, their backgrounds, experiences and learning styles. Ask students questions and seek knowledge about other’s cultures. Make realistic connections between home and school.
• Handle the vigorousness of differences: Look at diversity through new lenses and different perspectives. Provide ample opportunities for students to acknowledge themselves and each other. Use conflict as a method to learn about and from each other.
• Adapt: Openly, respectfully and sensitively discuss and acknowledge differences. Make curriculum meaningful to everyday life. Support students in the exploration of their cultural identity.
• Institutionalize: Acknowledge and implement change. Training of all staff should be on-going and continuous.
Thursday, January 13, 2011
Six Improvements We Can Make As Educators
"Six Improvements we can make as educators," found at: http://www.connectedprincipals.com/archives/1956
1. Teachers need to love their students and administrators need to show teachers that they care about them
2. Everyone in the school needs to know the mission and vision of the school and buy into it
3. All stakeholders need to be motivated to work together for the ultimate good (meeting the needs of our students)
4. We should always be improving. We wouldn’t want a surgeon using 20 year old techniques so why should we be using 20 year old techniques in the classroom
5. Teachers need to be open and honest with students. It is OK for a teacher not to know something. We need to do away with the top down approach to rules in the classroom. Administrators need to be open and honest with teachers.
6. We need to create a school culture that is focused on learning and the culture defines the organization regardless of who the current leader is.
1. Teachers need to love their students and administrators need to show teachers that they care about them
2. Everyone in the school needs to know the mission and vision of the school and buy into it
3. All stakeholders need to be motivated to work together for the ultimate good (meeting the needs of our students)
4. We should always be improving. We wouldn’t want a surgeon using 20 year old techniques so why should we be using 20 year old techniques in the classroom
5. Teachers need to be open and honest with students. It is OK for a teacher not to know something. We need to do away with the top down approach to rules in the classroom. Administrators need to be open and honest with teachers.
6. We need to create a school culture that is focused on learning and the culture defines the organization regardless of who the current leader is.
Wednesday, January 5, 2011
Five "Key Strategies" for Effective Formative Assessment
SMS,
I found the above-mentioned article very informative. The website is http://www.nctm.org/news/content.aspx?id=11474
Listed below are the five "Key Strategies":
1. Clarifying, sharing, and understanding goals for learning and criteria for success with learners.
2. Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning.
3. Providing feedback that moves learning forward.
4. Activating students as owners of their own learning.
5. Activating students as learning resources for one another.
I found the above-mentioned article very informative. The website is http://www.nctm.org/news/content.aspx?id=11474
Listed below are the five "Key Strategies":
1. Clarifying, sharing, and understanding goals for learning and criteria for success with learners.
2. Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning.
3. Providing feedback that moves learning forward.
4. Activating students as owners of their own learning.
5. Activating students as learning resources for one another.
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