Ahmed Mohamed is one student!!Why Not Support for Science and Math for All Minority Students?

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The story about the young student in Texas who made a clock lets us know that there is also a deficient in the knowledge of science within the teaching force.

What We Know About the Delivery of Science and Math for Minority Students

Bonnie Bracey-Sutton – September 19, 2015

We are not doing enough!!! Many of the initiatives that are coming from Industry are too short, too limited and do not bridge the gap. Teachers themselves may not have sufficient subject knowledge or appropriate skills because of poor quality, or lack of, teacher training.Preparing teachers with the right skills:  Teachers should be equipped with knowledge and teaching skills that can provide relevant guidance to promote effective practice and support improvement.There may be more community support for READING science than actually doing science.

Technology is an ever changing learning landscape and if one has only a little of the knowledge needed to be secure in the delivery of information, there is a problem.

SOCIAL JUSTICE AND DIGITAL EQUITY- SIG DE NOTES FOR NOVEMBER

First,  read the report from Pew on the state of science and math for minorities.
. The report was not a surprise to seasoned educators , legislators, and researchers who work with the minority groups. We have similar reports for each group.

http://www.pewresearch.org/fact-tank/2015/09/15/the-race-gap-in-science-knowledge/

Not much interest has been shown in the Pew Report that tells us
here is a significant gap in knowledge about scientific concepts along racial and ethnic lines in the U.S., according to a new Pew Research Center report released last week.

The Report states that ”When asked a series of 12 science-related questions, whites, on average, fared better than blacks or Hispanics. While the average number of questions whites answer correctly is 8.4, for Hispanics that number is lower – 7.1 – and drops to 5.9 for blacks. (There were not enough Asian respondents in the sample to be broken out into a separate analysis.)”

“Our latest findings are consistent with previous Pew Research surveys and with data from the General Social Survey (GSS) conducted by the National Opinion Research Center. These differences tend to span multiple scientific disciplines, from life and earth sciences to physics and energy-related questions.”

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In the two separate weeks before and during the report we have learned much about the needs of Hispanic learners.  http://www.edexcelencia.org/research/2015-factbook

Those of us in education know that there is a terrible gap in learning math and science and seemingly the technology has advanced the gap. While many are seeking the Internet of Things. IoT, there are rural, distant, urban and tribal students who cannot advance to the level necessary to do basic use because of factors that impede their learning. Access is a problem as noted by the FCC. Tool access and ownership are a problem, as well as the support needed to successfully use the tool or tools. Well trained teachers? We know that the best of teachers are not necessarily teaching in the areas of difficulty.Inequitable distribution of well-trained teachers is a problem and even in the groups doing broadening engagement there are few minorities involved as mentors.

 The right to education that stimulates active learning and inspires imaginations can only be a reality when the transformative power of education is fully realized, however too many children and young people – especially the disadvantaged – are leaving school without learning anything of value . 

Many of them just leave school. The dropout problem is a reality in education .

There is consistent evidence that teachers are the most important school-based factor in determining learning outcomes, second only to what children bring to school. There remains a marked deficit in both teacher numbers and teaching quality, which has an extreme impact on learning outcomes for children.

The Pew Report shares some of the problems which are not unknown in the learning communities of these children of America.

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Most American Indian children attend public schools where disparities occur both at the k-12th educational level, and at post-secondary levels. During the 2010-11 school year, there were 378,000 AI/AN (alone) students in the U.S. public school system, comprising 0.7% of the total public school population (Aud, Hussar, Johnson, et al., 2012). In comparison, during this same time period, there were 49,152 students in Bureau of Indian Education Schools (Bureau of Indian Education, 2011). The high school dropout rate for Native American students is alarming and in previous years has reflected a rate as high as 50% (Herring, 1992). More recent research indicates that American Indian enrollment, retention, and graduation rates are lower than any other ethnic group (Harrington & Harrington, 2012). While estimates show some improvement for American Indians/Alaskan Natives having earned a high school diploma or equivalent, the figures still speak to their trailing behind their Euro-American counterparts by 12% (NIA, 2011). An awareness of the constant tension for American Indians children’s experience in public schools must be acknowledged in order to address it. There is more. You can find it here.

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Lots of group are doing broadening engagement to try to reach the students. Some groups even work within the community.  But schools are another story. There are school boards, administrators, supervisors, and experts and technology teachers.. Regular teachers are at the bottom of of the pyramid. In the event at Microsoft, the presenter from DC suggested that teachers did not have TIME to be technology literate.

We know that time, exposure, knowhow and practice are important to the excellent use of technology. We know that mobile technology makes a difference but if you do your work on a phone there are restrictions. We know that many students can’t do Make Fairs because of the cost. I don’t care if the students do STEAM, Maker Faire or Hands on Science. There are many ways to make a difference in student lives. The initiatives of the White House have been wonderful. The problem is in getting the schools to adopt them and make them an important part of minority student learning.

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Too Much Tech? Really ? Got Tech??? Sort Of…

Girls learn ... we can do technology, science and math with good teachers.

There was a New York Times article that spoke of too much tech in children’s life.
http://www.nytimes.com/2015/01/30/opinion/can-students-have-too-much-tech.html
It requires a careful reading. There are some very good points in the article but what is too much tech?
What is not spoken of is too little training by teachers who use what technology is available for them to use in the schools.What is not shared is that the IT person sometimes becomes just another administrator instead of a helping hand. Another layer of administration in some schools.

Many people have never achieve access, gotten adequate technology, and /or learned to integrate technology, never mind flipping the classroom.

COMPUTATIONAL THINKING

This is from a supercomputing model at TACC

If you think you can compete with visual media. think again

GOT THIS TECH?

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Many schools do not teach geography. The resources of National Geography are vast and that means content. It’s free.There are alliances, there are projects like BioBlitz, and interactive mapping.

OK Glass!!

OK Glass!!

MapMaker Interactive

http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000

An interactive mapping experience with rich layers of information on the physical Earth, oceans, culture, and more.

http://education.nationalgeographic.com/education/?ar_a=1

GOT SCIENCE ON A SPHERE?

https://upload.wikimedia.org/wikipedia/commons/c/cc/Esrl4_072009.jpg

Have You Got This Tech? Cyberlearning?

The NSF 2015 Teaching and Learning Video Showcase: Improving Science, Math, Engineering Computer Science, and Technology K-12 showcases cutting-edge NSF-funded work to improve teaching and learning, and will allow colleagues affiliated with MSPnet, CADRE, CIRCL, CAISE, STELAR, CS10Kcommunity, and ARC to view, discuss, and comment on each others’ work.

It will also allow each project to disseminate their work to the public at large, helping NSF achieve its goal of broad dissemination of innovative work. All videos and discussions will be archived for future access.

The 2015 Teacher and Learning Video Showcase is available from the
http://resourcecenters2015.videohall.com

112 (3-minute) videos from innovative project work conducted by researchers in multiple NSF programs.
http://resourcecenters2015.videohall.com
Over 260 presenters and co-presenters have submitted 112 videos

Do You Know Supercomputing? Most teachers don’t..Some have resources that have been developed for their use in Cyberlearning and in various programs from the National Center for Supercomputing Applications.

GOT SUPERCOMPUTING? Visualization and Modeling? Big Data?

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Some of us were lucky enough to be a part of the Christa McAuliffe Institute, i.e. there were two groups of us who worked together through the NEA. We seized the ideas of minority technology, and attempted to share what we knew about technology teacher to teacher and region to region. We were minority, male and mostly female and we did workshops and initiatives all over the USA.

The five first chosen were called Christa McAuliffe Educators and we were trained, given professional development with the latest of tools and the best of professors over many months.( Chris Dede and Seymour Papert. and there were others).Yvonne Andres shared Fred Mail, and we also learned from NASA and the National Center for Supercomputing. It was radical at the time.
We did some special programs with the NSF and learned about their outreach as well.

Being involved in transformational education through NASA

We never mentioned the word Supercomputing, we just did it.

At the time there were many NASA programs . We had people who demonstrated astronomy from the Hubble Space Telescope and the Young Astronaut Program.

http://www.nasa.gov/mission_pages/hubble/main/index.html

Challenger Center for Space Science Education is a nonprofit educational organization with its headquarters in Washington, DC. It was founded in 1986 by the families of the astronauts who died in the Space Shuttle Challenger disaster on January 28, 1986.

The organization offers dynamic, hands-on exploration and discovery opportunities to students around the world. These programs equip students with the knowledge, confidence, and skills that will help better our national social and economic well-being.http://www.challenger.org

There was also Space Camp . If you look at the information in the link even back then there was awesome tech.

Space Camp was the brainchild of rocket scientist, Dr. Wernher von Braun. Von Braun led propulsion activities that launched the Apollo-era U.S. manned space program and envisioned an aggressive schedule for America’s space-bound pioneers. Von Braun, then director of the NASA Marshall Space Flight Center, reasoned there should be an experience for young people who were excited about space. Under the guidance of Edward O. Buckbee, the first director of the U.S. Space & Rocket Center, Space Camp was born.

Camps are available for fourth grade through high school-age students. Additional programs are offered for trainees who are blind or visually impaired, deaf or hard of hearing and those who have other special needs. Space Camp programs are also available for adults, educators, corporate groups and families. Family programs may include children as young as seven years old. I can’t really list all of the programs then or now. Space Centers helped us to find all of the projects that were available. Some teachers did Moonbase America, and others did project based NASA projects. We learned about raising food in space, basil, tomatoes, and thinking about ways to raise tilapia.

Being a Science Teacher with Outside Resources.. Try these NASA resources !!
We created an institute at Stanford where we invited teachers who applied to share their technology. We also presented our special projects. It was a sharing of the best of the best. We created more ways in which to do STEM which was called at the time SMET.

That is one level of technology. Have you considered that there was a synergy of space and Star Wars? The movie propelled a lot to be interested in Science Fiction. The force of interest drove many students to robotics.

Many Children Have Parents to Share New Ways of Learning with Them

This is from Family Days at AAAS.

George Lucas also pioneered Edutopia.Technology Integration examples were shared to help us all
explore new tools and strategies for empowering students to fully participate in a connected, techology-rich society. But this is the problem. At the time we talked of the digital divide. That was before a lot of people had access, tools, training, and/or permission to use technology in schools.

There was not BYOT Bring your own technology , and even with the tools we had there was a content divide. I know that in rural, distant , urban and some tribal areas we have a bigger divide.

Some people are not at the level that we think. There is a lot of tech, but it is not in all schools.

Games in Learning/ You Betcha! Works for Students and Teachers and …..Change in Education

Fun at school?Games in the Classroom?  Click the link and listen to experts.

 

RELEVANT TO YOUR INTERESTS:

This was a resource in my classroom, His nephews were in my class.

Bill Nye the Science Guy was the uncle of kids in my classroom. When I was teaching some things they would say. our uncle has some really cool lessons and games on that. Instead of getting upset, I said tell your uncle to send us some of his stuff. He had television games and laser discs and all. Not only did the uncle send things, they were waaaay cool and then he visited the classroom. That was a treat. He would send the class video clips and laser disc copies of his programs. The Nye boys were delighted that their uncle could be a part of their learning.

There are all kinds of games, simulations and events that kids get to experience on devices. We looked at a simulation of the oil spill on the Ipad.

Never mind that in a game it is ok to fail. When kids say that enjoyed learning or that school is fun, parents recoil sometimes. In a game you can practice, play over retain your score or go ahead of the pack. In a game it is ok to fail, it is ok to learn from others, it is ok, to go to the top and post your score. It just is.  There are kids who discover shortcuts in games and try again, again and again. I have been in schools since there was a NECC. We had meeting and learned around games, and strategies. I have been saying this since I stared with games in the classroom and have friends who know it. Never mind that I got laughed at at E3 forgetting that games are a business. What was important to me was that MIT invited me to participate in the E3 conference and so I met lots of people who were working on the concept of gaming and at the conference , so many new ideas. At the time the Department of Education was also seeking games as a way to teach, to create interest and to have students involved for in-depth learning.

When I worked for Vice President Gore, President Bill Clinton and Ron Brown, I came home one day to find 20 games that were sent to me to try out in the classroom. It was like finding a treasure chest. I thought… wow. The kids were more excited that I was. These were high level games that I would be using in outreach. The games are now old but they were at that time complicated compared to the Odell Lake Odell W0ods that we were using, and the games we made up were simplistic. But you know.. the kids were fascinated.

We started learning to integrate games into subject matter, ie. Oregon Trail, what goes with that? The search for the Northwest, Lewis and Clark, What maps do we need and who were the people who went there? Are there biographies, poems, recipes, movies, information about the culture? I even got to work on an interaction of Oregon Trail that made it complicated and more fun. Kids will let you expire in  game to see how long it takes…

Most of the first Oregon Trail Games only taught me that kids would push the limits to see how to stretch out food, clothing and the elements of weather.

But here’s the fun in games. Children that you don’t know well can demonstrate their knowledge and ways of learning. You the teacher, don’t have to entertain them. You just have to make sure that the do the other things they are supposed to do like, lunch, gym and go home.  You the teacher need to know the games so you don’t seem like a dummy. Ok, so the first several times I tried to land a plane in a game the little boys fell over laughing, but there was also a game in which we built a bicycle, a scooter, a hot air balloon and we all failed at first. It is amazing how time flies when you are trying to figure out something.

My supercomputing friends kicked up games and gaming a notch. The George Lucas Educational Foundation in its early days had some games. The students loved them. I did not have as much time as the students so I was always caching to catch up with learning of the kids. It was an interesting task. Heck it was hard, those were good games.

Games are a big feature on Facebook. Here is a passport to games in Education for you.

LGN and FableVision Release Innovative Game Design Tool Kit and

PD for Teachers

Free Handbook Download Supported by PD Workshops and Game Jams

Read about and download the Game Design Tool Kit here.

The Learning Games Network (LGN), a non-profit spin-off of the MIT Education Arcade and the University of Wisconsin-Madison’s Games+Learning+Society Program, with FableVision, a Boston-based digital media production company, has announced the release of the Game Design Tool Kit (GDTK), a series of free online resources to help teachers integrate game design across the curriculum. LGN has also expanded its professional development program to include Inservice Training Sessions and Game Jams for middle and high school teachers beginning with the current 2012-2013 school year. Local and on-site professional development workshops, such as four-hour Inservice Training Sessions and two- to three-day Game Jams, help school districts and administrators promote successful integration of the GDTK into core curricula and existing teaching methods through new project-based strategies that engage, inspire, and challenge students’ thinking and drive a deeper understanding of new ideas and information.

Available to teachers as a free download, the Game Design Tool Kit consists of a comprehensive handbook, which includes a lesson plan guide, research and design prompts, and step-by-step instructions and discussion guides that enable educators to coach students through four phases of game design: Explore, Discover, Create, and Share. You should join and learn.

 

Two Americas, Two Ways of Thinking About Education?And Technology?

There was  a recent headline that concerns me.

Do ‘top’ college graduates really make better teachers?

Teachers have been a target this year and most of the time, after responding to few blogs, I gave up on trying to share the inequalities in teaching based on location,the population being served, the difference in economics, income , access and permission within the field. We should also cite access to supportive in technology use and tools. A lot of the people talking to teachers on the Internet , don’t even know that access is a problem in the US.

ACCESS IS A PROBLEM

This was shared by the Chairman of the FCC at a New Foundation Event in DC about broadband.

In the US  lots of people think everyone has access to Broadband. That is still a national goal. People however treat educators as if there is broadband everywhere. Note that I sometimes put the URL though we know how to make it clickable. In rural and distant areas people are still using dial up.

Julius Genachowski 

 BARRIERS TO USE

Affordability: 36 percent of non-adopters, or 28 million adults, said
they do not have home broadband because the monthly fee is too
expensive (15 percent), they cannot afford a computer, the installation
fee is too high (10 percent), or they do not want to enter into a
long-term service contract (9 percent). According to survey
respondents, their average monthly broadband bill is $41.

Digital Literacy: 22 percent of non-adopters, or 17 million adults,
indicated that they do not have home broadband because they lack the
digital skills (12 percent) or they are concerned about potential
hazards of online life, such as exposure to inappropriate content or
security of personal information (10 percent)

The blocking of school sites is a national problem for those who have access to broadband.

Relevance: 19 percent of non-adopters, or 15 million adults, said they
do not have broadband because they say that the Internet is a waste of
time, there is no online content of interest to them or, for dial-up
users, they are content with their current service.

Digital Hopefuls, all of the people who hope to be able to use technology in the future but who are not a part of the digital revolution. We cannot fail to reference Cyberbullying, perhaps in the cloak of Digital Citizenship. Schools are in fear about online safety.

Insulting Teachers it the new sport.  

Some of the insults I take personally. No one ever went into teaching for the money.

I have lots of awards, citations, workshops and have participated in  national initiatives. I went to Virginia State College, an HBCU. You may not be aware of MSO’s, Minority Serving Institutions. Those of us who are across the digital divide , and the education divide have had to work really, really hard to be a part of the conversation in education. My inspiration was my mother who felt marginalized by a rural education. She went to college and became a teacher.  She worked in the area of rural Virginia that closed down rather than accept the integration of schools. She felt that the ten and twenty year old books that she was given to teach with were not the best tools for learning. Of course there was no Internet.

My uncle taught at Lincoln University in Pennsylvania. Back then Einstein used to drive to the college to inspire the minority students to learn physics. The lack of lab resources was his concern. Einstein packed things in his car and made the trip to teach the students of Lincoln.

My digital divide now is tools. I do not have the most recent of all digital tools, but that makes me understand the people who don’t have but the Powerpoint reader, or who only have free software. Checked the price of a professional Microsoft suite lately?Price of the conferences , plus travel and hotel? Every teacher does not get to attend the big conferences. Economics is a big concern , and I imagine that the people who attend the best universities get the latest of tools of all kinds. There are people who help  teachers by sponsoring grants, like the people at EDC who set the vision of the possibilities, and Manorama Talaiver who works to create equity  from Longwood University in rural Virginia.

But, I digress, look  below and  read the whole article and then think of all the people who worked in MSO’s , minority serving institutions, each with a different set of missions. Is this another kind of prejudice? I think so. Maybe another divide. We often think of all the divides that separate us, the information divide, the technology divide, the resource divide, the support / technical divide. But now we are being told by some that top universities produce the best teachers. Think again.

PROFESSIONAL DEVELOPMENT IS A PROBLEM!!

Think of teachers as the help who often need support and don’t get it.
If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job.  ~Donald D. Quinn

What makes a great teacher? Here is one of mine. A relative of students I had in class who mentored me . The children told me he knew more physics than I, so I wrote to him, and he sent me videos, and eventually came to visit.  We worked together later for President Clinton.

One of my mentors, his young relatives were in my class .

Bill Nye the Science Guy

As a teacher in some instances, you are always learning; especially with transformation in the way of the use of technology.  Technology is a moving target.

Sources of Information and Training? Sometimes Great Universities!

At George Mason, when Chris Dede was there, he worked with the schools in the community to make a difference. It was not one way. We went to his classes to talk to preservice teachers as well.The students visited our classes and learned from us. He is at Harvard now, but he was user-friendly to the learning community in our area.

Many of us have learned a lot from the University of Illinois, because the National Center for Supercomputing is there. It has been invisible learning because the media hardly acknowledges Supercomputing. Weather models,  earthquake patterns, tsunami examples,  visualization and modeling, the features are used in the news, without mention. How wonderful it would be if the science was acknowledged. Norm Augustine tells the story of the Senator who said that we did not need NASA because his local weather station could provide the data we need to know about weather.  The stations don’t acknowledge often , the source of their super doppler information.

I never attended the University of Illinois but. The universities have outreach to America. Most of us are in learning mode from resources that are for teaching and learning. The problem has always been the lack of sustained professional development. Some people think that a 2 hour explanation of a topic is sustained professional development. There is so much support available from interested groups, But, you must have enough broadband to reach out and be touched. Also , I hate to say this, but a lot of in service within school systems is not so effective.  Here are some good resources that have teacher outreach and training in mind.

One example:   Bugscope  http://bugscope.beckman.uiuc.edu/

Another powerful examplehttp://mynasa.nasa.gov/portal/site/mynasa/index.jsp?bandwidth=high

National Geographic.   http://education.nationalgeographic.com/education/?ar_a=1&ar_r=1

Thinkfinity     http://www.thinkfinity.org/

River City   http://muve.gse.harvard.edu/rivercityproject/index.html

Fieldscope  http://www.fieldscope.org/scop

Scalable Game Design Alexander Repenning’s Project

http://scalablegamedesign.cs.colorado.edu/gamewiki/index.php/Scalable_Game_Design_wiki

Dr. Henry Neeman  and Scott Lathrop who chairs the Supercomputing Conference reach out to help create a Supercomputing program for educators during the Supercomputing Conference, and there is Broadening engagement as well. These are researchers who want to help transform teaching and learning.

There are teachers who do not know these sites or people as resources. I could share a thousand more. School systems often do not use these as resources. Why ever not? There is no excuse for teachers not knowing except that the riches of the Internet and professional development are limited in many school systems . Technology is one thing , content is another. Time is another. The benefit of social media is that we share. The benefit of social media are the tools we use to teach each other.

Some say that the vendors own education since NCLB. Testing is the focus and has been since its  inception.

         SOME PEOPLE ARE LOOKING AT THE TOOLS, NOT INFORMED PRACTICE

Sustained Support? Where Found? transformational Learning? Blooms Digital Taxonomy,  TPACK? Chris Dede takes us into the future here. http:/www.nebhe.org/info/pdf/reinventing/Chris_Dede_10-4-10.pdf

All of the technology gurus need to think about deep content.

What is TPACK?

Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPACK framework builds on Shulman’s idea of Pedagogical Content Knowledge. How many teachers know about it?

Here is the Tpack Image. IMAGE Lots to learn here.

There is an organization that supports teacher knowledge. It is SITE.org. AACE

Some of my teachers are from colleges and universities all over the US. We learn in our SIG’s and groups. It is not just about a conference. It is about collaboration, creation of new ideas and community.

Those groups that partner with educators to make a difference provide the best support. Unfortunately supervisors in schools want their signature on the professional development being offered, or do not know of the efforts of the National Geographic, NSTA, NCTM, Supercomputing, CSTA and other enabling groups. 

Why does professional development need help? Teaching and learning has undergone transformational change. It is not your grandmother’s school, or my mother’s idea of school.

Many of us attended , lots of courses from NASA, most from the University of Oklahoma.. Marc Prensky talks about how we in education learn from linking with other groups, associations and those interested in the subjects we are teaching. School systems do not always have the link or knowledge and that is why we have the National School Boards Association, and ASCD, and the various other organizations that break down the areas of isolation in education. But who can afford to attend all of the conferences? Those of us across the digital divide appreciate the online resources.

A stunning example of help is at the Shodor.org site. Computational thinking and learning. In particular, see, Interactivate.

There are people like Idit Caperton working from the various universities to help rural and poor teachers using the teacher network in a project entitled Globaloria. , or Chris Dede who works widely, sharing their messages in conferences , convenings and meetings. Probably most teachers don’t get to attend the meetings, because of costs, but we do have Facebook, G+ and organizations which are where we  , the regular people interested in education work to learn as education changes and transforms.

My concern about it is that there are excellent teachers who did not go to the best colleges  or universities.  More that many teachers did not get the best of professional development. Whose fault is that? 

We know that lots of people have a skill in teaching that is intuitive. There are lots of very smart people who cannot teach. They have the information, but they don’t know how to share, or even worse, don’t know how to frame their knowledge into ideational scaffolding for learning.  Do read the whole article. Lots of support to my concerns are here. I like to say that there are smart people who cannot teach their way out of a wet paper bag. But that would be rude as it is only a small set of people . We probably don’t know of the people who cannot teach. There is little feedback from those who are taught.

Do ‘top’ college graduates really make better teachers?

This was written by Matthew Di Carlo, senior fellow at the non-profit Albert Shanker Institute, located in Washington, D.C. This postoriginally appeared on the institute’s blog.

By Matthew Di Carlo

One of the few issues that all sides in the education debate agree upon is the desirability of attracting “better people” into the teaching profession. While this certainly includes the possibility of using policy to lure career-switchers, most of the focus is on attracting “top” candidates right out of college or graduate school.

The common metric that is used to identify these “top” candidates is their pre-service (especially college) characteristics and performance. Most commonly, people call for the need to attract teachers from the “top third” of graduating classes, an outcome that is frequently cited as being the case in high-performing nations such as Finland. Now, it bears noting that “attracting better people,” like “improving teacher quality,” is a policy goal, not a concrete policy proposal — it tells us what we want, not how to get it. And how to make teaching more enticing for “top” candidates is still very much an open question (as is the equally important question of how to improve the performance of existing teachers).

More segregation, dividing of the nation and educational misleading.

I adore some of the people in great institutions who have shared, resources, materials , workshops and initiatives. The problem is that education is ever-changing and subject to so many influences from people who do not  know schools or what happens in them.

Working with the Teragrid on the National Mall

Outreach to the public .

MAIN IDEA

 Now comes the idea that only people who attend the better schools have the skills to teach?? Being a good teacher is a gift. Content can be given to Preservice students, but that does not alway translate into a better student  or an outstanding teacher.  There are a lot of very smart people who cannot teach because they don’t understand students, their culture, or how students get motivated to learn.

Teaching is a combination of many elements. The school you go to does not make you a good teacher. It gives you contacts, networks and resources , hopefully. In a classroom , you are on your own. The variables in a school setting are so many even the best teacher may have to adjust, recover, revise and rework , ideas in education.

It is class, race, competency, language skills, the interest of the parents, the local resources, the spending within the community , the level of technology infusion, integration and teacher education and the support within the learning community. Few people talk about the real problems in education.

The application of people skills is as necessary as is content, and the skill of multitasking, and of being able to give and take and to integrate practice , performance and pedagogy  into a school day..

Schools are a community in the  learning landscape. Here is the good news. Networking allows me to share the reality of schools and actually some of the mystery of why teachers just either quit, or conform. Dr. Chris Dede, when at George Mason University, did outreach to the communities and that was how lots of us got training in technology. He invited us in, but he also came to our classes. The university partnered in a project with local school systems. Dr. Dede was always ahead of his time most of the school systems did not follow-up on his model.

 There comes a point in time when you have to decide , who is teaching this class, and what is it that I want to do, as often , the political winds shift in strange directions. Sometimes I am in rooms of PhD students who really get it.Sometimes, I know that they are PhD students, and that may mean that they cannot see all the way down to the classroom. If they ever had experiences in the classroom, they did not include newer ways of working, except what they studied.

I insisted on teaching science and problem solving math and thinking about computational sciences. I was right, but what a price I paid. I don’t regret it, but then to see the people who accepted it be thrown out of teaching and learning because they are considered not teaching STEM. It is unbelievable. I did not bow to testing as the reason for teaching. I did the tests and my students did well, but we had SO much testing.

Many of the people pushing NCLB have since changed their minds and are  now eloquent in their new  disbelief of the policy they gave to the nation. Thank goodness.

A generation of students and teachers have been lost by this time.

We who teach, know that the administrators set the tone of learning in a building, that the School Boards help to create the learning landscape and oversee curriculum  in a school system, that there are also the State mandates, and the effects of the Department of Education as there are fundings and programs that overlay everything we do. I have been through the various fashions or modes  in education, theme based, support of Gifted and Talented, Cooperative Teaching, Team Teaching, and I have worked in specialized schools.I have worked in a charter school, and tried to help with a DC Charter School with was an absolute failure. As you work through education you cannot have an opinion or you may find yourself without a job, support or funding. It does not matter if you are right. You have to be politically correct and sometimes that is.. well think, of the politics in a local school. It is often why teachers leave.

Who is the principal , who are the teachers that are liked in the community, who are the hard-working teachers who create miracles, and what is the sense of the school in working together?

There is a project that holds forth much hope if the project is ever funded, beyond the Tracy Learning Center. It is a model that has been in the works for a long time. It is the idea of a person called Jack Taub, who died this year the founder of the Source, which became America Online.. We who know of his dream keep the idea going forth. You can read about it at Emaginos.com.

The Tracy Learning Center is a charter school located in TracyCaliforniaUSA. Serving students in grades K12, it was founded in 2001 and had an enrollment of 125 students.[1] Charter status was awarded in June 2002.[2] It was decided, in June 2003, to relocate the Tracy Learning Center to the Clover Middle School site and to expand it to become a K–12 charter school.[3] Expansion of the school was completed in 2007, with the addition of the senior class, that took numbers up to 850.[1]

Tracy Learning Center

For the 2011-12 school year, the Tracy Learning Center has a population of over 1100 students K-12. It continues to be one of the highest ranked schools in San Joaquin County.It is a charter school, but we intend for it to go public. Teachers are in charge of the school.

WHY IS TEACHING SCIENCE A PROBLEM?

What happened to Science? Remember that tracking I told you about? People want to find the eleventh graders. Well to be a child in the upper grades interested in science on has to start somewhere. K-12 distribution of science is necessary . 

Sadly, in most of the schools in the nation, science is not a welcome subject. I put it in my curriculum using NASA, National Geographic Society Initiatives such as Kidsnetwork, NOAA weather and sea initiatives, and various NSTA resources.

When I was working in Arlington, there was the pressure of the parents to do new and exciting things in the use of technology. I learned a lot from parents, from one parent who taught me photography, from another who helped me learn to garden. Another teacher I will never forget was a Japanese teacher who came to teach the class and I about Japan, she had artifacts, taught us calligraphy, and all the time was working a meal. I was stunned. She was from the Smithsonian. Hmnn.. another way to involve and invite students. Never learned it in formal education.I incorporated cultural elements into my teaching practice because of her.

Dr. Embry was a forensic biologist who worked to reconstruct dinosaurs. How cool was it that we were able to learn from him at the Smithsonian. He offered, I accepted. Foot in the classroom and then we went to the Smithsonian to watch him work!!

Segregation by race is a national problem!

.When teaching students who were not gifted and talented science , geography, history were not allowed for the students on certain tracks.

Here is a study done by the Jack Kent Cooke Foundation.The report, Achievement Trap: How America Is Failing Millions of High-Achieving Students From Lower-Income Families, written by the Jack Kent Cooke Foundation and Civic Enterprises with original research by Westat, focuses on the educational experiences of high-achieving lower-income students from 1st grade through graduate school. A goal of the report was to examine the numbers of students considered low-income high achievers and to understand how these students were being educated. Using three federal longitudinal studies [Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), The National Education Longitudinal Study (NELS), and The Baccalaureate and Beyond Longitudinal Study (B&B)], students were categorized as high-achievers and further divided into either a higher-income or lower-income group. At this forum, presenters discussed results from the report, comparing the persistence rates, defined as students’ ability to remain in the top quartile of achievers, and improvement rates, defined as students’ ability to move from the bottom three quartiles  to the top quartile of achievers, both from higher- and lower-income families.  The report details the tracking, the dumbing down and the loss of those students who could make a difference in education.

And teachers? Do you see many of us minorities at the conferences presenting? We are “Ralph Ellison” invisible. We are not invited to the table. Broadening Engagement starts to solve the problem. If we are there it is often because we are passionate enough about education to invest in conferences where we are NOT invited. ASCD conferences are more diverse. I also like the resources, that try to combine the two America visions. Here is a book, 

Two offerings from ASCD

THE SIGHTS AND SOUNDS OF EQUITABLE PRACTICES DVD

TEACHING WITH POVERTY IN MIND: WHAT BEING POOR DOES TO KIDS’ BRAINS AND WHAT SCHOOLS CAN DO ABOUT IT

The Need To Transform K-12 Education

As President Obama recently told Congress and the American people,

“In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity — it is a prerequisite. Today, three-quarters of the fastest-growing occupations require more than a high school diploma. And yet, just over half of our citizens have that level of education. We have one of the highest high school dropout rates of any industrialized nation. And half of the students who begin college never finish. This is a prescription for economic decline, because we know the countries that out-teach us today will out-compete us tomorrow.”

 I learned that with technology I could reach students with technology who had been restricted to only reading , and math. Tracking is a problem that has been a part of American schools. It was one way to solve the problem of integration. Two schools in one, one for the kids who “could” and one for the people found to be lacking . Tracking is still a big problem. 

 I  also learned the politics of place and power in schools. The NEA rescued me, my union protected me from terrible on the job problems.  I am grateful for their involvement. Teachers don’t usually tell the bad stories. We just move, leave teaching or try to find another school.

Who has the tools? Are they affordable?  I had the science tools. I was a demonstration teacher for AAAS and my principal had my kits and resources thrown out of the window. This was Marge Tracy at Ashlawn. Fortunately , the custodian retrieved most of my things and put them in his truck. We secretly smuggled the things to places in the school where they could be kept and not disposed of. I had microscopes , hands on resources. Her thing was reading out of the book. She considered hands on a ridiculous waste of time. Since I was working with the George Lucas Educational Foundation , I was hearing, listening and learning from the best people in the country. But that nor the fact that I worked for the NIIAC worked to make principals accept science, math, and problem solving computational thinking. 

Finally, I left the school. The principal set the tone and I knew that she was going to transfer me. Being a principal gives you the power to cast out the teachers you do not like or respect. There are others who can tell even worse stories. It is a humiliating thing. It is the reason lots of people leave teaching.

RESEARCH STORY

The Achievement Trap, Jack Kent Cooke Foundation

The report, Achievement Trap: How America Is Failing Millions of High-Achieving Students From Lower-Income Families, written by the Jack Kent Cooke Foundation and Civic Enterprises with original research by Westat, focuses on the educational experiences of high-achieving lower-income students from 1st grade through graduate school. A goal of the report was to examine the numbers of students considered low-income high achievers and to understand how these students were being educated. Using three federal longitudinal studies [Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), The National Education Longitudinal Study (NELS), and The Baccalaureate and Beyond Longitudinal Study (B&B)], students were categorized as high-achievers and further divided into either a higher-income or lower-income group. At this forum, presenters discussed results from the report, comparing the persistence rates, defined as students’ ability to remain in the top quartile of achievers, and improvement rates, defined as students’ ability to move from the bottom three quartiles  to the top quartile of achievers, both from higher- and lower-income families.  The report details the tracking, thedumbing down and the loss of those students who could make a difference in education.And teachers? 

Sadly, from the time they enter grade school through their postsecondary education, these students lose more educational ground and excel less frequently than their higher-income peers. Despite this tremendous loss in achievement, these remarkable young people are hidden from public view and absent from public policy debates. Instead of being recognized for their excellence and encouraged to strengthen their achievement, high achieving lower-income students enter what we call the “achievement trap”—educators, policymakers, and the public assume they can fend for themselves when the facts show otherwise.

http://www.jackkentcookefoundation.o…ent%20Trap.pdf

OThis is a student who was at a special project, School Expo and she was able to use technology she had never seen.
Using any means possible to explore technology

 

Who is connected to be involved? Who has the funding to join the organizations that are pioneering the work?  

 Bonnie Bracey Sutton