Mike started a good conversation about assessment. My definition of assessment is the process of gathering information on a student. What you are gathering should give a overall picture of what the student knows about a particular unit or outcome. Types of assessments can be summative assessments such as unit tests and term assignments, or formative assessments such as quizzes, homework, and the completion of daily work. Only summation assessments are for marks because formative assessments are designed to help students master the outcomes. I believe that evaluation is the process of a teacher assigning a grade to all the evidence that has been gathered. Student input should be welcomed in designing rubrics and setting due dates, but overall the teacher uses their professional judgment to assign a grade. Exactly what you are assessing is determined by the outcomes that the students are trying to achieve.
In Thursdays class much of the conversation centered around assessing students work who do not have good computer skills, and recognizing that for some students in takes more time. Luckily for me I do not have to assess computer skills, as I am a math teacher. Certainly a students math skills, and computer skills are not mutually exclusive but when assessing a students work I try to mark fairly, with an emphasis towards mathematics competency. In fact when I use the computer lab with the math class it is often an exploratory activity whose sole purpose is to aid in future discoveries. As such, the work that we do in the lab is purely formative. Students that can demonstrate an ability to problem solve with technology usually seem to demonstrate the same ability without technology so the techies are not at a disadvantage. The line becomes a little more unclear in my Applied Math 20s class. Here students use a graphing calculator every day. My focus over the last few years has really shifted away from evaluating the students ability to use the calculator, to the students ability to do math. Before I used to teach calculator now I teach math. Although many of my questions require the use of the calculator, my assessments require a high level of cognitive demand. Rather than asking a traditional regression question and having the calculator do all the work, students are required to think and extend beyond what is written on the screen. Students have to collect really world data, and perform the appropriate regressions that make sense. I seldom use the variables x and y and prefer variable such as height and time, or population and year. These variable have more meaning, and extrapolating with real world variables is more useful and easier to understand. Stats Canada has a lot of real world data that can be easily incorporated into meaningful lessons. The essence of algebra is not x!
Students who are not tech savvy should not be punished in a math class, but there are certain procedures that they have to become familiar with. In a similar fashion students who are tech savvy should be allowed to demonstrate their technological ability, but they should only be assessed on their mathematics ability. Math teachers should not be tempted to overuse technology and have students making videos, and electronic presentations. Let’s leave video editing and PowerPoints to the technology (and English :)) classes, and let the technology teachers assess those products in relation to the ICT framework.
Sunday, February 21, 2010
Saturday, February 13, 2010
Plagiarism & Course Reflections
Everyone is so keen in this class that I am having a hard time competing. I didn't realize I was in the middle of a fierce competition until I read some of the blogs :)! Whenever I have something interesting to say someone says it before me. Whenever I have something interesting to write about, someone writes about it before me. Someone always beats me to the punch! It has only been two days since class and already everything that I was going to write about has already been written by everyone else.
This, however, is not the most humiliating part of this class. The most humbling part of this experience is not only are people stealing my ideas, they are taking my ideas and running with them. They are explaining them in a scholarly manner; much better than I could ever do. People are knowledgeable, well-read and precise. They are articulate with their explanations, and everyone is able to synthesize ideas from class with their own experiences.
Luckily, I am far more excited to be part of this group than I am humbled. I have been learning so much from interacting with my colleagues. In my undergrad degree I was competitive, now in my masters program I am a participant. The insight that goes into these blogs is amazing. Denis is not the only one laying bricks! Everyone in the class is laying bricks. My mind is being shaped as a result of this course. So many strong thoughts have resonated with me and changed the way I see technology in the classroom. "Technology is a process." "The essence of technology is by no means anything technological." In addition, in constructing these blogs this "forced reflection" time has allowed me to take the time to reflect; Not only on this class, but it has allowed me to challenge the way I am using technology in my own classroom. Is it really to the benefit of my students to power point all my lessons? Am I an overpaid university grad who worked hard for the first few years of teaching but now gets paid way too much to push the space bar? Convenience for me and flashy lessons for my students are sometimes necessary to maintain sanity, but this should not be the norm in any classroom. CONTENT MATTERS!
So how does plagiarism, bricks and reflections all tie together? Simply put we are all laying bricks. Sometimes we use someone else’s bricks, sometimes we don't. Using a few bricks from someone else is not plagiarism. Kicking someone out of their "Cathedral" and moving in is plagiarism. As the course changes pace, it is up to us to lay the bricks. Denis has given us a good foundation on which to build. I look forward to all of your presentations and I would like to thank you in advance for your bricks. As for the competition aspect I am much like the sole athlete from Jamaica at the Vancouver Olympic games; I don’t expect a medal but I am grateful to be here, and I am grateful for the opportunity to test myself against some of the best.
This, however, is not the most humiliating part of this class. The most humbling part of this experience is not only are people stealing my ideas, they are taking my ideas and running with them. They are explaining them in a scholarly manner; much better than I could ever do. People are knowledgeable, well-read and precise. They are articulate with their explanations, and everyone is able to synthesize ideas from class with their own experiences.
Luckily, I am far more excited to be part of this group than I am humbled. I have been learning so much from interacting with my colleagues. In my undergrad degree I was competitive, now in my masters program I am a participant. The insight that goes into these blogs is amazing. Denis is not the only one laying bricks! Everyone in the class is laying bricks. My mind is being shaped as a result of this course. So many strong thoughts have resonated with me and changed the way I see technology in the classroom. "Technology is a process." "The essence of technology is by no means anything technological." In addition, in constructing these blogs this "forced reflection" time has allowed me to take the time to reflect; Not only on this class, but it has allowed me to challenge the way I am using technology in my own classroom. Is it really to the benefit of my students to power point all my lessons? Am I an overpaid university grad who worked hard for the first few years of teaching but now gets paid way too much to push the space bar? Convenience for me and flashy lessons for my students are sometimes necessary to maintain sanity, but this should not be the norm in any classroom. CONTENT MATTERS!
So how does plagiarism, bricks and reflections all tie together? Simply put we are all laying bricks. Sometimes we use someone else’s bricks, sometimes we don't. Using a few bricks from someone else is not plagiarism. Kicking someone out of their "Cathedral" and moving in is plagiarism. As the course changes pace, it is up to us to lay the bricks. Denis has given us a good foundation on which to build. I look forward to all of your presentations and I would like to thank you in advance for your bricks. As for the competition aspect I am much like the sole athlete from Jamaica at the Vancouver Olympic games; I don’t expect a medal but I am grateful to be here, and I am grateful for the opportunity to test myself against some of the best.
Monday, February 8, 2010
Heidegger
Thursdays discussion centered around the philosopher Martin Heidegger, and his book The Question Concerning Technology. The book was a very difficult read. The discussion in class, and the presentations were very helpful to my understanding of Heidegger's message. To me, Heidegger viewed technology in a very broad sense. We have prospered because of technology and it is up us to care for the world. Dennis gave us a quote from Heidegger that put it all into perspective with me. Heidegger argues that we are on a destructive course as we are "thinking of nature as a giant gasoline station." For this Heidegger was an environmentalist who was years ahead of his time. I will highlight some quotes from the book attempt to link them to my life in the classroom.
"The essence of technology is by no means anything technological." I think this statement applies more and more each day. The hand held technologies of today are so prevalent that the idea of technology is lost as convenience and entertainment prevails. I don't see this as a bad thing, just progress. Technology is also present in our classrooms and it has changed the way we teach. The role that technology should play in the classroom is minor compared to the thought and consideration of a well constructed lesson. For example, in my math class I use transformational plotting software to allow students to investigate the equation of a straight line. As they manipulate the slope and y-intercept they can see changes in the graph. Students are learning about a straight line, as students have done for many years. Although technology makes my lesson possible, my students are not learning about technology, they are using technology to investigate straight lines.
"The will to master becomes all the more urgent the more technology threatens to slip from human control." Although Heidegger probably meant something different here, I think of teachers desperately learning technology to keep up with the kids. Technology is a process and just because students can text with a phone in their pocket, doesn't mean that they are the tech experts in the classroom. During my brief stint of teaching computer science I quickly realized that good internet surfing skills does not necessary translate into good programming skills. As I mentioned in a blog a few days ago, as professionals careful planning and reflection is what teachers should focus on, and trying to stay on top of all the latest trends is not a good use of your time (or your school's money).
"But where danger is, grows The saving power also." Although technology can be a distraction it can also help students succeed. It is up to us to design lessons that captivate the imagination of our students. Learning for the sake of learning is a great sediment for middle aged masters students! But for young teenagers they need to be wowed from time to time. Teenagers get bored easily in the classroom, and it is your job to keep them entertained, because entertained kids learn better than kids that are asleep!
"The essence of technology is by no means anything technological." I think this statement applies more and more each day. The hand held technologies of today are so prevalent that the idea of technology is lost as convenience and entertainment prevails. I don't see this as a bad thing, just progress. Technology is also present in our classrooms and it has changed the way we teach. The role that technology should play in the classroom is minor compared to the thought and consideration of a well constructed lesson. For example, in my math class I use transformational plotting software to allow students to investigate the equation of a straight line. As they manipulate the slope and y-intercept they can see changes in the graph. Students are learning about a straight line, as students have done for many years. Although technology makes my lesson possible, my students are not learning about technology, they are using technology to investigate straight lines.
"The will to master becomes all the more urgent the more technology threatens to slip from human control." Although Heidegger probably meant something different here, I think of teachers desperately learning technology to keep up with the kids. Technology is a process and just because students can text with a phone in their pocket, doesn't mean that they are the tech experts in the classroom. During my brief stint of teaching computer science I quickly realized that good internet surfing skills does not necessary translate into good programming skills. As I mentioned in a blog a few days ago, as professionals careful planning and reflection is what teachers should focus on, and trying to stay on top of all the latest trends is not a good use of your time (or your school's money).
"But where danger is, grows The saving power also." Although technology can be a distraction it can also help students succeed. It is up to us to design lessons that captivate the imagination of our students. Learning for the sake of learning is a great sediment for middle aged masters students! But for young teenagers they need to be wowed from time to time. Teenagers get bored easily in the classroom, and it is your job to keep them entertained, because entertained kids learn better than kids that are asleep!
Tuesday, February 2, 2010
Blackfly
I am home from school today so I have some good news and some bad news. The bad news is I am sick, and the good news is I can actually write my blog in the middle of the day without it being blocked.
I must admit I did not know what to talk about today. I have been really struggling with the Heidegger reading. Heidegger makes some good points but I will discuss the article at length after Thursday's discussion.
Today I want to discuss the animated short Blackfly by Chrispoher Hinton.
The song was written by Wade Hemsworth, and as in The Log Drivers Waltz, Hemsworth and the McGarrigle sisters are on vocals. The reason I was attracted to this song was the dialect of Hemsworth. At times it sounded like a the distinctive Newfoundland dialect of my home country. After some quick research I found that although Hemsworth was not from Newfoundland he discovered traditional music when he was stationed in Newfoundland during the second World War. Although Hemsworth makes his dislike for flies known during the song, I don't think he has any intention of leaving steady employment. "I'll die with the black fly a-pickin' my bones" sends a strong message that work is work, and although it might not be the best of conditions it is still a job. Humor can get you through a day on the lines or a day in a challenging classroom.
The question is how does this relate to technology? Well when the song was written in 1949 there were many jobs available doing labor work on the lines in Northern Ontario. Today their would not be as many jobs due to technology. The traditional labor jobs would be replaced by skilled tradespeople who can operate huge machinery. Technology and machinery has developed to the point that one person and a machine can preform the jobs of many. How long before the machine can preform the job independent of the person? Have we already reached that point? Will we eventually reach the point where teachers are replaced with technology? Would kids rather learn at home using hand held technology than having to sit in a class? I certainly hope that my job is not replaced with technology!
Another gem on the NFB site is a slightly outdated education guide for incorporating animation in your classroom. It gives you instructions on how perform an animation simulation with black-flies swarming all around.
http://en.wikipedia.org/wiki/The_Black_Fly_Song
http://en.wikipedia.org/wiki/Wade_Hemsworth
http://www.imdb.com/title/tt0101468/
I must admit I did not know what to talk about today. I have been really struggling with the Heidegger reading. Heidegger makes some good points but I will discuss the article at length after Thursday's discussion.
Today I want to discuss the animated short Blackfly by Chrispoher Hinton.
The song was written by Wade Hemsworth, and as in The Log Drivers Waltz, Hemsworth and the McGarrigle sisters are on vocals. The reason I was attracted to this song was the dialect of Hemsworth. At times it sounded like a the distinctive Newfoundland dialect of my home country. After some quick research I found that although Hemsworth was not from Newfoundland he discovered traditional music when he was stationed in Newfoundland during the second World War. Although Hemsworth makes his dislike for flies known during the song, I don't think he has any intention of leaving steady employment. "I'll die with the black fly a-pickin' my bones" sends a strong message that work is work, and although it might not be the best of conditions it is still a job. Humor can get you through a day on the lines or a day in a challenging classroom.
The question is how does this relate to technology? Well when the song was written in 1949 there were many jobs available doing labor work on the lines in Northern Ontario. Today their would not be as many jobs due to technology. The traditional labor jobs would be replaced by skilled tradespeople who can operate huge machinery. Technology and machinery has developed to the point that one person and a machine can preform the jobs of many. How long before the machine can preform the job independent of the person? Have we already reached that point? Will we eventually reach the point where teachers are replaced with technology? Would kids rather learn at home using hand held technology than having to sit in a class? I certainly hope that my job is not replaced with technology!
Another gem on the NFB site is a slightly outdated education guide for incorporating animation in your classroom. It gives you instructions on how perform an animation simulation with black-flies swarming all around.
http://en.wikipedia.org/wiki/The_Black_Fly_Song
http://en.wikipedia.org/wiki/Wade_Hemsworth
http://www.imdb.com/title/tt0101468/
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