Technology is becoming ubiquitous with everyday life. Students and teachers should use technology in a way that is effectively integrated into the classroom so that learners and teachers are technologically proficient.
Through an investigation of the ISTE standards I have brought multiple avenues of potential development to my classroom. Integrating the arts and technology together in education is a difficult thing to do. Many other subjects have pre-loaded content, websites, and platforms that are dedicated to the education of students through technology. However, the arts do not have parody with these resources.
My existing work with technology in teaching supersedes the work that many of my colleagues are doing. One example of this is my development of a flipped classroom. This approach allows me to deliver lecture, collect survey/test data, and support class content through a use of my website, screen casts, and the Google Platform (including Google Docs, Google Forms, and other associated Google Apps).
Linked to ISTE1 Blog Post
Given that I already deliver tests and assessments online, I wanted to verify the validity of self-administered testing and self-assessments through technology. I found that testing through technology provided valid and reliable data; surprisingly I also found that self-assessment through technology provided increased learning. I intend to engaged this approach in my future teaching be integrating more self-assessments through my web site.
Linked to ISTE 2 Blog Post
For ISTE 3 I was able to find an app, ScenePartnerApp, that would assist me in modeling digital age learning in my classroom and content area. Students using this app will be able to upload their script and use the text reader as a scene partner when memorizing their lines. This technology provided the discipline specific resource I needed to teach with technology.
Linked to Blog Post on ISTE 3
Given the lack of resources that I found that are discipline specific I leave my research with two action points that I intend to pursue. First, I will continue to integrate screen casts and self-produced material in my classroom. It has proven to be, and I believe will continue to be, an effective pedagogical tool. One new aspect of this will be teaching students about digital citizenship.
Linked to Digital Citizen Post
Second, I will use online communities (such as LinkedIn) to connect with teachers from across the globe. I have already started to do this through LinkedIn; the results of this outreach have been effective. Not only have I been able to ask questions of teachers in multiple disciplines, including theatre, but I have been able to present my research to these groups and offer my expertise to other teachers.
Linked to ISTE5 Post
By using technology in my classroom I am providing the needed tools to my students so that they can participate in a digital future. Teaching digital literacy and citizenship is the civics class of today and a needed part of every classroom.
Lastly, I plan to create a theatre curriculum that is entirely supported online. I would like to pilot a remote learning theatre program that will allow students from across the globe to connect through theatre performance. This would go a long way towards providing the resources – to other educators – that I struggled to find for myself.
ISTE Standard 5 states that educators should always improve their teaching through lifelong learning, participating in global learning communities, and reflect on the learning of their students through applications of technology.
How can one demonstrate a continual development and improvement in one’s teaching practice, model lifelong learning, and exhibit leadership in you’re the school and professional community through the effective use of digital tools and resources?
What resources and tools exist for arts professionals to connect through digital networks so that they can participate in local and global learning opportunities and exhibit leadership in an arts curriculum that integrates technology?
There are many groups geared toward teachers of the arts. Many of these groups can be found on Google+ Communities (Arts Education and Google Art Projects are two such groups). There are also arts education discussion boards on LinkedIn that have proven to be highly valuable (Arts in Technology is one such group). However, arts teachers are not known for their technological resources. The arts are more about human and in-person connections. Teachers in the arts must re-train how they connect with each other. One resource to do just that is Learn North Carolina (http://www.learnnc.org/lp/pages/7012). This page takes the user, step-by-step, from the in-person conference meeting to building an online PLC. It is not exclusive to teachers in the arts. This resource is valuable for any educator that wants to build a PLC from scratch. Teachers that have been in the field for many years or who have been reluctant to adapt new ways of connecting with other educators may need to receive professional development just to embark into the world of digital networking. Social media and networks can be an essential part in todays workforce to provide educators with the tools they need to succeed in the classroom of today (Transforming American Education, 2010).
Another potential resource is Edutopia. Heather German posited that Edutopia.edu can provide discipline specific resources and connect educators from across the globe. This is a valuable resource for educators in marginalized disciplines such as the arts.
Resource:
Transforming American Education: Learning Powered by Technology. (2010, January 1). Retrieved March 11, 2015, fromhttp://www.ed.gov/sites/default/files/netp2010.pdf
Journal Entry from October 20, 2014 for Theatre Methods
What is…
At this point I have a decade of experience under my belt in youth theatre. I have a firm grasp on “what is” in my program. This grasp has been continually transforming over the years and has certainly shifted from a more idealistic to a more realistic perspective on what is possible and achievable. Some of the most cumbersome constraints include administrative oversight and school policy, student interests, and limited instructional time.
In my class, as I often describe, I try to create an atmosphere of respect. One benefit of this is that it serves as a backbone for socially responsible actions. We, society, must respect the identities of the people we interact with. We, each individual, must also respect our own history and identity. Too often in theatre, we take licenses to transgress boundaries that are present…
Learning should be broken into time periods that are manageable for teachers and students. Medina (2008) recommends breaking learning segments into 10-minutes periods.
Increased surveillance over each student as they are engaging in the content is an effective method of maintaining positive behaviors in each student (Wright, 2014).
Offer choice to students. When students have the opportunity to choose between multiple routes of completion their engagement will increase (Wright, 2014).
Misbehavior may be a sign of a learning challenge. The teacher should offer to help students with their learning and adjust to approach the content from a new perspective (Wright, 2014).
Pre-view the rules and expectations of the class and rehearse the procedures (Wong and Wong, 2009).
Set up the classroom for success. The student seating should facilitate the learning process and allow the teacher to observe every student in learning (Wong and Wong, 2009).
General Principles of Interventions:
Teachers should aim to maintain positive relationships with each of their students. Creating a positive relationship includes being fair, especially as the consequences for poor behavior are given to the student (Fay and Funk, 2009).
Teachers can shift the responsibility for productive and appropriate behavior onto the students. Using statements such as, “tell me what would be an appropriate response to your behavior” or “consider the impact you have made on the other students” will allow the student to reflect and respond in a personal way (Fay and Funk, 2009).
As a master of subject specific content, teachers should be prepared to shift the focus of the class (Banner and Cannon, 1997). Using a statement such as “this doesn’t seem to be working for us today” or “Let’s come back to this after we have remembered how to show respect for each other” can lead the students to reflect on their behavior and the natural consequences that are in place.
Teacher Intervention Responses: Verbal
The teacher should use student names, to indicate that they are recognized in class and their behavior is expected to be engaged and appropriate. By recognizing students, by name, the teacher is inviting their students to learn (Wong and Wong, 2009).
The teacher should give clear directions to the students that leave no-room for interpretation so that students can follow the directions the first time they are given (Wong and Wong, 2009).
The teacher should use enforceable statements that are clear and descriptive. Students should understand that their behavior has both positive and negative consequences (Fay and Funk, 1995).
The teacher should offer choices that are both acceptable. Students will follow class expectations when they have a say in their behavior (Fay and Funk, 1995).
Teachers should focus on the positive behavior. Saying, “Don’t run” is less effective than “Please walk.” Students will hear the verb in the instruction and adjust their behavior accordingly (Wong and Wong, 2009).
Teachers can ask clarifying questions that lead the student to consider their behavior as it relates to their learning and the learning of other students (Fay and Funk, 1995).
Teacher Intervention Responses: Non-Verbal:
The teacher should know what is happening in their room at all times. To do this the teacher should walk to all areas of their room while teaching, make eye contact with as many students as possible to keep them engaged in the lesson, and anticipate behavior problems before they happen, and intervene with a verbal statement (Wong and Wong, 2009).
The teacher can use facial expressions to indicate acceptable behavior or unacceptable behavior for students; the teacher can use facial expressions such as a raised eyebrow, a smile, or a shake of the head (indicating yes or no) to tell the student that their behavior is acceptable (or not) and they can signal to students through eye contact (saying to the student “I see what you are doing”).
The teacher can establish classroom specific gestures or use commonly understood gestures to communicate to their students about the desired behavior. These gestures may include a wave of goodbye (to send the student out of the room), pointing with ones hand (to indicate a direction of travel or a location in the room), a hand raised high (to signal for student attention), and a single finger placed on their lips (to indicate the need for quiet) (Wong and Wong, 2009).
Regarding student behavior, the classroom should be configured for two purposes, so that the teacher can move around the room with brevity and so that students can be moved as a potential behavior intervention (Wong and Wong, 2009).
References:
Banner Jr., J., & Cannon, H. (1997). The Elements of Teaching. New Haven: Yale University.
Fay, J. and Funk, D. (1995). TEACHING With Love & Logic: Taking Control of the Classroom. Glendale, CA: The Love and Logic Press, Inc.
Marzano, R. (2007). The art and science of teaching a comprehensive framework for effective instruction. Alexandria, Va.: Association for Supervision and Curriculum Development.
Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.
Wong, H. & Wong, R. (2009). The First Days of School; How to be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.
Teachers must utilize effective relationships with parents to maintain effective educational practices with each student. Effective Teacher-Parent Relationships are characterized by:
A partnership based model.
Shared values and goals, with the parent and the teacher agreeing on the desired outcomes of the education along with the academic path that will be most effective.
Mutual respect for time and expertise. Communication between teachers and parents is most effective when both people have an equal voice in the shared goals for the student along with an appreciation for the amount of time that either can attribute to the academic or social progress of the student.
Mutual accommodations to compensate for deficiencies on either side of the relationship. For example, a teacher may benefit from providing a translator to the parent of an English Language Learner (ELL) student and a parent may benefit from providing relevant developmental information and history about the student that the teacher would not otherwise know.
Regular communication from both the teacher and the parent so that the partnership can be ongoing rather than exclusive to a crisis or intervention.
Conferences with parents are an essential tool for effective communication between parents and teachers. These conferences happen in a variety of formats and are essential to developing positive relationships that are focused on the academic and social growth of the student in question. Conferences may or may not include the student. However, it is a best practice to bring the element of student voice to the conference, regardless of the student being in attendance. The two most common formats of a conference are casual and formal.
Casual Conferences occur spontaneously. Characterized by informal meetings, these conferences may occur at school, on the phone, or even in the broader community setting (Jordan, Reyes-Blanes, et. al. 1998). Research shows that frequent, early, and positive communication from teachers to parents is a consistently effective way to build productive partnerships between parents and teachers (Gregory and Ostrosky, 2013).
Formal Scheduled Conferences typically have an intended purpose. These purposes can include, but are not limited to, an academic check-in to evaluate student strengths and challenges, an academic intervention to address specific student challenges, and academic assessment of learning abilities to develop an Individualized Education Program (IEP). All three types can occur commonly. Addressing general academic strengths and challenges is a good practice for every student. Interventions are more effective when both the parents and the teachers agree on the purpose, plan, and goals of the intervention; which is why a conference can be valuable. Also, developing an IEP must include input from the parent of the student so that, like an intervention, the purpose, plan, and goals of the IEP are clear and agreed upon (Jordan, Reyes-Blanes, et. al. 1998).
When preparing for a conference the teacher must allow for ample time for the conference to occur. At a minimum conferences last 30 minutes when everyone involved has time to participate in the discussion. However, the teacher must also respect time restraints so that the conference does not last too long and create a scheduling conflict for any of the participants.
Parents can feel uncomfortable and vulnerable around teachers and other education professionals due to their own experiences in education (Jordan, Reyes-Blanes, et. al. 1998). Teachers should be advised to create a family centered environment so that families are comfortable at the school (Gregory and Ostrosky, 2013).
Parents may have their own concerns about their relationships with a teacher, in addition to the experiences of their child (Jordan, Reyes-Blanes, et. al. 1998) and may have either a positive or negative impression of teachers because teachers can be seen as self-appointed “experts” (Gregory and Ostrosky, 2013); when this occurs communication becomes a teacher monologue, rather than a dialogue between teachers and parents (Guo, 2010). One way to avoid this is to approach the meeting from a team-building perspective.
In part because of this perceived monologue effect, teachers must be aware of their potential attitudes toward parents; this is especially important when the parent comes from a different demographic (cultural, economic, geographic, etc.) than the teacher (Jordan, Reyes-Blanes, et. al. 1998).
Some of the issues that teachers may encounter, when addressing demographic differences, are:
The concept of family and family roles.
Expectations for student behavior.
Expectations of teacher behavior.
Expectations of parent involvement.
Socio-economic resources, especially as they apply to schoolwork that occurs outside of the home.
Of particular note are parents that speak little or no English. One of the greatest under-represented cultural demographics in school communities is that of ELL parents (Guo, 2010). These parents need to have a translator present at the meetings; the school should provide a translator as a part of creating an accessible and fair education for every student. The translator can provide a comfortable and welcoming element to the meeting in addition to explaining school specific content that is culturally contained, such as what Social Studies or Science may courses include (Guo, 2010). Without a translator the teacher risks alienating the parent and consequently eliminating any potential supports that could occur outside of school.
In a formal conference setting, the teacher must also work to ensure the physical comfort of all participants. The physical arrangement of the conference can facilitate or inhibit the progress made in addition to the relationship between parent and teacher (Jordan, Reyes-Blanes, et. al. 1998). The area must be comfortable for adult sized bodies, maintain privacy and confidentiality, include a seating arrangement that is non-hierarchical, and a seating arrangement that is focused on eye contact without physical barriers between participants (Jordan, Reyes-Blanes, et. al. 1998). One common seating arrangement is with adult sized chairs placed in a circle.
Student Portfolios in Conferences are an excellent way to exhibit student work, academic progress, and engage student voice. By integrating a student portfolio into the conference the conversation can be targeted to a qualitative and quantitative discussion (Juniewicz, 2003). Avoiding the litany of summative assessment scores, a qualitative discussion can highlight student achievement and student weaknesses in a non-confrontational way. While it does require teachers to assist in the creation of the portfolios, it can be student-centered. If implemented early in the school year, students can be held accountable for maintaining a student portfolio that is kept in the classroom. The student should be instructed to include work that features their strengths, academic growth, and academic challenges. It should be noted that parent reactions to a portfolio-based conference will vary. Some parents will assert that the qualitative description from their child is extremely helpful for their understanding of their child’s academic abilities. Other parents will complain that the conference does not allow for private communication between teacher and parent (Juniewicz, 2003).
While teacher and parent schedules are busy, it is a best practice to utilize multiple conferences throughout the year, in both formal and informal formats. In doing so, the lines of communication will not be limited to a single meeting and the relative accumulation of data will give both teachers, parents, and students a valid and reliable interpretation of the student’s academic standing. Teachers should remember that parent communication is an essential part of effective education.
REFERENCES:
Gregory A. Cheatham & Michaelene M. Ostrosky (2013). Goal Setting During Early Childhood Parent-Teacher Conferences: A Comparison of Three Groups of Parents, Journal of Research in Childhood Education, 27:2, 166-189
Guo, Y. (2010). Meetings Without Dialogue: A Study of ESL Parent-Teacher Interactions at Secondary School Parents’ Nights. (Undetermined). School Community Journal, 20(1), 121 – 140.
Jordan, L., Reyes-Blanes, M. E. Peel, B. B., Peel, H. A., & Lane, H. B. (1998). Developing teacher-parent partnerships across cultures:.. Intervention in School & Clinic, 33(3), 141.
Juniewicz, K. (2003). Student Portfolios with a Purpose, Clearing House, 77(2), 73-77.
Teacher evaluation is necessary; it is a needed part of overall education reform. But – teacher testing is not the solution to improve schools. The current model of evaluating teachers, students, and schools, based on a snapshot test, results in counter-intuitive results, counter-productive teaching, and damaging practices to the entire school system. There are better ways to improve teaching outcomes and evaluate teacher performance. Continue reading “Testing Does Not Measure Teacher Effectiveness “
When addressing the validity of multiple-choice tests, there are many things to be concerned about. Multiple choice testing can be many things to many students.
Multiple Choice Testing (MCT) is a means to conformity
MCT can cover a great amount of material in a single test
MCT can also lead to student confusion with poorly constructed prompts
MCT can also be “beaten” by the experienced student
MCT does not address complex understanding of the given topic
All of the above.
1) A MEANS TO CONFORMITY: Every child will take at least one high stakes standardized test in his or her life. From the S.A.T. to state standardized testing, MCT is unavoidable in the current education system. Therefore, regardless of the content, there is an educational benefit to a teacher offering MCT in everyday curriculum. Students must learn to take this type of test. While conformity is not always desired, it does allow schools across the country to assess the abilities of one student against the next in an equal and uniform way.
A Standards based education is essentially a good thing under the following conditions:
Standards are applied equally to all grade levels and content areas
Standards take into account student differences (learning abilities especially)
Standards are used diagnostically for improvement in both teachers and students
Student history is integrated into any standards based assessment
Condition One: Equal Application
Currently the Common Core State Standards are not applied to the arts or social sciences. I applaud the national application of standards that allow states to bring every student to the same level. However, the focus on writing and math is very, “old-school.” Students must engage in topics that expand beyond the “R’s” for a high-quality education, something that No Child Left Behind aimed to do for every student in the country.
Condition Two: Student Differences
Not every student is made equally. Students may have disabilities or superior talents. If a standards based approach is to work it should function more like Karate Levels than grade levels. Standards should be comprehensive and thorough. When a student passes one level they should be expected to have mastered a dependable amount of the material in that level for a given subject. This means a revolution in the school system. A student can be at level X in one subject and level Y in another. This happens to some degree with advanced placement courses. However, it should happen throughout education. Students advance at different paces and have different learning abilities. There should be no reason that a student should take algebra simply because they are in ninth grade. A student should take algebra because they have mastered the content that supports algebra.
Condition Three: Focus on Improvement
Students and teachers can both benefit from the feedback that standard based assessment can offer. Standards can highlight the strengths and weaknesses of the learning process. A good teacher and a good student can respond to the diagnostic standard test and use the feedback to greater effect in their learning. However, students and teachers should be allowed to not pass a standard in curriculum content. When the pressure to pass is removed, students and teachers can have the freedom to assess their abilities and strengthen their weaknesses.
Condition Four: Student Chronology
Just as standards should be used to evaluate the matriculation of a student from one level to the next, the past experiences and testing of a student should be weighted along with current student performance. A student may have a history of difficulty in a given subject. This historical information must be used when creating an individualized education plan for that student in that subject. The student should not be allowed to continually fail. If they are placed in a course designed around their leaning abilities they are more likely to succeed. This is both a pro-active and retroactive approach to teaching. The most specialized teachers should be diagnosticians that can bring the students abilities to light and prescribe the treatment appropriate to the individual.
Proposed Changes: Revolution
The changes that I propose here are not entirely simple to administer. They would require a revolution in the education industry for the United States. More teachers would be needed to provide an approach to teaching that embraces differentiation and individualization. Classrooms would need to adapt to a level based education instead of a grade-based education. Teachers would need to design coursework that was appropriate for multiple age levels. These adaptations would need to account for student development as well so that content could also be adapted to chronological maturity. Students would need to focus directly on the learning of the content and ignore the passing of the time from August to June. Lastly, the nation would need to agree on a system of content specific standards that are aligned to ability not chronology and further agree on the meaning of a high-school diploma.
My management philosophy for the classroom is student centered. With my approach I want to empower the students to not only make good choices but to also retain the ability to make good choices when I am not around. For this reason, I emphasize a principles based approach.
The classroom should remain safe for all students, especially in an arts classroom; students are asked to make creative choices that may involve taking chances and ‘putting themselves out there.’ They must feel free to take these creative risks. Because of this I have only three rules.
One, Respect yourself. Students cannot put down or belittle their own work or potential. However, they must respect their abilities in the present and make choices that stretch their learning appropriately. They must have the respect for themselves to motivate their own work and take on appropriate challenges. These are all aspects of respecting ones self.
Two, Respect Others. Students are not allowed to insult the work of another student or decide that they have something better to do when another student has the stage. Students must respect each other through a mutual engagement and appreciation for the creative process.
Three, Respect the space. This could be rephrased as “leave the classroom in better shape than when you found it.” Students are expected to clean up after themselves and their peers. This includes putting away and returning things that they did not take out in addition to things they did use in class.
Following these three rules will create the model student and help to maintain a safe environment. It is only in an environment that is safe and respectful that the students are able to learn. Students that are not able to follow these rules will be reminded of them, asked to determine an appropriate response for their actions, and may be also asked to leave the class.
Through classroom management – based in my three rules – I can create an environment that allows every student to learn at their own pace, take on challenges with the content, and interact with the ideas of theatre.
Standards Based Education is an essential component to effective teaching practice; teachers must use learning targets that are connected to the standards and effectively measure student progress toward those standards.
I have come to embrace the rubric as an essential standards based teaching tool. Used correctly, the rubric can:
Guide student learning throughout the lesson.
Support student self-assessment.
Proved feedback for future student improvement.
Direct teacher assessment that is qualitatively and quantitatively equal from one student to the next.
Align to standards and measure desired outcomes.
In teaching my introductory monologue unit for sixth grade drama, I utilize a rubric that is effective in all four areas. The rubric provides simple statements that describe student achievement across five essential areas of acting. I expect that all five of these areas will continue to progress across the three year sequence; consequently, I do not expect students to achieve a perfect score in their initial performances.
Many teachers will use a rubric at the end of a unit to grade a project. While this is an effective use of the rubric, there is often a missed opportunity to use the rubric throughout the lesson. In my sixth grade drama class I use the rubric to guide student learning. Students that pre-view the levels of achievement in the rubric have the opportunity to stretch their learning into the desired category. I purposefully include levels of achievement that are beyond typical sixth grade achievement. I introduce the rubric as “level based” and not point based. Using the metaphor of Karate Belts, students can conceptualize the idea that different students will be achieving at different levels. Pre-viewing the rubric will also give students an understanding of the entire project in advance of starting any work. This pre-view will help students make connections from one area of assessment to another and plan accordingly.
A well-designed rubric can be easily read and understood by each student. I take the time to explain the content in my rubric for this unit and ask that students explain it back to me. The student voice component here is an essential element of assessing the student achievement in relationship to the learning target aligned to the lesson. The rubric also includes the content of each learning target that is included in the unit. Because of this, a rubric will also help students to self-assess their progress throughout the lesson or unit. Students that work from the rubric can see where they are fully completing the task and where they need to continue to work (O2).
During the process of the project, the teacher can use the rubric as a quick method of assessment and feedback for the student. They can ask the student where they believe they are at any given level, reflect to the student on their observations, and use the rubric as a common language. The teacher can also point to work on the rubric that would take the student to the next level. If the rubric is organized for learning, each step should follow a logical progression of skills.
Regarding formative and summative assessment, the teacher can use the rubric for assessment. This assessment will clearly have a quantitative value where points are assigned across a number of categories. However, the categories can also be viewed with qualitative assessment in mind. I can use the rubric to describe the academic journey of the student.
Lastly the rubric includes the content that the learning targets support. If students work with the learning targets in each lesson and demonstrate developing or basic mastery of each learning target, they will easily score in the mid to high range of the rubric.
In future editions of the rubric, I plan to increase the effectiveness and include the actual learning targets for the unit within the rubric. This will increase the connection for each student form the individual lessons to the culminating project of performing a monologue. It will also assist students to assess their daily progress in relationship to the rubric and the learning targets simultaneously.
David Orace Kelly 