Prompt+3

Home


 * Prompt 3:**

Write 1 paragraph "problematising" an issue or perspective raised in at least 1 session. The intent of this is to __#|enure__ we can see issues using a critical (not criticizing) lens. Think back to some of the questions raised during sessions 1 & 2.

1. Nicole Lyman


 * __ Flipped Classrooms __**

The flipped classroom concept is intriguing and left me with much curiosity. I’m always hesitant to jump on the bandwagon and implement the “next best thing” simply because it worked for one school. Although we see similar struggles in our math and world history __#|classes__, I would be interested in seeing data from other schools who use this format. I would also be interested in seeing their class syllabi, one of their classes in action and talking with various classroom teachers who use this format. I want to know the realities of implementing this new format, not just the positives. How much time did the teachers have to invest prior to the change? What technologies are needed and how much do they cost? What do they do when 3 or more students come to class without viewing the lecture beforehand? What were some of their unforeseen developments that occurred as a result of the change? I would want our classroom teachers to submit their questions as well. After collecting as much data as possible, I would then discuss the information with our teachers. We would brainstorm our own strategies, come up with our own syllabus and create our own plan of attack. Obviously we would want to make sure we are meeting the needs of our students, while maintaining high expectations. __** Matt Starling reaction to Nicole Lyman **__ Excellent questions on flipped classroom I had similair thoughts. If students are unwilling to do homework now what makes us think they are going to watch a video or look at a powerpoint? I question whether or not the grade improvement is due to studnets being held less accountable for activites done outside of class. If students are failing because they do not do the __#|work__ then of course the grades are going to improve. How are the students held accountable for watching the video? In rebuttal to my statements is how Clintondale improved ACT scores so I am intrigued to learn more.

2. Matt Starling Sir Ken Robinson's presentation was a great introduction for the Great Lakes Leadership Academy and Vivien Stewart's text. The theme obviosuly was we need to change from an educational culture that is revolved around around standardized test towards one that promotes creativity and innovation. I whole heartedly __#|agree__ with assessment our focus on the ACT and common standards has led to a generation of students who have a difficult time doing anything besides regurgitation of facts. The problem is not the message but implementation. I have no doubt that the vast majority of at attendees would agree with Robinson and would love to put these practices in place. However is this really possible in the today's politcal and economic climate. Are superintendents willing to move away from a testing focus when the first thing the public wants to know is how the district does on standardized tests? When these are the customers which funding is based on? Are building principals willing to jeopardize the AYP grade? If your school doesn't make AYP then you will not get promoted. Teachers are now being evaluated on student growth which is often measured by standardized test. My point is that I question how much change will occur until the insentives change. As long as test scores are incentivized by funding I think that is where the focus will be. Eventually the districts that put these changes in practice will see the results in improved test scores and then more students which equals more funding. I doubt we wil see wide spread change until this. // Matt-you raise some excellent points regarding implementing creative and innovative group problems that will challenge our student's minds and teamworks capabilities (as Sir Ken surmises) and yet will be assessed via standardized testing with an A-E bubble scantron sheet on a single sheet of paper. In my school and department, we are working on instituting common assessments in all of our subjects and these consiste mainly of pre/post test scantron test with 50 questions. There is not one written question asking studenst to utilize higher order thining skills/and or demonstrate their personal knowledge of a subject area. This year I started to use both writing samples (pre and post test questions remained the same) as well as mind maps and portfolio assessments in addition to the common assessment. In our district, I met with our Curriclum instructor and discussed the idea of piloting portfolio assessment with student's reflection and input as to what would comprise their indidicual portfolios. I did this for 2 of the 3 trimesters and students created a solid portfolio of their own work. Many colleges and universities require either a digital and/or hard copy portfolio as a graduation requirement and although this is not included on the state standardized tests, it is a real assessment opportunity that I am going to implement in all of my classes (along with the issued pre/post test of course!) Thanks for sharing Matt! //
 * Connie Beson-Steger's Reaction to Matt Starling **

__** Reply to Nicole Lyman (From Jill Bartholomew) **__ //I too am interested in the idea of a flipped classroom…a very exciting concept! You raised some very poignant questions in regards to the process. I too have some questions of my own, based upon the type of school I work in. I’ve spent 13 years in a Title I building. That said, that gives us an understanding of the cliental and their needs. I think it’s great that students can work from home, preview lessons, work on homework, etc. However, my concern would be how does this type of learning impact those without computers, iPads, or any form of technology at home? Sure, we can suggest they go to the local library and use the computers there, but what if they don’t have a car or money for the bus…then what? What if they do get to the library, and all of the computers are already occupied…then what? If we are going to look at implementing a flipped classroom, then we need to address how all students will have access to it. I would greatly appreciate any suggestions, ideas or insight into how it would be accessible to all. I’m sure other schools have probably encountered a similar problem along these lines…so please feel free to share! I look forward to hearing how this type of situation can be resolved!//

//Response from Jennifer Geno:// //I share many of your same concerns, regarding the flipped classroom approach (my entry is further below). I also think that the reason this particular approach has garnered so much discussion is due to the possibilities it brings to the educational table. I would be interested to follow teachers' experiences utilizing this approach, and what they did/are doing to overcome barriers they encounter. Perhaps we should start our own Wiki to post success stories and problem solve dilemmas?//

Response from Eric Albright We shared the same curiosity and skepticism that have already been vetted here in this forum. The questions of accessibility for all students had to be a major concern for the administration and staff at Clintondale High School. Their student population poses significanly greater challenges and at-risk characteristics than my own. The formula has worked for them. If I focus on the road blocks instead of the path in front, I will never get to my destination? I am contacting Mr. Andy Kastl, social studies teacher at Clintondale. He has agreed to show exactly how a flipped classroom works in practice, challenges that will inevitably arise, and potential solutions. For those of you interested in exploring this further, I encourage you to contact a teacher at Clintondale in your discipline to see how it works for them. The website that was presented [|www.flippedhighschool.com] is a good starting point.

Write 1 paragraph "problematising" an issue or perspective raised in at least 1 session. The intent of this is to enure we can see issues using a critical (not criticizing) lens. Think back to some of the questions raised during sessions 1 & 2.
 * Margaret Doan**
 * Prompt 3:**

//I was very amazed by listening to Dr. William Skilling. He was a very inspirational speaker which forced me to think about what he was saying and compare it with my current district. The message in Dr. Skilling's lecture was that money is not the problem with the education system, lack of a vision is. He explained exactly what he meant by telling about the vision he had for his school district as the superintendent. He specifically said that he got rid of pay to play for his athletes and stopped charging for after school events. The rationale behind this was that students need these extra curricular activities in order to excel. He questioned why we keep putting economic barriers on our students when we know that these are things that are good for students.//

//His specific examples really hit home for me because our district recently made sports pay to play and DOES charge for events after school. I started to think about how it would look to our parents if our superintendent DID want to have a vision like Dr. Skilling's. Is it possible to go back on something like that? Would the district be able to "save face" if they came back 2 years later and said they were mistaken about pay to play or the consolidation of schools? Can a district have a vision and change things that have recently been added/cut or would it be too much of an embarrassment? I know that our schools feel a lot of pressure to impress our parents. Our parents tend to be very involved and ever since they decided to consolidate schools, it seems like we are public enemy #1. How would it look now if major changes started to take place that didn't seem financially responsible after we have done so much to save money?//

//Like I said, I found Dr. Skilling very inspirational, but I question how that would look in other districts.//

Dr. Skilling's statement on pay to play also stood out to me as well. Our district currently practices a "play to participate" concept, not only for athletics, but for any extra curricular activity (plays, musicals, etc.). Reflecting on how difficult it must have been for him to reimburse families, I feel parents, students and other stakeholders would respect him more for taking an honest evaluation at current processes. I imagine his community is more open to his ideas and are willing to take risks with him, knowing that if something isn't working he is willing to change. Great leaders are those who take risks, even when it means it may not work.
 * //Reply to Margaret (From Nicole Lyman)://**

As much as I appreciated the visionary talk by Dr. Skilling, and as inspired as I was about the things that are happening in Oxford, I couldn't help but think about the stories I have read and heard from various districts in Michigan and across the county regarding the budget/money issue. According to a recent news article, the 3,000-student school district in Dewitt "has an $800,000 budget shortfall, and by law they must fill that gap now. One of the Superintendent's proposals to pull it off is to cut down 55 giant trees–some of which could be 200 years old–in the nearby DeWitt Nature Center and then sell the wood. The move would profit the school system $43,000, and while it's not nearly enough to right the ship, it's a start. As you can imagine, several people are angry about such a move and the possible damage to the environment." It seems that a district in this position is not poised to be thinking creatively about the wonderful cross-cultural opportunities for students - rather, the topic on the forefront is how to make it through the next school year. Is money the problem? Or was it lack of precise and careful planning five years ago?
 * Deb Dunbar**
 * Prompt 3:**


 * By: Dave Schwartz**
 * E-mail: Schwartzd@e-hps.net**
 * Prompt #3**

Write one paragraph “problematising” an issue raised in at least one session. The intent of this is to ensure we can see issues using a critical (not criticizing) lens.

__Exploring multi paths to a diploma – Greg Dionne__

This particular breakout session was a presentation from the Michigan Department of Education. Although I do realize the Department of Education has its hands full with the politics and economics both at the national and state level, I did walk away from the session scratching my head once again in regards to the expectation of educators today. It was discussed that successful programs and schools should have high expectations and therefore provide rigorous requirements. The requirements and expectations are filtered through merit exams and curriculum with results determining accountability. While holding roles in three school districts over the past twenty years such as Athletic Director, Assistant Principal, Head Varsity Football Coach, Physical Education Instructor as well as a classroom teacher, I have come to the realization there needs to be a plan. It seems as if, at times, requirements and objectives are being implemented at the state level that is not thorough when it comes to assisting school with implementation. Educators and school districts need to be held accountable. Yes, there are educators who should not be educators. However, our leaders and policy makers need to outline procedures that will improve test scores, curricula and evaluations. I am surrounded by good educators on a daily basis that do go above and beyond. However, I have met very few that can overcome the lack of resources provided to schools today. Our leaders need to realize that students that come from poverty, enabling parents or simply parents that do not care make the educational process extremely difficult. Make no mistake, this is a time where educators and its process need to work together and realize that our future is at stake and not a time to continue to live in a fantasy land of how things politically should look.

The flipped classroom concept is an interesting one. I love the idea of utilizing multi-media presentations for instruction, using class time for scaffolding, and using the internet as an educational tool both in school and at home. However, I have some questions regarding the long-term impacts on students. It seems like Clintondale HS jumped in with both feet, and I can respect that decision if flipped instruction is something the administrators and staff felt strongly about, but I wonder if the students will have any negative effects or deficits when they move on to the next level in their education. As elementary and secondary education continues to change and modify itself, do we run the risk of no longer preparing our students for higher education? Many of the skills that got me through college are the ones that I practiced and honed in high school. I learned how to pull all-nighters and hammer through long detailed sections of text with little to no assistance. I did those things at home and on my own. In my experience, those skills are necessary for college students. If students do not practice them, I wonder how they will fare in college or grad school. When it comes to flipped instruction, I envision that best utilized as a tool in the box that can be used when appropriate.
 * By: Brian Campbell**
 * Email: __asccampbell@bacschools.org__**
 * Prompt #3**

Jennifer Geno Email: genoj@baisd.net
 * Prompt 3:** Write 1 paragraph "problematising" an issue or perspective raised in at least 1 session. The intent of this is to ensure we can see issues using a critical (not criticizing) lens. Think back to some of the questions raised during sessions 1 & 2.

I have been interested in the flipped classroom approach for a while now and am intrigued by the approach. With much of the burden of the flipped classroom placed on the student to complete at home, does this not create more of a disparity between the “have and have nots” in terms of technology and home environment? For many students, they go home to an environment where they have very adult responsibilities (or zero adult supervision) and/or one in which lacks the technology needed (or they have the technology but cannot access it, for a variety of environmental reasons). While the concept is one that has a great deal of merit instructionally (in my opinion), I cannot help but wonder what the social impact of this type of methodology could be for some families. I realize that there will always be barriers and obstacles, when we are talking about people, but I caution instructional leaders to look at alternatives for students that cannot be successful with this type of approach, due to factors beyond their control. In addition, I also wonder about the level of trainining and support that would be needed to get an entire school on board, if a district chose to move in that direction. In the end, I beieve that this could be an excellent strategy to add to teachers' arsenol of instructional strategies, and one that should be explored and enhanced to meet the needs of all learners.

Response to Jennifer Geno from Deb Dunbar: Jenny, you raise a very practical issue with the methodology of flipped instruction. We know from experience that some students go home to chaos and indeed - school is the healthy, focused part of their day. Instructors implementing this approach must ensure multiple pathways for completion of work. Having a "work plan" with each student would be a good idea so that the teacher is aware of where students will be accessing video work, lectures and other class materials. Ensuring that each students has a plan may make the difference between success and failure of this approach.


 * Michelle Scott**
 * Prompt 3**

Eric Albright Prompt 3

Horacio Sanchez presented his presentation on brain research to a group of educators with the idea taht we will be aware of the different types of brains we will encounter in our clsssrooms. He creatively described the ways student react to stimuli stressing (no pun intended) difference in temperment issues. Suggestions were made for instruction to reduce stress by creating structure, routines, and connecting new information to students' prior knowledge. 1. How much of this information is actually "new?" Haven't we all been instructed during introductory teacher education courses to follow those suggestions? The brain science adds an element of credibility, but I cntend that good teachers were incorporating those elements long before Mr. Sanchez presented. 2. Would it be helpful if students were given some of this information? How might a classroom teacher (not of psychology) give this information to students in a concise, yet meaningful way to help them understand how their own brain functions and how they might alleviate stressors through strategies in their own accademic life. It seems like a functional element that would help them long after their K-12 educational careers are complete.