StudyJams! a new online learning experience

StudyJams! is a new online, subscription-based learning experience for kids in grades 3-6. Developed by Scholastic, StudyJams! is dedicated to helping kids learn math and science in ways that are fun, relevant and rewarding.

StudyJams! was designed to introduce and reinforce key math and science concepts. Whether your child needs help to better understand a challenging topic or simply wants to learn more about a subject they already enjoy, StudyJams! can help. StudyJams! was created in conjunction with leading educators nationwide and all of their content is based on state curriculum standards.

Every kid learns in a unique way. That's why we they multiple learning paths to match different learning styles. By using videos, interactive lessons, karaoke, music and more, StudyJams! empowers kids to learn the way that works best for them. All the while, the StudyJams! Crew — RJ, Mia, Zoe and Sam — are there to guide your kids through every topic.

Kids love StudyJams! because on top of being fun, with each Jam they complete they earn Jam points. Jam points are redeemed in the recording studio, where kids can create their own original music. When a song is finished, it can be downloaded as an mp3 file and shared with friends.

They make it easy to sign up and even easier to use. When you sign up for a "parent account", you get three "child accounts". Each child account has its own username and password (created by you), so each child has a unique and personalized learning experience. With the parent account, you can monitor how your kids are doing.

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Technology and the School Curriculum

According to Newby, Stepich, Lehman, and Russell, 2000, learner centered instruction is the center of all educational processes. The teacher, technology, media and parent, peers & other people help to facilitate the learning of each student. Resources are used to gain insight and information, pose problems and give possible solutions to aid the student in learning required material (p. 7).

The use of the Internet and websites in the classroom has been discussed by Bento (2000), in the article titled “Using the Web to Extend and Support Classroom Learning.” Bento (2000) points out the fact that an entire “on-line library, media and textbook recourses can be used during class to enliven, illustrate and expand lectures and discussions” (p. 604). The additional resources that may not be available in the school’s physical library will also enhance the student’s research, projects and presentations. Educators also may have the opportunity to post course material on-line for students. “If a student travels or miss a class she/he can access the course Web site and obtain the class handouts, notes, assignments, etc.” (Bento, 2000, p. 604). The development of a course website could be a class project at the beginning of the year. After the development phase, the teacher would be able to post the various suggested items. The students would have a vested interest in the website because they helped originally develop the site and would be very proud of their work. This method is a highly effective way to gain and keep the students interest in the site throughout the year. This is one example of a learner-centered environment.

A second example of a learner-centered environment can be found in the article “Not Just Computers: Learning By Doing” by Dickensheets (2001). Dickensheets stresses the importance of outstanding software programs that help to tutor students through “solving societal or business problems.” This real life connection may change the attitudes many students have toward learning. As educators it is our job to relate curriculum to the real world and life. When students fail to see this connection, many students may refuse to learn essential material. In this way, educators are able to “engage students who” do not “respond to the traditional methods” (Dickensheets, 2001, p. 40). In addition, “through the computers, the teacher now has the equivalent of 25 teacher’s assistants, giving just-in-time feedback to the student, along with an ongoing evaluation of skills” (Dickensheets, 2001, p. 41). Educators are aware that students thrive with individual attention and feedback. When individual attention is not possible, a computer software program could assist to give students the necessary attention and feedback.

A third example of a learner-centered environment can be found in the article titled “What is your vision of the future of technology education” (Technology Teacher, 1999). This article gives an interesting perspective of the future is given by six technology educators. These educators believe that the K-12 classroom will become a place to prepare students for the technology in the workforce. This preparation will be the basis for further education once students graduate and enter society. The future described for the students in these classrooms is bright. Students are able to learn through multiple sources geared specifically toward their individualized level and learning style. In addition, educators will have ample opportunities for pre-service and in-service training as well as continued support, guidance and resources. The educators in this article truly see the potential of technology in education.

One major basis for the theory of behaviorism stems from John Watson’s experiment of classical conditioning. Through Watson’s research, a link between stimulus and response (or reflex) is demonstrated. This research enabled the further understanding of emotional reactions due to a specific stimulus. However, classical conditioning does not explain all behaviors. These unanswered questions lead to further study of voluntary reactions, which were studied by Skinner through operant conditioning and Thorndike’s connectionism. Thorndike believed that ideas would be reinforced through positive and repetitive experiences. Finally, Guthrie researched on the breaking of bad habits through the changing or refocusing of an association for a particular stimulus and the negative response (Gredler, 2001).

In contrast, the theory of Gestalt focuses on perception of ideas and concepts. Max Wertheimer, who is thought of as the founder of Gestalt psychology, first explored this theory. The main focus of Gestalt’s experimentation was to apply the concepts of perception to how humans learn and think. Wolfgang Köhler experimented further with “insight” experiences. This type of experience is achieved through problem solving and the organization of solutions to form a conclusion to a given problem. In addition, Lewin and Wertheimer studied motivation to produce meaningful learning for each student. Finally, George Katona and Karl Duncker structured their individual experimentations around the premise that students have different approaches to solve posed problems. These approaches are based on the student’s individual perception of the ideas and concepts presented (Gredler, 2001).

When dealing with the theories of the Information Processing Perspective, Howard Gardner theorized that students have multiple intelligences and educators must be aware of these intelligences, which include: Linguistic, Logical, Bodily, Spatial, Musical, Interpersonal, and Intrapersonal (SwopNet.com). Gardner suggests that we encourage and support students who do not excel in the "traditional" intelligences (Koch, 1996). Educators should assist students with successful interactions between peers and adults and assist students to excel in areas in which they are successful (Koch, 1996). The use of various technologies in the classroom will facilitate students who excel in the Gardner’s forms of intelligences.

When reflecting on the Constructivist Perspective, Vygotsky’s main theory premised on the fact that cultural-historical or sociohistorical experiences focus on the cognitive development of students. In addition, this theory focuses on the development of learning for each student. Vygotsky firmly believed that children develop thorough interactions with the rest of the world. These types of experiences enable the child to develop socially. In addition, children who lack these resources may be prevented from successfully mastering certain social skills or attaining information at the same rate as children with these resources. Finally, Vygotsky theorized that without the mastery of a set of particular signs and symbols within a certain culture, the child is at a disadvantage and unable to develop higher-level cognitive skills. Through the use of signs and symbols in the student’s culture, each student is able to apply current knowledge to new projects and studies. (Gredler, 2001) This theory is easily adaptable to a curriculum which includes media, computers, the Internet, etc.

In the classroom, educators should not only be aware of the major theories, which surround educational concepts, but also be able to apply these concepts to sound learning methods incorporating technology to facilitate a learner-centered environment. In order for students to develop critical thinking skills, it is imperative to incorporate the theories of Gestalt in the classroom. Students must be given the opportunity to find solutions to difficult problems in the classroom. The educator should serve as a guide, not as a solution giver. Through this solution process, students will positively reinforce their ability to solve difficult and meaningful problems, which will enable them to solve problems in their individual, daily lives. In addition, the theories of Behaviorism should be implemented in the classroom through the reinforcement of positive classical conditioning. Students in the classroom need to be taught and practice positive and appropriate responses to given situation in order to reduce the likelihood of negative behaviors. Through the use of various technologies and educational theories, educators are able to provide a positive learning experience for all students.


Bento, R.F. & Bento, A.M. (2000). Using the Web to extend and support classroom learning. College Student Journal 34(4). 603-8.

Dickensheets, K. (2001). Not just computers: learning by doing. Multimedia Schools 8(1). 40-3.

Gredler, M. E. (2001). Learning and Instruction: Theory into Practice (4th ed). New Jersey: Prentice Hall.

Koch, C. (1996). Interview: Howard Gardner, The Bright Stuff. World Wide Web: http://www.cio.com/archive/031596_qa.html

Newby T.J, Stepich D.A., Lehman J.D., and Russell, J.D. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media (2nd ed.). Merrill: New Jersey.

SwopNet.com. Howard Gardner's Seven Types of Intelligence. World Wide Web: http://www.swopnet.com/ed/TAG/7_Intelligences.html

Technology Teacher (1999). What is your vision of the future of technology education? The Technology Teacher 59(4). 32-5.

Knowledge & Children

Throughout the history of education, knowledge has been encouraged through the discovery of ideas from textbooks and teachers. But, according to Kincheloe, Slattery & Steinberg (2000, p.76), knowledge that is constructed and invented is worth the most and should be the emphasis of today’s model of education. Constructed knowledge produces a classroom environment where students are free to question the content and validity of both the text and curriculum. The pursuit of knowledge in this fashion will not only gain and hold student interest, but also encourages the application of new knowledge to the student’s life and will lay a foundation for the continuation of critical thinking skills.

Astington (1997, p.95) discusses the importance of students constructing knowledge with the guidance and assistance of educators. Through this process, all groups of students can participate and will benefit individually and together, as a class. This knowledge is needed by all students in order to acquire learning skills and discovery of the various subject areas taught in the classroom.

In addition, when first entering school, students should have the knowledge given to them by their parents. Parents who instill and talk to their children about other “people’s thoughts, wants, and feelings” (Astington, 1997, p.96), will foster an understanding of other students and society. All students need this basic knowledge as they begin the primary years of education. With this basic knowledge instilled in the young student, an educator will be able to guide the young mind to the construction and invention of new knowledge and ideas.

Astington, J.W. (1997). Reflective teaching and learning: children's and teachers' theories of mind. Teaching Education 9(2). 95-103.

Kincheloe, J.L., Slattery, P., & Steinberg, S.R. (2000). Contextualizing Teaching: Introduction to Education and Educational Foundations. New York: Longman.

Classroom Kit for National Poetry Month

If you are involved in educating children (a classroom or homeschool teacher, a school or public librarian, a reading specialist, a PTA member, an administrator, etc.) here’s a free gift for you.

Celebrate National Poetry Month and Young People’s Poetry Week, April 16-22, with a free classroom kit suitable for grades 2-5. The kit includes a full-color poster featuring a poem and art from Douglas Florian’s new poetry collection, Comets, Stars, the Moon, and Mars. You’ll also receive a pack of special poetry-writing pencils for your students, a Florian author bio, and tips on writing poetry from Douglas Florian himself!

(Allow 2-4 weeks for delivery; offer good while supplies last.)

http://www.harcourtbooks.com/TK8/

"Out of Sync" High Schools

Keller’s (2001) article sites several important aspects of today’s youth which should be taken into account when reflecting on the high school experience. These include the studies that indicate the sleep rhythms of adolescents are quite different than adults. Teenagers tend to stay up later in the evening and sleep in later. In my current high school this is reflected by stragglers into school who tend to wake up late on a daily basis. We have an extended Homebase period every day. This gives students the time in the early am to socialize, visit teachers for extra help and catch up on homework that was not completed the previous night. Our extended Homebase period allows for nearly full attendance by the time school actually begins at 8:00 am. Other examples provided by Keller (2001) include that students are often rule-bound and schools do not build “on their desire to connect to the real world.” Many classes provide “too much seat time” and lack purpose.

Viadero (2001) continues with the observation that “1/2 of high school seniors leave school today with out the skills they need to succeed in work or further study.” In addition, in urban schools, “1/2 of freshmen disappear before reaching the end of the senior year.” In my current urban high school, this last quote is currently true. Our freshman incoming class is usually around 300 pupils, however or senor graduating class was just over 100 students. By the time the students reach the upper levels, many have chosen alternative GED programs, dropped out, or transferred to alternative vocational programs. We as educators are obviously not meeting the needs of today’s young students.

References:
Keller, B. (2001). Schools Seen as Out of Sync With Teens. World Wide Web: http://educationweek.org/ew/ewstory.cfm?slug=33develop.h20
Viadero, D. (2001). Getting Serious About High School. World Wide Web: http://www.edweek.org/ew/ewstory.cfm?slug=30highschool.h20

Are Special Ed Students treated too Special?

It is without question that students with special needs may not be excluded from school based upon their handicap. However, the safety of other students may be at stake in some situations regarding students who are emotionally or behaviorally disturbed.

There was a specific situation that occurred in my classroom that put both regular ed students and a student who had an IEP for a learning disability as risk. With out anyone's knowledge, one of my IEP students had brought a cigarette lighter to school. During one of my classes, he flicked the lighter on under another students arm. I saw the flash of light, and immediately knew what he had done. I looked at him and asked him to go to his administrator's office and stay there until I came down at the end of the period. I also had a paraprofessional in my room (because of the number of special ed students in the room this period) and I asked him to walk the student to his administrator and tell the administrator what had happened. The para as well as most of the students in the classroom did not see the incident. Previous to this, the student had never had a problem in my class or any of his classes this year. He stated that he was not aware that a lighter was a weapon and now realized he should not have brought it to school. The student was suspended from my class for 3 days and given in school suspension and several after school detentions. If this had been a regular education student, I feel the consequences would have been much more severe, but he was protected by his classification.

Based on this situation and others, It is my opinion that special education students who are emotionally or behaviorally disturbed should be placed in a classroom where there is constant supervision and low teacher to student ratio's. These students need to be reminded of school rules and acceptable behavior more often than traditional regular education students.

Multicultural Classrooms

When researching the topic of multiculturism a in today’s society, educators are able to find many resources, which deal with the topic of appropriate practices in a multicultural classroom. Daily, educators deal with the many faces of diversity in the classroom. Each student’s ethnic background, race, gender, socio-economic status, sexual preference, age and religion need to be considered when developing a curriculum, classroom rules and procedures, and during the evaluation of students. These differences also need to be taken into account when dealing with the difference of opinions and conflict in the classroom.

According to Ramsey (2000, p171), “all students experience a course differently based on their race, ethnicity, gender, sexual orientation, and other group identities. As a result, students from different cultural groups will frame a course, conceptualize ideas, respond to ideas, relate to discussions and class exercises, and expect different things from a course.” It is imperative that educators are aware of these differences and respond to these differences appropriately, in order to facilitate learning and critical thinking in every classroom. Educators must be always on alert as to the perceptions of course material and why a particular student may be addressing an issue or topic in a different way than expected. By addressing this issue, students are less apt to become isolated in their individual thoughts and ideas. A universal goal for each classroom should be to escape the ethnocentric ideas and attitudes, which will in turn allow students to become respecting, accepting and tolerant of each other.

As an educator begins to facilitate an attitude of acceptance in the classroom, a set of goals should be adopted and implemented by the educator. Ramsey (2000, p172) has stated that instructional goals may include “(a) to acknowledge and celebrate cultural differences; (b) to increase students’ awareness of and comfort with their own and others’ cultural identifications; (c) to show students how ethnocentrism, or the tendency to view their own way of doing things as the only or right way of doing things, is often culturally exclusionary and prejudicial; (d) to help students understand the relationship between ethnocentric thinking and power.” In addition to educational goals, Ramsey (2000) further encourages and states the necessity for multicultural classroom rules. Suggested “ground rules include requiring students to (a) respect others’ opinions and confidences during classroom disclosures, (b) permit others to finish their statements before responding, (c) avoid personal criticism and ‘put downs’ of other student’s reactions or position they do not share, and (d) commit to understanding the latter from the cultural worldview, or contextual framework, of the speaker” (Ramsey, 2000, p175). Educators are aware of the necessity for rules in the classroom for every age group and/or class. By stating expectations up front to students, educators are able to model appropriate attitudes and respect for all differences in each individual student. Through modeling, students will display acceptable behaviors in the classroom, which should be continued as students enter society.

Educators must also address their own personal feelings, thoughts and issues in regard to multiculturalism, before attempting to implement this type of curriculum. Educators must not hold preconceived or “actual barriers to education by figuring [out]… who is potentially educable and who is not” (Nelson-Barber & Harrison, 1996, p262). A new educator should seek additional professional development and mentoring during this transition stage of implementation.

When incorporating a multicultural curriculum into the classroom, De Melendez & Ostertag (1997) suggest an approach that would occur in stages. New educators are encouraged to explore the first stages as they gain experience teaching in a diverse multicultural classroom. “Approach I: Teaching the Exceptional and the Culturally Different” includes teaching to the needs of the individual students. These needs may include a language or disability barrier, or a low-achieving student (De Melendez & Ostertag, 1997, p193). “Approach II: The Human Relations Approach” promotes, directs and leads students “to a sense of unity, tolerance, and acceptance of social diversity within the existing framework of American society” (De Melendez & Ostertag, 1997, p195). Through this approach educators encourage the display of a positive attitude and relationships among all students. “Approach III: Single-Group Studies” focuses on “a particular cultural group or element of diversity [which] becomes the focus of study” (De Melendez & Ostertag, 1997, p.196). De Melendez & Ostertag (1997) caution the educator when selecting a topic for study. Educators are warned that, the topic should not be taken out of context. An appropriate topic should be used in order “to help the child develop a proactive awareness about social and cultural issues” (De Melendez & Ostertag, 1997, p198). Educators should use this opportunity in order to encourage the student’s awareness of cultures different from their own culture. “Approach IV: Multicultural Education … is based on the importance and value of cultural pluralism in American society … students are led to analyze social issues involving bias, prejudice, and racism” (De Melendez & Ostertag, 1997 p198). During this stage of multicultural education, it is noted that the educator may need to drastically alter and/or make additions to the current classroom curriculum. Finally, through this last approach, “Approach V: Education That is Multicultural and Social Reconstructionist” (De Melendez & Ostertag, 1997, p200), the educator expects students to make or attempt to make social changes in society in regard to current multicultural thinking. “Students become active participants in the elimination of social oppression” (De Melendez & Ostertag, 1997, p200). Through these suggested, progressive approaches, educators are able to guide students into becoming accepting, tolerant members of society.

As educators use the previously mentioned approaches or other multicultural education approaches in the classroom, it is important to remember “that there is no one way of seeing, experiencing, or defining the world” (Nelson-Barber & Harrison, 1996, p256). In addition, it is equally important for educators to not rely on one method of teaching. A variety of methods should be used and incorporated into the curriculum, which must include “methods for understanding and analyzing their texts, including note taking, discussion (both whole class and small group), dramatization, graphic response, and personal and critical writing” (Nelson-Barber & Harrison, 1996, p257). Once these issues are addressed, educators open up the opportunity for all students to encounter a “rich schooling experience” (Nelson-Barber & Harrison, 1996, p256).

De Melendez, W.R. & Ostertag, V. (1997). Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies. Albany, NY: Delmar Publishers.

Nelson-Barber, S. & Harrison, M. (1996). Bridging the Politics of Identity in a Multicultural Classroom. Theory into Practice 35(4). 256-264.

Ramsey, M. (2000). Monocultural Versus Multicultural Teaching: How to Practice What We Preach. Journal of Humanistic Counseling, Education & Development 38(3). 170-184.

Why should students take fill in the blank tests?

Many articles concerning the topic of assessment of science students are available for educators. This assessment plan rational summarizes articles concerning this topic and the writer’s view of assessment in the science classroom. Most science classroom assessments include labs and pen & paper tests, which force students to routinely memorize information. The writer of this rational and the authors of the following articles feel it is important for science educators to realize that there are alternatives to rote memorization and students should remember concepts because they understand the principles behind the concept.

In the article “Assessing understanding in biology” by Mintzes, Wandersee & Novak (2001), the authors stress the importance of real world knowledge that is taught in the classroom. When students are taught knowledge that is applicable to their lives, they will see the world as interconnecting and retain the knowledge they have learned in the classroom. In the past, science students have learned material through memorization, which was quickly forgotten once the student passed the test or exam. Today, educators must be aware of this negative form of learning and stress the importance of bringing meaningful science knowledge into the student’s lives in a way in which the student will remember and apply the learned material.

“Portfolio Assessment” and “Written Products” are encouraged by Mintzes, Wandersee & Novak (2001). Written assignments and laboratory work should be included in the measurement of student’s success in the classroom. Through these assessments, educators are able to determine if students are thinking critically and applying knowledge learned in the classroom to their lives.

During traditional pencil and paper exams, Airasian states, the goal of assessment should be “to provide pupils a fair opportunity to demonstrate what they have learned from the instruction provided” (2001). With this goal in mind, and achieved by the educator, the testing of students should be a positive experience for both the test-taker and the test-giver. Therefore, it is appropriate to test student’s knowledge of unit material in this fashion.

In many situations, alternative assessment instruments should be utilized. These instruments may include, but are not limited to, performance assessment and/or portfolio assessment. During these assessments, students would be required to demonstrate a particular activity or produce a range of products. These materials are graded by the teacher through observation and rating the student’s performance or product. Alternative assessment instruments “can provide some pupils who do poorly on selection-type tests an opportunity to show their achievement in alternative ways” (Airasian).

In addition, educators should also consider the many additional suggestions concerning assessment practices given by Mintzes, Wandersee & Novak. These include “reduce reliance on testing methods that reward and reinforce rote learning of verbal knowledge … begin to imbed assessment efforts seamlessly into the instructional program …focus assessment efforts on student constructed work products … make special provision for assessing the efforts of students who have special talents and those who excel in learning through non-verbal modalities … avoid one-shot assessment techniques … [and] consider the use of collaborative or co-operative assessment methods” (2001).

As educators develop assessment rubrics, it is important to be fair so each student will be assessed in the same way. Katz, Earl & Olson (2001) describes the many roles educators play when assessing students. One role is the mentor as the educator is reflecting the progress of students during group or individual activities. A second role is the guide as the educator reflects on the entire group’s progress and compares the student to the group’s progress.

According to Howard Gardner, students have multiple intelligences and educators must be aware of these intelligences, which include: Linguistic, Logical, Bodily, Spatial, Musical, Interpersonal, and Intrapersonal (SwopNet.com) during the assessment process. Gardner suggests that we encourage and support students who do not excel in the "traditional" intelligences (Koch, 1996). Educators should assist students with successful interactions between peers and adults and assist students to excel in areas in which they are successful (Koch, 1996). We should also be aware of educational values placed on students by their ethnic backgrounds (Koch, 1996).

As educators use the previously mentioned approaches or other approaches during student assessment, it is important to remember “that there is no one-way of seeing, experiencing, or defining the world” (Nelson-Barber & Harrison, 1996). In addition, it is equally important for educators to not rely on one method of teaching or assessment. A variety of methods should be used and incorporated into the curriculum, which must include “methods for understanding and analyzing their texts, including note taking, discussion (both whole class and small group), dramatization, graphic response, and personal and critical writing” (Nelson-Barber & Harrison, 1996). Once these issues are addressed, educators open up the opportunity for all students to encounter a “rich schooling experience” (Nelson-Barber & Harrison, 1996).

References:

Airasian, P.W. (2001). Classroom Assessment: Concepts & Applications (4th ed.). New York: McGraw-Hill.

Katz, S., Earl, L. & Olson, D. (2001). The paradox of classroom assessment: a challenge for the 21st century. McGill Journal of Education 36(1).13-26.

Koch, C. (1996). Interview: Howard Gardner, The Bright Stuff. Retrieved Feb. 9, 2001. World Wide Web: http://www.cio.com/archive/031596_qa.html

Mintzes, J.J, Wandersee, J.H., and Novak, J.D. (2001). Assessing understanding in biology. Journal of Biological Education 35(3). 118-24.

Nelson-Barber, S. & Harrison, M. (1996). Bridging the Politics of Identity in a Multicultural Classroom. Theory into Practice 35(4). 256-264.

SwopNet.com. Howard Gardner's Seven Types of Intelligence. Retrieved Feb. 9, 2001. World Wide Web: http://www.swopnet.com/ed/TAG/7_Intelligences.html

An Inconvenient Truth DVD Giveaway for Teachers

They have 50,000 copies of An Inconvenient Truth to give away to teachers in the United States. The first 50,000 teachers who apply are eligible to win. There is a limit of one DVD per teacher. All entries must be received by January 18, 2007. Click here for the complete contest rules.

Here is the entry form Link
http://participate.net/educators/DVD/giveaway

First Blog

Wow... finally a blogger!! I guess I am starting a little later than so many others... but better late than never to join in the game!!

Well, I'm almost done posting my health materials for http://www.teacherspayteachers.com/ yea!! All my Biology stuff is up and I have two more health units to post. Hey, I'm still #1 for sales... look at that margin ... I have sold 200 more products then the #2 guy!! I'm #2 in most money made... I can't wait to be #1 there as well. Once I'm done posting the health material, I'm going to zip up the entire course and sell it that way also... once I sell a course or two I should definitely be #1.

https://www.teacherspayteachers.com/index.php?method=TeacherDetail&Aid=2732

My next goal is to find an agent and/or publisher who would be interested in publishing my PowerPoint/outline combinations to a mass market. So, I will need to start working on a "book" proposal... but I feel like with my success so far, I have a market and a platform for sales.