See you there!

Here’s a sneak peak of what you’re in for…

What if the days and weeks were different?

I have been contemplating some pretty heavy stuff lately… like, is the agrarian calendar the right calendar for us to still use as the base for the school calendar? I’m not sold.

I know there are lots of ideas about ways for the school year to change. Many teachers that I speak with would quickly stand in protest of their “low” wages and, in the same breath, turn down a 33% pay increase for working full-year. That’s right. I’m saying that teachers are currently making, on average, $36K in Oklahoma. That is for 9 months of the year, or 3/4 of it. That means that if the teacher worked the other 1/4 of the year, they would make an extra 3 month salary, or 1/3 of what they are currently making. I’m pretty sure teachers would have a harder time arguing for higher pay if they were making $48K.

Sure, people want to know that they can make a good amount of money in their career. So often teachers are compared to lawyers and doctors. Although I would never argue against teachers being as important, I would argue that the predicate of that logical argument, “then they should be paid the same,” is not valid. Yes, teachers are preparing the minds of the future, but the fact is that they will never be paid the same when the requirements to be a teacher only consist of a Bachelor’s degree and a few exams. This disconnect cannot be overlooked when making this argument.

Welp. I would love to hear what you think about the calendar. See you soon!

I have really taken the previous post to heart

I think there is a need to consider what is good and what isn’t. I think there is high potential for this first topic I am about to pursue to be one in which many will find fault. For that very reason, I am even more excited to present an absolute proposition that leans very heavily away from the traditional school structure. I hope that all readers take the time to consider what is being said. It is not said to be trite, nor is it expected that the proposition is a holistic solution. Even more so, it is not to be thought that I am writing this proposition with the misguided belief that it might lead to change in the school today.

My proposal, however, is one that calls on the school system to rethink priority and to make changes now to provide students with a solid education. Perhaps my definition of “solid education” and the standard paradigm of education are not cohesive nor parallel, but I am sure that within all definitions, the focus on meeting students need is forefront.

TAKE SPORTS OUT OF PUBLIC EDUCATION – Take a breath. I did not say “Physical Education.” However, I am saying unequivocally that school sports should not exist. There are a number of factors that are introduced into the school setting that should not influence the educational experience. The 2 most crucial of these are (1) time competition for students and (2) time/specialty competition for teachers. I will explore each of these in brief. If you have any issues with any or both of these factors, or have additions, please comment below and I will respond accordingly.

(1) Time Competition for Students

Consider the common school day from the eyes of a student. There day is jammed full of life. I can speak from my experiences, the experiences of my peers, and the students I have had who were investing time in sports, missing school for sports is difficult and distracting. The school experience should engender passion, competition, teamwork, leadership, etc., but this argument does not require that the school offers sports.

(2) Time/Specialty Competition for Teachers

As a teacher and a mentor of teachers around the state of Oklahoma, I have often realized that the regular teacher has tons of responsibility. In a world of differentiated instruction, individualized education plans, and high stakes testing, the teacher who is considering game plans, planning trips and tournaments, and doing other coaching related responsibilities is doing too much. I would argue that a teacher should focus on teaching and a coach on coaching. Hiring teachers because they are a coach, and worse, not hiring a teacher because they don’t coach, is a detriment to education.

In short, MAKE EDUCATION THE PRIORITY

(1) Of The Students

(2) Of The Teachers

So, what is to be done? I do believe that sports need to be taken out, but I have attempted to make my point in a manner to help the reader realize that only removing or complaining is not sufficient.

Here’s my plan.

Create a community sports club open to students and community members. Let people who are interested in coaching and fitness focus their efforts and let teachers focus their efforts. It is a win-win! What about the teachers that want to coach and the coaches that want to teach, you ask? Give them the opportunity to carry a half-time teaching load and a half-time coaching load. I don’t know what this looks like exactly, but it is important to be creative.

Well, this kind of change would be huge and, I believe, monumental in the revolutionary changes coming in education. What do you think? Should this idea stay or should it go? Do you have something to add?

Okay, I just wanted to get a quick post going to start a convo about educational change. So, I’m going out on a limb and asking that you respond with ideas about what must stay and what must go. I will do my best to respond to each with a dedicated post.

My first item: Take sports out of public education… Don’t worry. I’ll put a post up to explain further.

What do you think?

Hope you like it. You can download the 1600 x 1200 size image here.

What a question!

Here’s the definition of COMPETE:

strive to gain or win something by defeating or establishing superiority over others who are trying to do the same.

With that in mind, I say DON’T COMPETE! In fact, I would go as far as saying that any educator without a passion to cooperate in a world of marginalization, hate, and poverty should find a new job!

That’s right! I don’t beat around the bush. The vision of the K20 Center puts it plainly:

We envision interactive learning communities where citizens identify, analyze, and help solve problems in their local and global communities. Through cutting-edge research and development, local and international networking, school-university-industry partnerships, and interdisciplinary degree programs, we envision empowered citizens working for the creation of a global society rid of poverty, crime, racism, and other forms of inequality.

The statement that tugs on my heart strings is the last: “we envision empowered citizens working for the creation of a global society rid of poverty, crime, racism, and other forms of inequality.” Is that what you envision? Or are there teachers who strive to defeat all other people in the world who are in pursuit of happiness and freedom in the same manner as we?

I challenge you to ask yourself, “what is it that I strive for?” Contemplate that. Let it guide you in your relationships with youth and fellow educators. Incorporate your passion into education and share it with all.

For in competition, there are no winners; just someone who loses less.

Posted in curriculum, education, instruction, politics Tagged: global, motivation ]]> http://fibothinks.wordpress.com/2009/08/05/globally-competetive-or-globally-cooperative/feed/ 0 fibo competeformoney http://fibothinks.wordpress.com/2009/07/11/friday-night-out-on-the-town/ http://fibothinks.wordpress.com/2009/07/11/friday-night-out-on-the-town/#comments Sat, 11 Jul 2009 05:17:49 +0000 fibo http://fibothinks.wordpress.com/2009/07/11/friday-night-out-on-the-town/ ]]> I just wanted to post a few pics from my evening with a couple science teachers from Thailand. Enjoy!

Posing with a Buffalo in front of the AT&T Bricktown Ballpark

A Great Look at OKC from Bricktown

It's ball time! Noom (left) and O (right) are posing, while Adam is focused.

And the pitch!

Here are Noom (left) and O (right) leaning in, hoping to catch a foul ball.

My flight was uneventful, at best. But, now I find myself in a beautiful, historic, and wet capital city. I literally stared at the White House for about 8 minutes. So much history!
I’ve just spent the last 1.5 hours perusing the poster session here at the magnificent DC Convention Center (notice image – top left). Lot’s of smiling presenters giving their, “here’s what I’m doing to change the world” talk. The rumble of greetings, contemplation, and theoretical bliss hovers in the small browsing area. A solid 100 to 150 attending. Not bad for my first session. Not bad.

Well, dinner calls.

P.S. – Follow me on Twitter… @fibothinks

Holy Cow! I have read this book in sections for a class before… this time I read it as an entirely new person. One with fervent passion for being part of an education revolution.

I practically underlined everything in the 1st chapter. Of course I appreciate this diametric debate between the oppressor and the oppressed, between objectivism and subjectivism, and so on. The most profound statement of the whole chapter, however, was quite possibly the most simple:

with, not for (p. 48)

Freire discusses the complex dualities of the oppressed, and makes his first argument that the “tragic dilemma” must be taken into account by their [the oppressed] education. As a passive member of a culture that supports and even dignifies oppressors, I make it my pastime to consider a changing world of education in which I might provide a sanctuary of inspiration for inner-city students. In my musings, I often hope that the students and community have an active role in administrative aspects and such. Yet, I believe that I have quite possibly never considered what it might look like to incorporate these into the actual development of the idea. Of course! How can I even begin to contemplate an education that is beneficial, revolutionary, and liberating for the margenalized if I am not margenalized and do not (or cannot) relate to the internalization of oppression?

Consider this:

The revolutionary leaders must realize that their own conviction of the necessity for struggle (an indispensable dimension of revolutionary wisdom) was not given to them by anyone else – if it is authentic (p. 67).

Powerful. Impossible?

This is what I love about Paulo Freire… one chapter deep and my mind is reeling! Check out the book here.

Posted in curriculum, education, politics, student democracy Tagged: humanization, margenalized, revolution ]]> http://fibothinks.wordpress.com/2009/03/30/reflections-on-paulo-freire-2/feed/ 0 fibo Paulo Freire Pedagogy of the Oppressed http://fibothinks.wordpress.com/2009/03/30/reflections-on-paulo-freire/ http://fibothinks.wordpress.com/2009/03/30/reflections-on-paulo-freire/#comments Mon, 30 Mar 2009 03:41:30 +0000 fibo http://fibothinks.wordpress.com/?p=147 ]]>

Holy Cow! I have read this book in sections for a class before… this time I read it as an entirely new person. One with fervent passion for being part of an education revolution.

I practically underlined everything in the 1st chapter. Of course I appreciate this diametric debate between the oppressor and the oppressed, between objectivism and subjectivism, and so on. The most profound statement of the whole chapter, however, was quite possibly the most simple:

with, not for (p. 48)

Freire discusses the complex dualities of the oppressed, and makes his first argument that the “tragic dilemma” must be taken into account by their [the oppressed] education. As a passive member of a culture that supports and even dignifies oppressors, I make it my pastime to consider a changing world of education in which I might provide a sanctuary of inspiration for inner-city students. In my musings, I often hope that the students and community have an active role in administrative aspects and such. Yet, I believe that I have quite possibly never considered what it might look like to incorporate these into the actual development of the idea. Of course! How can I even begin to contemplate an education that is beneficial, revolutionary, and liberating for the margenalized if I am not margenalized and do not (or cannot) relate to the internalization of oppression?

Consider this:

The revolutionary leaders must realize that their own conviction of the necessity for struggle (an indispensable dimension of revolutionary wisdom) was not given to them by anyone else – if it is authentic (p. 67).

Powerful. Impossible?

This is what I love about Paulo Freire… one chapter deep and my mind is reeling! Check out the book here.

Posted in curriculum, education, politics, student democracy Tagged: humanization, margenalized, revolution ]]> http://fibothinks.wordpress.com/2009/03/30/reflections-on-paulo-freire/feed/ 0 fibo Paulo Freire Pedagogy of the Oppressed http://fibothinks.wordpress.com/2009/01/31/its-been-a-while-and-heres-why-2/ http://fibothinks.wordpress.com/2009/01/31/its-been-a-while-and-heres-why-2/#comments Sat, 31 Jan 2009 22:25:01 +0000 fibo http://fibothinks.wordpress.com/?p=140 ]]>

I’ve taken somewhat of a hiatus from posting recently. Here’s why.
In December, I was spending a lot of time wrapping up projects for my classes at the University of Oklahoma. One of those projects is a preliminary literature review for a research study I am planning to do on the experiences had by teachers in alternative education. I am planning a three part series about this and hope to begin the first soon.

Second, I was working diligently to put together a workshop we did at the K20 Center. My project there is focused on the professional development of alternative educators. We consider the legislation that requires that a teacher must be Highly Qualified to teach and give credit for a given course. We focus on providing a resource for teachers to build their HOUSSE and become Highly Qualified as required by the state of Oklahoma. However, our main focus is in growing a community of educators across the state (eventually the nation) which supports each other in becoming not only Highly Qualified, but also Highly Effective. There is no legislation about this, but we feel that a certificate of certification in a content area does not necessarily imply that the teacher is a good teacher. [Let it be known here that these are my opinions and do not necessarily reflect the opinions of my coworkers, employers, the K20 Center, or the University of Oklahoma.]

We were prepared for the workshop and considered it a success. I ended the semester with a 4.0 GPA. And now my life is back in full swing, working, going to school, thinking, dreaming, and always hoping to be the change that I want to see.

So, what’s next?

As I mentioned, I am hoping to do a three part series on the experiences of alternative educators. My other hope is that I will grow the number of contributors for FiboThinks. I am so thankful for the post about Arts in the schools by psimons60! If you are at all interested in joining FiboThinks leave a comment on the Contribute page and we’ll get in touch with you soon.

Keep thinking! Keep dreaming! Keep doing!

I’ve taken somewhat of a hiatus from posting recently. Here’s why.
In December, I was spending a lot of time wrapping up projects for my classes at the University of Oklahoma. One of those projects is a preliminary literature review for a research study I am planning to do on the experiences had by teachers in alternative education. I am planning a three part series about this and hope to begin the first soon.

Second, I was working diligently to put together a workshop we did at the K20 Center. My project there is focused on the professional development of alternative educators. We consider the legislation that requires that a teacher must be Highly Qualified to teach and give credit for a given course. We focus on providing a resource for teachers to build their HOUSSE and become Highly Qualified as required by the state of Oklahoma. However, our main focus is in growing a community of educators across the state (eventually the nation) which supports each other in becoming not only Highly Qualified, but also Highly Effective. There is no legislation about this, but we feel that a certificate of certification in a content area does not necessarily imply that the teacher is a good teacher. [Let it be known here that these are my opinions and do not necessarily reflect the opinions of my coworkers, employers, the K20 Center, or the University of Oklahoma.]

We were prepared for the workshop and considered it a success. I ended the semester with a 4.0 GPA. And now my life is back in full swing, working, going to school, thinking, dreaming, and always hoping to be the change that I want to see.

So, what’s next?

As I mentioned, I am hoping to do a three part series on the experiences of alternative educators. My other hope is that I will grow the number of contributors for FiboThinks. I am so thankful for the post about Arts in the schools by psimons60! If you are at all interested in joining FiboThinks leave a comment on the Contribute page and we’ll get in touch with you soon.

Keep thinking! Keep dreaming! Keep doing!

I work with Oklahoma teachers in a consulting role and many report that they devote large blocks of instructional time to reading and math.  They report some instruction in science and social studies but very little.  Grade-level literacy has had a strong emphasis for years and guided reading groups are observable in many classrooms.  Pressure for good API scores from the top down has resulted in districts, schools, and teachers focusing on this bottom line and the students are losing out.

The school where I taught and was principal was heavily involved in the arts and I know the impact that this culture has on students and their learning.  I interacted with students from kindergarten through fifth grade and saw evidence of creativity and artistic expression in their art work and learning.  Professional development focused on the arts and incorporating thinking, problem solving, and thinking outside the box into all curriculum areas.  Artists-in-Residence worked with students and faculty every year in various art forms to provide new opportunities for us to stretch and grow.  All students had an opportunity once a year to perform music and dance selections at a grade-level performance for family and friends.  I had a young student tell me once, “I just love this school!”  I responded, “I’m so glad you do.  I just love this school too!”  Wouldn’t it be extraordinary if a majority of students felt this way about the school they attended?

There are Oklahoma schools identified as A+ schools that are emphasizing the arts and have high API scores.  Good schools have good leaders and ones who continue to keep ”what’s good for kids” at the center of their decisions.  I have heard great things about them and I applaud their commitment to provide this kind of learning culture for the students they serve.

If you are interested in a good read in topics related to this post, I encourage you to pick up a copy of Daniel H. Pink’s “A Whole New Mind:  Why Right-Brainers Will Rule the Future.”  After reading this book, I’m convinced that schools’ response to NCLB is cheating future generations of the richness and engaging context that the arts stimulate and provide for children.

So… I think that high stakes testing is killing education.

The Problem: For some reason, the government has seen fit to demand that public education focus less on learning and more on creating a more business-like system. Learning gets pushed to the side and schools are made to act as businesses do in the global market. Yes, I know that the American education system isn’t “measuring” up to the standards of the world, but that is a whole new post.

We all know that education is a system which has no financial gains. A school system is provided with a budget and the goals of the school system have never included to create profit. Until now. With high stakes testing now in full force the system now measures various indicators (primarily test scores on CRT’s [criterion reference test] and EOI’s [end of instruction]) and determines a school’s Academic Performance Index (API). If schools show adequate improvements, the state says that they make “Safe Harbor.” We have systematically changed the focus of public education from students to numbers. Education doesn’t make profit, but now we deal with a different currency, statistics. This means that your neighborhood school might not show adequate “profit” (increase in API scores) and they are guaranteed, at some level, to “cut the fat.” Now they are a business. Mission statements of the schools have all been rewritten, implicitly or explicitly, to now say that the school will make a profit.

I haven’t even started in on the inconsistencies of the instruments which determine “success” of a school/business. Briefly, scores are compared each year according to the success of students taking a certain test. Of course the scores must show gain or someone gets it! And somehow we think that checking a ninth grade class this year against the ninth grade class of last year is a legitimate evaluation of improvement, or lack there of. Year to year, the composition of the ninth grade class will change. And we continue to suggest that regardless of those changes that teachers should be able to make improvements in test scores! Hence, teachers teach to the test, and not to the student.

Can you tell this gets me wound up?

A Solution: I will never suggest that I know “the” solution. But, I do believe that this form of consideration, deliberation, and debate will be the method by which “the” solution is found. What do we do to change the dismal future that high stakes testing is creating for education? I believe that we remove it. These are tests that essentially test knowledge in one way. Multiple choice, timed tests are not valid any more. Is logic, reading comprehension, and problem solving skills important? Yes! But, we cannot expect to demonstrate the level of knowledge of the entire country by giving them multiple choice tests. Are we trying to benefit the STEM (Science, Technology, Engineering, and Mathematics) areas? Do any of those areas require the ability to solve multiple choice questions in their field? No!

Don’t compare tests from grade to grade. Look at a grade and then ask if that group of students improves over time.

Give the country another way to gauge the success of schools other than test scores. Graduation rates, student likelihood to continue education, the impression the school makes on its community.

Provide students a reason to care about school other than passing tests. This is not relevant. It is a made up motivation that only works for the people who either have a job or don’t based on the results of tests. Students don’t care about test scores!

Give students the opportunity to be gauged like you are gauged in the real world. Give them courses which are more like the real world.

I will come back and hit these ideas later and would love to hear what your thoughts are about testing. I hope that this post wasn’t too cynical.

That’s right. I’m going straight for the big topic today: the Internet. Please commence all screaming now and continue to read when composure is regained.

I’m am of one opinion; I believe that the Internet is not evil. Yes, I know there is an entire world of BAD things, people, and such on the Web, but the Internet is here and although evil things are carried out using the Internet, we cannot shy away from it.

I’m not the best “arguer,” by the standards of some of my philosophically inclined friends, but I like to make small metaphor to not entirely defend my statement, but which simply enhance. Sure there are flaws, so if you have a better idea let’s hear it!

Metaphor 1 – Cars are used for robberies and running over people and probably for distributing similar BAD things as mentioned above. I will still use my car because it connects me to people and places. I will ensure that the alure of the dollar sign will not influence me in any such way.

Metaphor 2 – TVs are used for ill-humored comedy, displaying blood and guts, and again, BAD things. I will still watch TV, but I will be sure to be a wise consumer of the programming.

How did I do? My point is still this: the Internet is a useful tool which has many advantages.

Is there a possibility that kids will do the wrong thing while using the Internet? Yes.

Is there a possibility that kids will do the wrong thing when you give them a National Geographic? Yes.

It is all about expectations, the intent of the tool, and whether or not the students have been involved in enough situations to develop a sense of appropriateness and responsibility on the Web.

Imagine the possibilities that technology can offer with the use of the Internet. Connect to schools across the globe. Bring scientist, researchers, business leaders, government officials, professionals, and more into the classroom with a simple, free video-conference (http://Skype.com) The possibilities are endless. You can find great information about technology in the classroom at http://novemberlearning.com, http://www.internet4classrooms.com/, and tons of other places on the web. I’ll come up with a list and some reviews for another entry, but start looking and you’ll find what you’re looking for. That’s the amazing thing about the Internet.

What are you afraid of? Really. What do you think is holding us back. I’d love to hear your thoughts and I’ll see if I can find answers or find others that can.

It isn’t about the ever cliche “authentic” plug or the idea of “real-world applications” that really get students hooked. [I will definitely admit here that I simply oppose the abuse of these phrases in education, not the true embodiment of them] The “gimmick” of the game or activity in the opening of the lesson is becoming less and less effective, too often missing the point of relevance. Here, there has to be a question of “what are kids interested in, or what should they be interested in, that is relevant to their future?” In the most simple of ways, my thought boils down to the idea that everything in education depends on context.

A pretty heavy statement, but that’s the point. Refinement of such statements will lead me, and education, to a place of clarity. Let’s continue.

Do students beg to be introduced to a new formula or definition? Does anyone? Now, let’s focus on the regular part of the population… Do we even really care about the news if it isn’t related to an interest of ours or the region of the state or country in which we live? I suppose not. How can we expect students, the same who only a few short years before learned an entire language and culture according to curiousity through simple interaction?

So what is to be done? [Sidenote: Can I ask any more rhetorical questions?] We have to make what is taught relevant. So many great lessons are currently being developed in an entirely different way than what most of us have ever seen or experienced; the focus being the development of need for the content through context. It has enormous effects on students and is effecting student engagement, retention, discipline, and teacher satisfaction. That’s a lot to claim, but I sincerely intend to help clarify these claims in the future.

Without further ado, education must introduce this contextual curriculum on the national stage. Then, students will begin to better embody the iconic student from the ages of “when I was young.”

Maybe it happens for you, but my thought is that there is a huge number of educators out there who find themselves in a rut. I’ve heard teachers say that once you reach the point where teaching is wearing you down, or you are wearing down those around you, that you should get out of education. But wait! Why should people just leave education because it gets them down? Is education perfect? Is any job perfect? So why do we suggest that people just give up? These are the people that have experience and wisdom; they are capable of so much more!

What re-engages teachers? I think it all comes down to what you are teaching. Not the subject or the student demographic, not the course or the text book, but what are you actually teaching that matters? What is the context of the instruction? If what we teach is boring, or how we teach it is boring, then we have to find ways to make it exciting and relevant!

Oh! The ideas that need to be had! There are so many ways that teaching, from the simple standpoint of lesson planning, can become engaging. I’m hoping to elaborate much more on this in the future, but this is the start. Get excited!

So, on to the focus of the conversation.

I’ve thought quite seriously about the importance of the relevance of education for the past few years. This conversation will definitely require some revisiting later on. Until then I will focus on this thought about curriculum that has led me to begin to focus on the need to provide students the opportunity to make decisions about their education. The main consideration that I have is whether or not students can make ‘healthy’ decisions about their education.

In some sense, I think to myself that students are students and they are placed in this schooling environment to be taught be those of us who have experienced the world. But that thought is struck down by a bit of reasoning that leads me to believe that if decisions about education are solely made by those of us ‘in charge’ based on our experiences, then what innovation will occur? Are we concerned in any way about the stagnation of education?

Wow! My thoughts seem to get fairly harsh, fairly quickly. So, let me revisit this again another time when I have a chance to more clearly place my thoughts add friendly odds with the educational standards of today.

Of course there are many whom currently endeavor to create change, and are being successful in many ways. My personal favorite, The K20 Center at the University of Oklahoma, is currently enacting multiple phases which are creating reform and systemic change in many schools in Oklahoma. Others are currently working on the change from the aspect of educational, environmental, and businesses. And many are creating change by blogging about their ideas to great amounts of interactive readers. Yes, I know I left off tons, but my point remains the same. Things have to change and we all know it. The question now is “how do we make this a conversation that all teachers are having in every school?”

Okay, obviously there’s much more to say about this, but that will come later. If you have any thoughts about educational change let me know!