C4T #2

Meet Joe Bower

C4T#2 Post#1
Joe Bower is a teacher and resident in Red Deer, Alberta, Canada. My first impression of Joe is that he is both a practical and compassionate man. He cares deeply for his students, but admits he has not always been passionate about teaching. This confession encouraged me as a teacher and mom. Joe reinforced a comment Dr. Strange made on Blog Post #5,"Teaching is hard, but so is learning." Joe is currently teaching in a local hospital that cares for students who are suffering with various mental health related issues. He must be working in a facility similar to the Lemoine School in Mobile, Alabama that is run by Alta Pointe Health Systems.
In Joe's most recent blog post he included a video by Stephen Krashen, a linguist at the University of Southern California. Mr. Krashen addresses how people learn language and argues that people learn language when they understand what is being said. This principle applies to almost every topic I can imagine, including the concepts in EDM 310. It has only been after reading and asking questions about this new "language" I am studying that I have been able to begin understanding what it is. Step 2 in the process is to determine how its used. I suppose I will be working on Step 2 the rest of my life.
Why are students today shutting down in the classroom? Why do students despise worksheets? The 21st Century student is quietly screaming for engagement. In the video a simple technique, pointing and repeating a phrase, brings greater understanding of the German language. Considering this simple example, how much more could our students understand and actively engage the learning process with tools that are familiar, meaningful and fun to use. Technological tools such as Discovery Education's Puzzle Maker, Kid Blog, and tablets, notebooks or iPads would move the focus from the drone of the teacher's voice to the movement created as the teacher models how to use technology for purposes other than entertainment. I feel a thesis coming on...As teachers avail themselves to the various, quality technological resources and tools, begin using the tools inside the classroom to model that technology is the "21st Century Textbook" and assigns projects that allow students to learn the use of these technologies (not teaching students how to use the technology), students will begin to have a love of learning, engage in meaningful conversation with their peers and teacher, and gain greater understanding of content and life skills, including problem solving and working together aka collaboration.
Another little jewel I found personally applicable was Joe's posts on the topic of why homework should be abolished. I will be digging into his blog a bit more and yes, he will be part of my PLN.

C4T#2 Post#2
Joe Bowers had an interesting topic on math. Which style of teaching should educators, school systems and parents embrace: the old style most adults grew up learning or the new math that has been rolling out in recent years? He points out that most adults are opposed to new ideas about education, math in particular, because they suffer from nostesia: a hallucinogenic mixture of 50% nostalgia and 50% amnesia that distorts rational thinking. He argues that much of the opposition regarding changes in math curriculum come from people who do not realize how poorly schools functioned in the "good old days". These people think the best days are behind us and the educational system needs to revert to the 1950s and 1930s. Never mind that drop out rates were as high as 80% and some children were encouraged to drop out by school officials! The other group seem to be those people who look at education through a political lens. The tendency to compare one nation's scores to another nation's without considering the myriad of variables that effect those scores. This side of the argument is more concerned with the scores students receive and not the level of understanding students reach. Neither of these positions lead to real change that results in students understanding, gaining useful knowledge, confidence and being important.

While change is difficult, it must occur. It may take time to become familiar with new ideas, methods, terminology or pedagogy, but change is essential to future success. Bowers argues that the crucial change needed is professional development, less focus on competitive testing and to focus on helping students understand "why" certain processes are followed in math instead of teaching the process.
I straddle the fence on this issue. While I agree new math is enabling students to think more critically, it can be tough to set aside the "old' way of thinking. Parents need to be very careful that their own confusion and frustration does not sabotage their child. I can become frustrated watching my children do their homework because I just do it they way I was taught. I have to remember that my negative speech about these new processes will only build a wall of misunderstanding for them and lead to an unhealthy view of change. Today's students will be successful. The older folks need to encourage students to apply themselves, ask questions and clarify uncertain concepts. The politicians need to stop throwing teachers under the bus and actually look at how had they work for the students. Most teachers are much more passionate about their students' success than any politician.