Critical Thinking

To what extent do you teach, model, and have students engage in critical thinking? Is it important? What do you need to learn to feel comfortable with critical thinking?

I'm posting my blog entry after I've read everyone else's this week. I just have to say it's been interesting and inspiring to read how everyone else is incorporating such an important skill in their work environments. If you've read my comments, you might think I'm a little cynical about this whole topic... and you might be right. I am just struggling as a classroom teacher right now. This year, more than any other in the past, I feel I'm under an extreme amount of pressure to get my kids to perform well on tests. Our school, which is a full Title I school in Gwinnett County, barely made AYP last year. Because of this, our principal has taken over much of the decision making in our classrooms, which has pushed many of us back into the skill-and-drill mode. I've even found myself telling my kids (in a nice way, of course- they're in 3rd grade) that the information is being provided... and that if they're not paying attention, it's their fault and problem. I've been flying through lessons... delivering content from the front of the room... talking at the students, not with them. I'm ready to slow down and provide the opportunities for critical thinking that we've been discussing. I'm ready to start making the time to inspire learning through activities that demand these higher order skills. I just need to take what I'm learning... about finding the little moments of the day (thanks Lisa) to ask my students to use these skills... about turning a unit chalk-full of curriculum and turning it into an opportunity for students to use available resources to drive their thoughts to find their own solutions to problems. In stressful times, it's easy to take back control of things. I need to go back to believing that it is the students that can find the best answers for themselves. Critical thinking is a key to constructivist thinking, and it needs to re-become a key for my focus in the classroom, despite the demands being put on us. I know I can get back to it... I just need to shake the jitters and go back to what I know works.

I've rambled a lot today. I'll see you in class Tuesday!

Mark

Of all the resources in your Resource Collection, which one do you think you'll use/integrate the most? Why?

I would have to say there are two I am very interested in using and would love to implement, given the proper time and circumstances. They are both interactive, digital story-telling programs where students are encouraged to be expressive and creative. In both programs, students design online profiles of themselves to interact in a read/write (Web 2.0) type environment where they share ideas and grow as learners. Here are the descriptions from my Diigo Bookmarks:

Scratch (http://www.scratch.mit.edu) is a Web 2.0 programming environment for beginners, where kids can use a simple programming syntax to create their own interactive stories, animations, games, music, and art, and share their creations on the web. Students use built-in sprites or they can draw their own. Once the student finishes the game or animation, they can publish it online.

Kerpoof (http://www.kerpoof.com) turns your students into cartoon artists. They can doodle, create a movie, build their own greeting card, or draw a comic strip using predesigned elements in this free multimedia software. Students can also build Avatars to use in the program. The "For Teachers" link provides additional help and digital story telling lesson plans for use in the classroom.

Like I mentioned above, if given the right opportunity, I would love to incorporate one or both of these programs into my Literacy (Language Arts) block. The programs would align with GPS standards and would work nicely in the later stages of the writing process (final draft and publishing). You could also use them during Reader's Workshop.

I look forward to looking into both of these sites. The future is in programs such as these, and I'd like to make sure my students are a part of it.

What I'm thinking about...

I've had a lot to think about regarding this class over the past week. Although I've been very busy completing assignments for this and my other class, I have had a few minutes here and there to think about my project. After collaborating with my fellow grade level teachers, I have a few new ideas/changes I might implement... not sure yet, though. I met with my LSTC to schedule sessions in the new SMART Board lab that will be opening for use in a couple of weeks. I also did some preliminary interactive board training with a few teachers this morning (today was a work day in Gwinnett).

On a different note, and after reading Lenrose's posting, I've given a little more thought to our upcoming joint effort on the Digital Citizenship assignment. I'm glad we've gone with the topic of Internet safety. It is a pretty hot issue at our school right now, with our technology retrofit coming soon, and with that, new technologies (and therefore opportunities for misuse). Lenrose had a good point in saying that children might actually be over-protected these days. Without the ability to defend themselves through experience (within reason), we might be shortchanging our students. This might be an interesting angle to take.

Well, that's it for this week. I'll see you all in class!

What small change might I make to increase creativity and innovation?

I think I might open up the part of my lesson where the students draw and design their structure using Microsoft Paint or similar program. I was thinking they could use the interactive interface, canvas, and tools built into KidPix to further develop their creativity. In this program, kids can use traditional art tools like chalk, paint, pencils, and crayons. They can also use spray paint, and they can manipulate whole scenes to create desired effects. I'm not sure how this will exactly play out in my lesson/unit, but I do know that by adding an element of creativity like this (just by using a different program and approach) students will have more control over their end product. To answer the other part of this week's question, I do believe adding in another layer of creativity and innovation would be an ideal improvement to this lesson/unit. Why wait for a future project when it could improve this one? I will keep you updated on how it all comes together.

Project Updates

Well, after spending quite a bit of time putting my pre-plan together last weekend, I now feel I have a much better idea of where I'm going with my project. Basically, my lesson, which is on Rocks and Minerals, will be taught through the use of a Smart Board. Students will participate in a scavenger hunt of sorts outside the school, looking for examples of rocks and minerals. They will then come back inside to participate in several activities centered around their findings. The main activity will involve the interactive whiteboard and a pre-designed program available to teachers on the BBC Schools website. Here they will virtually explore the different qualities of different rocks and minerals. Through the use of this program and the learning that will ensue, students will then "build" something using one of the highlighted rocks and minerals (I would like to leave the decision as to specifically what they use up to them, but I'm not sure yet). For example, a student might explore the usability of pumice to build a small structure representing a house. Another student will choose marble. Yet another will choose chalk, and so on. They will virtually design what they'll do using Microsoft Paint (or some similar user-friendly, age appropriate paint program) and then will attempt to build it using real rocks and minerals back in the classroom. Finally, students will be graded according to a rubric they had a say in at the beginning (this is a change I made last Tuesday night after listening to all of the benefits of handing over this power to the students). They will also be properly prepared for the summative 3rd Grade Science Benchmark Assessment given by the county.

I feel like I am more open to the changes I'll need to make to my plan in order to move it to the LoTi Level 4a that it needs to be. Handing over the decision making to my students, as well as giving them a say in what the project and rubric looks like, should ensure student success. I look forward to trying to make that happen.

LoTi, My Project, and Me

Well, with this entry, I'm going to make an attempt at further clarifying what my thinking is for my project at this point. I spoke to my LSTC and TST yesterday and found out that the SMART Board will be set up in the Sugarloaf Lab (at Cedar Hill) next week. Obviously, that is a good thing, considering that my project will inevitably center around the use of this technology. As far as what I'm actually thinking of doing, I will probably develop something to guide and/or supplement instruction in the Rocks and Minerals unit in Science or the Maps and Globes unit in Social Studies. In either case, I feel the combination of the available technologies and interactivity typically instilled in these lessons will provide a base to start from. What I will actually do with the SMART Board and how I will elevate instruction to at least a LoTi Level 4a (Integration: Mechanical) is still up in the air. Any suggestions would be greatly appreciated.

Now, as far as my goal to actually reach this level, here is an excerpt for the LoTi website regarding the instructional focus for Level 4a:

"Instructional focus is on applied learning to the world outside of the classroom and supports an inquiry-training model of teaching. Student products are authentic, relevant and embed complex thinking strategies. Student-generated questions dictate the content, process, and products. Teacher experiences management concerns with the successful integration of 21st Century Skills and/or Themes."

The Social Studies unit might provide an angle for the "applied learning to the world outside the classroom" part by tying in GPS related to the Democracy unit (Greece, Rome, etc.) or others. Arguably, students could virtually search for, manipulate, and study types of rocks and minerals (Science unit) using the SMARTBoard, as well.

Actually making something under a student directed, inquiry based model will be the challenge. Facing severe time constraints, a tight daily schedule, and impending Benchmark tests administered by the county, I will have my work cut out for me to develop something that inspires student learning and ensures success on upcoming assessments.

I know my thoughts have not been completely concrete in this posting, but I'm trying to flush out some thinking moving forward. Let me know what you think. Thanks.

EDIT 7500 Individual Integration Project ideas

At this point I am thinking about doing something with SMART Board technology. We just got several of them delivered to our school, and they will be set up for use in at least one of our computer labs within the next few weeks. I have never had the chance to use a SMART Board in a classroom setting, and this might be the opportunity I've been looking for. By working closely with my LSTC, I might be able to get something worked out where I can bring my class to the lab for the different parts of this project. Dr. Moore mentioned stepping outside of what we already know. Well, this would be just that. Now, as far as what I'd specifically be covering, that remains to be seen. Obviously it would be AKS/GPS aligned. Let me know what you think, Blogger Buddies! Thanks!