Wallwasher
The tool I’ve selected for collaboration within the faculty is wallwasher. This is an internet application that allows people to express their thoughts on a common topic. Within a school, it can be used to pass along information that normally gets taped up or stapled to bulletin boards in the faculty lounge. Staff members usually post information on the door or walls of the lounge regarding birthdays, births, gatherings, and many other special occasions. Wallwasher can be a more effective way of relaying this information without actually having to go into the faculty lounge. This web tool gives faculty the opportunity to discuss topics, give feedback and provide input on all things that go on within a school. Wallwasher is free of charge and staff members do not need an account to post on the wall.
Saturday, December 3, 2011
Thursday, December 1, 2011
Thinking about Educating for the Future
As I contemplate the possibilities of how education may evolve in the future, I think about the challenge that lies ahead for educators. We will be responsible for equipping students with 21st century skills. The emphasis will be based on critical thinking and problem solving designed to address global issues. As Ron Brandt points out 21st Century Skills: Rethinking how Students Learn, “no generation can escape the responsibility of deciding what students should learn by analyzing what adults are called upon to do.” By answering this question, we can begin to create a framework for building schools that develop those skills necessary to meet future societal demands. I will take a look into what characteristics or themes will play a critical role in preparing our children for success in the future globalized society.
It’s impossible to look ahead and not think about technology. The technological revolution has transformed American industry leading to new types of work processes and business organizations. School curriculum must keep up with the rapidly changing times. Technology can be used to create knowledge as well as personal and social change. Schools will have to provide full access to technology. Classrooms should be equipped with active boards and mobile computer labs to create lessons that are interactive, collaborative, and fun. Social media websites will be integrated into classrooms to extend the communication and learning process beyond the school day. The use of hand-held mobile devices makes it possible to study and communicate from different locations. Technology is and will continue enable new teaching methods. There will be a movement towards virtual schools that connect administrators, teachers, students, and parents through the internet. Coursework through virtual schools provides personalized tutoring software that helps students master the material at their own pace. This networking will also allow students to team up with each other, including teachers and other professionals in other areas, to work together on projects.
Another approach evolving with the emergence of technology and that will more closely resemble real-world work is project-based learning. This theme focuses on letting students learn in areas that interest them rather than teaching every student the same information. Our education system today focuses heavily on language arts and math. This is a result of the importance placed on standardized tests and NCLB. Although I will agree that the ability to read has a direct impact on a students’ learning in all content areas, this way of teaching doesn’t exactly develop the “whole” child. Creating a whole child involves other content areas including those that interest children. The resources that will be available to children to satisfy these interests are considerable and are developing rapidly as Internet-based content grows. Project-based learning requires inquiry to learn and create something new. It also requires and develops critical thinking, problem solving, collaboration and communication.
This brings me to the belief that learning is a social process it will become more so in the future. Collaboration and teamwork will be an essential part of the education. In most schools today, students are developed and brought up on an individually competitive basis. This mentality creates a challenge when students are then asked to work together on a project. This will need to change as education transforms in order to prepare our children for what they will be asked to do as adults. Real-world work and real-world problems involve groups of professionals working together to inquire, analyze and evaluate problems, as well as construct and create solutions.
So what will schools look like? How will the 21st century curriculum be organized, and how will it impact the way we design and build schools? I can only speculate as to what 21st century education holds for our students. I believe that school building must become learning centers that connect teachers, students, and community. Teachers’ primary roles must revolve around facilitating, not information giving. The classroom should become a center of inquiry. Schools will need to maintain the students’ interest by helping them see how learning prepares them for life in the real world. Educators will have to instill curiosity, which is fundamental to lifelong learning. Schools must allow teachers to be flexible in what they teach while holding them accountable. Finally, we create an environment that excites learners to become more resourceful so they will continue to learn beyond the school day.
It’s impossible to look ahead and not think about technology. The technological revolution has transformed American industry leading to new types of work processes and business organizations. School curriculum must keep up with the rapidly changing times. Technology can be used to create knowledge as well as personal and social change. Schools will have to provide full access to technology. Classrooms should be equipped with active boards and mobile computer labs to create lessons that are interactive, collaborative, and fun. Social media websites will be integrated into classrooms to extend the communication and learning process beyond the school day. The use of hand-held mobile devices makes it possible to study and communicate from different locations. Technology is and will continue enable new teaching methods. There will be a movement towards virtual schools that connect administrators, teachers, students, and parents through the internet. Coursework through virtual schools provides personalized tutoring software that helps students master the material at their own pace. This networking will also allow students to team up with each other, including teachers and other professionals in other areas, to work together on projects.
Another approach evolving with the emergence of technology and that will more closely resemble real-world work is project-based learning. This theme focuses on letting students learn in areas that interest them rather than teaching every student the same information. Our education system today focuses heavily on language arts and math. This is a result of the importance placed on standardized tests and NCLB. Although I will agree that the ability to read has a direct impact on a students’ learning in all content areas, this way of teaching doesn’t exactly develop the “whole” child. Creating a whole child involves other content areas including those that interest children. The resources that will be available to children to satisfy these interests are considerable and are developing rapidly as Internet-based content grows. Project-based learning requires inquiry to learn and create something new. It also requires and develops critical thinking, problem solving, collaboration and communication.
This brings me to the belief that learning is a social process it will become more so in the future. Collaboration and teamwork will be an essential part of the education. In most schools today, students are developed and brought up on an individually competitive basis. This mentality creates a challenge when students are then asked to work together on a project. This will need to change as education transforms in order to prepare our children for what they will be asked to do as adults. Real-world work and real-world problems involve groups of professionals working together to inquire, analyze and evaluate problems, as well as construct and create solutions.
So what will schools look like? How will the 21st century curriculum be organized, and how will it impact the way we design and build schools? I can only speculate as to what 21st century education holds for our students. I believe that school building must become learning centers that connect teachers, students, and community. Teachers’ primary roles must revolve around facilitating, not information giving. The classroom should become a center of inquiry. Schools will need to maintain the students’ interest by helping them see how learning prepares them for life in the real world. Educators will have to instill curiosity, which is fundamental to lifelong learning. Schools must allow teachers to be flexible in what they teach while holding them accountable. Finally, we create an environment that excites learners to become more resourceful so they will continue to learn beyond the school day.
Thursday, October 20, 2011
#7
The main points of chapter 4 in relation to PLC's is the emphasis on a commitment to high levels of learning for all students, the importance of a collective effort and a full commitment, and intense focus on results that enables a school to respond to the needs of each student in order to fuel continual improvement. Another focus of the chapter is to change the culture of the school into a PLC by first changing the behavior.
I agree with both points. I believe this is a critical component in the success of my own school. We are a very successful charter school in Newark. We accept students through a lottery; we do not select them based on academic achievement. We welcome our students in at the age of 5 and establish high standards for them as well as their parents. We explain that the education of their child is a partnership. A partnership that includes the involvement of the parents, teacher, and administration. We establish these expectations and remain consistent in our beliefs. We expect all students to be at least one year above grade level. A key element in achieving this goal is team teaching. We have two teachers in each classroom so a collaborative effort is critical. This brings in the need to establish SMART goals ( specific, measurable, attainable, results-oriented, time-bound)directly tied to student learning.
I agree with much of what is written in this chapter. In relation to culture, the purpose of school is to have students learning. It's more about teachers engaging students and helping them generate their own ideas and thoughts and less about presenting information as in direct instruction. Teachers should be using best practices as opposed to just doing things the way they always have because they always have. Students should learn collaboratively and not in isolation. A good school must define clear goals and priorities.
As I mentioned earlier, my school implements the ideology of PLC's. However, I could see how this could be a challenge in other schools that don't operate this way. We have some young, energetic teachers in the field who are ready to tackle so many issues facing education today. I believe a big problem is the high number of ineffective teachers who are stuck in a rut because its the way they've always taught and they are not open to new ideas. As an administrator, when you have teachers like this, it can be a difficult challenge to have them buy into this cultural change that is required to move forward with 21st century skills. Administrators are stuck with these "bump on a log" teachers who are giving direct instruction and are not in any way challenging their students to use higher order thinking skills. Tenure laws and unions make it downright impossible to get rid of ineffective educators in an effort to improve student learning.
Another point I found interesting in the chapter was the inference to common core standards and nationalized testing. The authors mention that the future will bring greater clarity as to what these 21st century skills are regardless of what state you live in. Currently, its left up to the state to determine what knowledge, skills, and dispositions all students should acquire. This begs the question, do students in Alabama have the same expectations as the students in New Jersey, currently. The answer to that is no. With the new common core standards focused on nationalized testing every student in the nation will be held accountable for these skills.
Contrary to what you read in the newspapers and see on the news, I believe we are making strides forward. Charter schools are providing proof that schools in urban areas can excel. We must continue to overcome the challenges we currently face. We cannot remain stagnant. We must find a way to increase student learning and drive achievement.
I agree with both points. I believe this is a critical component in the success of my own school. We are a very successful charter school in Newark. We accept students through a lottery; we do not select them based on academic achievement. We welcome our students in at the age of 5 and establish high standards for them as well as their parents. We explain that the education of their child is a partnership. A partnership that includes the involvement of the parents, teacher, and administration. We establish these expectations and remain consistent in our beliefs. We expect all students to be at least one year above grade level. A key element in achieving this goal is team teaching. We have two teachers in each classroom so a collaborative effort is critical. This brings in the need to establish SMART goals ( specific, measurable, attainable, results-oriented, time-bound)directly tied to student learning.
I agree with much of what is written in this chapter. In relation to culture, the purpose of school is to have students learning. It's more about teachers engaging students and helping them generate their own ideas and thoughts and less about presenting information as in direct instruction. Teachers should be using best practices as opposed to just doing things the way they always have because they always have. Students should learn collaboratively and not in isolation. A good school must define clear goals and priorities.
As I mentioned earlier, my school implements the ideology of PLC's. However, I could see how this could be a challenge in other schools that don't operate this way. We have some young, energetic teachers in the field who are ready to tackle so many issues facing education today. I believe a big problem is the high number of ineffective teachers who are stuck in a rut because its the way they've always taught and they are not open to new ideas. As an administrator, when you have teachers like this, it can be a difficult challenge to have them buy into this cultural change that is required to move forward with 21st century skills. Administrators are stuck with these "bump on a log" teachers who are giving direct instruction and are not in any way challenging their students to use higher order thinking skills. Tenure laws and unions make it downright impossible to get rid of ineffective educators in an effort to improve student learning.
Another point I found interesting in the chapter was the inference to common core standards and nationalized testing. The authors mention that the future will bring greater clarity as to what these 21st century skills are regardless of what state you live in. Currently, its left up to the state to determine what knowledge, skills, and dispositions all students should acquire. This begs the question, do students in Alabama have the same expectations as the students in New Jersey, currently. The answer to that is no. With the new common core standards focused on nationalized testing every student in the nation will be held accountable for these skills.
Contrary to what you read in the newspapers and see on the news, I believe we are making strides forward. Charter schools are providing proof that schools in urban areas can excel. We must continue to overcome the challenges we currently face. We cannot remain stagnant. We must find a way to increase student learning and drive achievement.
#6
I read a post called "They need Teaching.....not Punishment". This post included some very interesting views on how to address negative behavior. The gentlemen explains that when we change our mindset from a role of someone who gives out punishment to someone who teaches and supports, students end up learning the skills needed to be successful in a social setting. This post was in response to Dr. Ross Greene's book "Lost at School". Dr. Greene states, when we change our lens from "kids do well if they want...to kids do well if they can," we see much greater growth in our children.
I agree with most of what both gentlemen are saying. I do believe that punishment and rewards will not teach children to do something they cannot do yet accomplish. A big part of redirecting behavior is to find out what is causing that behavior. It seems both gentlemen are talking about classifications. They also talk about rewards changing behaviors, or failing to for that matter. I believe that rewards are used to reinforce positive behavior that teachers and administrators are looking for. I see this as a useful tool in the classroom. Why not encourage the type of behavior you're looking for by identifying those students who have a good understanding of it and are demonstrating it. I do agree that focusing on the negative behavior isn't as effective and may not help you achieve the outcome a teacher is looking for.
If rewards and punishment are being used to change a behavior that a child simply cannot do yet then, no, it is not ever going to be effective. In this case we must sit down and determine the reasons for this behavior. This includes sitting down with the parent to come up with reasons as to why the child is acting out. Ask the parents what works at home and how to implement those strategies in the classroom.
I currently have a situation in one of my classrooms. There is a student who does not listen or follow directions. She removes herself from lessons and doesn't complete her work. She also shuts down when you talk to her. As Dr. Greene points out, rewards and punishment will not and have not worked for this child. The reason is most likely that we are asking her to do things she simply cannot do yet. The next step is to sit down with the parent and determine reasons for this behavior and patterns of behavior at home. She is lagging in many skills and it is our job as educators to find out how to make that connection with her that will enable her to learn.
I agree with most of what both gentlemen are saying. I do believe that punishment and rewards will not teach children to do something they cannot do yet accomplish. A big part of redirecting behavior is to find out what is causing that behavior. It seems both gentlemen are talking about classifications. They also talk about rewards changing behaviors, or failing to for that matter. I believe that rewards are used to reinforce positive behavior that teachers and administrators are looking for. I see this as a useful tool in the classroom. Why not encourage the type of behavior you're looking for by identifying those students who have a good understanding of it and are demonstrating it. I do agree that focusing on the negative behavior isn't as effective and may not help you achieve the outcome a teacher is looking for.
If rewards and punishment are being used to change a behavior that a child simply cannot do yet then, no, it is not ever going to be effective. In this case we must sit down and determine the reasons for this behavior. This includes sitting down with the parent to come up with reasons as to why the child is acting out. Ask the parents what works at home and how to implement those strategies in the classroom.
I currently have a situation in one of my classrooms. There is a student who does not listen or follow directions. She removes herself from lessons and doesn't complete her work. She also shuts down when you talk to her. As Dr. Greene points out, rewards and punishment will not and have not worked for this child. The reason is most likely that we are asking her to do things she simply cannot do yet. The next step is to sit down with the parent and determine reasons for this behavior and patterns of behavior at home. She is lagging in many skills and it is our job as educators to find out how to make that connection with her that will enable her to learn.
Thursday, October 6, 2011
Thursday, September 29, 2011
Blooming Questions Activity
1.The basis for 21st approaches to education lies in creating. The assignment required our group to begin with a level of understanding of teaching and learning. We then used this information to analyze exactly what some of the issues in education are and how we could address them through professional development. The next step required our group to take the first two steps and create an effective and necessary professional development plan for our staff.
There were no cut and dry answers that we could could use to develop these questions. The questions were developed based on understanding, analyzing, evaluating, and creating. Another aspect is the sharing of ideas and thoughts in order to teach and learn from each other. Gaining some perspective on the other students points of view.
2. The most interesting thing about this activity was getting input from group members with different levels of experience. I was intriguing to see how the four of us shared our ideas because two group members are experienced teachers while the other two have yet to begin their careers. The insight given by all of the group members spanned across the board even though much of the information shared was similar in content.
I was impressed by the suggestions for improvement made by the other group when they revised our questions using Bloom's Cognitive Taxonomy. They were very effective in taking our question and turning it into one that incorporated language from the new taxonomy map.
3. The value of exploring ideas about public education in the future is one that will determine what kind of educational leader I will be. Am i going to be an administrator who is reactive or proactive? Am i gonna see the changes coming and implement strategies prior to the movement or react to them after the movement? I am beginning to learn that if you cannot anticipate the direction of education early enough, I'll be behind in the game. If you're not early, you're late. Education in New Jersey is going through changes as we speak. I teach in a charter school that does some things differently than traditional public schools. We have an 11 month school year, two teachers in the classroom, active boards in each classroom, and instruction that flows through the use of technology. We have been doing many of these things for years now so it is somewhat amusing to start reading articles in the paper or seeing reports on the news about technology in classrooms and lengthening the school year. Something my colleagues and I have talked about for years is the notion that eventually districts would begin to make changes to improve their schools. Changes that we've already incorporated. So, when I think about public education and the future,I know thatits my job to make sure I'm ahead of the change.
5. This question is basically an add-on to what i expressed in question 3. Change is not something that is universally excepted in schools. It usually is met with resistance. The first step is identifying what it is that needs to be changed. The next step is a plan for the change. This is followed by the implementation or infusion of that plan. The final step is the consistency to stick to the plan, review, analyze, and revise if necessary. So what is the connection? The connection is the activity required us to think about a PD idea for our staff and incorporate 21st century skills. In order to do this, our group needed to to think about areas that we realize many schools are lacking in, mainly ours. Once identified, we needed to address the area of weakness with some worthwhile PD that could encourage teachers to create through collaboration. What I mean by this is for teachers to create a climate that is conducive learning that is based on structuring, experimenting, exploring, and construction whether it be generated by teacher to student creativity or student to student creativity.
There were no cut and dry answers that we could could use to develop these questions. The questions were developed based on understanding, analyzing, evaluating, and creating. Another aspect is the sharing of ideas and thoughts in order to teach and learn from each other. Gaining some perspective on the other students points of view.
2. The most interesting thing about this activity was getting input from group members with different levels of experience. I was intriguing to see how the four of us shared our ideas because two group members are experienced teachers while the other two have yet to begin their careers. The insight given by all of the group members spanned across the board even though much of the information shared was similar in content.
I was impressed by the suggestions for improvement made by the other group when they revised our questions using Bloom's Cognitive Taxonomy. They were very effective in taking our question and turning it into one that incorporated language from the new taxonomy map.
3. The value of exploring ideas about public education in the future is one that will determine what kind of educational leader I will be. Am i going to be an administrator who is reactive or proactive? Am i gonna see the changes coming and implement strategies prior to the movement or react to them after the movement? I am beginning to learn that if you cannot anticipate the direction of education early enough, I'll be behind in the game. If you're not early, you're late. Education in New Jersey is going through changes as we speak. I teach in a charter school that does some things differently than traditional public schools. We have an 11 month school year, two teachers in the classroom, active boards in each classroom, and instruction that flows through the use of technology. We have been doing many of these things for years now so it is somewhat amusing to start reading articles in the paper or seeing reports on the news about technology in classrooms and lengthening the school year. Something my colleagues and I have talked about for years is the notion that eventually districts would begin to make changes to improve their schools. Changes that we've already incorporated. So, when I think about public education and the future,I know thatits my job to make sure I'm ahead of the change.
5. This question is basically an add-on to what i expressed in question 3. Change is not something that is universally excepted in schools. It usually is met with resistance. The first step is identifying what it is that needs to be changed. The next step is a plan for the change. This is followed by the implementation or infusion of that plan. The final step is the consistency to stick to the plan, review, analyze, and revise if necessary. So what is the connection? The connection is the activity required us to think about a PD idea for our staff and incorporate 21st century skills. In order to do this, our group needed to to think about areas that we realize many schools are lacking in, mainly ours. Once identified, we needed to address the area of weakness with some worthwhile PD that could encourage teachers to create through collaboration. What I mean by this is for teachers to create a climate that is conducive learning that is based on structuring, experimenting, exploring, and construction whether it be generated by teacher to student creativity or student to student creativity.
Thursday, September 22, 2011
Assigment 3
I will add to this post once I receive the book and read the other two documents. I can however, comment on the video by Sugata Mitra. Mitra highlights some very interesting points about the teacher motivation and teacher migration based on where they teach. He uncovers that over 60% of teachers in India who teach in remote areas would prefer to teach in more urban or suburban areas. Mitra suggests that this could have an effect on teacher motivation which could be linked to a deficiency in student learning. This whole idea of low student performance and low teacher motivation prompted a study by Mitra to gain a better understanding of student abilities in these remote areas as well student motivation.
He began this study by placing a computer in a slum and observing how the people in the area reacted to it. His observations included a child experimenting with it without any prior knowledge of computers. Within a short period of time, this child was showing and teaching other children how the computer worked. Mitra duplicated this experiment in other remote areas and experienced similar results.
What conclusions could be drawn from this?
What really stands out to me is not so much the interest in the computer. I believe technology is fascinating to most people. I am not surprised by the children's interest as much as I'm surprised at how civil they were in taking turns using it as well as the patience necessary to watch other children use the computer while they waited their turn.
I do agree that children can teach themselves as well as each other. This is especially true when dealing with a topic of high interest. I still do not believe it could replace a classroom setting with a teacher. There is more to a classroom then information. A classroom and involves the hidden curriculum and social curriculum. on the other hand, if Mitra is saying that they are not getting this anyway in the classroom, then it makes more sense.
My school does try to incorporate technology more and more each year. We understand the importance and significance of technology.
He began this study by placing a computer in a slum and observing how the people in the area reacted to it. His observations included a child experimenting with it without any prior knowledge of computers. Within a short period of time, this child was showing and teaching other children how the computer worked. Mitra duplicated this experiment in other remote areas and experienced similar results.
What conclusions could be drawn from this?
What really stands out to me is not so much the interest in the computer. I believe technology is fascinating to most people. I am not surprised by the children's interest as much as I'm surprised at how civil they were in taking turns using it as well as the patience necessary to watch other children use the computer while they waited their turn.
I do agree that children can teach themselves as well as each other. This is especially true when dealing with a topic of high interest. I still do not believe it could replace a classroom setting with a teacher. There is more to a classroom then information. A classroom and involves the hidden curriculum and social curriculum. on the other hand, if Mitra is saying that they are not getting this anyway in the classroom, then it makes more sense.
My school does try to incorporate technology more and more each year. We understand the importance and significance of technology.
Thursday, September 15, 2011
assignment 1
The Long Tail
1. As I began reading the article it began to sound all too familiar. It seems a though it is natural for people to crave more knowledge about something that peeks their interest. In this case, a book written about mountain climber and a harrowing account of his near death experience received good reviews but it was soon forgotten. Then, a decade later, another book about a mountain-climbing tragedy became a publishing sensation. As a result of this, the original book began to sell again to the point that it out sold the later one. Amazon’s plan to track buying trends and make suggestions based on that data was critical in this development. They were able to tap into the market of a “hit-driven culture”.
2. How do the local movie theater markets predict which films they think will be a hit?
3. I disagree to the point about the author suggesting that the problem is we live in a physical world. Technology has improved our lives in so many ways however, at the exponential rate in which technology is developing, we will soon be at the point where the human brain will no longer be able to comprehend and keep up with the demand of technological systems. I believe that’s the problem.
Assignment 2
Why video games are such a force in learning, civics, and innovations-
http://vimeo.com/22671352
This video addresses how higher order thinking skills are developed through the use of video gaming. Kurt Squire, a video game designer, explains how playing certain video games elicits higher order thinking such as applying, analyzing, evaluating, and creating. For example, he explains how you don't get very far in a game if you think about one sort of solution to a problem. The only way to be successful in achieving the goal of the game is to step back and think of all possibilities. Another example of gaming eliciting higher order thinking skills is in the the game Citizen Science. In this game, the students learn that the lakes are endangered and the are presented with the challenge of developing a solution. They do this through a process of learning about lakes, understanding what is happening, analyze the situation, and create a solution to improve the situation. Squire also brings up some interesting points about challenging students by pairing them with other students with different interests and learning levels.
Paul Gee on Video Games, Learning, and Literacy
http://vimeo.com/16430819
Paul Gee discusses the authenticity of learning in video games as compared to a subject such as Algebra. He makes a comparison to assessment in our current school system and a video game such as Halo. He makes an excellent point about how we trust the programing involved in the game Halo so much so that there is no assessment necessary following the completion of the game. The completion of the game is the assessment. The completion of the games is a true demonstration of higher order thinking. A demonstration that the person who completed the game remembered, understood, applied, analyzed, evaluated, and created. The evidence in this is in the final product. His question is, and its a good one, why don't we assess this way in our school system? Why is it determined by an assessment that is developed by people who may or may not even live in the same state? Gee makes a comparison to our current school school system virtual school curricula. The reference to "skill and drill" is example of how we limiting our children to memorization which is a lower order thinking skill and is usually forgotten because its not authentic in understanding.
http://vimeo.com/22671352
This video addresses how higher order thinking skills are developed through the use of video gaming. Kurt Squire, a video game designer, explains how playing certain video games elicits higher order thinking such as applying, analyzing, evaluating, and creating. For example, he explains how you don't get very far in a game if you think about one sort of solution to a problem. The only way to be successful in achieving the goal of the game is to step back and think of all possibilities. Another example of gaming eliciting higher order thinking skills is in the the game Citizen Science. In this game, the students learn that the lakes are endangered and the are presented with the challenge of developing a solution. They do this through a process of learning about lakes, understanding what is happening, analyze the situation, and create a solution to improve the situation. Squire also brings up some interesting points about challenging students by pairing them with other students with different interests and learning levels.
Paul Gee on Video Games, Learning, and Literacy
http://vimeo.com/16430819
Paul Gee discusses the authenticity of learning in video games as compared to a subject such as Algebra. He makes a comparison to assessment in our current school system and a video game such as Halo. He makes an excellent point about how we trust the programing involved in the game Halo so much so that there is no assessment necessary following the completion of the game. The completion of the game is the assessment. The completion of the games is a true demonstration of higher order thinking. A demonstration that the person who completed the game remembered, understood, applied, analyzed, evaluated, and created. The evidence in this is in the final product. His question is, and its a good one, why don't we assess this way in our school system? Why is it determined by an assessment that is developed by people who may or may not even live in the same state? Gee makes a comparison to our current school school system virtual school curricula. The reference to "skill and drill" is example of how we limiting our children to memorization which is a lower order thinking skill and is usually forgotten because its not authentic in understanding.
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