Module+1

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 * Examples to read: Ben Krush and Abby Suelflow**
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 * 1833131 || 18 (Late) ||
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Brandon Krull Module 1 1/19/10 Learning the foundations of the American educational system is interesting. Many students or young people were not allowed to participate in school due to gender or socio-economic standings in society. A theme throughout the history of education and even present seems to be how the school can best serve students and create an environment capable of achieving higher standards for students. Middle schools were created to provide the academic and psychosocial needs of students. In my high school we created a freshman wing to help facilitate an easier transition from middle to high schools. ​ Reflect, how did this work in your mind? What did you observe? Take some time to talk about what kind of an impact this had on you and your peers. This might be something that also connects with Module 2 as well when we talk about how the adolescent learner compares to a more mature high school student. Another debate has been the function of schools in society. Early on it was correlated with religion. Later we transformed it to help immigrants conform to American lifestyle and to better compete in a changing industrial world. Curriculums were shaped around vocational, core academics or others. Some have a combination that allows students to guide their own educational experience. This is important to me. Students should dictate what they want to learn. Not what somebody thinks is best for them. The hard thing seems to be how can we make sure that the student is getting their needs met. My school had programs such as advanced placement and some programs for students who had difficulties learning in a traditional classroom environment. This is where the pre-assessment and evaluation phases become important. We can use these to guide where we need to work on most. It can teach us on what styles of teaching work for the students and thus change our approach in the future. I was surprised to see where the US stood on hours in the classroom compared to other countries. For me personally, I wouldn’t change the amount of time we spend in class. If we add more hours in the day, it takes away valuable family time. For me, after a long semester of school I begin to get burned out on school. I find myself putting forward less effort than I normally would because things get too overwhelming. I have a feeling I’m not the only student that has this feeling. How would you feel about the 45/15 schedule? 45 days of school and then 15 days off? Or would that never work in SD because of all of the high school students who need to help out on the farm. I have several friends that have taught in this environment on the west coast. They love it! I agree that an effective teacher is one that uses multiple approaches to teaching and one who can vary their style. If one approach or style doesn’t work, the teacher needs to be able to adjust to something that works. I understand that some styles work for some students that doesn’t for others. But that is why it is important to understand and know the students so we can approach them in the best way possible. That is why educators create these groups to better understand how we can conform to their local students needs. If we all agree on your second highlighted comment, then why do we __not__ see many high school teachers varying their instructional strategies? What strategies is the text talking about? How many different ones do you know of specific to your discipline?

Trenton Mendelson Module 1 1-18-10 In module one, the evolution of school systems in America is outlined and discussed in detail. The module discusses the importance for these changes and how the lifestyles and economic statuses of the students effect the changes implemented in schools. The module also presented a number of effective teaching practices. As a student in the education school I find that being __presented__ with any sort of teaching practices or ideas can be helpful. Gaining multiple perspectives into teaching will only prove to be extremely beneficial in my future. I also believe that one needs to __test out__ these new found practices! Persistence! They don't always work the first time we try them - maybe because we don't apply them correctly or understand the nuances of the theory. We need to reflect deeply and try again! I think that is why we don't see teachers trying to perfect their repertoire of strategies. Reflect... what do you think? I hope you are able to at least attempt to design with these new ideas in this course! The module also pointed out a number of problems with American school systems. First and foremost, America trails a number of other countries in terms of core curriculum classes. This fact, coupled with the U.S.’s shorter school year attributes to lower scores on exams among American students. If this trend continues America will also continue to trail behind other countries in terms of advancements, both technologically and intellectually. The text also outlines the importance of presenting the significance of the subject matter to the students. A teacher needs to be able to demonstrate to their students why the subject is important. As teachers I believe that we need to do what we can to make changes to the American school system in order to keep our nation competitive with other nations. Each teacher can take it upon themselves to do their best personally to express the importance of education in the classroom. So how does one demonstrate to students the importance of the subject matter so that they buy into it? What will you do to hit all students? What if they don't care about literature or math? This is a great opportunity to reflect on a big idea of the text that you feel is important!

Amy Wolff Module 1 18 January, 2010 There were many interesting concepts discussed in the module including everything from the creation of secondary schools to the movements working within these systems today. Within this module there were a few specific topics that really stood out to me, however, there was one in particular. I found the numbers presented in the adolescent illiteracy section to be severely worrying. The first sentence of this section is no understatement saying that this issue is a national crisis. Seeing these numbers made me realize just how influential my future position as an English teacher can be. Being able to read and write in our society seems like no big deal to many people. For many of us we cannot imagine not having these seemingly simply skills. However, for many others it is a cruel reality. Not being able to read creates major difficulties in so much more than school. This disadvantage makes it difficult to get jobs and to even survive in society. This in turn makes it even more difficult for the future generations to rise up above this problem. With such devastating numbers I think that all educators and those associated with the education system should try to do as much as possible to help change this current trend in illiteracy. Hence why we see writing across the curriculum! Another concept I found interesting in this chapter could possibly help with this issue. One reform initiative in particular could help lessen illiteracy, smaller schools. For many towns this would not be an option but even making smaller more intimate classes could help. Students that have such difficulties with reading need more attention and support than a classroom of forty students could give them. By making class sizes smaller students struggling with reading and writing could get the attention they need to better succeed. Reading recovery also suggests that personal one on one with the teacher really make a huge impact. This can only be accomplished in smaller classes. This unfortunately brings another completely different issue into play because you can only make classes smaller with more teachers and more space. More space can usually be worked through. However, having more teachers is a much greater issue. Many would be teachers cannot get past the difficult hours and small pay that goes along with this profession which may cause some to stray away in a different direction. So every good or great teacher that can make a difference should work towards actually doing that. I plan on doing that. If I can help just one student find a better future through education, that will be good enough for me. But we are asked to focus on each and every student! How do we make a difference in every child's life? How do we live out your highlighted comment? Reflect on these great ideals. What does this mean to you? To practice?

Halli Holden Module 1 1-18-10 Module one discussed the evolution of the American school system along with advantages and disadvantages of this evolution. I learned about the growth of schooling a little bit last semester so to me, this module was a great refresher. Throughout the discussion of the educational evolution, I found socioeconomic status to be present during each level of education. Reformists have tried to tackle this issue but their efforts seem unsuccessful. It is very unfortunate that wealth is the biggest determinate of opportunity. Americans are constantly priding themselves on living in a land that allows each individual freedom and opportunity to do whatever they please. Maybe we should start adding a disclaimer to that statement informing students that the more money you have, the easier it is to follow your dreams. Even if a lower class student is smart enough to take on Harvard or other Ivy League schools, the chances of them being able to afford attending the school are slim. I really liked the idea of year-round school year as opposed to the conventional school year. I think that this would be a positive way to bridge the gap between the U.S. education system and other world dominate education systems. The fact that Japanese students attend approximately four more years of school than students in the United States is troublesome. It also might explain why they outperform the US on the Trend in International Math and Science Study (TIMSS). They are always in the top three. But students in Japan are studying for a large, high-stakes exam that they take after high school that determines for them where they can go to school and what they will be doing to "honor" their family. We also see high suicide rates among this age as well. I am a little torn on the ideas of teaching teams and the SWAS (schools-within-a-school) concept. I think that this would be a positive experience if every teacher that participated was able to connect to their students. Unfortunately, not every teacher lives up to the standards they are expected to. I have connected to many teachers through my educational process but there are always a few that I feel “do not get me.” Makes me want to read more... great opportunity to expand. You are probably not alone. How should we deal with students we don't "understand." What would you do? What will you do for your students? Reflect. F rom a middle school and secondary school standpoint, these concepts could possibly be harmful to a students educational process. I am excited to take this course to learn more about PBL and the advantages and insights it will have on me as a future educator. I feel that PBL could be very beneficial to students of all ages and backgrounds. I am horrible at math and science. I am strictly an English/history type of person. When I was younger, I never understood why I needed to know geometry or algebra. It would have been nice to have a teacher who could __present the content in a meaningful manner__. At least every once in a while, right? We can always incorporate small project in our course! Turning your entire course over to projects is scary! We will see how the structure goes...

Rita Buschbacher January 18th 2010 Module 1 Module One dove into the basic outline of how American education started, its ideas and goals, and described how it has developed into the system that it is today. The sections about the purpose of education I found interesting. In the 1800’s schooling focused on preparing students for the changing economy while the 20th century high schools wanted to promote social harmony and prepare the immigrants to work together in the democratic society. Today however, secondary schools prepare students for a knowledge-driven interdependent global economy and for post secondary education. I think that all of these ideas should be combined and taught in today’s secondary schools. The economy is still changing every day, more and more people are entering the country, and the countries global dependence on other countries is growing, so it only makes sense to ensure that students are graduating and entering society with a background and their own ideas and opinions on society and views of the American culture. What is the purpose of a secondary school? Is it to prepare them for college or the world? Can a school have a dual purpose? What about magnet schools? How do they succeed when they take on a less than traditional purpose? This is a great opportunity to reflect on this idea of purpose! Before reading this module I never distinguished between middle school and junior high school, I used these terms interchangeably. I went to a middle school, grades 6-8, that used teaching teams to educate the students. The text describes that Junior High prepares students for the academic rigor that will be demanded in secondary school while the middle school is designed to nurture the students developmental needs by providing a community atmosphere and preparing the students for a smooth transition from elementary school to secondary school. Looking back on my middle school experience, I would qualify my 6th through 8th grade years as going to middle school. Each grade was a separate community with separate teachers who specifically taught that grade level. It was the comfort of having year round familiar teachers while beginning to experience extracurricular classes and more challenging classes. This community is very comforting to students and I can imagine creates a better social and mental atmosphere, preventing any extra stress students may feel from classes. Middle school is a perfect way to transition to the secondary schools, gaining experiences and knowledge from pre-secondary classes that will allow them to expand on that knowledge as students get older. This module has allowed me to learn the different step-up’s of secondary schools and middle schools, as well as a brief look at where American education is today. So have you thought about why this knowledge is important; what is the power in knowing this info?

Ben Krush January 18, 2010 Module 1 It is always beneficial to revisit where education has come from so that we can learn from our mistakes but to also see what has worked and try to re-implement or revise it into the plan. I agree with the current reform measure that are being taken and focusing on dismantling large high schools for the creation of smaller high schools. I believe that this approach fosters a environment for more personal interaction with students and allows the instructor to tailor their lesson plans more towards how the students learn. Are you aware of the fact that the New Tech high schools cap their enrollment for just this reason! 400 students - that's all they will take. No Child Left Behind was a comprehensive and challenging topic throughout my high school career. When I first entered high school was when this Act became legislature and I distinctly remember how perturbed the faculty were and their thoughts about change. This new legislature was especially challenging for the athletic department and the director to apply and have it become a “culture” for all students, faculty, and administration. The text is quite extensive on tracking and creating homogeneous groups. I agree, full-heartedly, that tracking students to only be associated with students and curriculum based on academic ability is not only hurting the student but also hurting the instructor. As a teacher, the most I have learned was not in a lecture hall but in my actual experiences with students. Every child has the propensity to learn and the most seems to be learned and retained through peer-to-peer learning. The instructor can only take a student so far but if the student wants to learn or even compete to be the best in the class, the student will often times succeed in following that ideal. If the instructor is being presented year-in and year-out with the same homogenous group of students than how is he/she being challenged? The most involved instructors are those that try to learn everyday on how to become a better teacher, not the ones that teach the same curriculum each year to the same advanced students. The teacher has to be just has challenged during the school year as the student. This is a great reflection piece! I agree. Most high school teachers who teach only upper level classes would struggle if they had to teach a remedial course or freshman. An effective teacher knows how to reach all students. The decision-making and thought processing phases of instruction my be introductory and elementary but it seems more teachers are forgetting that this exists. All four phases are extraordinarily important for the teacher to effectively teach the subject matter at a secondary level and just as important to secure the students intellect into that aforementioned material. I believe that every teacher has a very distinct teaching style, and although we all may think we have the best or most innovative way of teaching it all is in the eye of the student. We as teachers can and will constantly compare each others teaching style but the ones that are most effective are those teachers that adapt and use all teaching styles that have been proven effective. This is another good reflective piece. I like the fact that you said that the strategies need to be "proven effective." You should vary your teaching style anyway to reach more students. Using these strategies will help you reach more students. Reflecting on the model of teaching, these five steps are easy to process and learn but actually putting them into practice is another story. I believe that more time must be left for the teacher to plan for the days lecture to be as efficient as possible. But, of the five steps the assessment step is the most important to me because of the constant learning of not the subject matter but of my students. The constant diagnosis of student behavior and how the classroom is learning is very influential on today’s learning processes and the instructor must be assessing and changing with each new experience.

Abby Suelflow Module 1 Reflection January 16, 2010 After reading Module 1, I spent a few minutes thinking about how much our society takes for granted formal, free public education for all students. Instead of arguing over who can and cannot receive an education, society now is in constant debate over what should and shouldn’t be included in the curriculum. Since I began taking courses in the Department of Education, I have been constantly reminded about all of the content standards, high-stakes testing, and the ideal curriculum that should be followed. Upon the completing of this chapter, I was reminded yet again that there is an ongoing debate about what the essential purpose of secondary education should be. Although there has been a number of changes implemented to help solve the serious challenges in our educational system, this chapter reiterates that there are still a number of problems that educators are faced with everyday that are unlikely to be solved in the near future. As a future educator, I am fearful that I will not be able to teach to all of my students in a way that is most suitable for them. Furthermore, I find it extremely difficult to balance instruction for students that are performing at the exceptional level with those that are considered to be academically challenged. By continuously trying new strategies and adding new resources to my file, hopefully I can help each of my students reach their full potential. I think you are correct, the more strategies you know and can apply, the more students you will be reaching ! Another issue that concerns me is the idea of tracking students based on their demonstration of ability. In my high school, teachers didn’t necessarily track students; however, we were given a number of different course options that included: agriculture, business, fine arts and upper-level courses in history, math, and science. Although students were not necessarily placed into different “tracks”, it was often evident from the classes that a student took what type of student he/she was. There are a number of benefits of tracking students; however, I find that the disadvantages far outweigh the advantages. For example, teachers often have a mindset that academically challenged students are not going to attend post-secondary school and therefore they are taught basic life skills and are not pushed to reach their full potential. Although this is not always the case, I am sure that it occurs more often than not. Tracking does make it possible for students to work together based on their perceived abilities and at their own pace; however, it also extracts a serious toll for students who are labeled as “underachievers or “slow learners”. I like what you said here. Students tend to live up to the expectations that you set, or that are imposed upon them. Some students who are pegged as low achieving start believing it. Teachers who teach classes which have a bunch of low achievers grouped together, tend to have lower expectations for these students. Sometimes this occurs without either party truly realizing it. Furthermore, I also believe that race, class, language, gender, and other social categories may determine the placement of children as much or more than their actual academic abilities and interests. As a future teacher, I will constantly be reflecting on my teaching style and implementing changes as I see fit. I am currently teaching introductory biology labs and understand the importance of reflecting on my teaching style and decision-making process. I have found that after doing a lab one time, I am more aware of the areas that are challenging for students. By restructuring my teaching style and explaining things in a different way, I have found that the rest of my classes go much more smoothly because I have taken the time to make the necessary changes. Like everyone else, I am only human and I am capable of making a number of mistakes. The difference between an effective and ineffective teacher is one that assumes full responsibility for the outcomes in the classroom, whether those outcomes are considered to be a success or a failure. This is interesting to me... I wish you would have expanded a little more on this reflective piece.

//Emily Schaefer January 18, 2010 Module 1 This module served many purposes: introduced American education from its inception; explored reforms in American education; discussed variation in teaching styles and scheduling; presented trends and practices in today’s education, as well as problem issues; and outlined effective teaching practices. Thank you... this indicates to me in a very brief sentence that you identified all of the big ideas of the chapter. As an education student, I found all of this helpful. I had previously been exposed to the beginnings of the American educational system, but it was helpful to get a recap. While some things are still frustrating about educational practices, there have been many positive changes and developments from the way things used to be. Slowly America has made some progress. However, there exist many issues that have yet to be dealt with. For example, as claimed by the 1983 National Commission on Educational Excellence, the United States is trailing behind many other countries in the core curriculum classes. I was amazed to read that the U.S. has a shorter school year than many other counties. Additionally, the end of the module presents many problems and issues that are prevalent in today’s schools, including a demand for test scores and statistics and a scarcity of teachers of color. If the U.S. would like to continue to be a powerful player in the world economy, we need to be preparing students to become the next innovators, business people, scientists, and engineers. This means more emphasis and attention should be given to our students’ education. Easy way out. What attention? What needs to happen? Reflect! State your opinion. It was interesting to learn about all the different kinds of schools in the United States. I attended a pretty average public high school, and didn’t know there were so many different kinds of settings, such as special transitional schools, charter schools, etc., as well as differences in scheduling and interdisciplinary options. These options are the result of teachers and school systems attempting to improve circumstances for students and their education, while trying to reduce costs. It is also about trying to figure out a better way of educating our youth - what works? It is clear that we as future educators will be challenged to make __changes to improve__ the learning of students. We will come across less-than-ideal experiences that need more attention from the general public, and we will need to strive to make __enhancements where possible__. Again, this is where you need to spend some time reflecting. Make big claims, but then back up your thinking by explaining how you believe they will be accomplished at the classroom level.

Jamie Wickham 1/18/10 Module 1 This module was interesting to me because I began reading and a lot of the information seemed to be a repeat of things I have previously learned, but as I continued reading I was presented with a lot of powerful information regarding both teaching and education within the middle and secondary school systems. I attended school in Iowa from Kindergarten through part of seventh grade where they follow a 5+3+4 configuration, and then moved to the East Coast and was met with a 5+2+2+3 configuration (five years of elementary school, two years of middle school, two years of junior high, and three years of high school). I returned to the Midwest (Illinois) my sophomore year and was again in a system with a 5+3+4 configuration. Though I had never put much thought into the ways that the various school districts I attended had divided their schools, I was incredibly overwhelmed when I returned to the Midwest because not only was I now in a school with over 3,000 students, but I was experiencing high school for the first time whereas the rest of my peers were in their second year. This experience showed me how important it is to find a system that works best for students during these formative years. This module outlined various ways in which schools differ from one another, and I believe the one thing it made clear was that different things are effective for different people when it comes to education. Bravo! This is a great reflection piece! A startling revelation is that "it has been estimated that by the year 2020, the majority of students in American public schools will be at risk" (19) making is even more important for schools to recognize that its teachers need to be knowledgeable of a wide variety of teaching strategies so that they can better serve their increasingly diverse student population. The// No Child Left Behind //Act greatly affected the educational system and I believe that whether it has been for better or for worse has yet to be seen. In my cognitive psychology class we studied the difference between actually learning information and storing it in your long term memory versus the rote memorization that takes place in many classrooms. The// No Child Left Behind //Act reaffirms this practice of rote memorization because teachers are forced to "teach to the test" in order to ensure their school makes AYP. The purpose of the Act was to help with the problems of increasing rates in illiteracy and drop outs, but I believe it is stifling creativity both with teachers and students. Bold statement, I tend to agree. Though I cant say I know a better way to turn things around, the chapter offers interesting information (specifically on page 18 in regards to Souderton Area High School) that indicates that changes in the curriculum can indeed yield positive results. This curriculum must be taught by a successful teacher in order to have the greatest impact. A successful teacher not only has a large repertoire of teaching styles, but most importantly has the subject knowledge and common sense to make effective decisions on the spot. You have hit it on the head, but how do YOU learn this? What works? The module lists the phases of the decision-making and thought-processing aspects of instruction, and also he five-step model for teaching. When followed, these create a teacher who not only effectively assesses the situation before instruction, but also reflects upon their instruction and makes changes so that they can use what they have learned from interacting with the students. With changing standards for teacher certification, it can be assumed that the future generation of teachers will be better equipped to deal with the diverse classroom environment. My experiences in several different school districts in several different states didn't really stand out to me when I was in the middle of them, but looking back now I can see that the most important factor in education is adaptability. This is a great reflection that begs to be explained a little bit more. Now take a stab at defining it and telling us what it looks like in practice.

 Scott Morrison 1/18/10 Module 1 One of the most powerful components of this module was Madeline Hunter’s quote “To say that I am an effective teacher, and acknowledge that my students might not be learning is the same as saying I am a great surgeon, but most of my patients die.” I personally want to become an effective teacher and this module provides a tremendous amount of background information that can point me in the right direction. This module covers a variety of important topics and, in essence, provides a glimpse into the world of secondary education as it exists currently and as it existed before I decided to join the teaching profession. Looking briefly at the history of secondary schools, I thought it interesting that they have evolved to such a great degree. I think that also raises the question, What will it be like in 20 years? How does one keep on top of the cutting edge of teaching? Does keeping current help you become a better teacher? Is that guaranteed? Beginning with the colonial period and extending to the late 1800’s, it seems that secondary education was extremely limited. Although they were limited, such establishments as Latin grammar schools, academies, and English classical schools all played important roles in structuring the foundation of junior high schools, middle schools, and high schools. The middle and high schools I attended were substantially different than the schools involved in the early history of secondary education. One of the main reasons for this is the attitude on diversity. As this module points out in its introduction, “schools are microcosms representative of the complexity of the larger society.” This is extremely evident in terms of diversity and the purpose of education. In the early history of secondary education only wealthy white males received an education geared towards going to college. Females, Native Americans, and African Americans found little opportunity at an education. Thanks to the emergence of public education, everyone is now entitled to an education no matter their socioeconomic status. In my mind this is a very important issue that demands the attention of every teacher. When I begin teaching in my own classroom there will be no one student that is the same. Regardless of how each student differs, they all deserve the right to learn and it is my job to teach them. Great statement/claim, now how are you going to do it on a day-to-day basis in the classroom? Reflect! One of the great things about education is that it is always evolving and reforming. However, this can be seen as the result of the pressure for the United States to be a successful nation. This pressure is burdened by the education system given that it is supposed to produce competent citizens for future generations. Much of this pressure is concentrated on secondary education. Many recent changes brought about by this pressure include a wide range of issues. Some of these issues are broad like transitioning students from elementary school to high school and some are detailed such as restructuring when and how long each class period extends to. Although these changes may not affect each teacher immediately, adapting to change is essential for a teacher. I don't know if any of these "changes" is the panecea. But we are all testing out different ideas. Which of them positively impact student learning? When looking at teachers it seems that there are a variety of necessary structural components. These include preassessment, planning, guiding, assessment and follow-up. Continual reflection is the catalyst of personal improvement. The underlying credentials essential for each teacher are dedication, commitment, and understanding. No matter how much change effects the teaching profession, the bottom line is that young minds are at stake. A teacher must be able to demonstrate these attributes to successfully mold these minds. Dedication, commitment, and understanding? Explain this a little more. Put your personal reflection to work.

Alisha Limoges Module 1 15 January 2010 This chapter highlighted some very important historical information that is critical to understanding that the way we educate young adults is constantly changing. Many secondary schools are focused on tradition and reluctant to change. However, without change, our educational system would still be limited to providing opportunities for wealthy, Caucasian males, and the information they received would be centered on Protestant religious beliefs. In support for change within the public school system, this book takes note that drop-out and illiteracy rates are starting to increase. Many of the statistics show that these rates are increasing within minority groups. One suggestion to lessen the number of students who drop-out of secondary schools is to break larger schools down to smaller, specialized schools. In my own experience I have attended very traditional schools that tend to focus on teaching the classics more than adhering to a student-centered curriculum. Even though I succeeded in this environment, I can certainly look back and see several students who fell through the cracks.  S o do you believe in a student-centered curriculum? Are we doing OK by teaching the classics in a traditional manner? What do you think is needed? Reflect! I am curious to learn more about the Project Based Learning schools and how they operate. I have seen schools that are focused on teaching special skills needed for career development; however, I have not seen a PBL school. In learning that these schools still operate with a text book, I am curious how well these students do in traditional universities, Great question! or if obtaining a diploma from one of these schools is sufficient in obtaining a career of choice. One organizational structure that was highlighted in this chapter that surprised me was tracking. Tracking is a homogeneous type of grouping and while it has proven to be ineffective, it has also proven to be driven by inequality. While tracking gives students who appear to be college-bound, all of the needed classes to be successful in post-secondary schools, they often lack on preparing students who appear to be unmotivated or challenged. This form of organizational learning had proven to be out-dated and ineffective and reform is necessary . So what do we truly mean by reform or reform-base teaching? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> When talking about reform there is a large debate, not only whether or not to reform at all, but also what type of reform to invest in. While I have seen a comprehensive secondary school meet and exceed the needs of students in rural South Dakota, a larger, more expensive reform process may be necessary in upstate New York. A large, diverse student body and a lack of resources can allow for several students to be “left behind,” despite the No Child Left Behind Act. While this product of legislation aimed at providing every student with a opportunity to be on the same level, it increased pressure on teachers to “teach to the test” and many schools failed to receive sufficient funding for failing grades. Other information that I gained from this chapter was the development of the middle school from the junior high program. I have often wondered what the main differences between the two secondary schools were, and this chapter outlined those differences. <span style="background-color: #ffff00; font-family: 'Times New Roman','serif'; font-size: 12pt;">In my own experience I have found middle schools to be the norm in the Midwest and my experience with them have been positive. I feel more strongly towards the middle school program and feel that it is important for students in the ninth grade to feel a sense of independence and need to have the transition to a high school. <span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 12pt;">Mocule 2 also indicates a valuable purpose to this set up as well. Do you think that ninth graders are well adjusted under a middle school program? Reflect a little more on why you like it and whether or not you think it is effective and why. <span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt;">This chapter a lot of important information and I feel like a have a better grasp for this knowledge after reading it. <span style="display: block; font-family: 'Times New Roman',serif; text-align: right;">Josh Freier 1/18/10 Module 1 Josh Freier 1/ <span style="font-family: 'Times New Roman','serif';">Module 1 begins by giving an abbreviated history of the American school system. The evolution of this system has been vast, and what I found most interesting was the change in the general public’s view of education’s purpose. It began as mainly a way to oversee children’s moral and religious learning according to society’s desires and was a way to prepare children for their eventual vocations. Secondary schooling changed this in some ways, widening the purpose of schooling from just job preparation <span style="background-color: #ffff00; font-family: 'Times New Roman','serif';">to enhancing student’s knowledge and learning ability. <span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman','serif';">Do you think we are striving for this in today's high schools? This would be a good point for reflection! <span style="font-family: 'Times New Roman','serif';"> The importance of Middle School was particularly interesting to me, as I had never given much thought to its specific purpose Middle School versus that of Junior High. Where Junior High is more just preparation for High School, Middle School seeks “to better meet the unique academic and psychological needs of pre- and early adolescents.” My school behaved as much more of a Junior High, but I think the idea of a school whose purpose is to not only provide educational development and guidance but also personal, social, and psychological growth in the emerging years of adolescence is extremely important. This Module also discusses past and current reforms in education. It makes the distinction between policy-orientated approaches and student-centered approaches. I myself see the student-centered approach as superior, as education should serve students in their growth and development, not seek to force students into pre-approved groupings and standards. <span style="background-color: #ffff00; font-family: 'Times New Roman','serif';"> I saw this as one of my school’s biggest flaws. It seemed far too preoccupied with meeting standards at the expense of other learning opportunities and was too focused on “teaching to the test.” Though it did much to help students to get high marks on the ACT and prepare for college, it did substantially less to prepare those who would not be going to college or whose knowledge and skill could not be measured adequately by standardized tests. <span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman','serif';">Good reflection piece! <span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman','serif';">They also talk about an ongoing reform to downsize schools “in order to cultivate learning environments where students can be nurtured.” I certainly see the benefit of this, and hope it continues. But <span style="background-color: #ffff00; font-family: 'Times New Roman','serif';">in rural South Dakota, the problem seems opposite. There are several schools that do not have enough students, and the populations of their towns are not enough to supply adequate funding. Many schools have to consolidate, as mine is (and by the looks of it, it will most likely have to consolidate again). With dwindling populations in some areas, this problem is getting worse. <span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman','serif';">So in your view, is this helping matters, or bringing up other problems? <span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman','serif';">This Module was also interesting in its many examples of non-traditional organizations of schooling. My school was traditional, with 7-period days focused for the most part on lecturing, with less creative and varying techniques of teaching. This worked fine for me, but I wonder if those who struggled in school weren’t being taught the right things in the right ways. The book lists such different schools as magnet schools and tech prep high schools, that would focus on particular areas of interest that aren’t handled as in depth in a traditional school. I knew many students who did not excel in the basic social studies/English/science/math courses, but were very proficient at their shop and mechanics classes. Yet there were only a few of these classes and certainly not enough an actual comprehensive education in that area. I found the end sections on preparing the teachers to teach to be helpful as well. Obviously, the basic steps of decision-making and thought processing, as well as developing a teaching style and the five-step model for teaching are important for me to know to become a proficient teacher. I <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman','serif';"> have always believed that the teacher should be able to adapt to his students more than should his students have to adapt to him. In the end, responsibility for the outcome of a student’s education lies with the teacher more than anyone else. I agree, so how does one do this in their day-to-day teaching?

Tyler Maxwell January 19, 2010 SEED 400 Modulo 1

This modulo basically recalls the history of the school system. It shows that over the course of its history, people were and are repeatedly trying to find out ways to better our education system and make it easier for everyone to have an equal chance at succeeding in the future. One part that I found particularly interesting was the current approach to help improve school systems by having student based education.

Student based education is focused on downsizing classrooms. With fewer students in each classroom it helps build student teacher relationships. With better relationships it will help students feel more comfortable in classrooms and hopefully inspire learning. In larger classrooms it makes it easier for students to “disappear” in the back of the room and not pay attention.

Coming from a small school with good student teacher relationships it was nice to know that they really cared about preparing you for the future. When I talked to people at UNO, who had a class size over 500, they said teachers often didn’t know the names of their students. I find that if a teacher can’t get to learn their student’s names because their classes are too big it would make it hard for students to really care about learning. In this sense teachers can’t spend the time to work with one struggling student, therefore that student would get left behind, gradually find their way to the back, and disappear in the crowd. However in a smaller classroom teachers can afford to take some extra time to make sure each student understands their assignments. What about you? How do you feel about your experiences? You are talking about teachers in general, making you feel a little further removed from your reflection. What did you think about when you read this section? About your (future/current) teaching?

In conclusion, this modulo is about the history of the education system and how it has continually advanced to include everyone to ensure equal opportunity for all. I was really interested with the idea that they want to try more student based learning in today’s classrooms. With fewer students in classrooms, students have a smaller chance to fade into the back of the class. I believe this will help improve equality among students in today’s education system. Will this move toward student-centered learning impact more than just the chance to fade into the back of the class? You have more room to reflect, either go deeper on this choice or add another topic to reflect on in your page.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Amber Hegge Module 1 1-18-2010 The first module begins by laying a foundation and describing the creation and development of high schools, junior high schools, and middle schools. The book shows that as the education scene develops, as do the different controversies associated with education. No longer is the conflict today centered around whom can attend school. Public education is provided to all persons, however the major conflict today centers around what material should be taught, and how to get students to retain this material. Many different topics are discussed in this module in regards to trying to make education as efficient as possible. Many of these topics called upon past experiences in my secondary education. For example I completely agree with the concept of dismantling larger high schools in hopes of creating smaller more intimate learning environments. The advantages of having a low ratio of students to teachers are obvious. The lower the number the more time the teacher has for the particular student. However, coming from a small school system myself, I feel like having smaller numbers overall in a high school is highly advantageous. From my experience in a small school, I felt like the student body makes a better connection with each other, and the teachers. Often a student has the same teacher and classmates for many subjects, making a very comfortable learning environment. Also, because of the lack of sheer numbers, I think more kids in my high school took part in extracurricular activities than would have if we had a larger student body. I am definitely an advocate of creating smaller high schools if possible. What about student learning? How do you feel it impacted your preparation with respect to content knowledge? How does it connect back to your two "major conflicts" at the start of your reflection? Another concept discussed in this chapter that drew from my past experiences is nontraditional scheduling. My high school utilized block scheduling rather than the normal 8-period day schedule. I felt the book properly covered many of the advantages such as less time is wasted just walking to classes, money is saved because only half the books are needed, and students and teachers both seem to enjoy the scheduling, without a loss in learning. The best part about block scheduling to me was the ability to do interesting projects that a normal 50 minute period would not have allowed for. For example, in science classes we could spend 90 minutes in the lab on dissection days, or in my Childhood development class we could daily work with children at the local Head Start. I think block scheduling allows for different forms of learning aside from the normal lecture setting. Reflect on this! Do most teachers use block effectively? What does that mean? If they do, how does it affect their students' retention of the material? Maybe connect this back to the two major conficts you listed at the start via connections that you are making sense of in the broader scope of things. These were just two aspects of the chapter that made me reflect on past experiences. However, I am also excited to learn about other ways to run schools that I am not so familiar with.

Carrie Brooks First of all thank you for taking the time to resubmit after your clarivoyance. SEED 400 Module One 19 January 2010 Across America, Middle and Secondary Schools come in a variety of forms and foundations. Module One of our book provides a strong introduction to the variety of secondary schools. The module beings with a brief history of secondary schools, which leads into governmental reforms, followed by an explanation of the different organizational patterns of secondary schools, and the module closes with a synopsis of reflective decision making. Thank you for this brief recap! The section on the history of secondary education benefited me in that I can understand the progression of the secondary school movement. I now understand that Colonial schools focused on moral development, whereas schools of the 19th century were responsible for introducing the immigrant students to life in a democratic society. Today’s secondary schools serve a variety of purposes. A secondary school may prepare one student to go directly into the workforce just as well as it prepares another student to go onto post-secondary education. What is the power in knowing this? How does this help you as a teacher? Does it change the way you look at each high school (I see this a little bit below)? Should it? Can a high school effectively serve the dual purpose that you mentioned? Reflect! As the history of secondary education shows different purposes and goals, today’s secondary schools also vary in the organizational structures and school goals. For example, secondary schools include charter schools, for-profit schools, and special transition schools, along with others. I had never heard of special transition schools, and as a future Spanish instructor, I would be especially excited to teach in one. With students from all over the world, I would appreciate their different perspectives and experiences. On the other hand, there are schools that use “tracking” and block scheduling. I would be leery to teach in those schools. For the block scheduling, I believe that second-language students need to experience the language at least a little bit every day. Since students attend the class only 2 or 3 times per week, I do not believe that that is sufficient. Some block schedules allow for a few traditional time classes As for the tracking, it may limit students, as a student may be far less motivated as a freshman as he/she is as a senior. Module One also introduces the idea of “reflective decision making.” This is an important concept for teachers, since we will constantly be making decisions. Some decisions will require hours of preparation, and some will be on-the-spot. Teachers must have the work ethic, experience, and common sense to respond to their everyday responsibilities. As the book points out, teachers must take responsibility for their instruction, rather than passing blame for inadequate instruction. Yes, so what does this mean for a teachers practice? With adequate preparation and wisdom, teachers can create successful lessons. How did the chapter facilitate your thinking in this area? Introductory chapters, such as Module One, are especially beneficial for me, as a Master’s Plus Certification student. I missed out on all of the lower-level Education courses, so I rely on these introductory chapters to brief me on some of the basic information. I now feel better educated about the secondary school systems and their history after reading this Module. I am glad to hear this in your reflection. Cert students have typically said they enjoyed this text and its many examples.

Andy Cahalan Module 1 January 19, 2010

Module one talked about a lot of pressing issues facing our education system today. It started by giving a brief history of the development of the education system here in the United States, dating all the way back to 1635 and the Puritans. It was apparent then, as it still is, that if the young people are to be successful then education must be in place to push them toward that success. So what is the power in learning about this brief history? Step back and reflect! There were several sections that stuck out to me. One was the section of education reform and the history of it. This was especially interesting to me because just last semester I was in US Congress with Professor Mary Pat Bierle. In the class we did a House of Representatives simulation. Each student was a member of congress and had to write and sponsor a bill. My bill was an education reform bill. I gave monetary incentives for young, quality teachers who choose to teach in low income or low proficiency schools. I felt that this would be a start to eliminate the educational inequality that exists today in our schools. As the book states, President George H W Bush developed a set of goals that must be reached before 2000. Bill Clinton then modified those goals. They didn’t work. President George W Bush then signed into law NCLB. I think that in theory it is an excellent idea. Holding schools and teachers accountable for the progress of their students seems like a reasonabl Why do you think each of their efforts did not move us that far along? Why/Is education so slow and difficult to change? e thing to ask. There are so many factors that go into the success of each student, and to hold only the school and teacher accountable is neglecting many other factors that may hold a student back. This is a __great statement__ that begs further reflection! Another section that stuck out to me was the section on block scheduling. I went to high school in a school that had block scheduling and I really enjoyed it. I know that it isn’t ideal for everyone. I felt like I could focus on each class I was taking more because I was only taking four at a time. This allowed me to understand what I was learning rather than regurgitating it and forgetting it. With so many studies going both ways about the effectiveness of block scheduling what is one to believe? You sound committed to it (good), but what would it take from a group of teachers to use it effectively? You liked it and enjoyed it, but what other components, besides more time?

Kevin McKinstry Module 1 1-19-10 When looking at education it is important to remember one thing. Education has since its beginnings revolved around what society needs. What it started out as was a way to train individuals for their future careers by being apprentices. Today that practice has just evolved to match the technology that we have access to. Today it would be absurd to ask a student to follow a person for multiple years in a job when we that person can be taught that information in the classroom. But we still do this today... clinicals, student teaching, etc. Not only is it easier for the student it is also cheaper in general. Let us not kid ourselves about how far education has come. Today we still have many of the problems that were faced in the beginning of education. They just appear different because we have different technologies and expectations. Reflect! Tell us your thoughts on this; try to not just make a big claim and leave it hanging. It appears that you are not afraid of putting yourself and your ideas out there, just explain them a little more. What prior knowledge or experiences is this coming from? Stepping back, why do you "see" this? The current problem that I believe we have caused is the “teaching by the test” phenomenon. It is believed that this has come around because the No Child Left Behind Act has caused many school districts to fear the penalties that could come if their school does not meet the standards. When this happens certain educational activities could be cut, such as music or art. If these activities are cut the students lose out on opportunities to find educational opportunities that might have been an interest to them. When this happens it is not the school that loses out it is the students. With this in mind it shows that punishing a school for inadequate scores could just make the school do worse in the future because of the activities that could be cut from the schools curiculum. To me education should be about learning and preparing students for the world. Good, what did the text have to say about this? Try to interact with the text by maybe bringing in a quote or two. Do most high schools take this view, or -> In reading module one what I saw repeated again and again was that many schools are preparing students for college now. <- Are you sure ? The cold hard fact is that not all students want to go to college. How do those students fit into this new prepare students for college equation. Looking at all the different types of schools, many of them look like there are becoming more and more private or specialized. This could make the education system become what it was to begin with. Those who can afford good schools get to go to them. Those who can not afford to go to the schools lose out. To me this is just a way to ensure that the wealthy get the better education. Is our current system just not serving other students? If we as educators want to stress the importance of keeping education avaliable to all, we need to show that we are following this idea. The fact that many schools require tuition is proving this wrong. They are not free and are not avaliable to all. New Tech high schools are popping up across the nation. These are PBL schools that are free choice! Even in low SES areas, these schools are proving to be successful! Benson (magnet school in Omaha) busses students in from other areas so that they can attend their school. I am not saying that education is doomed in any way shape or form. What I am saying though is that education should be consistent if it is ever going to follow no child left behind. The idea of the longer school day and longer school year are ideas that I believe are very important. To show students how important education is we need to show it is important. Education is nothing like it was when it first began in the dame schools and academies of old. To continue to be able to meet the needs of students we need to continue to evolve our school systems. If we are resistent to change it is not us who will suffer it is the students who we will be teaching.

Rob Cunningham January 18, 2010 Modulo 1 The first modulo of the textbook gave a basis for the education system. We are presented initially with the history of education and the various types of schools that were created, especially in colonial times, to further the education process. I found it very interesting how schools have changed and adapted throughout the times to give the students the best chance at success that was possible. I thought it was very interesting at the emergence of the middle school as opposed to the junior high school. I personally attended a middle school and have had no experience with a junior high school. I do feel that the middle I attended did give me a much broader range of classes through the “ wheels” you might want to expand/explain this connection that were mentioned in the textbook. I thought that the wheels gave me the opportunity to experience a wide variety of classes in small does doses?. This allowed me to find my likes and dislikes while giving me the chance to excel at a variety of different fields. The next section of the text that I found exceptionally intriguing was the section on the formation of the school year and the class setting. To begin with I found it interesting that even though the government has poured billions of dollars into the education system through various bills like the No Child Left Behind Act and the Goals 2000 (which the education system failed at miserably) that we attend some of the fewest days of school in a calendar year. The proposal of a year round school plan I think would help with the retention of material for students. If we change our instruction??? Through my own experiences not only in my secondary years, but even in college the long breaks between school years decreases the amount of information that I retained. But then that begs me to ask the question, Did you truly learn and understand it? Reflect deeply on what causes this. During the summer months education is the last thing on most students’ minds. I believe that many times the first few weeks of a new academic school year surround too much on covering previously presented material because students were not exposed to that kind of material in the summer. I believe that year round school would help alleviate this problem. Another solution to this problem is to send out some sort of material to the students for completion for the summer. It is not uncommon for schools to require students to complete a summer reading list for the English classes. I believe that through some proper planning and execution that all disciplines could create systems for student involvement through the summer months. One of the next topics in the text that caught my attention was the section surrounding the creation of a teaching style. The text says that the best teachers are ones who are flexible with their teaching strategies to best fit the needs of the students in their classroom. I believe that this is completely true, yet it worries a novice, like myself, preparing to enter the teaching realm. I feel as if that I will be more acclaimed to teach in a very traditional manner simply because for so long that is how I was taught in school. I fear that I will rely too much on my experiences as a student and not on my experiences as a teacher. I think that the flexibility is an aspect that all teachers who want to improve the education of their students must work on constantly throughout their teaching careers.

Jeff Sebern Module 1 Reflection 1/18/10 <span style="font-family: Arial,Helvetica,sans-serif;">This module focuses on introducing education and the development of secondary education. Free education for all was not a general concept from the beginning, but was instead became commonplace much later. Originally, in colonial times, education was religiously based and was a preparation for different trades. It was also very gender-specific, with men learning different trades and women learning housework and other traditional roles. Three early types of secondary education were Early Secondary Education, Academies, and English Classical schools. The first of these being very classical with an emphasis on learning Latin and other traditional disciplines. The Academies were introduced by Ben Franklin and were multi-disciplinary with practical teaching which prepared students for the real world. The English Classical schools were designed as free education for all students and was also multi-disciplinary. Issues such as funding for public education was also discussed in this chapter, and also many advances and reformations were analyzed. Reforming schools to include middle schools and junior highs was essential in creating the current system which uses middles schools to prepare students for high school and beyond. High Schools began to focus on different tracks, such as college prep, tech prep, and partnership high schools where businesses focus the curriculum towards a certain area or discipline. These tracks can help decide what career a student will ultimately choose. Planning time, block scheduling, and other issues of teaching are also discussed with an emphasis on every teacher developing their own teaching style which is effective for them and their students. This style is affected by the teacher’s personality, favorite methods, and the class they teach. Models for teaching and unit planning are also introduced. This is a great recap of what was in the chapter, but because of its length it leaved very little room for reflection.

The history of education is an interesting one and is a very complicated subject. Politics and the change in culture were very influential. The current goal of education is much better than in the past, and preparing students for their careers and life is a very good start. The NCLB act and other reforms have good intentions, but the means by which these educational goals are met are debatable. The best way to provide an education to all students that adequately prepares them for life is a difficult problem to tackle. Are you suggesting a PBL approach? With many students coming from poor communities with fewer opportunities, it becomes increasingly important to make the correct changes in order to provide these students with a good education. This all starts with good teachers making good choices and being dedicated to this ultimate goal of education. Applying a solid teaching style to your particular discipline Reflect on what this means. How does it play out in the classroom? will help pave the way to a positive and influential teaching career, and will help truly make a difference to the students that enter your classroom. Focus on the individual and never letting any student fall behin d is what this career is about and what this book will attempt to help us out with. Very general, try to reflect on what this means to you.

Adam Ericsson Module 1 Reflection 1/18/2010 Module one starts us out with a basic review of the history and structure of secondary schools. It discusses the forerunners of today’s high school, outlines the creation of junior high schools and middle schools, and discusses school reform. It’s very interesting to me that from day one in what we could call “modern schools” there has been debate over how and what is taught in schools. The “how’s” include things like project based learning and the “what’s” include the various options of curriculum. In all the education classes I’ve taken so far, that is the main point that sticks out to me. Not only do our professors and instructors have different “how’s” and “what’s,” the textbooks we purchase are full of differing points of view on them as well. What does this mean? None of these are the panacea of education. What do you think would help? Module on also touched on the No Child Left Behind legislation of 2002, which I’m sure will continue to be a hot-button topic in this class and others. Our trailblazing journey into the world of project based learning will be in great look at the Ying to NCLB’s “teaching to the test” Yang. The module also touched on many topics that I am interested in delving into more such as, the effects of tracking, magnet and charter schools, and the importance of parents and community involvement. You should be reflecting on the things you are interested in... What did the text say, how does that jive with what you know or have learned? Talk about how what you have read impacted you. What did you think about? Finally, the task of shaping ourselves as teachers and arming our arsenal of educational resources has begun!

Kellen Moser Module 1 Reflection 1/18/10 It is interesting when the text states that the secondary school that I teach at will be different than the one that I attended when I was that age. I never really thought about what school would be like when I go back to teach it. I just figured it would be the same as when I went there. With every thing that we talked about the first day, it is easy to see what the text is saying. I am going to learn ways of teaching this semester that I never had even thought of before. It is weird to think that I will be teaching students, in some ways, that are totally different than the way they were taught to me. Maybe just foreshadow what you think those differences are and how they compare to how you were taught. This would add to your reflection. It was also interesting the way the text talked about the purpose of middle school or secondary education. I guess I never thought of it as either preparation for the next level or for life skills. I just thought of it as school. It never really occurred to me that there was a purpose for middle school. I mean, I did have teachers say that “in high school you won't get away with that” or “you're going to have to work harder in high school,” but I guess I never really thought about why I was at middle school. So the key is to talk about what you are thinking now? The text also mentioned No Child Left Behind. I find that this would conflict with the way we will be learning to teach this semester. I am not sure how doing project-based learning will prepare my kids for the testing that they will face, which reflects how affective I am as a teacher. How will I be able to translate project-based learning into results for NCLB? <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Year-round schooling was something else that caught my attention. I know that this has been implented in other parts of the world, but I have never been introduced to it. I don't think I would have liked it as a students, and I don't believe that I will like it as a teacher. I would be interested to hear would people who have gone through this have to say though. I feel that many of my kids would become "burnt out" if this was the case, but maybe not. <span style="color: #0000ff; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; msoansilanguage: EN-US; msoasciithemefont: minor-latin; msobidifontfamily: 'Times New Roman'; msobidilanguage: AR-SA; msobidithemefont: minor-bidi; msofareastfontfamily: Calibri; msofareastlanguage: EN-US; msofareastthemefont: minor-latin; msohansithemefont: minor-latin;">One option is the 45/15; which is 45 days of school and then 15 days off! Kids like it. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Also, I think that it would be something that could work better if it was how it worked from the beginning of their schooling, instead of trying to make a switch after they have become accustomed to a different way.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Cody Miller Module 1 1-18-2010 Module one introduced the history of education in America and explained how education evolved into what it is today. People are continuously working to try to reform secondary schools so that students reap the maximum benefits from their school. In the past it seemed that poorer students are not getting the same amount of benefits as their wealthier peers. This trend seems true today. Illiteracy and dropout rates are increasing in poorer families. How do we reverse this trend? Unfortunately, I do not have the answer to this question. I think project based learning could be the answer. <span style="background-color: #ffff00; font-family: 'Arial','sans-serif'; font-size: 10pt;">Many Students do not do well with the traditional remember the material and regurgitate the material come test day. I think making education more hands on and having students learn by investigating problems could be the answer to the increased dropout and illiteracy rates <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">. The internet is the most powerful tool and today’s students know how to use it effectively. Why should we waste time having students memorize countless definitions or the dates of battles in the Civil War, when students can google these questions and discover the answers on their own. I think we should teach students what is actually important, such as formulating a hypothesis, conducting your own experiments, collecting data, reading graphs, etc. <span style="background-color: #ffff00; font-family: 'Arial','sans-serif'; font-size: 10pt;">I think traditional methods are outdated and should be modified. <span style="background-color: #ffffff; color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 10pt;">What modifications to methods are you talking about? Reflect more here. <span style="background-color: #ffffff; color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt;">Last semester a PBL teacher from Nebraska came to our science methods class and discussed the benefits of PBL. She explained that students learned much more and outperformed most students on the science portion of the ACT test. Her first year of teaching (at a traditional school) She was drawing a diagram of a plant on the board and a student googled the diagram on his phone and showed her faster than she could draw it on the board. Throughout high school I always asked when am I going to use this? <span style="background-color: #ffff00; color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers lied to me and said that I will use it continuously throughout life and it is very important, but a great deal of information students remember only for the test and then forget it. I think we need to disregard much of this material and focus on the important things. <span style="background-color: #ffffff; color: #000000; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Module one discusses no child left behind. Although NCLB has some benefits, I think it places to much pressure on school to demonstrate adequate yearly progress (AYP). Because of AYP, teachers are forced to teach to the test. Other subjects that could interest students are no longer important. The problem with PBL is that it is foreign to most teachers. Teacher education programs need to start focusing on PBL. PBL, like any other teaching style, requires good teachers to succeed. Good teachers have good teaching styles. A teaching style is the way a teacher teaches and defines whether or not you will be an effective teacher. The Book includes a five step model that all teachers should include in their teaching style: diagnosis or pre-assessment, planning and preparation, guidance of student learning, and follow up. <span style="background-color: #ffffff; color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 10pt;">Reflect on what this five step model means to you! Do/will you use it? What do you believe is important?

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Kelsey Sammons Module 1 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> This module begins with a synopsis of education, from the very beginning to where we are today. I enjoyed reading about the different attempts at reform. Much of it was a repeat of knowledge from previous classes, but I found a few things that I <span style="background-color: #ffff00; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">had not heard before, and few things that were extremely helpful and brought a bit of clarity to questions I had <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">. The introduction is the part of the module that stuck out most to me. I was a little disappointed when the book stated that “the school in which you will be teaching most likely will differ dramatically from the school from which you graduated.” The reasons that I got into education stem greatly from the experiences that I had while attending my school. I had always hoped that I would someday teach in a school similar to the one I attended. I see now, after reading the first module, that <span style="background-color: #ffff00; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">schools differ so greatly across the country, the chances I have of obtaining this are not as high as I once imagined <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">. <span style="color: #0000ff; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Talk about what you expected to see, and how you think it might be different now. What was it that you liked that you dreamt would be the same? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> I feel that the suggestion in the book to cut down on the sizes of schools in order to create an environment with closer student-teacher relationships is a bit too generalized, and that the suggestion is dependent on the place in which you call home. On one hand, I agree that many public schools are much too large, and that it takes away from the individual student. However, there are many schools, especially around the rural Midwest, that are not filled to capacity and find themselves almost penalized for the small size through consolidation. <span style="background-color: #ffff00; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In fact, consolidation may prove to do the opposite of what the book suggests, and grow in order to be successful rather than shrink <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">. I find that to be very interesting. The comparison of a Middle School to a Junior High was very interesting, because it was something I had always wondered. The city where I grew up had several Middle Schools, and just one Junior High, which I attended. I had always wondered about the differences between the two, other than the obvious, that one held an additional grade. <span style="background-color: #ffff00; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">It was crazy to me how accurate and detailed the descriptions of the two schools were. There are many more intricate details that differed than I had imagined. // You should really reflect on those here!