tag:blogger.com,1999:blog-91122124640023207882024-03-14T07:31:48.920-07:00Ms. Leniu's CSUSM Education Blog"Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own." -- Nikos KazantzakisLaurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-9112212464002320788.post-47833833574064778512012-05-12T17:28:00.001-07:002012-05-12T17:31:42.449-07:00Digital Reflection Project<iframe allowfullscreen="" frameborder="0" height="270" src="http://www.youtube.com/embed/2JjiHn_xhgE?fs=1" width="480"></iframe>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-75372889426252003662012-05-07T22:09:00.002-07:002012-05-07T22:10:39.115-07:00First Educational Chat: #ELLChat<span style="color: black;">My first Educational Chat was quite an experience. I participated in the #ELLCHAT, which took place on April 30, 2012. The topic was on getting English Language Learners to think critically. There was a lot of discussion on Bloom's Taxonomy and how asking higher order thinking questions is key to getting ELLs to think critically. The chat was very slow paced compared to other chats that I have heard other people participate in. Often times, I would try to contribute to the conversation, however, with very little experience on teaching ELLs, I found it difficult. There were many experts joining in on the conversation and they were helpful in giving us beginners, such as myself, strategies to utilize in the classroom. Overall, I believe the educational chats are beneficial in so many ways. I find myself utilizing this helpful tool more often to assist me in the classroom.</span>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-85947663282908923682012-05-07T21:43:00.001-07:002012-05-07T21:46:24.524-07:00Teaching Credential: Hope for the Future<div class="separator" style="clear: both; text-align: center;">
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<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcS5Gbi27aJNcKCPeWBNf0z2IyRLIPt9IzdEXDj7jVLErVou3FS_XA" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" class="rg_hi uh_hi" data-height="188" data-width="200" height="376" id="rg_hi" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcS5Gbi27aJNcKCPeWBNf0z2IyRLIPt9IzdEXDj7jVLErVou3FS_XA" style="height: 188px; width: 200px;" width="400" /></a><span style="color: black;">I am excited to announce that I have already applied for my credential. I am
extremely excited to start on the job hunt. I am looking forward to that first
day of school when I have my own classroom. Having conversations with the
teachers I have met so far just makes me even more excited to see what the
future has in store for me. One of my cooperating teachers gave me words of
wisdom about the teaching profession that just resonated with me, which I know
most have probably heard before. She said, "Teaching is a craft."
Immediately, I thought of craft as in craft in arts. I can see why teaching is
like art, however, it did not connect with me. Not knowing what she meant by
this, I searched <span style="mso-spacerun: yes;"> </span>the phrase using Google
and came across one teacher's website that could not have explained it any
better. The "craft" metaphor likens teaching to a potter working at
the wheel with clay. Through the master craftsman's sense of "feel,"
the potter knows whether to add more water or clay, precisely when the object
is nearing completion and what additional work is yet required, or whether to
recognize that this particular object is a failure and that it's time to start
over. This metaphor also likens teaching to a <em>chef de cuisine</em>, a
person who is able to transform ordinary groceries and kitchen staples into a
feast. Gazing upon the ingredients, a <em>chef de cuisine </em>organizes a menu,
works with the groceries and kitchen staples, and<span style="font-family: "Arial","sans-serif";">—</span>in
what appears to be a seamless transition from raw materials to six-courses<span style="font-family: "Arial","sans-serif";">—</span>presents a feast that is as
dazzling for the eye to behold as it is for the palate to savor. Not to be
overlooked, however, is how in the middle of the process a <em>chef de cuisine</em>
oftentimes will make subtle and sometimes not-so-subtle adjustments to the
ingredients as environmental conditions intervene and threaten to turn one's
first course, entree, or dessert into a disaster. Like these craftsmen, good
teachers also have a "feel" about what they need to do if they are to
translate their pedagogical intentions and plans into positive learning
outcomes. The basic problem student teachers encounter, however, is that good
teachers<span style="font-family: "Arial","sans-serif";">—</span>like master
craftsmen<span style="font-family: "Arial","sans-serif";">—</span>have the
"feel" down cold and are able to anticipate where matters are headed
before they conspire to destroy one's work. Good teachers attend to cues in the
classroom environment. For example, if a lesson is progressing well, good teachers
continue along the pathway charted. But, when good teachers intuit that
something in the classroom environment has the potential to derail instruction
and learning, these teachers adjust accordingly so as to keep instruction and
learning securely on track. My teaching craft is a working progress. It needs
plenty of more work. The more experience I will gain with teaching, the more
things I am able to add to my craft.</span> <o:p></o:p>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com1tag:blogger.com,1999:blog-9112212464002320788.post-54320354276285578322012-05-07T21:41:00.000-07:002012-05-07T21:41:43.608-07:00Last Semester in the Program<span style="color: black;">Just a little over a month left in the program and I am
excited to see where my credential will take me. I had thoughts of teaching out
of state considering how difficult it might be to look for a job here in <st1:place w:st="on">Southern California</st1:place>. One of the teachers at <st1:place w:st="on"><st1:placetype w:st="on">Valley</st1:placetype> <st1:placetype w:st="on">High
School</st1:placetype></st1:place> gave me useful advice on the job hunt.
This teacher told me to find a job within the district in which I went to
school. Word has it that people have more luck finding a job where they went to
school. The <st1:place w:st="on"><st1:placename w:st="on">Oceanside</st1:placename>
<st1:placename w:st="on">Unified</st1:placename> <st1:placetype w:st="on">School
District</st1:placetype></st1:place> will be my starting point and then I
will eventually expand to other local school districts. It would be such an
honor and privilege to end up teaching at El Camino High School, which is the
high school that I graduated from. It would be exciting to meet up with all the
amazing teachers that I have had in the past and who have been an inspiration
to me. I guess it all depends what the future holds as many would say.<o:p></o:p></span>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-68308234103742875202012-05-07T21:09:00.000-07:002012-05-07T21:20:22.754-07:00Life During the Program<span style="color: black;">During one of the orientations to the credential program, I remember one of the coordinators</span><span style="color: black;">commenting on how "rigorous" the single subject program will be. I took this comment lightly because I felt I was already prepared of what was yet to come. I thought long and hard about the determination and motivation it took to get my degrees. So, I thought the program can't possibly be as bad. During the first week of introductions, one of my professors gave us an assignment in which we were given a template to schedule our daily routines. We had to schedule for study time, family time and personal time. Again, I did not think the program could be as bad. I truly was optimistic during the first few weeks of course work. As I got into the groove of things, I discovered what "rigorous" mean.When I look back to that day in September to the time now, I think about the sacrifices I had to make to get me to this point. Many people who were in the program last semester did not make it to this semester and I have even witnessed some in tears due to the strain that the program has placed on their families. My family has even mentioned to me that they hardly see me anymore and that I am always studying. Of course, they took it personal and sometimes I would not even have time to even explain to them why.<span style="mso-spacerun: yes;"> </span>I do not even have time to do the things I am use to doing such as read the newspaper or enjoy reading a good book. This semester is much more different. I am trying not to work as hard and I have made effort to be with my family as much as I can. The end of the program is near and part of my success I definitely owe to my family. They have been caring, supportive and understanding throughout this process and they are the reason why I made it this far with the program. </span><br />
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<img height="265" id="il_fi" src="http://freelancefolder.com/wp-content/uploads/2008/05/laptop_meating_deadlines.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="400" /></div>
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<span style="color: black;">Completing the last task of the TPA was such a relief for me
and I am sure it was for others as well. Throughout the program, the TPA was
definitely a challenge for me. It was something that I dreaded each time the
due dates were approaching because it was extremely lengthy, detailed and
repetitive. Each TPA that I have submitted numbered to almost forty seven pages. In sum, for
the TPA alone, I have written over two hundred pages of responses. I am sure others have
written that much, possibly more, as well. I have mixed feelings about the TPA.
Although the work was excruciating at times, the TPA definitely helped me with
differentiation strategies and also allowed me to think more critically on how
to plan instruction for a class with different types of learning needs. The repetition of the TPA taught me how important and crucial detail
is and I am just so relieved that the TPAs are over and done with.</span> </div>
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<br />Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-24053333351689697622012-04-30T18:09:00.001-07:002012-04-30T18:09:25.731-07:00Professional Learning Committee<br />
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<span style="color: black;">My first experience with a Professional Learning Committee
meeting took place at Oceanside High School. Every Monday at 7:00am the
teachers meet up with their departments and discuss the progress of each
teacher’s class as well as discuss goals. From time to time, the assistant
principal or the principal will visit these meetings and offer assistance if
need be. The Professional Learning Committee meetings at Valley High School
occur every first Thursday of the month during first period, which lasts for 53
minutes. The students do not come to school until second period. All the
teachers meet in the lounge and review a list of students who either deserve or
does not deserve the opportunity to stay at Valley High School as a fifth year
student. The meeting is facilitated by the principal who calls out each name
from a list and each Connections teacher either says “yes” for the student to
resume as a student at Valley High School or “no” for the student to continue
their education at adult education. The Connections teachers of course have to
give reason behind their decision and sometimes there would be debates coming
from different teachers who have had the student. <span style="mso-spacerun: yes;"> </span>These experiences that I have gained from both
high schools gave me insight as to how the professional learning committees are
facilitated. I am looking forward to the meetings that I will encounter in the
near future as I begin my career as an English teacher.</span> <o:p></o:p></div>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-9508545407817616432012-04-29T19:40:00.004-07:002012-04-29T19:41:11.977-07:00Clinical Practice II<span style="color: black;">This semester I am completing my Clinical Practice II at
Valley High School, which is located in Escondido. I have had the amazing
opportunity of meeting the staff as well as the students. I am teaching two
periods of English 9 and one period of English 11. The students at Valley High
School come to school with different circumstances. Some are behind in credits
while others deal with other issues such as drug abuse, teen pregnancy and
such. Some may think that teaching at this high school is quite the challenge
considering the student circumstances; however, I feel that the students here
at Valley High School have the same rights to education just as any other
students would have in any other high school. Just because the students come
from different backgrounds and circumstances does not mean that they should be
taught a certain way. As time is coming to an end for the school year as well
as the program, I realize how important the role of the teacher is in the
classroom. The choices teachers make in the classroom are contagious because
they can either make or break the learning experience of the students. The time
the students are in their seats to the time that they leave the classroom is
the most important time that teachers are responsible for. Every minute to
every hour and every second to every minute is definitely time for learning,
more so, time allotted for teachers to make a change.</span><br />
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<o:p style="margin-left: 1em; margin-right: 1em;"><img height="253" id="il_fi" src="http://christainnewyork.files.wordpress.com/2012/01/time-management.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="400" /></o:p></div>
<br />Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-12080239722867439202012-04-28T10:13:00.002-07:002012-04-28T10:18:26.494-07:00Coaching Volleyball at Valley High School<span style="color: black;">I am really excited to announce that I am currently coaching
a high school sport, a sport that I absolutely love and enjoy playing, which is the game of
volleyball. I played volleyball ever since I was in the third grade
and continued to play throughout my middle and high school career. Being a coach for the sport is quite an experience.
I have been coaching for almost a month and the students are progressing really well. Of course, I was extremely nervous the
first day of coaching just as I was with teaching my first English class at
Oceanside High School. I found it necessary to take what I learned so far in
the teaching credential program and apply what I have learned to coaching. After all, coaching is teaching. For
the first day, I wanted to observe what my student athletes knew about the
game, so I instructed them to play right off the bat with no rules. Based on
skill level, I had a number of beginners and a few early intermediate players. From that point, I
determined what I wanted students to learn and thought of my game plan in regards to coaching. Observing what the students knew
was my first assessment. From that first assessment, I determined that my student
athletes need to not only work on skills of the game of volleyball, but also
understand how the game of volleyball is played as is the case with all sports. Since this is my first time coaching a sport, I have a lot of things to learn about being a coach. The more experience I will gain, the more better I will become as I add to my craft. This goes the same with teaching. </span><br />
<span style="color: black;"><br /></span><span style="color: black;">Coaching or Teaching is like riding a bike:</span><br />
<img height="416" id="il_fi" src="http://ecx.images-amazon.com/images/I/41q%2BQ4q1L5L.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="500" /><br />
<span style="color: black;">Imagine you want to learn how to ride a bike.</span><br />
<span style="color: black;"><br /></span><span style="color: black;">If you are terrified of cycling, you may need a <strong>THERAPIST</strong> to help you discover all the blocks and traumas from your past that have kept you from riding.</span><br />
<span style="color: black;">If you lack knowledge of cycling, you may need a <strong>CONSULTANT</strong> to provide technical information about bicycles, their features, how to use them, and maybe even how to be “ergonomically correct” when you ride a bicycle.</span><br />
<span style="color: black;">If you don’t know how to ride a bike, a <strong>MENTOR</strong><strong> </strong>will actually climb on the bike right in front of you and show you how to ride it.</span><br />
<span style="color: black;">But if you are drawn to cycling and ready to ride, a <strong>COACH/TEACHER</strong> will stand by you as you get on the bicycle, help keep you steady as you discover your balance, cheer you on, give you a little push from behind when you need it, run along beside you with encouragement, and then let go so you can do it on your own!</span>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-87332475842929416042012-04-24T19:01:00.002-07:002012-05-07T20:55:35.454-07:00Movie Review: The Children of Life<div class="separator" style="clear: both; text-align: center;">
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<span style="color: black;"> The Children of Life is a documentary about a fourth grade
teacher from <st1:place w:st="on"><st1:city w:st="on">Tokyo</st1:city></st1:place>
</span><span style="color: black;">who teaches his students about the importance of life. The
students document their true </span><span style="color: black;">inner feelings through writing a letter, which is then read aloud
in front of the class. By </span><span style="color: black;">sharing their lives, the children begin to realize the
importance of caring for their </span><span style="color: black;">classmates. Mr. Kanamori states that good teaching should
relate to student lives. One of </span><span style="color: black;">the students wrote about losing her father, which was
something she thought she would </span><span style="color: black;">never be able to do. Writing about her father and reading it
aloud gave her a different </span><span style="color: black;">perspective on life, which allowed her to become more
comfortable with expressing her </span><span style="color: black;">feelings. Taking the feelings that were once bottled up
inside and talking about it has </span><span style="color: black;">made her become more content with her life. The next week or
so, the student brought in </span><span style="color: black;">the last piece of artwork that her father drew before his
passing, which was difficult for </span><span style="color: black;">her family to look at. There was another student whose
father had passed away and Mr. </span><span style="color: black;">Kanamori instructed that the students welcome him and make
him as comfortable as </span><span style="color: black;">possible when he returns to school. When the student
returned to school, he was grateful</span><span style="color: black;">for his classmates as they welcomed him. The students also
wanted to write to the </span><span style="color: black;">student's deceased father to explain to him that his son is
in good care. Mr. Kanamori </span><span style="color: black;">definitely made an impact on his students and they cried as
the last day of fourth grade </span><span style="color: black;">came to an end. </span><br />
<span style="color: black;"><span style="mso-tab-count: 1;"> </span>Watching
this documentary made me think of think of the impact that I would like </span><span style="color: black;">to make on my students. I truly believe that students learn
more if things are applied to </span><span style="color: black;">their everyday lives.<span style="mso-spacerun: yes;">
</span>I observed a teacher at <st1:place w:st="on"><st1:placetype w:st="on">Valley</st1:placetype>
<st1:placetype w:st="on">High School</st1:placetype></st1:place> who does a
phenomenal </span><span style="color: black;">job with relating content to student lives. I noticed that
the students are always attentive </span><span style="color: black;">and also engaged during class. Through the program, we were
taught to relate content in </span><span style="color: black;">such a way in which students are relating concepts through
text to text, text to self and text to world. </span><span style="color: black;">For the class that I am currently
teaching, I am working on relating concepts to student lives. The </span><span style="color: black;">more meaningful a concept becomes
to a student, the more that they learn.</span>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-40123394596571415002012-04-19T11:39:00.002-07:002012-05-07T20:57:47.177-07:00Visit to El Camino High School<span style="clear: right; color: black; float: right; font-family: "Times New Roman"; font-size: 12pt; margin-bottom: 1em; margin-left: 1em; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">My visit to El Camino High School was a great experience. I had the opportunity to see how technology is being utilized in the Math Department. Upon entering the classroom, one would instantly notice the sea of iPads on the student desks. The students are accustomed to a classroom routine where they log on to their iPads and complete their bell work task, which usually is a Math multiple-choice problem. After the students completed the bell work task, they completed practice questions to help them prepare for the CAHSEE. As I roamed the classroom, the students were engaged and adamant about completing their tasks. I asked some students whether or not they learn best from the iPad and the response that I received was obvious. The students definitely enjoy the hands-on learning experience that the iPad provides. One of the main reasons why the students enjoy the iPad is that they can easily search for information themselves rather than wait for the teacher to help them who may be helping another student. There is also an application on the iPad that allows students to save their notes and work. They can either take a picture of their notes or even type in their notes using this app. The teacher even enjoys using the iPads in the classroom because there is a program that he uses which allows him to monitor student answers to problems. The program gives a breakdown of which students have mastered the content and which students still need help. The teacher can also work through a problem using an iPad, which can be projected on a screen for students to see which I thought was quite unique. I am an alumnus from El Camino High School and just was amazed at how learning has changed with using technology. I remember my Math classroom and wish that I were fortunate enough as much as these students are. As a teacher, it is important to understand how to meet the needs of the 21<sup>st</sup> century learner, which is through technology.</span><br />Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-12512648390530531282012-03-13T11:23:00.000-07:002012-03-14T02:12:10.411-07:00Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns<div class="MsoNormal" style="margin: 0in 0in 0pt;">
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Teach Differently when each Student Learns Differently<br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;">1. Explain the difference between interdependence and
modularity. How is education currently organized? <o:p></o:p></span></span></div>
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<span style="color: black; font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;">Interdependence: </span><span style="font-family: Georgia; font-size: 8pt;"><span style="color: black;">The characteristics of the way they fit together (the
interface) cannot be predicted. In this case, an organization "must
develop <em><span style="font-family: Georgia;">both</span></em> of the
components if it hopes to develop <em><span style="font-family: Georgia;">either</span></em>
component" (p. 29). <br />
The architecture of the interface is proprietary because any other organization
making this product will choose its own best-way of making it. Since it has to
make both components anyway, one organization isn't interested in what another
organization's components are like, or how they fit together.<o:p></o:p></span></span></div>
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<span style="font-family: Georgia; font-size: 8pt;"><span style="color: black;">Modularity:
Specifies the fit and function of all elements so completely that it does not
matter who makes the components or subsystems as long as they meet the defined
specifications. <o:p></o:p></span></span></div>
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</span><br />
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<span style="font-family: Georgia; font-size: 8pt;"><span style="color: black;">Education
is organized with four types of interdependencies:<o:p></o:p></span></span></div>
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</span><span style="color: black;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Georgia; font-size: 8pt;"></span></i></span><br />
<span style="color: black;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Georgia; font-size: 8pt;">Temporal:</span></i><span style="font-family: Georgia; font-size: 8pt;"> You can't student this in ninth
grade if you didn't cover that in seventh.<o:p></o:p></span></span><br />
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</span><br />
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<span style="color: black;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Georgia; font-size: 8pt;">Lateral:</span></i><span style="font-family: Georgia; font-size: 8pt;"> You can't teach foreign languages
in other more efficient ways because you'd have to change the way English
grammar is taught; and changing the way grammar is taught would mandate changes
elsewhere in the English curriculum. <o:p></o:p></span></span></div>
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</span><br />
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<span style="color: black;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Georgia; font-size: 8pt;">Physical</span></i><span style="font-family: Georgia; font-size: 8pt;">: There is strong evidence, for
example, that project-based learning is a highly motivating way for many
students to synthesize what they are learning as well as to identify gaps in
their knowledge that need to be filled. But many schools can't adopt widespread
project-based learning because the layout of their buildings simply can't
accommodate it. <o:p></o:p></span></span></div>
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</span><br />
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<span style="color: black;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Georgia; font-size: 8pt;">Hierarchical:</span></i><span style="font-family: Georgia; font-size: 8pt;"> Ranges from well-intentioned
mandates, which are often contradictory, from local, state, and federal
policymakers that influence what happens in schools to union-negotiated work
rules that become ensconced in contracts and policies at state and local
levels.<o:p></o:p></span></span></div>
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<span style="color: black;"><br /></span><span style="color: black;">Chapter 2: Making the Shift: Schools meet Society’s need</span><span style="font-family: Georgia; font-size: 7pt; mso-bidi-font-family: Arial;"><br /><span style="color: black;">
<br />
</span></span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><span style="color: black;">2. Explain the disruptive innovation theory. What does this
have to do with schools?<o:p></o:p></span></span></div>
<span style="color: black;">
</span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><span style="color: black;"></span></span><br />
<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><span style="color: black;">Disruptive Innovation Theory: Explains why organizations
struggle with certain kinds of innovation and how organizations can predictably
succeed in innovation. Disruptive innovation take root in simple, undemanding
applications in what is a new plane of competition where the very definition of
what constitutes quality is different from what quality and improvement meant
in the back plane. The impact of this change in the definition of quality is
that the disruptive products is the new plane are not attractive to the
customers of products in the original plane. They don't want and can't use
them. Because companies need to meet the needs of their customers, the
companies that made the products in the original plane of competition have a
difficult time engaging simultaneously in the new, disruptive plane as well.<o:p></o:p></span></span><br />
<span style="color: black;">
</span><span lang="EN" style="color: black; font-family: Georgia; font-size: 8pt; mso-ansi-language: EN; mso-bidi-font-family: Helvetica;"></span><br />
<span lang="EN" style="color: black; font-family: Georgia; font-size: 8pt; mso-ansi-language: EN; mso-bidi-font-family: Helvetica;">"<span style="display: none; mso-hide: all;">With education, the question becomes how to
apply disruption as a positive force, propagating new ideas that are relatively
simple to adopt and that offer an inviting, student-centric alternative to the
often tradition-bound processes of many school systems</span>With education,
the question becomes how to apply disruption as a positive force, propagating
new ideas that are relatively simply to adopt and that offer an inviting, student-centric
alternative to the often tradition-bound processes of many school
systems."</span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><o:p></o:p></span><br />
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<span style="color: black;"><br /></span></div>
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<span lang="EN" style="color: black; display: none; font-family: Helvetica; font-size: 10.5pt; mso-ansi-language: EN; mso-hide: all;">With education,
the question becomes how to apply disruption as a positive force, propagating
new ideas that are relatively simple to adopt and that offer an inviting,
student-centric alternative to the often tradition-bound processes of many
school systemsWith education, the question becomes how to apply disruption as a
positive force, propagating new ideas that are relatively simple to adopt and
that offer an inviting, student-centric alternative to the often
tradition-bound processes of many school systemsWith education, the question
becomes how to apply disruption as a positive force, propagating new ideas that
are relatively simple to adopt and that offer an inviting, student-centric
alternative to the often tradition-bound processes of many school systemsWith
education, the question becomes how to apply disruption as a positive force,
propagating new ideas that are relatively simple to adopt and that offer an
inviting, student-centric alternative to the often tradition-bound processes of
many school systems</span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
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<span style="color: black;"><span lang="EN" style="display: none; font-family: Helvetica; font-size: 10.5pt; mso-ansi-language: EN; mso-hide: all;">Right now,
schools do not seem fully prepared to exploit opportunities around disruptive
innovation. Schools, like businesses, tend to stick to customary practices,
even if it means be</span><span style="font-family: Georgia; mso-bidi-font-family: Arial;">Chapter 3: Crammed
Classroom Computers</span></span><span style="font-family: Georgia; font-size: 7pt; mso-bidi-font-family: Arial;"><br /><span style="color: black;">
<br />
</span></span><span style="color: black; font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;">3. Why doesn’t cramming computers in schools work? Explain
this in terms of the lessons from Rachmaninoff (what does it mean to compete
against nonconsumption?)</span><span style="font-family: Georgia; font-size: 7pt; mso-bidi-font-family: Arial;"><br style="mso-special-character: line-break;" /><span style="color: black;">
<br style="mso-special-character: line-break;" />
<o:p></o:p></span></span></div>
<span style="color: black;">
</span><span style="color: black;"><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;">Cramming computers in schools does not work because it will "never
allow schools to migrate to a student-centric classroom. If change were to
occur, Christensen states, there will be "no teachers to teach, then
computer-based learning will, step by step, disrupt the instructional job that
teachers are doing in a positive way, but helping students learn in ways that
their brains are wired to learn and by allowing teachers to give students much
more individual attention."</span><span style="font-family: Georgia; font-size: 7pt; mso-bidi-font-family: Arial;"> <o:p></o:p></span></span><br />
<span style="color: black;">
</span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><span style="color: black;"></span></span><br />
<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><span style="color: black;">The Rachmaninoff recordings are successful if it does not compete
directly with the live musician. Relating this to schools, cramming computers
are successful if it does not compete directly with the teacher. <br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
<o:p></o:p></span></span><br />
<span style="color: black;">
</span><span style="color: black;">Chapter 4: Disruptively Deploying
Computers<o:p></o:p></span><br />
<span style="color: black;">
</span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;"></span></span><br />
<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;">4. Explain the pattern of
disruption<o:p></o:p></span></span><br />
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</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;">Disruptions fist compete against
nonconsumption in a new "plane of competition." In that plane, the
technology improves, and the underlying cost declines. The technology begins
drawing applications from the original plane of competition into the new one.<o:p></o:p></span></span></div>
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;">5. Explain monolithic instruction.
How does student-centric learning help this problem?<o:p></o:p></span></span></div>
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;">Monolithic Instruction is
standardized or a "one size fits all" type education with no
customization to tailor to the needs of students and their learning abilities.
On the other hand, student-centric learning is when education is customized to
fit the needs of all students with different types of learning abilities. <o:p></o:p></span></span></div>
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial;"><span style="color: black;"><span style="font-size: small;">Chapter 5: The System for Student
Centric Learnin</span><span style="font-size: small;">g<o:p></o:p></span></span></span></div>
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;">6. Explain Public Education's
Commercial System. What does it mean to say it is a value-chain business? How
does this effect student centric learning?<o:p></o:p></span></span></div>
<span style="color: black;">
</span><span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;"></span></span><br />
<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;">Public Education's Commercial
System<o:p></o:p></span></span><br />
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;"><span style="mso-tab-count: 1;"> </span>1.
Subject matter experts create textbooks and other instructional tools, which
codify the concepts to be taught and the methods used for teaching them.<o:p></o:p></span></span></div>
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;"><span style="mso-tab-count: 1;"> </span>2.
Curriculum experts at the state and local levels then make decisions about
which textboo<v:shape adj="0,,0" coordsize="" fillcolor="black" filled="f" id="_x0000_s1028" o:spt="100" path="m50,11730r7515,at7510,11630,7610,11730,7510,12130,8010,11630e" strokecolor="#ddd" style="height: 878.25pt; margin-left: 0px; margin-top: 0px; position: absolute; width: 568.5pt; z-index: 3;"><v:stroke joinstyle="miter" miterlimit="10"><v:formulas><v:path o:connecttype="segments"></v:path></v:formulas></v:stroke></v:shape>ks to adopt.<o:p></o:p></span></span></div>
<span style="color: black;">
</span><br />
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<span style="font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: black;"><span style="mso-tab-count: 1;"> </span>3.
Teachers deliver the content to the students<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
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<span style="color: black; font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: white;"><span style="mso-tab-count: 1;"> </span>4.
Students are assessed based on what they were taught<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
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<br /></div>
<span style="color: white;">
</span><br />
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<span style="color: black; font-family: Georgia; font-size: 8pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;"><span style="color: white;">The Public Education's Commercial
System is a value-chain business in that the value added is linked to the
process with the main functional parts. In time, student centric learning
"will move mainstream when users and teachers start piecing together
enough tool module to create entire courses designed for each type of
learner."<o:p></o:p></span></span></div>
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</span><br />
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<i><span style="font-family: Times New Roman; font-size: x-small;"><span style="font-family: Times New Roman; font-size: x-small;"></span></span></i><span style="font-family: Times New Roman; font-size: x-small;"><span style="font-family: Times New Roman; font-size: x-small;"></span></span>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com1tag:blogger.com,1999:blog-9112212464002320788.post-11515262185951613332012-02-21T16:12:00.000-08:002012-03-14T02:06:36.980-07:00Learning Media in New Environments<span style="color: black;">Dr. Wesch's culture shock experience in Papua New Guinea for the first time made me think of the first time I stepped foot in my homeland Samoa. Like Papua New Guinea, not much emphasis was placed on the media in Samoa at the time that I visited, which was in the year 1998. I have visited Samoa a few times since then and just was amazed at how things have changed drastically, but for the better. At the time when I thought Samoa was outdated in terms of the media, I can now say that they much rather are updated. As a result of the influence of the media, the infrastructure of Samoa has totally changed as well. Indeed, I believe some people struggle with the change, however, as Dr. Wesch puts it, the change serves as a vehicle for the development of a new future.Thinking about the positive changes the media contributes to a society made me think of how our world will look like one hundred, even thousands, of years from now. As a person, the message of the video made me think of my position as the "visitor" in the web world. I see the Internet as a tool, something there to fit my needs, however, I am slowly, but surely, realizing that it's not just a "tool" but "mediates relationships". I am making gradual changes to becoming a "resident". As an educator, the message of the video resonated with me in so many ways in terms of meeting the learning demands of my 21st Century Learners. "We need people to be more open, caring, daring , creative, collaborative, self-motivated and vivacious as learners." Educators are life long learners. In order to understand our students and deliver the knowledge they need, we must avoid the "authority figure" persona and promote collaboration. As a leader, collaboration determines how great of a leader you are. We as educators need to promote learning in a way that students become "knowledge-able rather than knowledgeable."</span>Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0tag:blogger.com,1999:blog-9112212464002320788.post-52703953573640564202012-02-05T23:27:00.000-08:002012-03-14T02:06:18.834-07:00Welcome to Miss Leniu's CSUSM EDU Blog!<br />
<div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;">
<img height="165" id="il_fi" src="http://learn.jacksonhq.com/wp-content/uploads/Excellent-Teacher-Standards-Wordle.jpg" style="padding-bottom: 8px; padding-right: 8px; padding-top: 8px;" width="400" /></div>
<br />
<span style="color: black;">Hello Everyone,</span><br />
<span style="color: black;"><br /></span><br />
<span style="color: black;">My name is Lauren. I am currently on my last semester at California State University San Marcos. I received my B.A. in Literature and Writing Studies at CSUSM in 2008 and returned to the College of Education to obtain my teaching credential. It has been a long journey and I am extremely excited for my career in education as an English teacher. </span><br />
<br />Laurenhttp://www.blogger.com/profile/01319370534518105623noreply@blogger.com0