Archive for August, 2011

Shifting Paradigms

A friend just showed me this video, an RSA Animation take on highlights from one of Sir Ken Robinson‘s talks (upon accepting the Royal Society of Art’s Benjamin Franklin Medal in London in 2009). Some of his main points, if you don’t have 12 minutes, seem to be:

  • our model of schools is supremely outdated, as it is emerged from Enlightenment and Industrial Revolution ideals
  • ADHD may not be so real, or at least it is causing too many kids to be over-medicated and “anesthetized” to school
  • we need to work on developing divergent thinking
  • we need to change the way we think of “academic” vs. “non-academic”
  • we need to change schools to make them more of a natural learning environment

I don’t know about his claim that ADHD may or not be a real thing – I thought it was – but I agree that the medications that work for some kids are tragic for so many others, and that they are prescribed to way too many.

The divergent thinking study is too depressing. Basically, kids start out as geniuses, and school makes them dumber, or forces them to forget how to think in that creative way.

He says, “We should be waking them up to what they have inside of themselves” instead of putting them to sleep.” He says, “Collaboration is the stuff of growth.” I like both of these.

I watched this directly before my 9th graders came into my classroom. And things like this, while inspiring on one level, also often have the converse effect on me. How am I, one teacher in one classroom, supposed to successfully teach my students if the whole paradigm of our school system is dysfunctional? I can’t change the whole system. I can’t ignore the standardized tests (whose rise in popularity, he notes in the talk, has coincided with the explosion of ADHD diagnoses). I can’t reorganize all the students in the school so they are grouped by ability instead of by age (which, according to Robinson, is proof of the school system being “modeled on the interests of industralism, and on the image of it….It’s like the most important thing about them is their date of manufacture”). I can’t ignore the bells and the school’s tardy consequences (which he points to as another example of schools being “organized along factory lines”).

But still, with his argument fresh in my mind, as I embarked on some dreadfully boring but collaboratively-agreed-upon grammar exercises, I felt like I did have some significant power to change things up within my own classroom. I saw them sitting their in their ridiculous little desks, and it seemed all wrong. It seemed like one of the things that Robinson says “isn’t because teachers want it this way; it’s just because it happens that way. It’s because it’s in the gene pool of education.”

So it’s not like what I did was so brilliant, but it worked. To review the grammar exercise (identifying subjects and verbs…yay!), I projected the document on the white board and told the whole class to stand up (this was with my small class. For my large class I did this in groups of 10). Each student took a turn identifying the subject or verb with a dry-erase marker while the rest of the group, huddled around them at the front of the room, gave encouragement or advice like they were on “The Price is Right.” It was kinda fun. One student even said, “We should do every grammar exercise like that,” and several others agreed.

And my first instinct was, “No, we can’t do that every time, only once in a while.” And then I thought, why am I saying that? Is that the gene pool of education speaking? Is that a vestige of Industrial Revolution-era, assembly line values?

Here’s one of his TED talks from 2006. And here’s the follow-up.


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Excited about Edmodo

I’ve never used Edmodo in the classroom before. At my previous school I used Moodle heavily, but lately it just looks too ugly for me to stomach. That does seem silly to me on some level, since I’m familiar with it, I’ve got a ton of materials already uploaded to it, and my current school is enthusiastically encouraging us to use it as well.

Why is it that when the administration really wants me to do something, I find myself yearning to do something else?

But I also think that the way the site looks plays a huge role in how effective it is. It’ll only be effective if the kids want to use it. And they’ll only want to use it if it’s not ugly. That’s the logic I’m working with. And the logic that Edmodo seems to be working with is: make this thing look like Facebook. I like that idea. And I like knowing that it’s a completely safe community, geared toward classroom use. I know plenty of teachers have facebook groups with separate teacher-identities, but that whole thing makes me nervous. And I don’t even work in Missouri.

I’m also really excited about the ability to create badges to award my students. I hope I follow through with that.

Apparently they’ve got 2.5 million users now. And I’m about to add 120 more.

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For someone who believes he is somewhat tech-savvy, for a high school English teacher, I’m a bit embarrassed that I don’t have a blog yet. I’m going to go ahead and chalk that up to the fact that I still consider myself a rookie teacher, always using spare time to lesson plan or grade papers, so when could I possibly blog? (I know plenty of rookie teachers blog so I don’t really consider this an excuse.) Now that I have a toddler, I find myself with the requisite free time. Ha.

No, but I want to record my findings as I seek out the best web tools for teaching. I have felt like somewhat of a stalker in the edtech community, so I’m going to come out and show my beautiful face. Hello. I hope to continue experimenting with technology in my classroom, and I hope I have some interesting findings to share.

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