Monthly Archives: November 2006

“Hop the Pond” for a great illustration

mad dog shot

I happened upon this BBC site while tutoring a student last year, and I used it this year in my classes with great success. It’s an interactive activity that shows the student how adjectives and adverbs beef up a simple sentence and change the image the sentence places in our heads. My students loved it, and they really started to understand how descriptive details are often well placed adjectives and adverbs.

Community Script-Writing

The Jet Set Show recently posted a project entitled “Brandon’s Pitch”. Brandon has developed a basic set of characters and some conflicts between them, and he would like the general public to suggest possible story lines. He will take the suggestions into consideration when writing the script. This might be interesting to follow as well as a possible model for collaboration in a number of your classes.

Link to Wiki

The Planets get Pages!

Uranus
So far two science classes have now used iWeb to create social software pages for the planets. It went very well. The kids did a great job and really showed both creativity and a good grasp of the subject.

There are some great quotes in there. One of my favorites was “I guess my life started out after that huge bang . . .” I also liked that Saturn’s secret shame was jewelry.

I’d recommend checking them out-

Assembly Line Education

Six and a half hours a day. Nine months a year. Thirteen years. March, children, march. Take your diploma and drive thru. This is, as Jim Grant puts it, the American Lock-Step, Time-Bound, Grade School Structure. Do you have any idea where this model for education comes from in our history? The Kingdom of Prussia in the 18th Century. The king was having trouble with Lutheran aristocrats and decided to implement a compulsory education system that would indoctrinate his people to ensure the king’s place in Prussia.

Horace Mann, Massachusetts representative and education reformer, was looking for a common system of schooling and turned his eye to Prussia. This lock-step method of educating was revolutionary at the time. It followed the mighty and holy Henry Ford in its assembly-line structure. The still very present agrarian society was respected within the structure. The majority of schools in America were still private institutions and unorganized before Mann put the lock-step system into place in the 1840s. Mann also organized teacher conferences and delivered lectures and addresses advocating reformation of the education system. Horace Mann was an educational revolutionary and should be respected for his attempt to provide consistent education to all learners in his state.

We no longer live in an agrarian or industrial society. Our commodity is information these days. We also understand that each child develops at a different rate, influenced by genetics and environment, yet the structure we use still makes assumptions about learners that simple are not true anymore. This is the root ailment of our failing national education system. The problem is not qualified teachers or a decaying facilities. Instead, our organization or structure no longer applies to our world. The result is a variety of learners without common background knowledge in class. The teacher stretches his arms as wide as he can to gather these students together, yet he will never truly capture all of them. The learners that escape the grasp of the teacher tend to be the same ones each year, and those children are left farther and farther out of reach of the teacher. This is a tragic situation.

What is the answer? I’m not sure. I would love to see a conversation develop centered around re-visioning the educational structure of American schools. As always, your thoughts are welcome here.