Kimberly Melton
Do you know your Oregon history? The Oregonian's quiz reveals mixed results
http://www.oregonlive.com/education/index.ssf/2011/05/quiz_results_test_your_knowled.html
5/9/2011
Topic: History
Oregon senator thinks that students and other citizens will benefit if there was an increase in teaching Oregon history. The argument against is that there is no time, effort, money. The Oregonian offered a history quiz and people did not fair very well.
Key Points: Oregonians don’t know very much about Oregon History
Relevance: The quiz was fact based. How many times have we discussed in class about history, and that it is often thought of as a subject where you must memorize dates, locations, and people? This quiz only added to the stereotype (is it a stereotype if it’s true?) They offered a little bit of information about a pro-slavery governor, but as our Presidents and Slaves chapter in RSS, and in our day of Race Literacy, how much information about Oregon’s legal racism will, or is offered to be taught? Just an interesting read.
Showing posts with label Javier Perez. Show all posts
Showing posts with label Javier Perez. Show all posts
Saturday, May 14, 2011
holes in school schedules
Betsy Hammond
Portland parents continue to question new high school schedule with empty periods
http://www.oregonlive.com/portland/index.ssf/2011/05/portland_parents_continue_to_q.html
5/9/2011
Topic: Portland School Budget
Basically, this school district is requesting for students to have 6 to 7 classes a day, instead of 8, leaving a 90min block in the day with no teaching, classes, NOTHING. The article did not provide much detail as to how they will supervise, or not supervise students during that block of time.
Key Points: this schedule is offered in efforts to decrease the amount of teachers that need to be cut, and decrease an increase of class sizes. What?
Relevance: You know this might not be a bad idea, if it is handled appropriately. I appreciate the fact that the board is taking risks and coming up with ways to work with their budget, but also keep problems to a minimum for everyone. But if this block goes unsupervised or structured…I don’t even know. Maybe if they get volunteers to help with instructional type activities to help with this block, such as students could: learn Tae Kwon Do! Help out on a farm! Work at a job that works with the school! Clean up the school! Clean up the community! Exercise! This block of free time could be beneficial if handled appropriately.
Portland parents continue to question new high school schedule with empty periods
http://www.oregonlive.com/portland/index.ssf/2011/05/portland_parents_continue_to_q.html
5/9/2011
Topic: Portland School Budget
Basically, this school district is requesting for students to have 6 to 7 classes a day, instead of 8, leaving a 90min block in the day with no teaching, classes, NOTHING. The article did not provide much detail as to how they will supervise, or not supervise students during that block of time.
Key Points: this schedule is offered in efforts to decrease the amount of teachers that need to be cut, and decrease an increase of class sizes. What?
Relevance: You know this might not be a bad idea, if it is handled appropriately. I appreciate the fact that the board is taking risks and coming up with ways to work with their budget, but also keep problems to a minimum for everyone. But if this block goes unsupervised or structured…I don’t even know. Maybe if they get volunteers to help with instructional type activities to help with this block, such as students could: learn Tae Kwon Do! Help out on a farm! Work at a job that works with the school! Clean up the school! Clean up the community! Exercise! This block of free time could be beneficial if handled appropriately.
Oregon prepare for giant earthquake?
Richard Read
When -- not if -- a Japan-scale quake hits Oregon, experts expect deaths, destruction, blackouts and food shortages
http://www.oregonlive.com/today/index.ssf/2011/05/when_--_not_if_--_a_japan-scale_quake_hits_oregon_experts_expect_deaths_destruction_blackouts_and_fo.html
5/12/2011
Topic: Oregon Quakes
Interesting read about the future and actual state of earthquake risk of Oregon. Main motif here is that a quake about the size as the one that hit Japan WILL HAPPEN…one day. Read on for information on potential damage price, affected areas, and what it could mean for students….
Key Points: Oregon Cascadian fault line will cause a pretty big quake one day. We need to prepare.
Relevance: this brings up an interesting idea—how much money/time should we invest in education and preparation at school on what to do when an earthquake hits. Last earthquake drill I had was either hiding under the desk, or standing underneath a doorway. According to this article, experts are anticipating a big quake to hit Oregon eventually, how shall we prepare for that?
When -- not if -- a Japan-scale quake hits Oregon, experts expect deaths, destruction, blackouts and food shortages
http://www.oregonlive.com/today/index.ssf/2011/05/when_--_not_if_--_a_japan-scale_quake_hits_oregon_experts_expect_deaths_destruction_blackouts_and_fo.html
5/12/2011
Topic: Oregon Quakes
Interesting read about the future and actual state of earthquake risk of Oregon. Main motif here is that a quake about the size as the one that hit Japan WILL HAPPEN…one day. Read on for information on potential damage price, affected areas, and what it could mean for students….
Key Points: Oregon Cascadian fault line will cause a pretty big quake one day. We need to prepare.
Relevance: this brings up an interesting idea—how much money/time should we invest in education and preparation at school on what to do when an earthquake hits. Last earthquake drill I had was either hiding under the desk, or standing underneath a doorway. According to this article, experts are anticipating a big quake to hit Oregon eventually, how shall we prepare for that?
Hillsboro has a Mariachi Band. Sweet.
Casey Parks
Hillsboro School District mariachi band trumpets its success
http://www.oregonlive.com/hillsboro/index.ssf/2011/05/hillsboro_school_district_mariachi_band_trumpets_its_success.html
5/12/2011
Topic: Music and culture
Lincoln Street Elementary School has a mariachi band. How sweet is that!? Dan Bosshardt started this band a year ago, with the goal to get students involved in music, which are not necessarily part of the school band. The band is scheduled to play in front of the Hillsboro School Board on May 24th as a means to prove that the band is worth the districts investment. If they do not impress the Board, they will probably get cut. Pressure! Intended audience: everyone, musicians.
Key Poins: The band serves a few purposes: getting Latino students to connect with their cultural roots, brings families together, provides cultural insight and experience to those who wish to learn more about Latino culture, and provides musical education to those who are not normally interested in traditional marching band type music in schools.
Relevance: I’m not a big fan of mariachi music; it all sounds the same to me…though there are some songs that are pretty good. But I am a big fan of getting students interested in music! I just thought this was an awesome idea, to have a mariachi band. I’m sure there are a lot of students who hate the music, or parents who hate the idea, but it is awesome that it gets other children involved in afterschool activities who normally do not like what is already available.
Hillsboro School District mariachi band trumpets its success
http://www.oregonlive.com/hillsboro/index.ssf/2011/05/hillsboro_school_district_mariachi_band_trumpets_its_success.html
5/12/2011
Topic: Music and culture
Lincoln Street Elementary School has a mariachi band. How sweet is that!? Dan Bosshardt started this band a year ago, with the goal to get students involved in music, which are not necessarily part of the school band. The band is scheduled to play in front of the Hillsboro School Board on May 24th as a means to prove that the band is worth the districts investment. If they do not impress the Board, they will probably get cut. Pressure! Intended audience: everyone, musicians.
Key Poins: The band serves a few purposes: getting Latino students to connect with their cultural roots, brings families together, provides cultural insight and experience to those who wish to learn more about Latino culture, and provides musical education to those who are not normally interested in traditional marching band type music in schools.
Relevance: I’m not a big fan of mariachi music; it all sounds the same to me…though there are some songs that are pretty good. But I am a big fan of getting students interested in music! I just thought this was an awesome idea, to have a mariachi band. I’m sure there are a lot of students who hate the music, or parents who hate the idea, but it is awesome that it gets other children involved in afterschool activities who normally do not like what is already available.
Children react to Osama's Death
The Fine Bros
Kids React to Osama bin Laden’s Death
http://www.youtube.com/watch?v=2pkKNPEU8oc
5/10/2011
Topic: kids and current events
This video has a few children watch President Obama’s speech on the death of Osama bin Laden. Afterwards, they are interviewed on their thoughts of the event, along with personal questions on what children really think about Osama, and America. Intended Audience: Everyone.
Key Points: Some children actually have their own (questionable?) opinions on current events, such as the death of Osama bin Laden, while others do not really know who Osama is or why we should or should not care about his death.
Relevance: We often speak about community, and the community of the parents. After watching this video, I wonder how these kids formed their opinion---by mimicking what the parents say? Their peers? This just goes to show you how influential kids can be, something to keep in mind in your own classrooms.
Kids React to Osama bin Laden’s Death
http://www.youtube.com/watch?v=2pkKNPEU8oc
5/10/2011
Topic: kids and current events
This video has a few children watch President Obama’s speech on the death of Osama bin Laden. Afterwards, they are interviewed on their thoughts of the event, along with personal questions on what children really think about Osama, and America. Intended Audience: Everyone.
Key Points: Some children actually have their own (questionable?) opinions on current events, such as the death of Osama bin Laden, while others do not really know who Osama is or why we should or should not care about his death.
Relevance: We often speak about community, and the community of the parents. After watching this video, I wonder how these kids formed their opinion---by mimicking what the parents say? Their peers? This just goes to show you how influential kids can be, something to keep in mind in your own classrooms.
Monday, April 18, 2011
Run. Just Do It.
Casey Parks
Teacher at Hillsboro’s Liberty High inspires unlikely athletes to excel in Liberty Fit running club
http://www.oregonlive.com/hillsboro/index.ssf/2011/04/teacher_at_hillsboros_liberty_high_inspires_unlikely_athletes_to_excel_in_liberty_fit_running_club.html
Retrieved 4/18/2011
Topic: Student fitness
Laurie Jenkins, health teacher and leader of Liberty High’s Liberty Fit, inspires and pushes students who don’t normally exercise to train for the Helvetia Half Marathon in June. Students are training for the 13 mile run with the help from a few running techniques, and motivation provided by Jenkins
Key points: teacher is doing a good job in motivating students to run, providing them a goal of 13 miles, offering different options of participation
Relevance: It is neat that this health teacher is getting students involved in running. I think many students would rather lift weights than to go running. Getting students involved in a group activity, and providing a goal is a great way to motivate exercise.
Teacher at Hillsboro’s Liberty High inspires unlikely athletes to excel in Liberty Fit running club
http://www.oregonlive.com/hillsboro/index.ssf/2011/04/teacher_at_hillsboros_liberty_high_inspires_unlikely_athletes_to_excel_in_liberty_fit_running_club.html
Retrieved 4/18/2011
Topic: Student fitness
Laurie Jenkins, health teacher and leader of Liberty High’s Liberty Fit, inspires and pushes students who don’t normally exercise to train for the Helvetia Half Marathon in June. Students are training for the 13 mile run with the help from a few running techniques, and motivation provided by Jenkins
Key points: teacher is doing a good job in motivating students to run, providing them a goal of 13 miles, offering different options of participation
Relevance: It is neat that this health teacher is getting students involved in running. I think many students would rather lift weights than to go running. Getting students involved in a group activity, and providing a goal is a great way to motivate exercise.
Latino culture festival
Kelly House
Thousands flock to Hillsboro’s annual Latino festival for a lesson in community, culture
http://www.oregonlive.com/hillsboro/index.ssf/2011/04/thousands_flock_to_hillsboros_annual_latino_festival_for_a_lesson_in_community_culture.html
4/17/2011
Topic: Latino culture in Hillsboro
This Sunday was Hillsboro’s annual Latino Cultural Festival. The festival’s purpose is to educate those interested in Latino culture, about the customs, traditions and valued beliefs of the Latino Community. Food, shows, art and many “culture rich” activities were around for students, parents and children to experience.
Key points: Break the barrier, immerse yourself in Latino culture.
Relevance: We recently had our culture project. I had a tough time defining the meaning of the word culture. Or identifying the culture I relate to. I have never been to this culture festival, but I am curious as to what they identify as culture, or as to what kind of information is printed on the education pamphlets. I’m not going to lie, I think many times these kinds of things reinforce stereotypes. I wonder if the information printed on the pamphlets resembles false throwaway facts, much like “George Washington cut down the cherry tree”—BOOM! American culture. Much of the culture I see is of traditional past culture. I would like to see what Latino students of today define as culture, and what they think should be included in the festival.
Thousands flock to Hillsboro’s annual Latino festival for a lesson in community, culture
http://www.oregonlive.com/hillsboro/index.ssf/2011/04/thousands_flock_to_hillsboros_annual_latino_festival_for_a_lesson_in_community_culture.html
4/17/2011
Topic: Latino culture in Hillsboro
This Sunday was Hillsboro’s annual Latino Cultural Festival. The festival’s purpose is to educate those interested in Latino culture, about the customs, traditions and valued beliefs of the Latino Community. Food, shows, art and many “culture rich” activities were around for students, parents and children to experience.
Key points: Break the barrier, immerse yourself in Latino culture.
Relevance: We recently had our culture project. I had a tough time defining the meaning of the word culture. Or identifying the culture I relate to. I have never been to this culture festival, but I am curious as to what they identify as culture, or as to what kind of information is printed on the education pamphlets. I’m not going to lie, I think many times these kinds of things reinforce stereotypes. I wonder if the information printed on the pamphlets resembles false throwaway facts, much like “George Washington cut down the cherry tree”—BOOM! American culture. Much of the culture I see is of traditional past culture. I would like to see what Latino students of today define as culture, and what they think should be included in the festival.
High-performing teachers get more money
Betsy Hammond
Feds insist on giving Oregon millions more to pay for high-performing teachers
http://www.oregonlive.com/education/index.ssf/2011/04/feds_insist_on_giving_oregon_m.html
4/18/2011
Topic: Teacher salaries
A group called the Chalkboard Project was awarded $13 million to improve the quality of teacher for a few Oregon school districts. Federals have urged the group to apply for more money, and the group gained another $11 million to pay for high-performing educators.
Key point: each school district will design their own way of determining who qualifies as high-performing teacher,
Relevance: There is financial hope! (if you are deemed worthy of being a good teacher). What does high-performance mean? Teacher’s who get their student’s to score high on tests? Does that really mean they are worthy of the bonus? Sounds to me like this might cause more damage than good. But we shall see…
Feds insist on giving Oregon millions more to pay for high-performing teachers
http://www.oregonlive.com/education/index.ssf/2011/04/feds_insist_on_giving_oregon_m.html
4/18/2011
Topic: Teacher salaries
A group called the Chalkboard Project was awarded $13 million to improve the quality of teacher for a few Oregon school districts. Federals have urged the group to apply for more money, and the group gained another $11 million to pay for high-performing educators.
Key point: each school district will design their own way of determining who qualifies as high-performing teacher,
Relevance: There is financial hope! (if you are deemed worthy of being a good teacher). What does high-performance mean? Teacher’s who get their student’s to score high on tests? Does that really mean they are worthy of the bonus? Sounds to me like this might cause more damage than good. But we shall see…
News at Pacific
Kelly House
Pacific University celebrates Earth Week with Chomsky lecture, free public activities
http://www.oregonlive.com/forest-grove/index.ssf/2011/04/pacific_university_celebrates_earth_week_with_days_of_free_public_activities.html
4/18/2011
Topic: Pacific Earth week
Pacific University will be hosting events and activities that are free to the public, including battery recycling, art showcases, and video screenings. The main event is of course a public lecture by Noam Chomsky, held at noon on Wednesday. It is free. Intended audience: You.
Key point: Get involved with some things happening at Pacific. If you are a Noam Chomsky fan, you should come check this out.
Relevance: We had a big discussion on community today; do you know what goes on at Pacific? Do you know how Pacific gets involved with their community? If you want to find out more stuff about the different events that go on at Pacific, let me know. I can find out for you too. Also let me know if any one is interested in student video showcases. They are quite good.
Pacific University celebrates Earth Week with Chomsky lecture, free public activities
http://www.oregonlive.com/forest-grove/index.ssf/2011/04/pacific_university_celebrates_earth_week_with_days_of_free_public_activities.html
4/18/2011
Topic: Pacific Earth week
Pacific University will be hosting events and activities that are free to the public, including battery recycling, art showcases, and video screenings. The main event is of course a public lecture by Noam Chomsky, held at noon on Wednesday. It is free. Intended audience: You.
Key point: Get involved with some things happening at Pacific. If you are a Noam Chomsky fan, you should come check this out.
Relevance: We had a big discussion on community today; do you know what goes on at Pacific? Do you know how Pacific gets involved with their community? If you want to find out more stuff about the different events that go on at Pacific, let me know. I can find out for you too. Also let me know if any one is interested in student video showcases. They are quite good.
Sink or Swim
Wendy Owen
Intel surprises Beaverton and Hillsboro schools with influx of Israeli families
http://www.oregonlive.com/beaverton/index.ssf/2011/04/intel_surprises_beaverton_and_hillsboro_schools_with_influx_of_israeli_families_sending_principals_and_teachers_scramb.html
4/16/2011
Topic: student influx
Intel has brought around 300 Israeli families as part of a training program to their campus, adding around 400 children to the area. Children are flooding the Beaverton and Hillsboro schools, and with little warning, teachers and administrators are scrambling to accommodate these kids into classes and with supplies. Intended audience: Beaverton and Hillsboro area parents and students
Key points: Intel is offering no amount of funding for the lack of supplies; schools are trying to figure out ESL classes for the kids,
Relevance: We were discussing the pros and cons of a track program and full immersion program for students who do not speak English. I feel like many of these students feel like they are being fully immersed in English speaking culture, it is time for sink or swim right? I am curious how this all turns out…
Intel surprises Beaverton and Hillsboro schools with influx of Israeli families
http://www.oregonlive.com/beaverton/index.ssf/2011/04/intel_surprises_beaverton_and_hillsboro_schools_with_influx_of_israeli_families_sending_principals_and_teachers_scramb.html
4/16/2011
Topic: student influx
Intel has brought around 300 Israeli families as part of a training program to their campus, adding around 400 children to the area. Children are flooding the Beaverton and Hillsboro schools, and with little warning, teachers and administrators are scrambling to accommodate these kids into classes and with supplies. Intended audience: Beaverton and Hillsboro area parents and students
Key points: Intel is offering no amount of funding for the lack of supplies; schools are trying to figure out ESL classes for the kids,
Relevance: We were discussing the pros and cons of a track program and full immersion program for students who do not speak English. I feel like many of these students feel like they are being fully immersed in English speaking culture, it is time for sink or swim right? I am curious how this all turns out…
Tuesday, March 29, 2011
Theatre in the Grove children's camp
Kelly House
Learning doesn't stop during spring break for students in Theatre In The Grove camp
http://www.oregonlive.com/forest-grove/index.ssf/2011/03/learning_doesnt_stop_during_spring_break_for_students_in_theatre_in_the_grove_camp.html
3/28/2011
Topic: Free children’s acting camps
Theatre in The Grove hosted Spring Break Camp— students rehearsed and acted in an original play involving Sherlock Holmes and modern popular characters, such as Harry Potter. The parents paid for the students’ participation for the spring break session, this is part of the CAST Playhouse program which is a children’s acting camp. The program is free and sign ups for the next round are April 30th.
Key Points: The goals for the camps are to help children increase confidence in them, and engage them in artistic expression. The CAST Playhouse program is free, $6000 grants from the Regional Arts & Culture Council and Work for Art helped start the program, and ticket sales from the shows help maintain it.
Relevance: This is a great program if you are looking into getting your kids involved in the arts in some way, but do not have the funds to pay for programs or classes. This play was an original story idea created by the children, with a clever title “Extreme Makeover: Holmes Edition.” Sounds like an awesome thing to take advantage of if you get the chance! This is also a great alternative to schools that do not have a drama program.
Learning doesn't stop during spring break for students in Theatre In The Grove camp
http://www.oregonlive.com/forest-grove/index.ssf/2011/03/learning_doesnt_stop_during_spring_break_for_students_in_theatre_in_the_grove_camp.html
3/28/2011
Topic: Free children’s acting camps
Theatre in The Grove hosted Spring Break Camp— students rehearsed and acted in an original play involving Sherlock Holmes and modern popular characters, such as Harry Potter. The parents paid for the students’ participation for the spring break session, this is part of the CAST Playhouse program which is a children’s acting camp. The program is free and sign ups for the next round are April 30th.
Key Points: The goals for the camps are to help children increase confidence in them, and engage them in artistic expression. The CAST Playhouse program is free, $6000 grants from the Regional Arts & Culture Council and Work for Art helped start the program, and ticket sales from the shows help maintain it.
Relevance: This is a great program if you are looking into getting your kids involved in the arts in some way, but do not have the funds to pay for programs or classes. This play was an original story idea created by the children, with a clever title “Extreme Makeover: Holmes Edition.” Sounds like an awesome thing to take advantage of if you get the chance! This is also a great alternative to schools that do not have a drama program.
Driver's Education classes mandatory
Kimberly Melton
Oregon House transportation committee approves bill requiring Portland-area teens to take driver's education course
http://www.oregonlive.com/politics/index.ssf/2011/03/oregon_house_transportation_co.html
3/28/2011
Topic: Driver’s Education
The House Transportation and Economic Development Committee approved a bill that requires teens younger than 18 in the Multnomah, Clackamas and Washington counties to take driver's education before receiving a license. Intended audience: Teens, parents with teens.
Key Points: teens who take Driver’s Ed usually know more about driving than those who don’t—passing this bill will increase safety amongst new drivers. The concern here is that teens already have Driver’s ED available to them, how will this affect costs for the public and where is the funding coming from?
Relevance: Driver’s Ed is a form of education I suppose. I have not taken a Driver’s Ed class, so I do not really know what kind of “learning” goes on in the class. Since some of you have teens, probably most under the age of 18 who are learning to drive or already have a permit, I figured this might be something to bring up. Also I would like to see more data and evidence, contrasting the pros and cons for taking this class—is the practice of safe driving kept consistent as time goes on? Should this be something that one has to “renew” as they do their licenses?
Oregon House transportation committee approves bill requiring Portland-area teens to take driver's education course
http://www.oregonlive.com/politics/index.ssf/2011/03/oregon_house_transportation_co.html
3/28/2011
Topic: Driver’s Education
The House Transportation and Economic Development Committee approved a bill that requires teens younger than 18 in the Multnomah, Clackamas and Washington counties to take driver's education before receiving a license. Intended audience: Teens, parents with teens.
Key Points: teens who take Driver’s Ed usually know more about driving than those who don’t—passing this bill will increase safety amongst new drivers. The concern here is that teens already have Driver’s ED available to them, how will this affect costs for the public and where is the funding coming from?
Relevance: Driver’s Ed is a form of education I suppose. I have not taken a Driver’s Ed class, so I do not really know what kind of “learning” goes on in the class. Since some of you have teens, probably most under the age of 18 who are learning to drive or already have a permit, I figured this might be something to bring up. Also I would like to see more data and evidence, contrasting the pros and cons for taking this class—is the practice of safe driving kept consistent as time goes on? Should this be something that one has to “renew” as they do their licenses?
Google Notebooks: a tool for education
Lori Tobias
Google Notebooks changing the way Astoria High students learn
http://www.oregonlive.com/pacific-northwest-news/index.ssf/2011/03/google_netbooks_change_way_astoria_high_students_learn.html
3/23/2011
Topic: Leaning with technology
Google has given every student in Astoria High a Google Notebook, a laptop that is not yet available to the public. The Notebooks are used to help teachers engage the students in class, help students study and communicate their ideas. Only six schools in the country got to participate in this Google experiment.
Key Points: students who once did not speak up in class are now voicing their opinions through forums and posts, disciplinary incidents have decreased since the introduction of the Notebook, All information can be accessed from various “clouds,” and some teachers are concerned that face to face social interaction may be at risk—considering students already spend most of their time on personal electronic devices.
Relevance: I think this is a great idea. This experiment ties in with our use of the Blog, and our COE Flex portal. I think that it is a great idea, since this gives students who did not have a computer or laptop access the ability to communicate with their classmates and teachers and study from home. The article makes a good point that this should be used as a tool, tied in with other methods of teaching in the school. The focus is that this is a tool, not a replacement for education.
Google Notebooks changing the way Astoria High students learn
http://www.oregonlive.com/pacific-northwest-news/index.ssf/2011/03/google_netbooks_change_way_astoria_high_students_learn.html
3/23/2011
Topic: Leaning with technology
Google has given every student in Astoria High a Google Notebook, a laptop that is not yet available to the public. The Notebooks are used to help teachers engage the students in class, help students study and communicate their ideas. Only six schools in the country got to participate in this Google experiment.
Key Points: students who once did not speak up in class are now voicing their opinions through forums and posts, disciplinary incidents have decreased since the introduction of the Notebook, All information can be accessed from various “clouds,” and some teachers are concerned that face to face social interaction may be at risk—considering students already spend most of their time on personal electronic devices.
Relevance: I think this is a great idea. This experiment ties in with our use of the Blog, and our COE Flex portal. I think that it is a great idea, since this gives students who did not have a computer or laptop access the ability to communicate with their classmates and teachers and study from home. The article makes a good point that this should be used as a tool, tied in with other methods of teaching in the school. The focus is that this is a tool, not a replacement for education.
Good project ideas can get you money
Dominique Fong
Beaverton Education Foundation awards $20,118 in grants to teachers with innovative class project ideas
http://www.oregonlive.com/beaverton/index.ssf/2011/03/beaverton_education_foundation_awards_20118_in_grants_to_teachers_with_innovative_class_project_idea.html
3/29/2011
Topic: Funding for school projects
The Beaverton Education Foundation has awarded grants to 33 Beaverton School District teachers and educators to fund their ideas for learning through technology and innovation. Aloha High School was one of the schools, awarded with $930 to buy Flip Cameras for students to capture their cultural stories through video. Intended Audience: Beaverton School District community, us.
Key Points: In the light of this entire budget cut talk, there is hope for some teachers with awesome ideas to integrate technology into their classrooms and projects.
Relevance: Basically the same as the point of this article—it is nice to hear that some ideas can be funded, and it makes me hopeful for when I start teaching and coming up with interesting fun project ideas for my class. Imagine if we could have all borrowed flip cams to make a mini documentary about our culture! That would be awesome.
Beaverton Education Foundation awards $20,118 in grants to teachers with innovative class project ideas
http://www.oregonlive.com/beaverton/index.ssf/2011/03/beaverton_education_foundation_awards_20118_in_grants_to_teachers_with_innovative_class_project_idea.html
3/29/2011
Topic: Funding for school projects
The Beaverton Education Foundation has awarded grants to 33 Beaverton School District teachers and educators to fund their ideas for learning through technology and innovation. Aloha High School was one of the schools, awarded with $930 to buy Flip Cameras for students to capture their cultural stories through video. Intended Audience: Beaverton School District community, us.
Key Points: In the light of this entire budget cut talk, there is hope for some teachers with awesome ideas to integrate technology into their classrooms and projects.
Relevance: Basically the same as the point of this article—it is nice to hear that some ideas can be funded, and it makes me hopeful for when I start teaching and coming up with interesting fun project ideas for my class. Imagine if we could have all borrowed flip cams to make a mini documentary about our culture! That would be awesome.
Sunday, March 27, 2011
Creativity in Public Education
Sir Ken Robinson
Do Schools Kill Creativity?
http://www.youtube.com/watch?v=iG9CE55wbtY&feature=player_embedded
3/27/2011
Topic: Creativity in schools
Sir Ken Robinson speaks at the TED (Technology Entertainment and Design) Conference held in California. He makes some interesting points and raises a few good ideas about creativity within the system of public education. Emphasis is placed on the unknown and unpredictable future of the world, and the idea of educating for that unknown future. It is a 20 min video, but it goes by fast and is quite entertaining. Intended Audience: Everyone.
Key Points: There is an inflammation in higher education, the idea of educating for university attendance is changing, multiple intelligences, and questioning the denial of creativity within schools
Relevance: Though this video is from 2006, the ideas he raises are still relevant today. The public education system is designed to prepare students for college, but college is not what it used to be. Getting that degree means nothing now, you need more. It no longer guarantees a job. And the thing that is making everyone distinct, that makes people unique—creativity—is being overlooked in education. We must not overlook creativity—the world is changing and we need to encourage students to produce unique creative ideas.
Do Schools Kill Creativity?
http://www.youtube.com/watch?v=iG9CE55wbtY&feature=player_embedded
3/27/2011
Topic: Creativity in schools
Sir Ken Robinson speaks at the TED (Technology Entertainment and Design) Conference held in California. He makes some interesting points and raises a few good ideas about creativity within the system of public education. Emphasis is placed on the unknown and unpredictable future of the world, and the idea of educating for that unknown future. It is a 20 min video, but it goes by fast and is quite entertaining. Intended Audience: Everyone.
Key Points: There is an inflammation in higher education, the idea of educating for university attendance is changing, multiple intelligences, and questioning the denial of creativity within schools
Relevance: Though this video is from 2006, the ideas he raises are still relevant today. The public education system is designed to prepare students for college, but college is not what it used to be. Getting that degree means nothing now, you need more. It no longer guarantees a job. And the thing that is making everyone distinct, that makes people unique—creativity—is being overlooked in education. We must not overlook creativity—the world is changing and we need to encourage students to produce unique creative ideas.
Sunday, March 6, 2011
teacher student art show
Larry Bingham
Northeast Portland art show features the work of student artists—and the work of their teachers
http://www.oregonlive.com/portland/index.ssf/2011/02/northeast_portland_art_show_fe.html
2/25/2011
Topic: Student teacher art show
Talisman Gallery is hosting the Art Teachers and Students Invitational Exhibit through March 27th. Students and teachers from schools around the area display their artworks and have the option to sell them too. This exhibit gives teachers a chance to also present their work, something that they do not normally have the time or opportunity to do.
Key Points:
19-20 schools, grades 7-12 are represented in the exhibit
The art pieces are not labeled as student or teacher produced
The exhibit is available through March 27th
Relevance: I just thought this was a neat opportunity for teachers to be able to display their work along with their fellow students. I think people tend to forget that teachers have other roles and titles that they go by when they are not teaching. They too are artists! The same goes with writers, researchers, photographers, administrators, athletes, or anything else that a teacher teaches and ALSO practices on their own. It would be cool to see more events like this, where teachers can show off their craft or practice along with their fellow students.
Northeast Portland art show features the work of student artists—and the work of their teachers
http://www.oregonlive.com/portland/index.ssf/2011/02/northeast_portland_art_show_fe.html
2/25/2011
Topic: Student teacher art show
Talisman Gallery is hosting the Art Teachers and Students Invitational Exhibit through March 27th. Students and teachers from schools around the area display their artworks and have the option to sell them too. This exhibit gives teachers a chance to also present their work, something that they do not normally have the time or opportunity to do.
Key Points:
19-20 schools, grades 7-12 are represented in the exhibit
The art pieces are not labeled as student or teacher produced
The exhibit is available through March 27th
Relevance: I just thought this was a neat opportunity for teachers to be able to display their work along with their fellow students. I think people tend to forget that teachers have other roles and titles that they go by when they are not teaching. They too are artists! The same goes with writers, researchers, photographers, administrators, athletes, or anything else that a teacher teaches and ALSO practices on their own. It would be cool to see more events like this, where teachers can show off their craft or practice along with their fellow students.
Arts for Learning Lessons
Wendy Owen
Sixteen Beaverton schools selected for Arts for Learning Lessons study
http://www.oregonlive.com/beaverton/index.ssf/2011/02/sixteen_beaverton_schools_selected_for_arts_for_learning_lessons_study.html
2/25/2011
Topic: Arts for Learning Lessons
WestEd has chosen 16 Beaverton elementary schools to study over the next three years for their project. Another 16 schools were chosen as the control group, meaning they will not participate in the program. The program will go into implementation next fall and teachers will be attending training in the coming weeks. Intended Audience: Beaverton School district teachers and students, anyone interested in art in schools.
Key points:
The program incorporates drama, music, dance, and drawing into reading and writing lessons for students in grade levels 3 – 5
Artists in residency will visit the schools in May
$4million was awarded to Beaverton to help fund the program, including teacher training
The study will track the program’s effectiveness in the next five years
The school district is targeting high-needs groups for the program
Relevance: I am very curious as to how this program will affect performance in student’s and how the skills learned in this program will hold up as the students transfer to middle school. I think this is great, 1) because hey hey I love art and am passionate about teaching students to be creative and expressive, 2) this will create a great experience for students of that age; when I was in elementary school we did not have art class. We had art literacy, which was fun at times, but kind of boring for the most part. This program sounds like a good way to teach students reading and writing forms in different ways, sparking creativity and genuine interest in students.
Sixteen Beaverton schools selected for Arts for Learning Lessons study
http://www.oregonlive.com/beaverton/index.ssf/2011/02/sixteen_beaverton_schools_selected_for_arts_for_learning_lessons_study.html
2/25/2011
Topic: Arts for Learning Lessons
WestEd has chosen 16 Beaverton elementary schools to study over the next three years for their project. Another 16 schools were chosen as the control group, meaning they will not participate in the program. The program will go into implementation next fall and teachers will be attending training in the coming weeks. Intended Audience: Beaverton School district teachers and students, anyone interested in art in schools.
Key points:
The program incorporates drama, music, dance, and drawing into reading and writing lessons for students in grade levels 3 – 5
Artists in residency will visit the schools in May
$4million was awarded to Beaverton to help fund the program, including teacher training
The study will track the program’s effectiveness in the next five years
The school district is targeting high-needs groups for the program
Relevance: I am very curious as to how this program will affect performance in student’s and how the skills learned in this program will hold up as the students transfer to middle school. I think this is great, 1) because hey hey I love art and am passionate about teaching students to be creative and expressive, 2) this will create a great experience for students of that age; when I was in elementary school we did not have art class. We had art literacy, which was fun at times, but kind of boring for the most part. This program sounds like a good way to teach students reading and writing forms in different ways, sparking creativity and genuine interest in students.
New Science Textbooks
Betsy Hammond
Portland school board agrees on new science textbooks—but might not buy them due to money woes
http://www.oregonlive.com/portland/index.ssf/2011/02/portland_school_board_agrees_o.html
2/28/2011
Topic: Science and school budgets
Science teachers of the district have all agreed to use SEPUP (Science Education for Public Understanding Program) published books for the middle school curriculum and Pearson published books for the high school curriculum. The district administrators are trying to instill a uniform curriculum that will provide equity throughout the schools in their teachings of science. The school board has not agreed to purchase these books as of yet because of the budget cuts. Intended audience: Anyone in the Portland school district advocating for better science courses.
Key Points:
The new textbooks will be used to teach physics and chemistry, as well as AP and IB biology, physics and chemistry
The board is expecting to make a $20million cut to balance out their upcoming school year
The textbooks will be used to strengthen upper level science courses
Relevance: The school district teachers and administrators make a good point in terms of inconsistencies between the schools curriculum. Each school uses different books for their classes, and not all of the schools have the same quality and quantity of equipment to work with. Does this necessarily mean that the kids are getting inconsistent education? I agree that having the same books to use district wise will provide equity in the curriculum, but the books aren’t going to teach themselves. Cutting more and more teachers isn’t helping to improve the curriculum either.
Portland school board agrees on new science textbooks—but might not buy them due to money woes
http://www.oregonlive.com/portland/index.ssf/2011/02/portland_school_board_agrees_o.html
2/28/2011
Topic: Science and school budgets
Science teachers of the district have all agreed to use SEPUP (Science Education for Public Understanding Program) published books for the middle school curriculum and Pearson published books for the high school curriculum. The district administrators are trying to instill a uniform curriculum that will provide equity throughout the schools in their teachings of science. The school board has not agreed to purchase these books as of yet because of the budget cuts. Intended audience: Anyone in the Portland school district advocating for better science courses.
Key Points:
The new textbooks will be used to teach physics and chemistry, as well as AP and IB biology, physics and chemistry
The board is expecting to make a $20million cut to balance out their upcoming school year
The textbooks will be used to strengthen upper level science courses
Relevance: The school district teachers and administrators make a good point in terms of inconsistencies between the schools curriculum. Each school uses different books for their classes, and not all of the schools have the same quality and quantity of equipment to work with. Does this necessarily mean that the kids are getting inconsistent education? I agree that having the same books to use district wise will provide equity in the curriculum, but the books aren’t going to teach themselves. Cutting more and more teachers isn’t helping to improve the curriculum either.
Learning about funerals
Steve Beaven
At Mt. Hood Community College, funerals are part of the curriculum
http://www.oregonlive.com/gresham/index.ssf/2011/03/at_mt_hood_community_college_f.html
3/1/2011
Topic: Unconventional subjects in school
The heading pretty much sums this up. The director of the Funeral Service Education Program explains the activities that outline the program. Students learn how to prepare a body after it has died; they learn some themes of business in funerals, and the psychology of death. Intended audience: Any student interested in the process of arranging a funeral and preparing the deceased for eternal sleep.
Key Points:
Students explore the scientific elements of a dead body
Students explore the art behind decorations for a funeral
Students learn the process for starting a business in funerals
Students learn about the psychology of death and how to cope with it
Relevance: I thought this was an interesting video and an interesting subject to teach in school. We know that sex (intercourse and gender related issues) can be a taboo subject in school, and administrators and teachers are always trying to find ways to teach the subject matter appropriately, but one thing that no one really touches on is death. People die every day but no one ever really studies the biological and psychological aspects of death in schools, not unless you take it as an elective like course in college or something. Should we be teaching these kinds of things in K-12 schools? Maybe just middle school and high school? A student can be excused from class because a family member died, but we don’t really teach anything on coping with death or helping a peer deal with a recent death in the family or friend. Just a thought.
At Mt. Hood Community College, funerals are part of the curriculum
http://www.oregonlive.com/gresham/index.ssf/2011/03/at_mt_hood_community_college_f.html
3/1/2011
Topic: Unconventional subjects in school
The heading pretty much sums this up. The director of the Funeral Service Education Program explains the activities that outline the program. Students learn how to prepare a body after it has died; they learn some themes of business in funerals, and the psychology of death. Intended audience: Any student interested in the process of arranging a funeral and preparing the deceased for eternal sleep.
Key Points:
Students explore the scientific elements of a dead body
Students explore the art behind decorations for a funeral
Students learn the process for starting a business in funerals
Students learn about the psychology of death and how to cope with it
Relevance: I thought this was an interesting video and an interesting subject to teach in school. We know that sex (intercourse and gender related issues) can be a taboo subject in school, and administrators and teachers are always trying to find ways to teach the subject matter appropriately, but one thing that no one really touches on is death. People die every day but no one ever really studies the biological and psychological aspects of death in schools, not unless you take it as an elective like course in college or something. Should we be teaching these kinds of things in K-12 schools? Maybe just middle school and high school? A student can be excused from class because a family member died, but we don’t really teach anything on coping with death or helping a peer deal with a recent death in the family or friend. Just a thought.
Monday, February 14, 2011
Advanced Placement scores increase in Oregon
Kimberly Melton
More Oregon students get high marks on Advanced Placement tests
http://www.oregonlive.com/education/index.ssf/2011/02/more_oregon_students_get_high.html
Date Retrieved: 2/14/2011
Topic: Advanced Placement classes
2010 held a record high for Oregon student enrollment in Advanced Placement courses. The College Board’s AP Report to the Nation outlines a 6% increase in AP student performance from the previous 2009 year. The article focuses on the increase of performance and enrollment of students in low-income, ethnic and underrepresented communities. Intended Audience: Everyone.
Key Points:
-There has been a gradual increase in Oregon students participating in the AP program since 2001
-US History is outlined as the most popular AP exam, with English as second.
-Oregon has the highest passing rates in exams for Chinese Language & Culture, Studio Art, Calculus BC and Japanese Language and Culture.
Relevance: As future educators, I think it is important to encourage students to participate in AP courses, not to flaunt passing test scores, but to offer students richer and deeper education and subject content—assuming the classes are designed for these reasons. An important thing to keep in mind is that students who pass these exams with scores of 3 or higher are often given college credit, helping their chances in being accepted to colleges and universities, and preparing them for college level work. I am curious to see what kinds of programs schools are using to encourage students of low-income and underrepresented communities to take AP classes. I am also curious to see if these schools are following through completely—helping underrepresented students get accepted to colleges-- not just stopping the encouragement once the test scores come back.
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