EDSS 531 Journal #5

•Looking back at your teaching last semester, what did you discover about the needs of students in your classes? What kinds of “needs” surfaced that surprised you?

•To what degree do you think you really understand the needs of your students? How wide is the “gap” between them and you?

•What might have surfaced in the reading or in your teaching (about the realities of students’ needs) that triggered a negative response in you? Try to identify why this response was triggered and how it relates to your biases.

The two things that come to mind are: students need to write more and students need to know class in an environment to take chances and make mistakes in the process of learning. Writing is something that is learned by doing and receiving feedback. It is about taking chances and pushing oneself. This relates to my second concern. I am surprised that students are so concerned looking for the one right answer or are afraid of being wrong that they do not make attempts in the creative process.

This is a difficult thing to teach because I cannot get caught up in my thoughts on a piece that I squash the chances of a student formulating their own thoughts. And when they do, I have to be positive and constructive so that if what they said was not completely accurate, they can learn without being afraid of trying again in the future.

I have thought about these things and I will take more thought, observations, and experience until I get a better understanding of their needs. Through college, writing has become a natural process and I have elevated my skills in this area. While I want to hold high expectations to motivate the students, I need to “recalibrate” my thoughts on writing levels in high school versus college.

In all subject areas, there is a difference between the levels of work in high school and college. I have been accustomed to one way, but high school students are not at this level. It was a stark realization, but it comes with the duty as a teacher to get them to this level. I had to confront the notion that adolescence today are less capable of critical thinking because of the Internet and television. Fundamentally, they are no less capable than any other generation, it is a matter of presenting them with relevant and engaging challenges to inspire this activity.

I also recognize that in the 6 years since I was in high school, culture and generations have changes, so I do not know everything about student academic, emotional, physical, and social needs. But with this knowledge, I can be open and receptive to there needs as they arise so that I can respond. I do not know everything, but this is not an invitation not to try. Rather it is a challenge to help every unique student.

EDSS 531 Journal #4

What are your biases and how do you mitigate your behavior when working with students?

This is a difficult question. I am not sure how to answer it without sounding either insincere and oblivious or ignorant and prejudiced. I do not know if I could discern and post specific examples, but I know I have a limited perspective as a young white male. Growing up in a primarily white middle-class area outside of Buffalo. My high school consisted of the same demographics, thus I grew comfortable with people like myself.

In California, things are much different. There is more diversity, which I have tried to actively open myself up to, but this process will never be complete. Every student, parent, and colleague I work with is a unique person who has a perspective different than my own. These are the things I need to keep in mind, not surface judgements and assumptions.

Response outside of "Disrupting Class" questions

I feel like I just peaked around the curtain or got some cheat codes how to advance myself professionally, and do something that will genuinely help students. I hesitate posting this "secret," but I reckon I can share with anyone who reads this blog.

Having just finished the first five chapters of "Disrupting Class," it seems my views of what it means to be a teacher in the 21st century have changed. I hinted at it in the last question in my previous post. Maybe teachers of the future will create and facilitate content and resources rather than directly instruct. I feel like most students are non-consumers of the writing process. They do it out of obligation, not desire. I just have to create resources and videos and let them teach themselves. I can also be present for individual attention.

This seems like it devalues my role as an educator. But I would be doing the hard work of creating the student centered activities on computers or whatever technology I have access to. I do the heavy-lifting up front, and let the students do the learning in school and at home.

It is daunting, but it also seems like the obvious way to have students learn, which the the ultimate goal.

EDSS 530 "Disrupting Class"

Chapter 1: Why Schools Struggle to Teach Differently when each Student Learns Differently

1. Explain the difference between interdependence and modularity.  How is education currently organized?  

Interdependence and modularity are opposite terms to describe the organization of a system. A system or product is interdependent one piece is reliant on the on the make up of the parts around it. Modularity is more flexible system where pieces can be changed as needed. In an interdependent system, one piece cannot be changed without changing everything around it, or even the whole system. But in a modular system one piece can be replaced or substituted and fit in with the existing process.

The US education system is decidedly interdependent. The book cites several examples regarding special education needs, classroom and facility design, and the limits of textbooks and curriculum. The pieces that make up the education system are gridlocked, which means change and improvement are limited. Standardized testing limits a teachers ability to adapt a lesson so a particular individual or group can better grasp a topic.

At my current CP school site, the technical resources are limited in this way. Components such as computers, projectors, and document cams are strictly regulated by the district. Teachers are not able to use their own technology in the classroom. For instance, a teacher found a $60 document camera that works very well, but is not allowed to use it. The only option they have, if the district provides one, is a more expensive, less effective one the district provided because of a deal made with the manufacturer. 

Chapter 2: Making the Shift:  Schools meet Society’s need

2. Explain the disruptive innovation theory.  What does this have to do with schools?

The disruptive innovation theory is an economic explanation for the way established companies and products can be shaken by simple changes. Market leaders in most fields survive on simple improvements that drive consumption, called “sustaining innovations.” A disruptive innovation happens when a new company or product arrives on the market that may not be as good as the traditional product, but it is cheaper or easier to use, and therefore it begins to take over the market. It appeals to non-consumers and takes business away from the traditional producer. With improvements, the new, disruptive innovation becomes the new standard.

This disruptive innovation theory is rooted in economics and an open, capitalist market. The public school system, however, is a monopoly. Schools have improved along the lines of sustaining innovations. But there has not been any “game-changing” disruption because there is no outside party or company to shake things up. However the authors of the text, Clayton Christensen, Curtis W. Johnson, and Michael B. Horn, state that emerging technology could be a means to service struggling students and non-consumers in this “industry.” They predict disruption as a result of new technology.

Chapter 3: Crammed Classroom Computers

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 non-consumption?)

Filling schools with technology does not work because they are only being used to accomplish the same tasks students have always worked on for the past several decades. They are merely a tool or supplement to traditional teaching. They are only a sustainable change, they are not disrupting, because presently they are not competitive with a human teacher.

The Rachmaninoff incident the book describes is a decent analogy. Earlier record players were an option for those who could not see live performances. They were not competing with the consumers of live shows, because they technically were not as good. But they took over the music market by appealing to the non-consumers. They gave a way for people who were not consuming, to consume. Then came innovation, and personal music players still reign.

If computers were to supplant traditional teaching, it would have to start by appealing to the people who are not getting anything out of traditional education. Right now technology cannot compete with human teachers. But if it wins over the non-consumers, its potential will be realized and it can spark new innovation.

Chapter 4: Disruptively Deploying Computers

4. Explain the pattern of disruption. 

The pattern for disruption occurs in a S-curve on a graph depicting growth or market share over time. First, a new technology or innovation goes for the non-consumers, not to compete with the established “leader.” Basically, it starts its own market for the people who are not being served. Over time, the new innovation improves, and there is a dramatic spike in users which creates the S-shape of the graph. This is due to the consumers leaving the traditional product in favor of the new because it is usually cheaper and/or easier to use. Then the growth plateaus as the new innovation approaches 100% of the industry as more trickle in to the market.

5. Explain the trap of monolithic instruction.  How does student-centric learning help this problem?

Monolithic instruction is rigorous, non-engaging, and does not check for understanding. Keeping up with pacing and lesson plans are more important than checking to make sure each student is not only keeping up, but mastering what they need to move forward. A monolithic view is stuck in tunnel vision. Sure the class is “moving forward,” but the teacher is unaware if everyone is keeping up.

Student-centered learning is build around checking for understanding and adapting lessons so that students are growing. Assessments are used to monitor progress and provide instant feedback and differentiated instruction. Therefore, it is less high stakes. The focus is not on what percentage has been mastered, but how deep a student has gotten into a particular subject or material. Students get help where they need it, not just told what they are doing wrong.

Chapter 5: The System for Student-Centric Learning

6. Explain public education’s commercial system.  What does it mean to say it is a value-chain business?  How does this affect student-centric learning?

Public schools are run like a value-adding process. Essentially, schools rope in students, stick them in a classroom, and dump knowledge on them. This process exists because of the notion that this process makes them more knowledgeable and more valuable, educated citizens.

The book describes the process in six, circular steps. It starts with textbooks, which get assessed and adapted by states and districts, the teachers teach this curriculum, there may be some individual attention, then the students are tested and assessed, which informs teacher training, and comes back to textbook creation.

Students can get more attention and differentiation through student-centered learning, which requires teachers have to change some of their processes. This involves leaving behind the  VAP system for a more facilitated network. Since the public education system is monopolistic, there is little chance of outside disruption. Disruption would have to come within, which some educators may say degrades the value of their role, thus resistance occurs.

Student center learning can occur with the technology we have. A YouTube video can provide tutoring and customized learning. There are many forms and technologic platforms, this is just one example. Teachers need to remember their goal to educate students. This may mean that their role changes from direct instructor to creator and facilitator of this technologically based material that will help students learn. 

Minecrafting Education

This past Christmas my brother showed me a video game called Minecraft. I had heard of it before, but not really experienced it. Minecraft is a free form game where uses have access to a low-resolution world full of resources to build and craft as they please. There are other challenges, but the idea is it is a nearly limitless work for construction and creativity. At the moment, I am busy and do not know if I could commit to it, (because I know me, and I would get sucked into it.) Then I saw this:

This is just one of the many creations of the Old Globe people have released. There is so much potential for this in the classroom, it will not fit into this blog post. A quick Google search, and I found someone beat me to it. The Minecraft Teacher has a great blog of resources and ideas.

Personally, thought I am not even playing the game, thousands of users have uploaded videos and downloadable versions of their creations online. This is great visual way to present a setting for a story in English class that is inherently engaging.

For students who are playing Minecraft, I cannot imagine the joy of creating something out of a story or in response to a piece of literature by using this "game." For example building a setting would require detail and attention to the novel/story they might not have otherwise experienced. The in-depth nature of crafting means they are going to be thinking about what ever they are working on in a way that would dramatically increase retention.

History teachers, search on YouTube to find recreations of historical locations (such as: Pyramid of Giza or Colosseum)that will engage students and get them visually excited. This is also a great way to present geometry, algebra, engineering, and so on. I cannot wait to what happens to this "game" that can transcend all contents.

EDSS 541 Reading Response #21

IDENTIFY how you can use these assessment strategies in TPA Tasks.

At this point I have already submitted TPA #3. But looking over the resources, I am glad to see I was on the mark and used the right language.

I chose to examine the work of an EL student and a DHH student. For both of them, I made sure to say that just because a class are all the same age does not mean they all perform the same way on a specific assessment. They should be graded according their academic level and progress towards proficiency and beyond. I also made sure to say that my summative essay was the result of a week long writing unit that included activating prior knowledge, scaffolding, and peer help. The week long assessment gave every student appropriate time to complete.

EDSS 541 Reading Response #20

IDENTIFY 2-3 assessment strategies you can use in your unit.


The final assessment I would like to implement would be a free form reflection. Students could write, record, or present their thoughts on the unit, time travel, and the service learning project. Some students like to write essay and they can do that. But I think I need to be mindful of not wearing out the writing process. This will allow students of all needs to present information in whatever form they like. Essentially they choose their differentiation they want, but not matter what they should engage in reflective critical thinking.


I also like the use of self grading. This could be part of the reflection, or done separately on other assignments. While someone may be quick to assume that students will all give themselves the highest mark, I think certain rules would come into play. Students would be able to pick their grade, but they would have to justify it. Not only does this mean they have do more critical thinking and formulate an argument for themselves, the students should also keep this in mind while they are working. While completing each assignment, they may work harder knowing they are going to have to justify it.

EDSS 541 Reading Response #19

IDENTIFY strategies to differentiate assessment.


Differentiation depends on the need of a students. This is especially true for English Learners, or Emerging Bilinguals, and Students with Special Needs, but every student deserves accommodations that help them learn. There is a clear difference between differentiating for a better learning outcome versus a better grade.


Strategies can include assessment variety, scaffolding, activating prior knowledge, and allowing for more time. When it comes to assessment, differentiation needs to be in effect while grading. For example, English learners should be graded according to their CELTD level and the standards that apply. This does not mean native speakers are grade harder or that expectations are lowered. Assessment is the means to measure growth and progress, which can then be used to inform future lessons.

Google to Twitter to Blog: How I Found A New Resource

I started following all of my classmates and professors on Twitter. Then, I followed some celebrities and comedians. But I didn't know who else to follow. So I Googled it.

I searched for "English Teachers to Follow on Twitter". And I found this. A huge directory of teacher sand professionals on Twitter. There was to much to follow, but it each person's descriptions. So I hit ctrl+F (Find) and searched for books and content I was interested. And I continues browsing.

Then, I found @MrsOrman, a high school English teacher in Illinois who loves teaching The Hunger Games. THG is a popular book series with a movie coming out later this month. They are a relative modern classic, I had a great time reading them, and I am excited by the thought of bringing them into the classroom. Her blog has even more great resources and lesson plans.

So I tweeted Mrs. Orman: "As student working on my teaching credential, it is really inspring see someone use THG to excite students! Thanks for the blog."

And she sent back: "Thank you! It's too great NOT to teach. :) Good luck with your schooling, by the way."

By making these connections to a teacher across the country and I found access to her blog and lesson plans via teacherspayteachers.com, a way to share LPs and reward leading educators. When it comes to clinical practice and full time teaching, this is a great resource to share ideas and collaborate with other create/passionate people.

EDSS 541 Reading Response #18

INCORPORATE some of the lesson planning resources in your lessons and ITU.


A direct link to our assignment descriptions and sample lesson plans is here.

EDSS 541 Reading Response #16 & 17

Identify the 5 different components of Cooperative Learning.

Identify how you will use cooperative learning in your ITU. Be specific and describe the strategies you will use for each component.

1. Positive Interdependence

The teacher is responsible for assigning group work that encourages positive collaboration among students. Rather than working independently, student should be encouraged with goals and rewards so that they work together and learn from each other. Every student is responsible for their learning. They are also responsible for teaching group members and helping each other with content and concepts. In this way, everyone contribute and all should be seen as equals.

2. Individual & Group Accountability

The teacher is responsible for fair assessment of work done, which also encourages interdependence. The teach should monitor to ensure every student is participating and contributing to the final product. This can be encouraged by having roles in each group. The students do the work and are accountable for creating the final product and each group member should be able to say what the group is working on or has accomplished.

3. Group Processing

Students should have the opportunity to reflect on cooperative learning. The teacher should encourage students to think, discuss, and write on how to group worked together. This can be a chance to examine good and and strategies. Students should not just come away with a final product or content knowledge, but an understanding of working with others. The teacher merely needs to facilitate this.

4. Social Skills

This is an inherent feature of cooperative learning. The teacher needs to assign groups accordingly so that they complete the task, and do so with communication and trust. The students may have to extend themselves, particularly those who tend to be introverts. Through this style students learn leadership, responsibility, and communication skills.

5. Face-to-Face Interactions

The students are doing the learning, but the teacher needs to create the environment where this can happen. This is done by carefully planning groups and activities and monitoring progress. When this is done the student can collaborate, share ideas, and make connections.

Going over this PowerPoint helped me realize that group work is not the same as cooperative learning. To incorporate all of the aspects will require planning, and that goes double for an ITU or co-teaching.

The first step would be to know the students. This is done through experience and observation. Then, Julie and I will be able to establish heterogeneous groups that take a mixed groups of students that will work together for a goal. This will be how we get to Face-to-Face Interactions that lead to Positive Interdependence.

Monitoring the class by walking around, possibly using Supportive or Parallel Co-Teaching, will allow us to check in with each group. This is how we can assess accountability from each member and the group as a whole. At the same time we can check for social skills and make sure that everyone is participating and contributing, and that the rest of the group is allowing this. This ties back into Positive Interdependence.

Lastly, I like the concept of Group Processing because it allows for more critical thinking. I think this can be accomplished by having the groups discuss this amongst themselves, and in a class discussion. Having the Social Skills established will lead to better, honest reflection.

EDSS 546B Reading Response #1

Here is an older Reading Response to English Methods that I had previously emailed, here now to fill out my blog portfolio. 

  I am truly excited for this technologically inspired semester. It is a field I am experience in and inspired by, thus to be able to bring that into the classroom is fascinating. I have considered how we as educators must compete with students attention considering all this exciting technology we have available. I am looking forward to the ways we learn not to pull them away from the “fun” stuff, but essentially trick them into doing more of it with an educational spin so they learning something about reading or writing along the way.

  I think being computer literate is an invaluable skill for citizens and professionals, but as the Alliance for Excellent Education states, it does not get taught or funded readily. I want to do more than show students how to make a PowerPoint. I hope to have the resources to give my students this experience and it may require some innovative thinking. In my CP I, my cooperating teacher sought outside her district in two months received an extra monitor, keyboard, and remote clicker through the Donors Choose charity, which can be found at http://www.donorschoose.org/.

  The degree to which a student learns content, language, and technology skills is up to the teacher. Budgets and districts can be blamed, but there are resources available to those who want to make an impact. I still find there are new things for me to learn about technology, but I know that having this skill set and a desire to teach these to students will put me in a good position when it comes to looking for a job. But I am am not just seeing the advantages of using PLNs from thoughts on a prospective career. The Digital Learning Imperative reminded me there results of using technology in class are two-fold. Students learn the content and a 21st century skill set. 

EDSS 546B Reading Reflection #4

   Before I even got to the end of the reading the prompt for the Response I had the idea of revision in mind. When I saw it mention in the Activity I was pleasantly surprised. First, I will say that I am a proponent of revising writing, but before I go into that I would like to address the other points surrounding the Response.

   To answer the first question of the prompt, I think the obvious answer is to saw that I hope students are better readers and writers by the end of the year. It is an obvious statement, but an important place to start because the next logical thought is what are the ways to get them there. Through assignments and practice, hopefully a student will become more confident and comfortable as a writer as they find their voice and how to use the writing process.

  By using rubrics and feedback the student will know how he/she is assessed. Assessments are the key to viewing a students ability and progress. They must be designed so that the assignment reveals relevant results. The results I would like to see that would imply a student is a better writer is: refined use of grammar and syntax, the ability to explain share internal thoughts on paper, and reflective writing that shows critical thinking. Therefore, I have to teach this though practice and examples.

   The idea is to get better at writing. Practice is a required component of lesson plans and assessments. By giving the students a chance to write, they will use those “mental muscles” and get better at it. Written or verbal feedback should be used to guide the student in the future. Once the student has feedback and practice, he/she can work and understand how to put their voice on paper.

   As I said in the beginning, writing is all about getting better. The should always be the goal. No one is “perfect.” It is a perpetual process of growth. Therefore I stand behind the opportunity to revise papers to raise a grade. If a student receives a “B” on a paper, takes feedback, and works on it to make it an “A” paper, then they deserve that grade. The fact is they learned it, and therefore they deserve the grade. I do not want to badger the point, but the goal is to learn and use the material. If the student can do this, even after a revision, then they deserve the grade they worked for on that assignment.

   I can understand someone who protests saying that revisions degrade the value of someone who got an “A” on the first try. That individual earned that grade, but they did not have to do the extra work of revising. If a “B” student wants to do the work to raise their grade, I will not deny them. At the end of the unit, semester, or year, what matters is if a student knows the material, and that is how I will grade.

EDSS 541 Reading Response #14 & 15

DESCRIBE the co-teaching approaches you will use in you ITU.

DESCRIBE in your lesson plans who, what when, how and why in regards to the co-teaching approaches.


Working on this ITU has taught me that Math and English are less oil and water, and more peanut butter and chocolate. The more ways we can blend the two and show students connections between the two, the better they may internalize the material. The ITU is still in progress, but I think we can use all the styles of co-teaching on certain days.


The two that stand out most are parallel and complementary. During the first week, I think the parallel co-teaching would be a great way to implement some of the Flatland ideas Julie had. Her focus on geometry could be spread across stations, where we could monitor and help groups. Also, I am a fan of having visuals and multiple forms of covering material, so using complementary seems natural. Though I would not want Julie or I acting as just a notetaker. We would have to collaborate and think of ways that both of us could present something at the same time.

EDSS 541 Reading Response #13

IDENTIFY what co-teaching approaches were modeled this week.


During the meeting we covered four different types of co-teaching: supportive, parallel, complementary, and team.


Supportive: In this format their is one teacher in the front of the class, acting as a traditional teacher or expert, and another teacher roving the class, providing individual support to students or groups. Though the first position commands more attention the roles should be view by the teachers and students as equals.


Parallel: Two or more teachers work in this mode, typically involving learning stations. The teachers are responsible for checking in at each station and helping each group. Depending on numbers, some student groups will be alone for some time, therefore this should be an established technique to keep them working when not under direct supervision.


Complementary: In this format, two or more teachers are in the front of the class, providing the same information in two different ways. The mix could include oral presentations, PowerPoint presentations, graphic organizers, color coding, listing, simplifying, amongst other strategies. This provides a variety of inputs for the students of different learning styles, though the teachers must be aware their information correlates to avoid confusion.


Team: This is the most advanced form of co-teaching, and requires practice and planning. Essentially, two or more teachers doing the work of one traditional teacher. This involves seamless instruction and assistance to students as they move around the classroom. This is very conducive for mixed content lessons, which I have observed at High Tech High.

EDSS 541 Reading Response #12

Catching up on Reading Response posts.


An electronic draft of my ITU can be found here.