All posts by ckosnik

Resolutions, Reforms, and Incremental Change in Education

academics, journals, Teacher education, , , ,

Clive BeckNew Year’s resolutions are notoriously poorly kept. At our local gym, the regulars joke about the “resolutioners,” who sign up for a year but barely make it to the end of January. Sadly, a lot of proposed educational “reforms” are like that.

Clare, Lin Goodwin, and I (Clive) are working on a chapter on teacher education reform for the next Handbook of Research on Teacher Education. In reviewing the literature, we came across a wonderful article by Mary Kennedy called “Against Boldness” (Journal of Teacher Education, 61 (1-2), 16-20). In it, she makes a plea to avoid taking a “bold” approach to teacher education reform. The article has important implications not only for teacher education but for teaching in general and even everyday life (as in trying to keep fit). Kennedy remarks:

[B]old ideas are part of our problem, for by definition they are unrealistic, out of range, over the top. Ultimately, bold ideas fail because they don’t take real circumstances into account or because they expect too much from people. Eventually, each of us runs out of gas, gets tired and disheartened. (p. 17)

In my view Kennedy isn’t a pessimist or anti-idealist: she thinks substantial improvement is possible and should be pursued. But she believes we must pursue it by (a) acknowledging and building on present achievements and (b) proceeding incrementally (like the tortoise that finally won the race). She says:

What we need in education are ideas that develop slowly and that build on what we already have, not ideas that develop excitedly or that deviate markedly from current practice…. [B]old ideas…hinder our progress toward real improvements by distracting educators and making it more difficult to concentrate…. Every helpful idea requires teachers to make adjustments. Every time we help teachers, they have to stop thinking about how to wrap their students’ minds around a concept and instead turn their attention toward accommodating the new innovation…. [T]here is no doubt that we need to find ways to improve teaching and teacher education. But [instead of pursuing bold ideas, we should be] studying our practices closely and deliberately, deepening our understanding of the circumstances in which we work, and finding small and sustainable ways to improve. (p. 19)

As the JTE editors rightly point out, Kennedy’s position is itself bold! Indeed, it is radical in today’s climate. But it is productively bold, offering an alternative to the myriad high-sounding, contradictory, and often damaging measures, frequently promoted for political reasons rather than out of genuine concern for improvement. Let’s be systematic and effective in our renewal work, not “bold.” How’s that for a New Year’s resolution!

Predatory Journals Part 2

academics, journals, , ,

On January 4th I (Clare) did a post about predatory journals. My good friend Tim Fletcher (professor at Brock University) sent me a useful link. Brock has put together a list of guidelines for evaluating journals and gives a link to Beall’s list of predatory journals.   Here is the link: http://www.brocku.ca/library/services-lib/faculty/guidelines-for-evaluating-a-journal-publisher

10 Steps for Avoiding Teacher Burnout

Reflections, schooling, teaching, ,

As many of us start a new semester I (Clare) found this article on ways to avoid teacher burnout very interesting and relevant. Although written for teachers, I found a lot of the advice relevant for me as a teacher educator. I particularly liked point # 2  – remember to keep up your fitness level! The article by Ben Johnson is from the excellent website edutopia . Here is the link for the article: http://www.edutopia.org/blog/ten-tips-to-avoid-teacher-burnout-ben-johnson

“Why did I want to be a teacher?” We all face burnout, sometimes on a daily basis, and in my case, especially after fourth period. Most of the time, we can pick ourselves up, brush ourselves off, and go back to the drawing board to try another strategy to find success with student learning. I have to admit that it is getting more and more difficult to make that transition back to a willingness to try again. I can’t help to think students are more difficult than they used to be a few years ago, and pressures from accountability are becoming more oppressive. And of course, the pay for teachers is inadequate. With all of this we may ask, is it worth it?

Rather than provide a list of things to avoid, I would like to take a more proactive stance by sharing things that will help diminish burnout feelings and help you answer, yep, it is worth it.

Step #1) Have Fun Daily with Your Students

Share jokes, brief stories, puzzles, brain teasers, etc. This keeps it interesting for you and for your students. It only takes a minute and they are easy to align to the topic of the day.

Step #2) Take Care of Your Health

The physical status of your body affects your emotional responses, so never feel guilty about taking care of yourself. Skipping lunch or breakfast are bad ideas. Make sure you get enough sleep each day. Take a rejuvenating micro-nap when you get home. Get some better shoes to put a spring in your step. I used to think that I was an active teacher and did not need exercise, but I realized that I need cardio-vascular and upper body exercise, too. Thirty minutes on a treadmill, two days a week will do wonders. Simple pushups strengthen your abdomen, back, and arms. You will be surprised at how much it helps you not be worn out at the end of the day.

Step #3) Learn Something New and Share It with Your Students

Read an interesting book — education or non-education related. I have been reading, The Smartest Kids in the World and How They Got that Way from Amanda Ripley. It is interesting and education related, so I don’t feel guilty about taking time away from lesson planning and grading. Read a classic that you have always wanted to read but never got around to reading. Watch a TED Talk or go to Iuniversity and find something interesting about brain research (that’s what I like to explore anyway).

Step #4) Help Another Teacher

Share your motivating experiences locally or online. Edutopia is always here for that. If you take the time to respond to a blog, you may be surprised at the response. Start your own uplifting blog to help beginning teachers or nearly burned out ones. Be active in your professional organization by volunteering to teach, facilitate, or prepare workshops. Mentor another teacher, either formally or informally. We can all use as much help as we can get.

Step #5) Make Someone’s Day

Call a parent and tell them how good their student is. Find a student that is struggling and sincerely complement him or her on something they are doing well. Show gratitude for an administrator, or fellow teacher by sending them an appreciative note, giving them a hug, or presenting to them a small gift.

Step #6) Lighten Up

Smile (it’s after Christmas and it’s ok). Try looking in the mirror, putting on a smile and then try not smiling for real. It is nearly impossible. So try smiling when you do not feel like smiling. When you greet your students at the door, smile at them and a miracle happens: They will smile back.

Step #7) Be a Scientist

Experiment with new strategies and become an expert in them. Ask your students to help. Do a control group and an experimental group. Document your results and share them at a faculty meeting or a conference. Celebrate success.

Step #8) Look for the Positive

Be a voice for positive thinking, even in the staff lounge. It won’t change the situations, but you will feel better and others might be uplifted too. While teaching is hard, it is not all bad. Half empty glasses are not nearly as exciting as half full ones.

Step #9) Redecorate

Switch out the bulletin boards, move the desks, and adjust the lighting. Add your favorite smells or be adventurous with new ones. I found interesting ones: rhubarb, teak wood, and Hawaiian breeze (usually spray, or solid.) Check with your schools policy about bringing plug-in oil or scented wax warmers.

Step #10) Trust Students More

Let the students know that you will be trusting them more and give them opportunities to earn your trust. Try some project-based learning. Develop strong rubrics, share them with students, and then let them learn as you facilitate and coach.

Turning Things Around

It seems it is easier to fall into the trap of pessimism and negativity because of all the (okay, I will say it) “garbage” teachers have to endure, but that does not have to be our choice. We can choose our attitude, and choosing to do proactive things like those I listed above will go a long way in helping us keep our sanity and avoiding burnout. What helps you keep plugging away? Please share in the comments section below.

 

Finding Beauty and Humour in Winter

Reflections,

Like much of North American we are experiencing brutally cold weather. I (Clare) walk and Winter Wonderlandtake the bus to work so I have struggled with the windchills that have hovered near -25C all week. Looking on the bright side here is a gorgeous photo of a winter scene and a cute cartoon. For those of you living in warm climates – send us some sunshine!

Winter Cartoon

Goodreads

classroom teachers, literacy, , , ,

Image Children_clipart_reading_circle-315x254Building on Lydia’s post yesterday, I (Clare) want to highlight the site Goodreads. I check it regularly to read their suggestions and/or book reviews. It also allows groups to have a shared space. This would be a great place for student teachers in literacy courses to share books they have read with pupils. (They now include children’s literature in their genre list.)OliverJeffers

If you do not know the Goodreads site, check it out at: http://www.goodreads.com/

Publish or Perish: The Rise of Predatory journals

academics, , ,

In the past year, on a regular basis, an email would pop up in my (Clare) inbox about a new journal and invite submissions. I would scan the email and wonder – is this legit or is it a boondoggle? I usually deleted the email because I was not sure if it was spam but I have often thought that I might be missing a great publishing opportunity. Am I being old-fashioned and not using social media? Mark Kingwell, Professor at the University of Toronto, wrote a GREAT column about “predatory journals” which answered my question. So new scholars, do not get fooled. Press the delete button! And all academics will find his stats about acceptance rates at top journals a bit disheartening. Here is an excerpt from his column and at this bottom of this blog is a link to the entire article.

Predatory journals take a bite out of scholarship by Mark Kingwell

The academic imperative “publish or perish” is so well known that people with no intention of entering scholarly life are familiar with it – no tenure for you, my friend, without at least a handful of citations. The journals should be reputable and selective, as all the best ones are, but in the crunch quantity might just trump quality. Alas, now comes this new storm on the horizon of university careerists: predatory journals.

Nobody inside academic life will consider it news that the number of journals, in almost every field, has risen in the post-print era. The good ones remain, and sometimes even retain a print version, but they are now flanked by opportunistic newcomers who prey on the desires of tenure-seeking scholars.

That, in itself, is no big deal. A new journal can publish work as accomplished as an established one, assuming the usual practices of double-blind peer review: The reviewers, assumed to be experts in the field, don’t know the identity of the author, and the author doesn’t know who the reviewers are. In my field, philosophy, acceptance rates at good journals run to about 5 per cent, or one in 20 of submitted pieces, and rare is the article that goes into print without extensive revisions suggested by the reviewers.

Predatory journals are a whole different beast. Instead of you seeking their grudging approval, they come after you. And then they demand money.

http://www.theglobeandmail.com/globe-debate/predatory-journals-take-a-bite-out-of-scholarship/article22275403/

2014 in review

Reflections, , , , , , , , ,

Hello Readers of Our Blog,

I (Clare) got a summary from WordPress about our activities this year. Wow! For a little educational blog we are proud of our efforts. Thank you readers for taking the time to read our posts, post comments, and share our work with your network.

The WordPress.com stats helper monkeys prepared a 2014 annual report for this blog.

Here’s an excerpt:

The concert hall at the Sydney Opera House holds 2,700 people. This blog was viewed about 16,000 times in 2014. If it were a concert at Sydney Opera House, it would take about 6 sold-out performances for that many people to see it.

Click here to see the complete report.

Supporting Teacher Educators for Better Learning Outcomes

academics, Teacher education, , ,

The European Commission on Teacher Education has done some amazing work looking at teacher educators. “The European Commission’s Thematic Working Group on ‘Teacher Professional Development’ brings together national experts from 26 countries. It is recognised that Peer Learning activities between Member States can provide opportunities to share knowledge about current policy and to exchange best practice.” In 2013 they produced the document Supporting Teacher Educators for Better Learning Outcomes. I (Clare) found the document quite systematic and informative because in considers a number of issues and provides examples from various countries. Here is a link to the entire document. European Commision on Tchr Ed

Here are some findings you might find interesting.

Member States increasingly acknowledge the need to define clearly what those who teach teachers should be expected to know, and be able to do; they acknowledge that great care needs to be taken in recruiting and selecting

teacher educators, and in facilitating their career-long professional development. By stimulating and supporting the development of explicit frameworks and policies, national and regional education authorities can assist teacher educators to be as effective as possible.

Given the influence that teacher educators have on the learning of (student)teachers, ensuring that their work is of high quality is extremely important (Snoek et al. 2011). Raising teacher educators’ quality and formal qualification requirements can lead to wider improvements in education (Buchberger et al.2000, European Commission 2012b). In European countries, however, there seems to be little explicit policy, either to define what quality means in teacher education, or to define the formal education and professional development required of teacher educators.

Professional ownership seems to be promoted also by Dutch teacher educator standards (Koster and Dengerink 2008); on the other hand, teacher educators can see standards linked with assessment systems (such as in England) mainly as external quality assurance tools, and therefore perceive them as constraints on professional autonomy (Morley 2003). Policies in European countries which show growing interest in these aspects can provide examples for reflection. In some countries, teacher educator competences are already defined by the government and specified in law (e.g. in Portugal), or they are being developed (e.g. in Austria and Germany).

In the Netherlands, a set of professional standards for teacher educators is in place, developed by the relevant professional body through dialogue with stakeholders.

In Belgium (Flanders), a developmental profile for teacher educators was devised by one regional teacher education network, in consultation with other networks; it is now disseminated on a national scale by the professional association of teacher educators. The definition of minimal levels of competence in this professional profile is considered as important; the Ministry can have a facilitating and supporting role.

The Netherlands have had a complete set of teacher educator standards for more than ten years now; it has been revised to include school-based teacher educators, and currently, competence levels. This is complemented by a specific knowledge base that describes the key elements of being a teacher educator, undertaken jointly by the professional association VELON and the VU University Amsterdam (in place since 2011).

In Luxembourg, following up recent educational policy for teaching and learning improvement in schools, a university working group has the task of defining competences for teacher educators in primary education, facilitating collaboration between university faculty and school mentors. A university research project has also been launched to develop a handbook for secondary school teacher educators, who all receive specific training.

In Estonia, guidelines about competences of teacher educators (mentors) in induction are used for their selection in schools: they underline the importance of first and second order competences, but also of professional attitudes –commitment, responsibility, willingness to support and supervise. There are also interesting initiatives in academic institutions. The categorisation of teacher educators aims to develop professional career models in teaching practice schools, where teacher educators can express multiple identities and competences – teaching, supervising and carrying out action research

In Germany, national standards for teacher education offer guidelines for teachers’ and teacher educators’ quality, defining specific knowledge requirements for teacher educators. Those working in University Colleges of teacher education (Ausbilder) are generally expected to have the competences mapped above – including intercultural, collaborative, supervision and pedagogical competences. In most Länder there are special regular offers of CPD for teacher educators, within regional partnerships and cooperation structures with teacher educators from Universities.

In Austria, legislation on the duties and responsibilities of teacher educators in University Colleges will provide a point of reference for the description of necessary competences, working in parallel with a Quality Act recommending the competence requirements of teacher educators working in schools and continuing professional development (CPD). The profile of CPD trainers, for instance, focuses on competences about counselling, process management and implementation, communication, and so on.

In some countries of the cited survey, formal qualification requirements for teacher educators have been introduced, focusing on specific groups (e.g. in Sweden, Hungary and Finland). Other countries have approached this issue in the context of the accreditation of institutional providers of teacher education, as in Ireland (Caena 2012).

In Sweden, all teacher educators working at universities are required to have a PhD, with the development of intensive support programmes for those teacher educators that need to achieve a PhD qualification.

In Hungary, formal university education programmes for school-based teacher educators (mentors) are being introduced.

In Finland, the requirements for teacher educators working in teacher education institutions include MA qualifications and advanced Education studies (at least 90 ECTS).

In Ireland, the Teaching Council has developed revised criteria for teacher education providers, which now express requirements for staff responsible for student teachers’ learning. They include:

  • a qualification at a higher level than the one being taught;
  • teaching experience in the relevant sector (primary or post-primary);
  • research activity as for supporting theory-practice integration; and
  • registration with the Teaching Council (it is recognised that all these criteria might not be met by all staff).

The Teaching Council has also begun to identify some of the competences needed by school-based teacher educators, within a pilot model of induction/probation. Such teacher educators should:

  • be fully registered and have at least five years’ experience as such;
  • be good communicators, sensitive to the viewpoints of others;
  • be committed to providing professional as well as personal support and

challenge;

  • be good role models, with a wide repertoire of teaching styles;
  • be committed to high standards of professional practice and conduct;
  • be willing to commit time and effort in the interest of developing newly

qualified teachers as well as their own practice;

  • be open to being observed in their practice by other teachers.

Consideration is being given to developing similar sets for teacher educators

involved in facilitating induction workshops.

The Most Popular Teacher Tools Used in 2014

digital technology, , , ,

As regular readers of this blog know, I (Clare) am very interested in using digital technology. Although I am not a techie I am always keen to learn more.  The fabulous website Edudemic has a great list of the top technology tools for 2014.  Very interesting and informative. I thought I would share it with others. The article can be found at: http://www.edudemic.com/10-popular-teaching-tools-2014/

By Edudemic Staff on December 11, 2014

Last year, Edudemic published a list of the most essential and popular educational tools used in modern classrooms across the globe. While many of 2013′s contenders retain top spots for 2014, there are a few new and noteworthy tools that made it onto this year’s list, and some of last year’s mentions have shifted in the rankings. We highly recommend taking a look at these “battle-tested” teaching tools; some of them may be a perfect fit for your modern classroom.

1. Google Apps for Education

Google World
Image via Flickr by topgold

It’s no surprise that Google once again reigns supreme. Google claims that more than 40 million students and educators use its suite of free apps. And why wouldn’t they? Google Apps for Education include tools like Google Docs, which helps student and teachers collaborate, and a calendar that helps students and teachers stay organized. The customizable security settings lend peace of mind, and it’s all ad-free. This suite of tools retains its top-dog position from 2013, thanks to its utility and because it continues to be so wildly popular with educators on a worldwide scale.

2. Twitter

Twitter stays planted firmly in its number two spot primarily because it has evolved into a legitimate place for growing a personal learning network (PLN) among educators. More and more teachers, in fact, are realizing just how handy this social network is when it comes to stimulating thought-provoking discussions. Educator Chris Bonke, whose story appeared on The Atlantic’s website, says he initially hesitated to use Twitter for his Freshman English class at North High School in Downer’s Grove, Illinois. However, Bonke explains that he found it helped his students engage in conversation about their assigned reading material.

3. YouTube

What student wouldn’t choose to watch YouTube rather than read a textbook? This video-sharing platform is a universe in itself, with myriad channels that can help educators. Among the most popular channels that are bound to capture students’ attention is Shots of Awe, which presents fascinating facts about a range of scientific topics. For its ever-growing usefulness, YouTube moved up a spot in the rankings from last year’s list.

4. Edmodo

ImageEdmodo
Image via Flickr by espiche

Edmodo, like Google, boasts more than 40 million members. This all-in-one learning platform gives teachers the power to easily schedule homework and assignments, read about the latest trends in education, network with other teachers, and monitor student progress. The best part? Unlike other industry-leading learning management systems, Edmodo is free. Last year, Edmodo came in at number seven, but its booming popularity has secured the number four spot in 2014.

5. Remind

The most popular upstart to break into this year’s list is Remind. One in four teachers use the app, according to a recently published article by NPR. “Think of it as a combo of sticky note and class newsletter for the digital age,” writes nprED reviewer Elissa Nadworny. “Remind allows teachers to send messages — via email, cellphone, iPad or Android device — to an entire class with the push of a button.” Businessweek says that about one million teachers and 17 million students and parents use Remind. The app is particularly popular in Texas, Georgia, and Alabama, where between 40 and 50 percent of teachers use it. Remind is a newcomer on our list of popular teaching tools, but its star is clearly rising.

6. WordPress (and other Blogging Software)

Last year, WordPress came in at number nine on our list, but this year we moved this platform (and all of its associated blogging tools) to the number six spot because of its value to educators. Teachers can start a classroom blog that all students can contribute to; this encourages them to think deeply about what they are learning and engage in discussions. It also serves as a fun way to help them hone their writing skills.

7. Evernote

Evernote proudly points out that it has more than 100 million users. A good number of those users are teachers. They make use of the app to share information with students and substitute teachers, organize lesson plans, and jot down ideas. The tags and reminders features can help you stay on schedule and on top of all your material. Last year, Evernote came in at number five on the list, and the only reason it dropped a few places is because there are so many other awesome teaching tools that merit a mention. See Edudemic’s recent walkthrough on using Evernote to build student portfolios to get an idea of this tool’s potential for your classroom.

8. EDpuzzle

ImageEDpuzzle
Image via edpuzzle.com

EDpuzzle is another newcomer on the list, and its spot is well-deserved, thanks to its ability to transform any video into a real lesson. With EDpuzzle, you can add your voice to videos or even insert questions. You can also search for useful videos across multiple platforms including YouTube and LearnZillion. If you want your students to slow down and digest the material, you can disable skipping on a video.

9. Easel.ly

Easel.ly is a relatively new tool; it stepped onto the scene in 2012, and since then, it has welcomed more than 300,000 users. This free gem lets you create custom infographics. Whether you want to break down a complex idea using charts and images or just want to highlight some main points, Easel.ly lets you do it — well, easily. As Easel.ly continues to evolve, we wouldn’t be surprised to see it climb a few spots on this list.

10. Dropbox

Dropbox is another cloud storage service that gives you easy access to your documents at any time and any place. All you have to do is drag a file or folder into Dropbox, and it syncs across all your devices. Even though it was number six on our list last year, this app has fallen to the 10th spot because Google Drive has usurped much of its functionality.

Honorable Mentions

The following are some teaching tools that we showcased on last year’s list. They still have undeniable value to educators, but were bumped off the list because they’ve become more stagnant in popularity than the exciting newcomers that have supplanted them:

  • Skype: This communication service lets you collaborate with colleagues or students around the world. Skype took the number three spot on last year’s list.
  • Socrative: Socrative came in at number 10 last year. It is a platform that encourages student discussion by allowing teachers to create assessments and activities and keep an eye on how students perform.
  • Class Dojo: This app was in the number eight spot on last year’s list. It is a perfect fit for elementary school classrooms because it lets you instantly reward good behavior and point out less-than-ideal behavior. A little more than 2 million teachers use Class Dojo.

We don’t blame you if all the teaching tools available to educators leave you feeling a tad overwhelmed. Try them out one at a time and see what works for your classroom!