Reflection about Paper

I made a stab at modeling the use of paper from its invention to its current high level of consumption and how to recycle said consumption. When I started the research I became quickly overwhelmed with information. The more I searched the more interesting it became…and bigger and bigger. I learned about de-inking paper, what types of paper could be recycled and where a lot of the sources for paper come from. I also learned about the effect on the environment and what some other countries are doing about it.

Chart of De-inking Paper

Let’s back up a minute… the history of paper and paper making was very interesting. I didn’t really think about cavemen men drawing on the walls as a way of communication. Unfortunately you can’t take a wall with you when you move. I found it fascinating to learn about Ts’ai Lun (the inventor of paper) and the journey of paper from China to other Asian countries, from there to Arabia and Europe, then finally to the new world.

I created a map of ideas about what I wanted to learn and include in my presentation. I thought it might clarify what I wanted to do with the model.

I then set about creating the presentation and the model. I feel they are a representation of each other. The presentation is finished but I still want to work more on the model. It needs more…..depth. I have included the problem and the current information about paper usage especially in the US. I’ve been working on the factors and changes that could be, given certain variables. I’ve created a flow chart with plans to include what might happen if we do not change our consumption habits, what we need to do to improve the situation and what might be idea situations in collaboration with the rest of the world.

The whole process has been frustrating, painful, fascinating, intriguing and many other descriptive epithets. I’ve learned a ton about paper, recycling and the bad habits of humans. I’m sure I’ll learn even more as I add to my model.

Model in Progress

http://www.paperrecycles.org/

Great recycling information

http://www.afandpa.org/

Great recycling information

http://earth911.com/news/2008/09/29/the-economics-of-paper-recycling/

Paper stats

http://www.whatprice.co.uk/environmental/recycle.html

http://www.ehow.com/facts_4827369_effects-not-recycling.html

What if we do nothing

http://www.earth-hugger.com/

Ideas on how to be eco friendly

http://www.capv.com/home/Multiclient/FutureofPaper.html

Future of paper info

http://www.wbcsd.org/web/publications/paper-future.pdf

Future of paper study

Mini Unit

When I started this project I had a tough time coming up with the topic and grade group. I decided to base the mini unit on a book. I then chose the second grade…Mrs. O’Brien class. I have had a particularly good rapport with this group and they were excited about my idea. I chose the book Listen to the Wind…The Story of Dr. Greg & Three Cups of Tea. It is a true story of a man who gets lost in the mountains of Pakistan and saved by a village with no school. He learns about their children and live of learning and decides to help them build a school. The village is on a mountain and is very difficult to get to, so getting supplies to the new school site was a challenge.

I went to Mrs. O’Brien and proposed the unit based on this book and their current unit of simple machines. She thought it was a great idea and set aside time for me to implement the unit. We started by reading the book together and brain storm about how to help Dr. Greg get supplies to the school. They suggested the Lego kits and wanted to try to get supplies to the mountain top.

We created a concept map of what they wanted to do and how to achieve their goals. Then we took the materials and students into the back of the tech lab. The students wrote game plans of how to get the supplies up the mountain side and drew pictures of the simple machines they would be using to accomplish the game plans. It was so much fun watching them choose and purchase their supplies and work in their groups. We worked together one day on the book and brain storming, two days on the simple machines part and another two days on reflection and assessment.

Later after it was finished I sat down and thought about the whole experience. I thought the book part was great. They had great ideas. The implementation of the simple machines part was chaotic and crazy and the students had a hard time with it. They did not understand how to create the simple machines and that caused strife with in the groups. Fortunately they had a great time and learned about the difficulties of solving a complex problem.

I would probably have given them more time and not added the bricks. Too Heavy! I also might have done this project with older kids if they had been doing a simple machines unit. It was sweet and fun but the second graders really did not get it. When we created the assessment concept map they came up with great reasons why it did not work and how hard it was to work in a group. It was still fun and I would do it again.

Concept Map

While creating this concept map I had to think hard about what was most important to include. There is so much and what do I choose and how detailed do I get? I decided to start with the syllabus and then go with what I found most helpful to me. Every item I included made me think of another important piece of this big puzzle. It just kept getting bigger so I finally stopped and started thinking how all of this was connected to everything else and the mini unit I implemented.

The problem solving steps combined with Craig’s lesson plan template were very helpful in coming up with the mini unit. I kept seeing connections between Gardner’s Multiple Intelligences, model types, critical thinking skills and the assessments information in Barell. I kept thinking about certain students and how all of this could be applied to help them have a rich learning experience.

I created a concept map with my second graders and we talked about what they wanted to accomplish and how they thought they could make it happen. They ended up making a physical model and then “Got Graphic” by drawing what tools they thought might work and what those tools could do. We then created a second map for assessment purposes. They had a great time and I learned a lot about how second graders think and learn.

Essential Questions

Essential Questions for Teachers

--with thanks to Faith Rogow, Ph

Am I trying to tell the students what the message is? Or am I giving students the skills to determine what they think the message(s) might be?

Have I let students know that I am open to accepting their interpretation, as long as it is well substantiated, or have I conveyed the message that my interpretation is the only correct view?

At the end of the lesson, are students likely to be more analytical? Or more cynical?

-- from Literacy for the 21st Century: An Overview and Orientation Guide to Media Literacy

Who is the Teacher in Your Classroom?

What is the best way to collaborate with parents?

How can teachers best model effective use of emerging digital tools?

Why should we use questions as the scope and sequence of unit?

What is the best way to frame connections between content, skill, and assessment choices?

What is the role of the tech teacher in an elementary or middle school?

What does it mean to be part of a team?

What is the role of the specials classes in elementary or middle school?


1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.


2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.


4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources.

These are questions that I found online or wrote myself.

I’ve been talking with students and teachers for a few months about the ideas within these questions. They will be used for a number of projects throughout the rest of the year, mostly in the tech lab but scaffolded in the classrooms as well. All the NETS for students apply here.

Essential questions for students in the tech lab


In a world of constant technological change, what skills should we learn?

How do I choose which technological tools to use and when it is appropriate to use them?

What are my responsibilities for using technology?

What constitutes misuse and how can it best be prevented?

How can I transfer what I know to new technological situations/experiences?

Can we control the pace at which technology is created? Should we, even if we can?

How does technology extend human capabilities?

What are the positive and negative consequences of technology?

Should technologies that produce negative impact continue to be used?

When are the most sophisticated tools required and when are the simplest tools best?

http://www.state.nj.us/education/aps/njscp/Phase1allAreas.pdf

What does it mean to be part of a team?

Why do this project as a team instead of individually?

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.


For animal habitat project…2nd-3rd grade

Why is it important to stop deforestation?

What would it take to get all of America to recycle newspapers every day?

I left the incorrect post up just in case anyone wanted to see the links.

Essential Questions plus Some Interesting Sites on the Subject

Hey guys...I misunderstood this assignment and am in the process of repair...bear with me. The links are pretty cool though. I'll put up the correct info then make another blog with the resources I found. Thanks

Here is my list of essential questions. Some are more essential than others and I cited the websites where I got the ones I did not write myself.


What is an essential question?

Why are essential questions important in the classroom?

http://www.authenticeducation.org/bigideas/article.lasso?artId=53

_______________________________________________________

What is problem solving to you?

How can problem solving be taught to you?

Why is it important to stop deforestation?

What would it take to get all of America to recycle plastic bottles every day?

What is the role of the tech teacher in an elementary or middle school?

What role does technology play in the history of a people?

What is the role of the specials classes in elementary or middle school?

What are the essential steps needed to attain a teaching position in an elementary school?

What does it mean to be alive?

What does it mean to be part of a team?

Why is it important to support family members when they won’t support themselves?

________________________________________________________


How is "understanding" different than "knowing"?

http://www.takingaim.org/components/teaching.htm

________________________________________________________

In today’s world of women’s equality would the “women and children first” rule of a sinking boat be valid? Why?

www.rmstitanic.net/pdf/essential-questions.pdf

________________________________________________________

In what ways are animals human, and in what way are humans animals?

http://www.oakcrest.net/news/essential.pdf

________________________________________________________

What traits make someone a good friend?

Why do rules have to be followed?

What is the best way to balance the need for resource development with protection of the environment?

What is the price of progress?

http://questioning.org/mar05/essential.html

Copyright Policy: Materials published in The Question Mark may be duplicated in hard copy format if unchanged in format and content for educational, nonprofit school district and university use only and may also be sent from person to person by email. This copyright statement must be included. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Showing these pages remotely through frames is not permitted.

_________________________________________________________

Why is art necessary?

http://www.greenville.k12.sc.us/League/esques.htmlhttp://www.greenville.k12.sc.us/League/esques.html

_________________________________________________________

If answers to essential questions cannot be found, why bother to ask them?

http://www.k12.hi.us/~dtisdell/webquest/ssessques.htm

_________________________________________________________

Interesting links I found on the subject

http://ozpk.tripod.com/0000000EQ

http://www.bcps.org/offices/lis/models/elem.html

http://classroomcoaches.com/?inc=egquestions

Blog Post 2

I was so excited when I was hired at Baker Demonstration School to be the new technology teacher. I had just finished my Masters of Art in Education from National Louis University the year before and had two thirds of a year as an assistant teacher in the media lab at Middleton School in Skokie. I had a very positive experience there. Ann, the Librarian, gave me different jobs to do that called for research and exploration. I learned a lot about some educational tools and technology. I already had years of experience as a web site designer but little training in educational technology. So…when I was hired at Baker I was very pleasantly surprised and more than a little scared.

Baker had a first year teacher mentor program and my mentor was a woman named Mary (the names in this story have been changed to protect….well…ME!). She got me started with creating goals for the year, but as time went by and I started to struggle, she was more critical than supportive. I was teaching grades one through eight adding up to about 250-270 students. I didn’t have enough experience for the job but I didn’t want to quit. I also was afraid to admit that I didn’t know what I was doing. I tried asking for help from my mentor but it became increasingly obvious that she was a very angry person who did not want to be a mentor right from the beginning.

Halfway through the school year I had my review with a temporary administrator who we will call Penny. The reviews for first year students are only supposed to cover class room management. If we have problems in other areas there is supposed to be a support system in place to help us succeed. When I walked in to that review I walked into an ambush. Penny proceeded to tell me all the things I was doing wrong. She had nothing positive to say and told me other teachers were complaining as well. Basically she told me I couldn’t do anything right. No one had actually come to me and talked about my better meeting their needs. I had asked for help and not received it. It took me two sleepless nights and a conversation with another educator that I trusted to realize that I needed to either quit, because the job wasn’t for me…or if I wanted to continue to be a technology teacher I had to grow a pair,,,get a spine…be proactive! I chose to say…(sorry for this) Yes I Can!

It was a transformational experience and very freeing. I went to the Head of School told him about the review and overall lack of support and what I planned to do about it, including documentation of the whole experience. He approved of my plan and asked to meet with him again to let him know of my progress.

First I asked the Penny to come down from her office and meet with me in my office. I told her that I had heard all of what she said in the review but that nothing positive was given me to work with. She apologized for the lack of positive feedback and said she must have forgotten to tell me my classroom management was exemplary. That was nice, but to little to late…(that’s just me being snarky).

I went to teachers and asked to go to their meetings and plan with me and collaborate. I got lists of their students add the student pictures in and was more quickly able to learn 260 some odd names. I checked in with teachers and students on a regular basis about what we were doing to avoid problems or misunderstandings. I offered training sessions for different technology tools. I go to their rooms if they can’t come to me. I reorganized my desk to find information faster and overall be a better organized teacher. If I had questions I went to the few teachers I trusted and they helped me work out the kinks.

This was a time of very meaningful learning for me. I had a choice to rely on someone else to solve my problem…probably not in a good way or I could take the bull by the horns and be my own advocate. It has changes the way I handle just about every thing I do. It’s all about perspective...mine has changed for the better. I enrolled in the TIE program and National Louis to upgrade my teaching and life skills. I joined educator groups like ISTE an ICE. I bought subscriptions to trade magazines such as Edutopia. I also started going to conferences and learning from my peers all over the world. My perspective has changed for the better and my skills continue to expand. I have a long way to go and will always be learning new things…that’s what it means to be a life long learner. I will never go to Penny for help or advice but at least I can work with her.

This year I am helping our new Spanish teacher with her struggles and am also a shoulder when she needs to vent. There is no more mentoring program at Baker and I’ve decided to help someone in need, program or not. I wanted to give someone else the chance for the good first year experience that I did not have. Funny enough, helping her is also helping me.

Welcome to my Blog...Here is My First Post

I am the technology specialist at Baker Demonstration School where we have a no grades policy. We do our progress reports with long narratives instead of the tradition grade assessments. Our school is progressive and my tech lab is a project based learning environment. One of the problems I’m trying to work with is the lack of accountability by our middle school students. Our seventh grade is particularly difficult this year. Keeping twenty two hormonal teenagers who have no fear of grade based repercussions, on task is proving to be almost impossible. The same thing is happening in all the specials classes such as Art and Music. We as a team have been frustrated about the waste of time and resources and lack of ability to teach our curriculum.

This issue is pretty huge and affects all the specials classes and the middle school teachers as well. I plan on trying to have a deep discussion with the seventh graders about their behavior. I can have them do some roll play with me as a student and them as teachers or try the same thing with them playing all the roles and me facilitating. I would like to get the other specials teachers and middle school teachers involved in the process. I also think it would be a good idea to include our Head of School and our Curriculum Director. It would be wonderful if all the people that are affected by this problem, including the students themselves, worked together to find a solution.

I believe that part of the problem is the size of the class, twenty two students, and their lack of respect. I feel that we don’t have enough measures put in place to help them understand the consequences of their behavior. I also feel hampered by the unspoken idea that the specials classes are not as valuable as others and therefore less attention is given to our need for guidance.

My thought for this group of students is to find out what the seventh graders are really into. What would catch their attention and keep it. I need to scaffold projects around those interests and make sure they understand that there will be consequences for inappropriate behavior. We need to have a warning system in place and maybe a reflection paper for those who do not heed the warning. Anything past the reflection piece could include being sent to the office and a letter to the parents explaining the issue. At the very least splitting the seventh grade into two groups alternating with the other specials teachers would help. We could control which students we together keeping the more disruptive ones from feeding on each other.

As I mentioned above we don’t get a lot of support in this area. The middle school teachers are often too busy to meet with me or any of my colleagues in the specials team. Administration seems to think this is not a very important issue. The specials team has difficulty being heard by those who could make change. We could instill a system that is better than just the narratives…maybe…I can’t believe I’m saying this…grades! They could go hand in hand. I just feel that not having letter grades to assess students does not mean that there are not repercussions for bad behavior.