Ch. 5
While reading chapter 5 of Wagner’s book “The Global Achievement Gap” I found myself agreeing with his assessment of the connection between motivation and the way my students learn. Most of my students want to constantly be connected - both with friends in the class and with people outside the class via texting or the Internet. I also have found that my students tend to be enthusiastic by learning online but most hate learning by reading actual print sources. My students also like to have multiple tabs open while they work online and continuously switch back and forth between them. I also agree that students have a different type of work ethic.
However, I also see that students need to learn what ethic will be expected of them in the real world of the workforce. I also see a huge need of students to learn how to use technology wisely. Perhaps they already have the head knowledge of how to use technology wisely but they need practice in applying this knowledge. I think many students need help either learning to disconnect from their online worlds or how to leverage their online worlds for real learning. I also think students need help developing effective multitasking ability as well as the ability to recognize when multitasking will hamper their learning.
Ch. 6
Of the schools discussed in chapter 6 of Wagner’s “The Global Achievement Gap” I would choose to work at the Met. I really liked their idea for pairing students with an advisory teacher who learns about students and their interests and works with students to develop a personalized learning plan. I have observed many disengaged students over the past year. Most of the students I talked to said they did not see how the learning they were asked to do in school was relevant to their lives. I like the idea of having students research and pick internships to participate in and develop individual projects. I would love to have this opportunity to help guide the curiosity and interest students already have in science. I am curious about how each content area is structured. Wagner discusses how students’ advisory teachers took PE with their students. I wonder if the advisory teacher go to certain classes with their students part time and teach the rest of the day? I will have to do some more research.
While this list is not quite the same as the “Essential Skills” Wagner discusses, I really connected with the Met’s main learning points:
Communication : How do I take in and express ideas? Empirical reasoning: How do I prove it? Personal qualities: What do I bring to this process? Quantitative reasoning: How do I measure, compare, or represent it? and Social reasoning: What are other people’s perspectives on this?
I think the exact way each question is answered may differ from student to student which is very realistic in life outside of school.
While reading chapter 5 of Wagner’s book “The Global Achievement Gap” I found myself agreeing with his assessment of the connection between motivation and the way my students learn. Most of my students want to constantly be connected - both with friends in the class and with people outside the class via texting or the Internet. I also have found that my students tend to be enthusiastic by learning online but most hate learning by reading actual print sources. My students also like to have multiple tabs open while they work online and continuously switch back and forth between them. I also agree that students have a different type of work ethic.
However, I also see that students need to learn what ethic will be expected of them in the real world of the workforce. I also see a huge need of students to learn how to use technology wisely. Perhaps they already have the head knowledge of how to use technology wisely but they need practice in applying this knowledge. I think many students need help either learning to disconnect from their online worlds or how to leverage their online worlds for real learning. I also think students need help developing effective multitasking ability as well as the ability to recognize when multitasking will hamper their learning.
Ch. 6
Of the schools discussed in chapter 6 of Wagner’s “The Global Achievement Gap” I would choose to work at the Met. I really liked their idea for pairing students with an advisory teacher who learns about students and their interests and works with students to develop a personalized learning plan. I have observed many disengaged students over the past year. Most of the students I talked to said they did not see how the learning they were asked to do in school was relevant to their lives. I like the idea of having students research and pick internships to participate in and develop individual projects. I would love to have this opportunity to help guide the curiosity and interest students already have in science. I am curious about how each content area is structured. Wagner discusses how students’ advisory teachers took PE with their students. I wonder if the advisory teacher go to certain classes with their students part time and teach the rest of the day? I will have to do some more research.
While this list is not quite the same as the “Essential Skills” Wagner discusses, I really connected with the Met’s main learning points:
Communication : How do I take in and express ideas? Empirical reasoning: How do I prove it? Personal qualities: What do I bring to this process? Quantitative reasoning: How do I measure, compare, or represent it? and Social reasoning: What are other people’s perspectives on this?
I think the exact way each question is answered may differ from student to student which is very realistic in life outside of school.