D & Z 3/4

In these chapters we examine the use of textbooks for educators. The chapters cover many topics on textbooks such as the drawbacks and strengths of using textbooks as a tool. What I would like to focus on from this reading is the concept of building your classroom library. In this chapter the authors suggest an alternative to having to order 150 of the same textbook. They suggest ordering enough for one class that stays in the class lending opportunity to use other more inventive readings and materials for homework because the students cannot take the books home. Building a library of materials in class seems like something I will definitely steal from this reading. When I did my observations in FNED 346, my teacher had one set of textbooks for each class that the students could refer to as a resource in class but for homework he had cabinets filled with readings and activities that he could easily copy and handout to the students. This may be because the school did not have the funding to get every student a textbook but still allowed for more autonomy in lesson planning for the teacher. This seems to be a common situation in public schools. When I attended East Providence High School we had textbooks that stayed in class and the teacher had other materials that we brought home for homework. Being able to give the students assignments that vary in style allows for useful skills to develop rather than simply assigning material based on a singular source. I also like the concept of building a class library as a teacher because it allows teachers to be more dynamic in their instruction. If you are constantly examining new resources to add to you library you are enriching your content knowledge as well as becoming a more well rounded educator. Furthermore, it helps students develop research skills if you assign a project and then ask your students to find relevant information from your collection of books, magazines, articles, etc. The textbook is a staple in a classroom but they should be used to supplement lessons rather than shape them.

Cheating to Finish the Maze

When I was young my family would go out to eat on occasion at some chain restaurant that gave kids an activity sheet and crayons to keep us occupied. On this sheet there would be a word search, a connect the dots image and a maze. If me and my sister were racing to see who could finish the maze first, I would always start at the end and work my way backwards. This is what came to mind when I was reading the UBD articles. By starting out with what larger goals you want to target and working backwards we are able to find the best path to do so. I found these articles filled with information, charts, and examples I am going to print out and save to use when I start to design my units as a teacher. It is especially important considering the common core standards all teachers have to achieve throughout the year. What I found most striking about this reading aside from the detailed instructions and tips is the overarching goal of backwards design, understanding. At its core our educational system is a process of forming productive and beneficial members of society. It is more important that a person has the intellectual capacity to process and use new information rather than simple recite factoids of no consequence. Backwards design works towards long term goals by using the material covered in each lesson. Each discussion, field trip, or reading is another step towards understanding.

Backwards design seems like the most practically instruction method when trying to work within the common core standards. In the future I am going to have to meet these standards to keep my job, what backwards design allows is for the standards to be met without sacrificing the quality of a students education. I know some who view the common core as restrictive and see them as a hindered to the quality of their instruction but these articles show how they can be utilize to pave the way for students intellect to flourish while improving a teacher's profession ability.

A Promo for another resource on backwards planning

D & Z ch. 1 and 2

Daniels and Zemelman bring up some good points in the first two chapters of Subjects Matter. They discuss a major issue with how teachers use their assigned readings in class. I agree with Daniels and Zemelman when they talk about two different teachers. Those who assign reading and questions then move on to the next assignment and those who take reading and find ways to get the students involved and passionate about the subject by stepping outside the classroom. In the example given, the students are assigned fast food nation and then find different ways to get involved to deal with topics they were passionate about. While reading different students were allowed to take action on what they were most struck by in the book. Jaisy was impacted by the harsh working conditions of slaughterhouses and then wrote her Representative. Sean, Nely, Jenny, and Elvira created a picture book and read it to first grade students. Micheal and Antonio handed out flyers and asked customers if they knew the health ramifications of eating at McDonalds. All these students read the same book but came up with three different assignments that dealt with the subject matter as well as were curtailed to their interest.

As a teacher I would like to find ways to use reading to engage my students in their community. These types of projects are effective because the students are able to study something they are passionate about and express their individuality. A much better alternative to reading, answering questions, and forgetting the information the next day or after the test. Students have to feel that what they are reading has a role in their lives outside of the classroom. As a social studies teacher I feel that I have a good opportunity to do this. Students will remember assignments that allow them to write local politicians about what they are reading, become activists in the community and find different ways to apply reading the their lives outside of the class.  I think teachers who simply assign a reading and give questions to answer are doing their students a disservice. They are narrowing the scope of what their students can learn from the reading by providing their set of questions or the ones made by the publishing company. What is important to pull from taking a more proactive approach like the one detailed in the book is that students not only are learning the subject matter but they are also developing skills that make them more productive and invovled members of their community. Assignments like these show the students that they have the ability to take action and use what they are reading to enact change.

Here's a website of students be activists through their education