Charonda O’Bryant-Hopkins
Prof. J. Lerman
Computer Applications/5541
Disrupting Class
March 11, 2009
As an educator in the American public education system, I found the book Disrupting Class to be a fascinating and persuasive read and a pertinent framework for administrators, teachers, parents and policymakers. Dr. Christiansen and his co-authors challenge reader’s beliefs about learning and teaching in our schools. Disrupting Class is inspiring yet thought provoking and argues the need for institutional change and the need to improve the American public education system.
Two major points that Christiansen discuss which resonates strongly with me, is the importance of adapting teaching techniques to different learning styles and moving schools to a student-centric model through the use of computer-based technology using disruptive innovation theory. Christiansen like Gardner builds his approach to reading instruction rather than the standard public school curriculum. In addition, he believes that technology is the new wave of the 21st century and institutions must embrace innovative learning with interactive educational media, which includes new rich media software and connectivity.
Undoubtedly, I agree with the authors that there are large populations of students who are under served by the current model of education. Many institutions lack structure, a rigorous curriculum, differentiated teaching and are extraneous with many students. Due to the poor infrastructure in many of our educational systems, numerous students have difficulty learning and are unable to comprehend and retain information that is being taught. As a result, many students irregularly attend school or drop out of school. The large percentage of students who do not graduate in the public school system supports my position. Nevertheless, I believe that installing computer-based instruction, which connects individual students with self-paced interactive learning will challenge students critical thinking and cognitive skills and allow them to become more creative.
As a school principal, I am certain that I will try to be resourceful in building partnerships that will provide students with the resources that they need to become successful. Also, I will strive to work with teachers to ensure that are providing students with differentiated instruction and serve as a mentor and coach for teachers. Parents will be provided with current information on educational issues and concerns as they arise. They will receive learning strategy techniques and computer-training classes, which will allow them to stay abreast of the latest technology, so that they could better tutor their child. Everyone will have to be dedicated and work harmoniously. Ultimately, this will give students the confidence that they need to become high achievers, raise test scores, meet AYP and prepare students to move on to two and four year institutions and technical and business schools.
Thursday, March 12, 2009
Bloom's Hot Exercise
Charonda O’Bryant-Hopkins
Computer Application/5541
Prof. J. Lerman
Bloom’s Hot Exercise
March 10, 2009
The Bloom’s Hot Exercise was very valuable and intuitive. It was a reflective exercise that made me evaluate my leadership style and my teaching style. I particularly enjoyed working in groups. Sometimes, working in groups can be a positive experience and sometimes it can be a nightmare. But in this case, my experience was positive and the members in my group worked collaboratively.
As an educator, primarily, I know the things I will be teaching ahead of time. But, what I don’t always know is how my students will comprehend what I’m teaching. So, this was the perfect exercise to evaluate how individuals interpret questions. This exercise made me perceptive on which questions were high order thinking questions and which ones were lower thinking ones. So, when another group had the opportunity to fine-tune our questions, it became ever clearer if my group’s questions were logical or ambiguous.
By the end of the exercise, I had a newfound appreciation for Bloom. Also, I had a better outlook about which approach I wanted to use when I asked my students questions. More importantly, I realized from this exercise that how one person interprets one thing, is not how another person interprets it. That’s why it’s so important to have good communication between all parties, so that everyone is clear and synchronized.
Computer Application/5541
Prof. J. Lerman
Bloom’s Hot Exercise
March 10, 2009
The Bloom’s Hot Exercise was very valuable and intuitive. It was a reflective exercise that made me evaluate my leadership style and my teaching style. I particularly enjoyed working in groups. Sometimes, working in groups can be a positive experience and sometimes it can be a nightmare. But in this case, my experience was positive and the members in my group worked collaboratively.
As an educator, primarily, I know the things I will be teaching ahead of time. But, what I don’t always know is how my students will comprehend what I’m teaching. So, this was the perfect exercise to evaluate how individuals interpret questions. This exercise made me perceptive on which questions were high order thinking questions and which ones were lower thinking ones. So, when another group had the opportunity to fine-tune our questions, it became ever clearer if my group’s questions were logical or ambiguous.
By the end of the exercise, I had a newfound appreciation for Bloom. Also, I had a better outlook about which approach I wanted to use when I asked my students questions. More importantly, I realized from this exercise that how one person interprets one thing, is not how another person interprets it. That’s why it’s so important to have good communication between all parties, so that everyone is clear and synchronized.
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