So...I've been thinking again...I was privileged to be a session presenter at the recent CLAS conference at the Mobile Convention/Riverview Center. I was asked to speak about At Risk indicators and how administrators can use their STI software to develop methods to flag and intervene for students with multiple indicators for being at risk. I had a wonderful co-presenter, Dafne Stokes. Without her, I would have been lost as to how to use the software. It has been several years since I have looked at data management software.
As I studied for the presentation, I realized that I had many "at risk" indicators in my own life. Strangely enough, I never thought about myself as "at risk" growing up. In my session, one lady asked the question, "Why did the boy I know wind up in jail, and you wind up in front of us speaking when you both had similar "at risk" factors?" That got me to thinking... (I know, dangerous...) Why did I never feel "at risk?" Three key interventions were in place.
First, my MOTHER...She had a way about letting you know she didn't allow you to be less than your best, (and it often included a trip to the peach tree.) My mom believed in rewards and punishment. If I did well, I was always rewarded; if I didn't do well...let's just say I got acquainted with the peach orchard only a few times. Thankfully I was a quick study. My younger sister, not so much...
Mom provided me with opportunities to be successful. I don't remember her studying with me too many times, but I do remember her checking my work. I certainly remember her checking my report card. Mom decided that we didn't need entertainment from television in our home, so reading became my past time. I could read a short novel in a single night. I used to read at least five books a week. I have been to many countries, and was swooned by many magical knights, princes, and cowboys. So, I am a proponent of fiction. You would be surprised how much you can learn from a great love story.
Second, my TEACHERS and ADMINISTRATORS... I remember every teacher I ever had. They all made a huge impact on my life. They were my role models, my heroes and heroines. They pushed me; challenged me; debated me; but most importantly, they cared about my success as a student. Some of them are the reasons I chose to pursue a teaching career with a science focus.
My educational experience was in a rural school without a whole lot of enrichment opportunities, but what we didn’t have in technology, we made up for in innovativeness and creativity. We may not have been able to “watch” great scientific experiments through media and technology, but we lived it. Bug collections (I can’t believe I actually euthanized all those little guys.), leaf collections (never forget the poison ivy), DNA molecules out of gum drops, and dissecting pigs while selling Krispy Kreme donuts out of the same room for our yearbook fundraiser. Yeah, probably shouldn’t divulge all that information, but hey, the statue of limitations is probably exceeded.
Finally, my FAITH… I truly believe the faith I have in God as well as myself has played an important role in my life. The purpose of this blog is not to get in a theological debate with anyone; I just know how important my faith has been in my life. I know it has been faith that has pulled me through many dark places in my life. So while some may choose to discredit its importance for them, it was critical for me.
I have also believed in myself and my capabilities. I am a firm believer in intrinsic motivation, self-efficacy, self-regulated learning, and self-reflection. While I enjoy and even solicit the approval of others, I am most concerned with my own self-worth. Self-love is important. Even the scriptures admonish us to “love you neighbor as yourself.” Self-preservation is probably one of the most powerful forces in nature.
So, what keeps one person in route to success while others fail…Family, Faculty, and Faith…We should never underestimate the power of any or all of these powerful influences in our lives. What should happen if one or more is lacking? We should reinforce students with intensive help where we exist. If we are family, we should support our kids with everything we have (I try to practice what I preach.); if we are faculty, we need to individualize every student and know their limitations and risk factors; we should also believe in the possibilities for our students and ourselves.
No matter what roles we have in the lives of students, we need to recognize the importance of the role. I firmly believe every movement in the universe affects all remaining atoms of matter. What are your movements doing to the universe? What are your movements doing for the At Risk kids in your life? Make your movements count...Gently start a reaction that moves them in the right directions for their lives.
SBO
Saturday, June 26, 2010
Saturday, June 19, 2010
Multiple Intelligences and Branton Shearer
We had a great week in Mobile at our STIAchievement Services Summer Training. The last two days were especially great. Our guest speaker was Branton Shearer from Kent Ohio. Dr. Shearer is the creator of the MIDAS inventory for Multiple Intelligences (MI). OK, I am not the best tour guide in the world, and I took him to Dauphin Island. Not a good choice in my humble opinion. It was my first time to visit Dauphin Island as an adult. I should have taken him to Washington Co for a tour. I would have been a much better tour guide there.
Dr. Shearer did a great job with his multiple intelligences workshop. I learned so much about myself and about those around me. I cannot wait to get my certificate from him so I can begin sharing MI with others in the schools where I work. I truly believe in MI, and I know we would have better results in our schools if teachers used MI in their lesson planning more effectively.
We so often forget just how unique we all are as individuals, and as teachers, we tend to teach to those "like us". When I taught at Mae Eanes Middle School my first year as a teacher, I realized students had MI. When we utilize the fact that our students have MI in our classrooms, more learning can take place.
I believe the reasons I had the success I enjoyed with my students are directly related to the fact I understood a simple concept: Children are different. Children think differently. Our teaching should reflect those differences. Dr. Shearer validated so much of what I had believed and implemented as a teacher with his studies. Most funding sources today ask for Scientifically-research-based strategies. Well the MIDAS is scientifically based. He has thousands of profiles and many studies to prove the MIDAS has value and predictability on the MI of children and adult students.
However, like most educational strategies, the key is not in the profile itself. The key to the success of using MI profiling is to actually change instruction and student behavior based on the information the MIDAS provides.
I loved one of the quotes from Dr. Shearer's workshop. "It is not HOW SMART ARE YOU? but rather HOW ARE YOU SMART?" That is the question we should all be asking ourselves and our students. How are you smart?
Oh well, I have to call my mom and see if she will give me some of her flint rocks. Keep you guessing, unless you were at the workshop. Until next time... SBO
Dr. Shearer did a great job with his multiple intelligences workshop. I learned so much about myself and about those around me. I cannot wait to get my certificate from him so I can begin sharing MI with others in the schools where I work. I truly believe in MI, and I know we would have better results in our schools if teachers used MI in their lesson planning more effectively.
We so often forget just how unique we all are as individuals, and as teachers, we tend to teach to those "like us". When I taught at Mae Eanes Middle School my first year as a teacher, I realized students had MI. When we utilize the fact that our students have MI in our classrooms, more learning can take place.
I believe the reasons I had the success I enjoyed with my students are directly related to the fact I understood a simple concept: Children are different. Children think differently. Our teaching should reflect those differences. Dr. Shearer validated so much of what I had believed and implemented as a teacher with his studies. Most funding sources today ask for Scientifically-research-based strategies. Well the MIDAS is scientifically based. He has thousands of profiles and many studies to prove the MIDAS has value and predictability on the MI of children and adult students.
However, like most educational strategies, the key is not in the profile itself. The key to the success of using MI profiling is to actually change instruction and student behavior based on the information the MIDAS provides.
I loved one of the quotes from Dr. Shearer's workshop. "It is not HOW SMART ARE YOU? but rather HOW ARE YOU SMART?" That is the question we should all be asking ourselves and our students. How are you smart?
Oh well, I have to call my mom and see if she will give me some of her flint rocks. Keep you guessing, unless you were at the workshop. Until next time... SBO
Tuesday, June 1, 2010
Standards-based Instruction
Standards-based Instruction
In my recent travels, I noticed something which intrigued me and caused me to start to think. I know…Dangerous! I continue to hear the rhetoric concerning standards-based instruction. Comments such as “We need to teach children more than simply what is required.” and “My students need to know more than what is on a test.” I concur! However, it would be a huge improvement if the students in trouble did learn what was required and exposed to what will be on the state-mandated assessments.
I started thinking about the term “standards-based instruction”. I think it has become antiquated. I do not believe it continues to carry the power it once had. I think a new term is needed to stir up excitement among educators. I have recently studied the progression of standards throughout the K-12 educational program of several states. There seems to be a huge disconnect between grade-to-grade instruction. While educators seem to understand the particular standards, grade-level expectations, student indicators of instruction, etc…, they are supposed to teach, it appears the educators do not see their particular assignment as a single point on the continuum of the students’ total education.
The topic of “Math Facts” always comes up in discussions with math teachers. Have you ever heard this statement? “They do not know their multiplication or division facts; therefore I spend most of my time teaching my students those essential skills.” Forget the fact I probably don’t even know all my multiplication facts well enough to take a timed test, with an Associates, Bachelors, three Masters and a Ph.D. I couldn’t possibly be successful if I have forgotten what equals 7 x 8. (By the way, I always hated 6 x 9 and 7 x 8!) These math facts should be replicated year after year for memorization. Yet, you should not have to spend 6 weeks on them each year. I know: I’m on the proverbial “soapbox”.
Back to my thoughts…Standards-based Instruction…BORING Title… What could be done to stimulate our senses? What is a word? What about “progressive instruction?” Never mind…I “Googled” it; and Progressive Education is already taken. I have heard the terms “vertical” and “bridging”; and yet, they just do not seem to capture the essence of what I believe an education is supposed to complete for a student. What about Gradient Instruction? Positional Instruction? I guess I will have to think on the topic more. However, I do believe we need to connect the dots in education. We do not have yearly standards that are stand-alones. There are progressive measures in place whether we acknowledge them or not.
You know, when you think about it, learning a phone number is a relatively simple task (such as a math fact). However, if I don’t use a particular number for quite some time, I find myself forgetting it. Think about all the passwords you need for your computer and programs. How many times have you had to reset the password because you forgot? OK. I guess it is just me. The point is students and math facts are a lot like me and my passwords…Out of sight, out of mind. Yet, all I need is a reminder or a pattern in order for me to remember what I chose. Oh yeah, one of those questions!!! OK. Leaving the “math facts” soapbox for good!
I have much to say about the “Universal Screener” soapbox I have recently developed, but that will have to wait until another time…For now, I want a new word! I want to capture the essence of a child’s journey through his or her education. So, I will begin my thinking session now…What about you?
S.B. Odom, Ph.D.
In my recent travels, I noticed something which intrigued me and caused me to start to think. I know…Dangerous! I continue to hear the rhetoric concerning standards-based instruction. Comments such as “We need to teach children more than simply what is required.” and “My students need to know more than what is on a test.” I concur! However, it would be a huge improvement if the students in trouble did learn what was required and exposed to what will be on the state-mandated assessments.
I started thinking about the term “standards-based instruction”. I think it has become antiquated. I do not believe it continues to carry the power it once had. I think a new term is needed to stir up excitement among educators. I have recently studied the progression of standards throughout the K-12 educational program of several states. There seems to be a huge disconnect between grade-to-grade instruction. While educators seem to understand the particular standards, grade-level expectations, student indicators of instruction, etc…, they are supposed to teach, it appears the educators do not see their particular assignment as a single point on the continuum of the students’ total education.
The topic of “Math Facts” always comes up in discussions with math teachers. Have you ever heard this statement? “They do not know their multiplication or division facts; therefore I spend most of my time teaching my students those essential skills.” Forget the fact I probably don’t even know all my multiplication facts well enough to take a timed test, with an Associates, Bachelors, three Masters and a Ph.D. I couldn’t possibly be successful if I have forgotten what equals 7 x 8. (By the way, I always hated 6 x 9 and 7 x 8!) These math facts should be replicated year after year for memorization. Yet, you should not have to spend 6 weeks on them each year. I know: I’m on the proverbial “soapbox”.
Back to my thoughts…Standards-based Instruction…BORING Title… What could be done to stimulate our senses? What is a word? What about “progressive instruction?” Never mind…I “Googled” it; and Progressive Education is already taken. I have heard the terms “vertical” and “bridging”; and yet, they just do not seem to capture the essence of what I believe an education is supposed to complete for a student. What about Gradient Instruction? Positional Instruction? I guess I will have to think on the topic more. However, I do believe we need to connect the dots in education. We do not have yearly standards that are stand-alones. There are progressive measures in place whether we acknowledge them or not.
You know, when you think about it, learning a phone number is a relatively simple task (such as a math fact). However, if I don’t use a particular number for quite some time, I find myself forgetting it. Think about all the passwords you need for your computer and programs. How many times have you had to reset the password because you forgot? OK. I guess it is just me. The point is students and math facts are a lot like me and my passwords…Out of sight, out of mind. Yet, all I need is a reminder or a pattern in order for me to remember what I chose. Oh yeah, one of those questions!!! OK. Leaving the “math facts” soapbox for good!
I have much to say about the “Universal Screener” soapbox I have recently developed, but that will have to wait until another time…For now, I want a new word! I want to capture the essence of a child’s journey through his or her education. So, I will begin my thinking session now…What about you?
S.B. Odom, Ph.D.
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