CP2 Website

I will continue my cooperating teacher's website.

http://www.smusd.org/1679206516172780/site/default.asp

Reading Reflection 4 - Groupwork Ch. 4-5

The section that stood out to me the most was Size of Groups. When I thought of designing groups for mathematics, I thought of 3 – 4 students would be ideal. I never considered five students to be an idyllic group size. This section brought some light as to what to consider in mathematics if I were to assign the students in groups of five. I agree how the author, Cohen, discussed how a group of five students can work well for group discussions and for long term projects but not necessarily for “participation in interaction”. In class, I would have to check on the progress of the students regularly when they are in the groups of five. I am apprehensive of having groups of five because of the fact that a student can be left out, the group can split into two mini groups, or the students will have a hard time to completely develop a consensus on a task. This section also discussed the disadvantages of a group of three students which I did not consider. Just like my concerns in a group of five students, Cohen talks about how in a group of three students one may feel isolated from the other two. I believe group work is important in mathematics but the size of group work is what is important in the execution. This is where the challenge comes to mind, what would the ideal size be for a mathematics class? Before reading this I thought 3- 4 students was a good size but now I am considering either pairs or a group of four students. My challenge will be to find out which size is best without affecting the students in the process.

Reading Reflection 3 - Groupwork ch. 1-3

Chapter 1:

In Designing Groupwork, it talks about how groupwork is a good strategy for students learn that they need each other for the task and cannot do it all on their own. The teacher needs prepare the students adequately for the task but then needs to step back from being the “directing supervisor” and learn to delegate the task to the students. In order for the students to be engage and participate in the group, students need to work “in a group small enough so that everyone can participate on a task that has been clearly assigned.”

I tried this typed of groupwork but there was always at least one group where the work wasn’t balanced out. Maybe it worked perfectly for one class but the next class there was a couple students who were relying on their group members to carry their weight.

Chapter 2:

Groupwork is a technique used to achieve intellectual and social learning goals. Students are able to problem solve, develop higher order thinking skills, retain and improve basic skills, and overcome language barriers. In addition to improving intellectually, students are able to improve relations within interracial classrooms, and teachers are able to spend more time with one group while the other students work.

I agree that heterogeneous groupwork helps with more individual time with the groups who need it but not every activity is engaging to the students. How do I make every groupwork engaging past worksheets? How often do I practice groupwork? Everyday?

Chapter 3:

This chapter discusses the dilemma of groupwork. The biggest dilemma is the hierarchy of members that evolve within the group. The students are ranked based on one characteristic: societal, peer, or academic statuses. These students are which are more willing to take charge. This causes a dilemma because the opportunities for the lower statuses are not getting the same opportunities.

I agree that to get every member of the group involved can be a challenge as I experienced in CP1. It was challenging to group the class accordingly and to make sure everyone was engaged within their group.

I want to learn how to be able to create many different groups without having this dilemma. Students should be able to work with all of their classmates in different groups but not feel like they are missing out on an opportunity.

School Reform at Lunch

Name of school: Crawford Educational Complex
Reform:School of Law and Business.

http://old.sandi.net/crawford/

Reading Reflection 2 - BPHS

I think that the internships that BPHS offer help with the students to be a professional role and help with their path to success. Another factor that had an impact on the school was the portfolios and the integrated units. This deflates the letter grade but shows off the students individual work which they can take pride in. And the last factor is having the strong support of student choice and leadership. Students are not recognized enough in schools and at BPHS they are being heard and respected.
One of the practices I saw at Mission Hills High School that connected to the Second to None book was that the students have an advanced learning opportunity. Every student is counseled by a school counselor to discuss what classes they will take the next semester and what requirements are needed for the college they are attending. This is a great opportunity for the students to have the support but it hinders the students since they are taken out of their regular classes to meet with the counselors. Also, Mission Hills High integrates program majors, such as culinary arts, criminal justice, a fire academy and a nursing program to help the students prepare for the workplace. I have talked to many students in these programs and they are so happy to be experiencing this in high school.
I like the idea of having “small schools” but realistically is not reality. Our population is forever growing and the school funding is not keeping up. The personalized teaching will slowly diminish and the student’s sense of belonging may weaken.

Reading Reflection 1 - Rethinking High School

What really stood out to me in this chapter were the eleven issues that schools need to address. These are key concepts to make a school successful or fall to pieces, if one is neglected. The three people who started BPHS knew that these eleven concepts were the token to opening a successful school. In order to make it successful they studied other schools that practiced reform. These issues were something they wanted to improve secondary education anywhere from the size of the school to relationships with parents and the community. I liked how they didn’t leave any aspects out and had high expectations for the school.

Even though the authors seemed to include everything in their reform, how will they include the parents that other schools haven’t already thought of? Getting parents to be involved is difficult and an issue for public schools. I think that their reform is going to be a struggle just like every other secondary school.

I would like to more about “houses” model that the students are placed into. This model includes intensive teacher teaming, student choice, curriculum integration, and daily advisory that helps the students to feel apart of a small school. In high school all over the country students feel lost in a school of 2,000+. I like the idea of BPHS personalizing it to make the students feel like they belong instead of getting lost in the shuffle.