The Flipped Classroom

In yet another effort to engage students in the classroom and to integrate technology into the teaching/learning process, a number of classroom teachers have turned to a technique known as “the flipped classroom.” In this scenario, students complete their “homework” in the classroom under the mentorship of their teacher and explore their class assignments at home. Teachers employ YouTube to post lessons s well as iPod lectures. While the flipped classroom technique has not caught on with a majority of the teaching population, the concepts do raise the issue of the use of technology on the classroom. Have we as educators resorted to using as much tech as possible just to use tech? Is it yet the latest ploy to get students interested in education?  The program fails to consider those students who cannot afford to purchase the latest high tech devices. This is just another case of the latest educational fad and school districts throughout the country, desperate to improve student performance, are more than willing to jump on the latest bandwagon without a thorough review of the empirical research.

For more information you may wish to read some of the following:

“The Flipped Classroom” by Bill Tucker (http://educationnext.org/files/ednext_20121_BTucker.pdf)

http://www.ourstringsrock.com/uploads/1/6/1/8/16180852/flip_class_basics.pdf

Five Best Practices for the Flipped Classroom” by Andrew Miller (http://ticharter33.org/library/TIarticle36.pdf)

As always your feedback is welcome. Best wishes for a successful 2013-1014 school year.

C.2013 J. Margolis

Common Core Issues

Common Core Pressure

A recent article in USA Today addressed the issue of the added pressure on schools and students to improve test performance under the new federal Common Core Standards. The New York State Commissioner of Education recently released student test results in Reading and Math for students in grades 3-8. The reported results showed a significant decline in student scores. “Only about one in three in the tested grade levels met or exceeded the designated proficiencies.” The Common Core program has established a new baseline of what is considered proficient. New York and Kentucky are the only two states to release their results.

We are dealing with an oft discussed issue here. One the one hand statistics indicate that American school students are falling behind their contemporaries in other countries. Business executives complain that graduates are under prepared for today’s work force. On the other hand political scientists note that this yet another federal government incursion into public education, something that has been relegated to states under the Tenth Amendment of the Constitution.

In some states student promotions are keyed to performance on these tests and of course this opens up additional argument are about teaching skills, student readiness and socio –economic factor in school performance. As the new school year begins, the Common Core issue is just an additional issue for teachers to deal with.

On Line Education

On line Education

By now most educators have realized that is the possible to complete a K-12 educat6ion, a BA degree and a number of master’s degrees totally on line without ever having to set foot in a classroom.

The social implications of this realization are staggering, for I have believed for a long time that education is as much of a social experience as an academic one. That being said, I had the opportunity to review the web site www.k12.com, a resource  for students and parents seeking an on line public or private elementary and secondary education. Such programs are suitable for a wide variety of situations. They include advanced students, athletes and performing arts students, military families, home schooled students and home bound students (illness or injury).

Students who need summer school remediation or credit recovery may also find these programs useful.

The programs enlist the aid of parents who act as “learning coaches” along with the online teachers to help students achieve success. These programs may be useful for students with specific needs but in the final analysis, we need to define the additional benefits of  being in an actual classroom setting.

C. 2013 J. Margolis

August 28^th will mark the 50^th anniversary of the great March on Washington and the now famous “I Have a Dream” speech given by Dr. Martin Luther King.  By most estimates over 250,000 people from all over the United States converged around the Reflecting Pool near the Lincoln Memorial marking the pinnacle of the Civil Rights Movement in America. It would not be until after President John F. Kennedy’s assassination (which occurred 3 months after the event), that President Lyndon Johnson helped pass the Civil Rights Act.

I suspect that many school students today do not know who John Lewis or Julian Bond are. Nor do they know about Medgar Evers, Ruby Bridges, or Ralph Abernathy. Hey are probably unaware of the significance of the US Supreme Court case, Brown vs. the Board of Education. Now is the time to change that. This is truly a teachable moment.  Whether you will be just staring the new term or getting your classroom ready, you can make a difference by creating lessons to raise your students’ awareness of the historic significance of this event.  Here are some suggestions for obtaining information to develop appropriate lessons.

1)     Read the article: We Shall Overcome” in the July/ August edition of Smithsonian Magazine. You will find candid comments from several of the players who made that day historic.

2)     View the website of the LBJ Library, located in Austin, Texas (http://www.lbjlibrary.org/). Johnson was a hero to the civil rights movement and his interest predates his presidency.

3)     The website for the Martin Luther King Museum, church, and homestead in Atlanta also will provide you with a great deal of information about his life, career and his vision for equality.(http://www.nps.gov/nr/travel/atlanta/kin.htm)

4)     If you happen to teach in New Jersey the African Americas Heritage Museum of Southern New Jersey has programs for school students and a traveling exhibit that you can arrange to come to your school. Contact (http://www.aahmsnj.org/travel.html)

5)     The National Civil Rights Museum, located in Memphis, Tennessee has a great web site as well as in- house museum exhibits. (http://www.civilrightsmuseum.org/)

6)     Don’t forget to access the archives of the Library of Congress. This national treasure of article and photos and document is a crucial foundation for any lesson about the Civil Rights Movement. The web site also has lesson plans for teachers of various grade levels. Go to

(http://www.loc.gov/teachers/classroommaterials/themes/civil-rights/lessonplans.html

Don’t miss this opportunity to make a difference in the lives of your students.

c. 2013 J. Margolis

School and Sports- Getting Students on Your Side

Schools and Sports

 Many of you may have seen the film, Blind Side, the story of Michael Oher who went from being a homeless boy in Memphis Tennessee, to a standout football player at Ole Miss and eventually on to the Baltimore Ravens where last February, Oher and his teammates earned Super bowl rings. I am in the process  of reading,  I Beat the Odds, Michael  Oher’s own story.( c.2011, Gotham Books). Oher focuses on the importance for getting an education and how his coaches and teachers worked with him to obtain the goals of both an education and an athletic career.

Oher is one of the lucky ones, finding a loving family in the Touhy’s of Memphis and the supportive teachers and coaches of Briarcrest School in Memphis. Sports are the hook that coaches use to help students stay focused on getting their education. School and football provided the path out of the drug and crime infested ghetto where Michael lived and into college, in Oher’s case the University of Mississippi where it wasn’t until 1962 that James Meredith became the first African American student to attend.

I recently came across this mission statement from the Princeton University Athletic Office. Princeton, a venerable institution known more for its academics than for its athletic success (with apologies to Sen. Bill Bradley), has the right idea for blending academics with sports.

“The Princeton University Department of Athletics is committed to its core philosophies of having intercollegiate athletics serve as an extension of the overall educational mission of the institution and that, for the student-athletes, participation in intercollegiate athletics at Princeton University is a co-curricular experience.  These philosophies are at the heart of the Department's official motto: "Education Through Athletics."Princeton University as an institution strives for excellence in fulfilling its central and primary purposes of teaching, scholarship, and research and places particular emphasis on the quality of undergraduate teaching.”  (From the Princeton University Athletic Office.)

As we get ready for the fall semester and we begin to think about those students who will be in our classes, it is important to know how the interplay of academics and athletics can help to produce a successful student.

C. 2013 J. Margolis

The Earlier the Better

The Earlier the Better

There has been a great deal of discussion about the importance of early education and preschool programs. Programs like Head Start have been under scrutiny because of funding issues and whether or not programs like these actually do work. In a 2008 research article, Jens Ludwig of the University of Chicago wrote that at that time over one million children were served by Head Start with a cost of $7 Billion. Ludwig noted that “The findings counter the view that only intensive (and expensive) early childhood interventions can generate long-term benefits, and they run counter to the perception that Head Start has been a failure from its inception. “

Another study was completed by the National Institute for Early Education Research. “The strongest evidence suggests that economically disadvantaged children reap long-term benefits from preschool. However, children from all other socio=economic backgrounds have been found to benefit as well. ( W. Steven Barnett) You can read the full report at http://nieer.org/resources/research/PreschoolLastingEffects.pdf

 A 15-year longitudinal study of low-income children in Chicago who participated in a school district preschool program found a 33% reduction in the rate of juvenile arrests, a 40% reduction in grade retention, a 41% reduction in the need for special education, and a 29% increase in the rate of high-school completion.

As educators we need to continue to press for funding for early childhood and preschool programs. We need to have the resources to identify learning disabilities and medical issues as early as possible. We also need to be able to provide healthy meals and snacks to children during the summer months. Be an activist. Contact local, state and federal officials to encourage them to support events for early childhood programs.

C.2013 J. Margolis

Smmer Programs for Teachers 2013

Summer Programs for Teachers

Are you still looking for a something to do this summer? Do you wish to expand your wealth of knowledge and professional development? Perhaps you are in need of additional graduate credits to complete an advanced degree or to qualify for a pay increase. If so it is not too late to register for summer program for teachers. There are numerous opportunities to attend a lectures and workshops given by renowned scholars, travel to new places and get hands on experiences that will be relevant in your classroom.  I came across several opportunities that are still accepting applications that you might wish to check out. Here are some things to keep in mind when searching for a summer program.

1)      Does the program offer graduate credit?

2)      What are the housing accommodations and can you bring along family members?

3)      Is there scholarship money available? Are their stipends available?

4)      Are there any final documents, papers or projects that you must complete?

5)      What type of travel arrangements do you need to make?

6)      Is the program restricted as to who can attend?

Some programs that are still available as of today (June 12, 2013)

National Council  of Teachers of English- a Program “ Literacies for All” From July 18-20 at Hofstra University, Hempstead, NY.

 George Washington Institute Public Days-Mount Vernon Teachers Institute (Home of George Washington) Mt. Vernon, VA. July 17-18.

Museum Institute for Teachers of Science (Quincy, MA) several one and two week programs including an interdisciplinary program in Science and Literacy.

The Reading and Writing Project has a waitlist for its August offerings in language and Literacy (http://readingandwritingproject.com/institutes/tc-summer-institutes.html

For those of you with musical interests, why not take a look at the summer program at the Rock and Roll Hall of Fame (http://rockhall.com/education/inside-the-classroom/summer-teacher-institute/) The program runs from July 8-12. The museum is located on Rock and Roll Blvd. in Cleveland, Ohio.

For those of you who are high school teachers and teach in the Advanced Placement program, Pearson Publishing has several summer institutes for AP teachers. (http://www.prweb.com/releases/2013/5/prweb10766539.htm)

All of these offerings are located here in the United States. There are also numerous programs overseas as well.  Time is running out. Plan yo0r summer program soon and have a great summer!

c. 2013 j. Margolis