Anchor Charts

http://pinterest.com/pin/30680841184595444/

One thing I want to do more of this year is creating and referring to anchor charts.  One blogger has really done a great job of this.  I think I'm going to use her anchor chart with my 10th graders during the first week.  I'm liking the side-by-side comparison of the two.  I don't think I've used this obvious and simply way of explaining the difference to students.  I also think I make a lot of assumptions that they're following along with me when I'm trying to help them understand the differences.

Bay of Pigs

I've spent the past few weeks casually digging into and learning about some ed reform efforts.  Maybe it's all the extra time afforded by summer days?  Or writing on this blog?  Or even working on National Board Certification?  Also the extra media attention around Teach for America in Minnesota?  Not sure...

In a spirited conversation with alumni and the executive director of TFA in the Twin Cities she mentioned this article: Is ed reform heading for its own Bay of Pigs?.  She found it fascinating and concerning.  This only made me love her and her leadership more.  The concern is merited.

It seems like I'm trapped between two different schools of thinking in education: reformers and traditionalists.  People who want major change and those who see that change as dangerous.  Union haters and union lovers.  What I know and experience, though, is that both groups are passionate, skilled, and student-centered.  Both have their weaknesses and strengths.  It does feel like both groups are falling into this trap of "groupthink" described by the writer, Kathleen Porter-Magee:

• a feeling of moral superiority among group members;
• collective rationalization, where members discount warnings or fail to rethink assumptions;
• overly negative and stereotypical views of the group's “enemies”
• and censorship of dissenting opinion—either via self-censorship or direct pressure put on those who disagree.

 I'm just hoping that despite connections to both worlds that I continue to surround myself with people who are not scared to dissent.  There is good middle-ground in most pieces of education.  People from all the "camps" need to come together, like Porter-Magee insinuates, and poke holes in each other's ideas until something sticks.  One issue at a time.  Not fearing each other or feeling superior.    

    

New Words

I liked the brevity and straightforwardness of this article from The Week.  I'm thinking I might hand it out to my students: How to make a newly learned word 'stick'  I like things that demystify processes of learning for my students.