Sunday, April 15, 2012

Don Peek; Promoting a Skills-Based Curriculum

This post is authored by Don Peek, a former educator and past president of the training division of Renaissance Learning. He now runs The School Funding Center, a company that provides grant information and grant-writing services to schools. To learn more, or to subscribe to the School Funding Center Grant Database, go to schoolfundingcenter.

Promoting a Skills-Based Curriculum

It’s nice to know all the states and capitals in the United States.  It’s great to be able to list the Presidents of the United States in order.  Unfortunately, most students don’t get a lot of use from this information once they leave school.   Well --- unless they get to be a guest on Jeopardy. 

I taught at the middle school level for eight years before I became an administrator of one kind or another for twelve more years.  I then worked as a public speaker for six years.  I did staff development in hotels and in schools for both teachers and administrators.

One of my favorite parlor tricks was to give a short quiz to my audience so they could quickly understand how much time we sometimes waste in schools.  Here are a few of the questions:

What were the beginning and ending years of the Civil War?                                                                                    

Write down the Pythagorean Theorem?

What was the real name of the famous American writer O. Henry?

What is the capital of South Dakota?

What is the formula for common table salt?

Write the rule for punctuating a sentence if a subordinate conjunction comes in middle of a sentence.

Those are 6 questions from my 10 question quiz (answers are at the bottom of this blog).  How many did you get right?  The average score in my seminars was 3 or 4 out of 10 at the most.

Most of you reading this blog have one or more college degrees.  You’ve had to memorize the information above at least once during your career as a student.  Yet you probably did no better on this quiz than my seminar attendees.

Students spend countless amounts of time in school memorizing information when, in reality, they should be learning and practicing skills.  Reading is a skill.  Keyboarding is a skill.  Using the computer as a research tool is a skill.  Speaking in front of an audience is a skill. 

Skills may get rusty if you don’t use them often enough, but you won’t lose them the way you do when you memorize information.  If you were ever able to ride a bike, you still can.  Your skill level may fade a bit, but with a little practice, it comes right back to you.

Learning as many skills as possible is important to every student, but it is especially important to students who are learning disabled or have other disabilities.  It’s important that they read and understand at the highest level possible, that they can read and interpret every type of warning sign,  that they can use computers to access information and also to entertain themselves, and that they can communicate effectively.  The list of skills they need goes on and on.

Will students at times have to memorize information to use these skills effectively.   Yes, they will, but that’s really the only valid reason to have student memorize most information.

Employers these days don’t really want to know what you know.  They want to know what you can do with what you know.  In other words, they want to know a potential employee’s skill set.

Unless we’re trying to create the world’s greatest Jeopardy contestants, it’s time to move our schools toward skills-based curricula rather than spending so much time on memorization.

Answers to the quiz: 1. 1861-1865, 2. a² + b² = c², 3. William Sydney Porter, 4. Pierre, 5. NaCl (sodium chloride), 6. If a subordinate clause comes at the beginning of a sentence, place a comma after the clause. If the subordinate clause comes at the end of the sentence, you do not need a comma.
Grant Info:

Grant Name:  Patterson Foundation Grants

Funded By:  Patterson Foundation

Description:  The foundation provides resources to programs and to nonprofit organizations in the areas of oral health, animal health, and occupational and physical rehabilitation. The foundation also supports educational programs, and programs for youth and for the economically disadvantaged. It also provides educational scholarships for dependents of Patterson Dental Co. employees. Grants are made nationwide and in Canada.   

Program Areas:  Disabilities, Family Services, General Education, Health/PE, Math, Reading, Science/Environment, Social Studies, Special Education

Recipients:  Public School, Private School, Higher Education, Other

Proposal Deadline:  5/1/12

Average Amount: $2,000.00 - $20,000.00

Telephone:  651-686-1929

Availability:  All States

Monday, April 9, 2012

Anna Reyner - The Fine Art of Scribbling

This post is authored by Anna Reyner, a registered art therapist and licensed marriage and family therapist. Anna is a nationally recognized arts advocate that has conducted over 500 hands-on art workshops for learners of all abilities. Follow Anna’s blog at Art and Creativity in Early Childhood Education.

The Fine Art of Scribbling

Children’s scribbles were once conceived of simply as practice for “real drawing,” but educators today recognize that scribbling is an important step in child development. Scribbling is the foundation of artistic development and is intimately linked with language acquisition. Young children love to scribble and adults will enjoy it too, if you give them permission to “let loose with a crayon".

Scribbling reflects a child’s physical and mental process. When toddlers first pick up a crayon and make a mark, they experience a pleasurable moment in which they use a tool and produce a result. They don’t realize they are taking the first step of a long journey, a journey that will culminate around the age of 8 with a mastery of line that is remarkably controlled. They only know that in this powerful moment, something they did with their body created a visible result and that feels very exciting.

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This scribble drawing is from Mona Raoufpour’s 4 year old classroom at Pressman Academy in Los Angeles. Mona artfully links children’s early drawings to language and literacy. Early in the school year, many of her students are immersed in the scribble stage or just moving into more representational drawings. Mona takes meticulous dictations and mounts them directly onto children’s scribble drawings as shown here. Without this detailed dictation, who would ever know that Noah, this young artist, has a story in his mind about a “big monster who ate broccoli then fell down and broke his face and arm and leg.”

Mona has her 4 year olds work on long term book making projects that include scribble drawings with dictations. Children are indeed natural storytellers, and scribbling is how their visual story telling begins.

No study of scribbling would be complete without mention of Rhoda Kellogg. Kellogg was a pioneer in the study of analyzing children’s art. Over the course of 20 years, Rhoda Kellogg collected and analyzed over 1 million children’s drawings from children ages 2-8. In 1967, she published an archive of 8000 drawings of children ages 24-40 months, focusing on scribbling and the early “ages and stages” of child development. Kellogg concluded that children need plenty of time for free drawing and scribbling to develop the symbols that will later become the basis for all writing and drawing. Before Kellogg, scribbles were considered nonsense. Children were discouraged or even forbidden from scribbling, and encouraged to copy adult models (sounds ghastly and misguided, but this shows how far we’ve come in understanding child development.).

Stages of Scribble
Here's something creative to do with scribble drawings - check out the "Stages of Scribbles" created by children at the Alpert Jewish Community Center in Long Beach, CA. Assistant Director, Alayna Cosores, asked teachers to contribute examples of scribbles and compiled them into an Ages & Stages frame that hangs in their Early Childhood Office. Not only is it colorful and fun to look at, "Stages of Scribble" reminds parents that scribbling is an important process to encourage at home. Why not try something like this in your own center, it costs so little to put together and will provide years of stimulating conversation.

Last but not least, scribbling is not just for kids…it can also be liberating for adults! Scribbling is a physical process that emphasizes freedom of movement. It can help us relax and get into the sensory mode of our bodies as well as the creative, right hemisphere of our brain. With this in mind, I often begin Teacher Trainings with some form of a scribble warm-up. My favorite is a paired up exercise called a “Scribble Chase.” Click here for the printable lesson plan from my book Smart Art Ideas 2. While the original lesson plan used Colorations® Liquid Watercolor for the top layer, I’ve come to enjoy it even more using Colorations® No-Drip Foam Paint

Scribbling is it’s a great way to energize a room.  I suggest you try “grown-up” scribbling sometime soon.