I recently attended a class at CU Boulder about POGIL - Process Oriented Guided Inquiry Learning. The class was awesome! This method follows the constructivist teaching method, which guides students to learn the information independently through reading models and making generalizations. The instructor had us in groups of 3-4 and assigned us specific roles such as recorder, presenter and manager. The manager read each question aloud on the worksheet or activity and made sure that the group was working together...if we had a question over the material, the manager was the only one allowed to raise his/her hand. The presenter answered the questioned asked by the instructor after the activity / worksheet was completed. Each person completed their worksheet and the recorder wrote down the groups strengths, weaknesses and what questions the group still had.
The instructor said that once she knew her students and their level of understanding, she put them in groups accordingly. The high achieving students would be together and the mid-low achieving students would be in another group. This was mainly to benefit the mid-low level students because they are not intimidated to ask questions in their group and they will develop a greater understanding of the material by explaining it to their peers.
Like I said before, the workshop was awesome! There were about 40 teachers there and about 1/2 were college instructors. The lady who presented said she uses the POGIL method in her lecture classes at a university in Missouri....yes, even large "lecture" classes! She said she got a lot of critisism from her colleagues about using this method at first, so she taught a few units using the POGIL method and then switched to straight lecture. The students performed much better on the assessments after using the POGIL method...and she was able to cover more information than another colleague who strickly lectures.
I have used a few POGIL worksheets in my classroom this week and I have been very pleased. The worksheets break down the information so it is not so overwhelming and the kids are able to help each other out with questions in their group. I also split my classes into "teams" based on their level of understanding. I'm anxious to see how well they do over the next few weeks!
The POGIL website it www.pogil.org if you would like to check it out. This method is directed towards various levels and branches of chemistry, but maybe someone else could develop something to use for their class by looking at these examples.
Wednesday, October 24, 2007
Wednesday, October 17, 2007
A Balancing Act...
After I got Karl's outstanding email about blogging, I knew that I was one who was referred to as "ummmm, not quite as outstanding." when it comes to blogging. I have now been back to school for about 6 weeks now and I am just now feeling like I'm getting back into the swing of things...as a teacher this year and a new mom. I'm not really sure what happened the first few weeks of school...I was exhausted trying to balance school work, planning, laundry, Eli, cooking, cleaning, etc. I know that every person with kids has to find a balance with all of these things, but I didn't really understand the full effect until Eli was here! I can't imagine doing this with more than one child!
I have to admit, for the first few weeks of school, I was teaching "the easy way". Instead of planning constructivist activities, I would explain the information to the students by lecturing and assign homework. (I hope that I am not voted out of 21C by admitting this.) Now that I have had time to adjust to all of my new rolls and that I know my students a little better, I am working to come up with more student-initiated activities for class. I am anxious to see how this change effects my classes and if their understanding improves.
I have to admit, for the first few weeks of school, I was teaching "the easy way". Instead of planning constructivist activities, I would explain the information to the students by lecturing and assign homework. (I hope that I am not voted out of 21C by admitting this.) Now that I have had time to adjust to all of my new rolls and that I know my students a little better, I am working to come up with more student-initiated activities for class. I am anxious to see how this change effects my classes and if their understanding improves.
Thursday, March 22, 2007
Questions and Thoughts about Homework
As I was reading the article for today, I agreed with some aspects about homework, but disagreed about others, which I guess is the whole point! My views on homework have changed quit a bit this year. In chemistry I used to assign the homework from the book that is assigned each night from our common calendar that each chemistry teacher uses. Most of the questions in the book that were assigned were terribly worded and confusing…I was just assigning homework to assign homework. I rarely assign “homework” unless I feel that the extra practice is necessary to help them learn the concept.
In my freshman classes however, I assign more homework than I do in chemistry. In contrast to the article, I still feel that homework does demonstrate something about responsibility. The article disagreed with this and I guess that is what I struggle with. Most of my little assignments that I give in ERE are categorized as “responsibility” in my grade book. There are a few assignments that I have split up the point values and allow the students to re-do to get points back on the “content knowledge” grade category.
I do think that the homework given should focus on enhancing the learning, but I also get frustrated with our common assessments because I feel that I am just “teaching to a test”, rather than helping the students learn the main ideas that are important in chemistry and ERE. But this brings up another point, what ideas ARE important in chemistry? Is it to relate it to real life, to prepare them for college science courses, or to help them understand the material on the test? This then opens a whole new can of worms, which is “are we assessing the right information? What is important for the students to learn?
I guess I really don’t know where I stand with the homework issue…maybe somewhere in the middle. I think the homework assigned also depends on the type of class and material being covered. By not assigning homework though, are we asking the students to get the new information, understand this information and apply it in a 55 min class period?
In my freshman classes however, I assign more homework than I do in chemistry. In contrast to the article, I still feel that homework does demonstrate something about responsibility. The article disagreed with this and I guess that is what I struggle with. Most of my little assignments that I give in ERE are categorized as “responsibility” in my grade book. There are a few assignments that I have split up the point values and allow the students to re-do to get points back on the “content knowledge” grade category.
I do think that the homework given should focus on enhancing the learning, but I also get frustrated with our common assessments because I feel that I am just “teaching to a test”, rather than helping the students learn the main ideas that are important in chemistry and ERE. But this brings up another point, what ideas ARE important in chemistry? Is it to relate it to real life, to prepare them for college science courses, or to help them understand the material on the test? This then opens a whole new can of worms, which is “are we assessing the right information? What is important for the students to learn?
I guess I really don’t know where I stand with the homework issue…maybe somewhere in the middle. I think the homework assigned also depends on the type of class and material being covered. By not assigning homework though, are we asking the students to get the new information, understand this information and apply it in a 55 min class period?
Thursday, February 15, 2007
A New Semester
After our discussions first semester about grading categories, classroom activities and technology, I have altered a few things in my classroom this semester. For starters, I changed my grading categories from the "old school" homework, labs, tests and quizzes to responsibility, content knowledge, labs and problem solving. I am also weighing grades for the first time this semester. I am anxious to see how this changes the conversations with parents about students who are "bad test takers". I can already see a huge difference with the kids who really know the information and the students that are good at "playing school".
In both chemistry and ERE I give my students a 1-2 question Concept Quiz each Friday over the main concepts instead of the small nit-picky terms that will be irrelevent to them after the test. The Concept Quiz covers information discussed in class on Monday and Wednesday of that week and can be individual, open or closed notes, a group mini-lab, etc. I also usually have 2-3 questions on the quiz and the students can choose which question they would rather answer. The feedback that I have received has been very positive. The students like being able to choose the question they are comfortable with and scores have shown the students have a good understanding of the main concepts from a particular unit.
Homework in my classroom has also changed a great deal. In chemistry and ERE I do not assign daily homework just for the sake of giving homework. At times, I will give a small assignment and give a responsibility grade if they have it completed and are prepared for class. The assignments that are more substantial I will collect and grade for content knowledge. I have less grading to do, but am still working on how to "split" up an assignment for my different grading categories. Once I have more experience with these grading categories I think it will be much easier to grade projects or larger assignments.
I have received positive feedback overall for these changes. I think the students are able to understand the main concepts that are important in each chapter or unit, which is really what I want them to take away from my classes.
In both chemistry and ERE I give my students a 1-2 question Concept Quiz each Friday over the main concepts instead of the small nit-picky terms that will be irrelevent to them after the test. The Concept Quiz covers information discussed in class on Monday and Wednesday of that week and can be individual, open or closed notes, a group mini-lab, etc. I also usually have 2-3 questions on the quiz and the students can choose which question they would rather answer. The feedback that I have received has been very positive. The students like being able to choose the question they are comfortable with and scores have shown the students have a good understanding of the main concepts from a particular unit.
Homework in my classroom has also changed a great deal. In chemistry and ERE I do not assign daily homework just for the sake of giving homework. At times, I will give a small assignment and give a responsibility grade if they have it completed and are prepared for class. The assignments that are more substantial I will collect and grade for content knowledge. I have less grading to do, but am still working on how to "split" up an assignment for my different grading categories. Once I have more experience with these grading categories I think it will be much easier to grade projects or larger assignments.
I have received positive feedback overall for these changes. I think the students are able to understand the main concepts that are important in each chapter or unit, which is really what I want them to take away from my classes.
Friday, November 10, 2006
21 C Feedback
1) Did the information presented today make sense? If not, what would have helped? What do you still need?
2) Were the activities today well-planned and meaningful? Be specific. If they were not, what suggestions would you make?
3) What potential do you see in the information presented today for your possible use?
4) What else do you want the planning team to know?
The articles on constructivism have been a great resource for a solid background knowledge of the theory. They always seem to raise a lot of questions and good discussions. As a group, I feel that we are very eager to jump in head first, which is good. However, it is important to have a good understanding of what constructivism really is and examples of what it looks like before really diving in.
I love having the opportunity to collaborate with colleagues from other departments! It's just nice to know that everyone is trying new things and sometimes failing...or not working out exactly the way they had planned. It's not just me! The most meaningful activity yesterday was the discussion of ideas that others have used or have heard of. This way we can adapt the activities to use in our own classroom. I plan to use a lot of the activities discussed today in one form or another. It's just nice to get new, fresh ideas.
I really liked Larry's idea of demonstrating a constructivist lesson for our group. However, I agree with Lauren in that I think it's awesome, but I would not volunteer...not this year at least. I think it will be great to implement 2nd semester and see how it goes! Since it is hard to use up a planning period to observe another teacher, I think this will be a great way to be a student during a constructivist lesson.
I'm glad that we were able to continue our discussion instead of going to the computer lab. Although the time to read other blogs, comment, etc is nice, I feel that the discussions are more helpful and meaningful at times.
2) Were the activities today well-planned and meaningful? Be specific. If they were not, what suggestions would you make?
3) What potential do you see in the information presented today for your possible use?
4) What else do you want the planning team to know?
The articles on constructivism have been a great resource for a solid background knowledge of the theory. They always seem to raise a lot of questions and good discussions. As a group, I feel that we are very eager to jump in head first, which is good. However, it is important to have a good understanding of what constructivism really is and examples of what it looks like before really diving in.
I love having the opportunity to collaborate with colleagues from other departments! It's just nice to know that everyone is trying new things and sometimes failing...or not working out exactly the way they had planned. It's not just me! The most meaningful activity yesterday was the discussion of ideas that others have used or have heard of. This way we can adapt the activities to use in our own classroom. I plan to use a lot of the activities discussed today in one form or another. It's just nice to get new, fresh ideas.
I really liked Larry's idea of demonstrating a constructivist lesson for our group. However, I agree with Lauren in that I think it's awesome, but I would not volunteer...not this year at least. I think it will be great to implement 2nd semester and see how it goes! Since it is hard to use up a planning period to observe another teacher, I think this will be a great way to be a student during a constructivist lesson.
I'm glad that we were able to continue our discussion instead of going to the computer lab. Although the time to read other blogs, comment, etc is nice, I feel that the discussions are more helpful and meaningful at times.
Got gas?
Chemistry class was so fun today! We have just started into Gas Laws and how different variables change the behavior of the gas. I had 8 stations set up around the room that the students rotated to. Here are the questions that the students had to answer:
1.What are the four Factors that effect a gas?
2.List the 2 variables that change at each station and explain what is happening to the gas.
3.Make a general statement relating each of the four factors at each station.
4.Tell whether each of the relationships in #3 is direct or inverse?
Before they could begin, they used the text to find the answer to #1 (pressure, volume, amount of gas and temperature). Then they rotated to the various stations to see how each variable affected another and recorded their observations.
One station consisted of a flask with balloon on top. The students placed the flask on a hotplate and then in ice water. On the hotplate, the balloon expanded, when it was placed in the cold water, it contracted. This shows that as temerature decreases, the volume of a gas decreases. We also used the vacuum pump, which the kids loved! I placed a marshmallow in the vacuum to show that as the pressure decreases, the volume increases. If you haven't seen a vacuum pump, it causes the marshmallow to grow and then shrivels up once the pressure inside the chamber is increased. (We have also use the "Peeps" during Easter season). The students soon wanted to put everything in the vacuum to see what would happen. We put the entire bag of marshmallows in to see how much they expanded, they built marshmallow castles to put in, a balloon...it was fun!
On Monday we are going to use these demonstrations for the gas law calculations. This way they don't have to memorize 5 equations, they just have to know the relationship between the gas variables.
1.What are the four Factors that effect a gas?
2.List the 2 variables that change at each station and explain what is happening to the gas.
3.Make a general statement relating each of the four factors at each station.
4.Tell whether each of the relationships in #3 is direct or inverse?
Before they could begin, they used the text to find the answer to #1 (pressure, volume, amount of gas and temperature). Then they rotated to the various stations to see how each variable affected another and recorded their observations.
One station consisted of a flask with balloon on top. The students placed the flask on a hotplate and then in ice water. On the hotplate, the balloon expanded, when it was placed in the cold water, it contracted. This shows that as temerature decreases, the volume of a gas decreases. We also used the vacuum pump, which the kids loved! I placed a marshmallow in the vacuum to show that as the pressure decreases, the volume increases. If you haven't seen a vacuum pump, it causes the marshmallow to grow and then shrivels up once the pressure inside the chamber is increased. (We have also use the "Peeps" during Easter season). The students soon wanted to put everything in the vacuum to see what would happen. We put the entire bag of marshmallows in to see how much they expanded, they built marshmallow castles to put in, a balloon...it was fun!
On Monday we are going to use these demonstrations for the gas law calculations. This way they don't have to memorize 5 equations, they just have to know the relationship between the gas variables.
Friday, November 03, 2006
The Grading Dilema
I have been thinking a lot about Tony Winger's presenation and how I can adapt my grading policies and categories. Right now, I still have the same general categories for grading: tests, quizzes, homework, labs, etc. I know, I know...terrible! I have been asking several questions to people who have already implemented new grading categories, just to gain a better understanding. Next semester I plan to try some different categories like responsibility, content knowledge, etc. to see how communication changes with the students and parents. I still have a lot of questions that I need to figure out for myself about late work, the daily assignments given out, how to split the point values for asssignments for the different categories...Ok, I have a lot of questions and uncertainties about this. I'm anxious to try some new things out and see how they go for next semester.
Friday, October 06, 2006
Mole Madness
This week we introduced the "mole", which is a unit of measurement in chemistry. A mole represents a very large number - 6.02 x 10^23 particles to be exact - so chemists use moles to compare quanities rather than writing huge numbers in scientific notation. To help the students understand how big a mole really is, I found an activity online that has 10 questions for them to research and solve. For example, one mole of pop cans stacked on top of one another would reach from here to the sun and back how many times? Students worked individually or with one other partner to solve their problem. I had items in the room for them to measure and also had the internet for resources. It was a great problem solving activity and (hopefully) helped them visualize how big a "mole" really is.
Wow...am I a dork or what?!?
Wow...am I a dork or what?!?
Friday, September 29, 2006
Take 5: 9/29/06
Homecoming week at AHS...where a typical comment from the students is "why do we have school during homecoming, we don't learn anything this week anyway." It was hard to motivate the students this week, especially today with the homecoming assembly!
Since I know the students would be unmotivated and preoccupied with homecoming, I wanted to plan something so they could actively participate. On Wednesday, Brian had designed a mini-lab with different types of reactions. I used this activity in class today, which ties in all of the aspects from this chapter. Their test is Monday, so it was a good review. Each reaction was different, so as a group of 4 the students performed the experiment, determined the type of reaction, predicted the products and balanced the equation. When they were finished, I had each group explain their experiment to the rest of the class. It was a great review activity...thanks Brian!
On Monday of this week, the students were working on writing and balancing chemical equations. I posted a word document to my web page and had the students access this from their laptops, and save it to the desktop. The document had 10 word equation and they had to work for 8 min on writing the formulas and balancing them. After the 8 min was up, they paired up with someone and checked their partner's work for mistakes. If there was a mistake, they highlighed the incorrect information and inserted a comment explaining why it was incorrect. Then they paired up and fixed the mistakes together. I really liked the activity and the kids worked well together.
Since I know the students would be unmotivated and preoccupied with homecoming, I wanted to plan something so they could actively participate. On Wednesday, Brian had designed a mini-lab with different types of reactions. I used this activity in class today, which ties in all of the aspects from this chapter. Their test is Monday, so it was a good review. Each reaction was different, so as a group of 4 the students performed the experiment, determined the type of reaction, predicted the products and balanced the equation. When they were finished, I had each group explain their experiment to the rest of the class. It was a great review activity...thanks Brian!
On Monday of this week, the students were working on writing and balancing chemical equations. I posted a word document to my web page and had the students access this from their laptops, and save it to the desktop. The document had 10 word equation and they had to work for 8 min on writing the formulas and balancing them. After the 8 min was up, they paired up with someone and checked their partner's work for mistakes. If there was a mistake, they highlighed the incorrect information and inserted a comment explaining why it was incorrect. Then they paired up and fixed the mistakes together. I really liked the activity and the kids worked well together.
Sunday, September 24, 2006
Refreshed once again
Friday's meeting was great! The discussion cleared up a lot of misconceptions that I had about our expectations. I felt much better when Karl said the technology presented to us is not required...just something to think about; and when Brad said that he did not implement anything new that first semester, he just thought about how he could tie them in. I could relate to several of the comments made during the meeting. I was working so hard to find an activity or some sort of constructivist strategy to use in my classes every day. I would be disappointed if I had to do any "lecture", but like Barb said, I think it is important to find a balance between the two.
We have been using United Streaming in the science office for about a semester. However, I did not realize that you could create quizzes, access lesson plans, etc. The time to search around on the site was nice.
I feel much better about the fact that I've been trying new things in my classroom...even when they "fail" in my mind. This group is an awesome support system!
We have been using United Streaming in the science office for about a semester. However, I did not realize that you could create quizzes, access lesson plans, etc. The time to search around on the site was nice.
I feel much better about the fact that I've been trying new things in my classroom...even when they "fail" in my mind. This group is an awesome support system!
Wednesday, September 20, 2006
Stuck in a rut...
Last week and this week, I have been feeling very overwhelmed and bogged down with too many things to do and not enough time! I'm sure many teachers feel the same way during this time of year. At the beginning of the year, I was very anxious and excited to try new activities, use the laptops, etc. All of this takes time to plan....a lot of time for me! Maybe it's the material we're covering in class or trying to keep up with coaching, but last week and this week I have reverted back to the old and familiar.
Last Friday I had the students take 5 minutes to write down what we have done in class that they have liked and what they have not liked. I received great feedback and suggestions. At the beginning of the year, I had the students complete in-class labs, activities, etc. They seemed to dislike the lack of notes and information discussed in class, but many of them stated they liked the labs and in-class activities over note-taking.
I need a day to refresh and reevaluate...I'm anxious to collaborate again on Friday.
Last Friday I had the students take 5 minutes to write down what we have done in class that they have liked and what they have not liked. I received great feedback and suggestions. At the beginning of the year, I had the students complete in-class labs, activities, etc. They seemed to dislike the lack of notes and information discussed in class, but many of them stated they liked the labs and in-class activities over note-taking.
I need a day to refresh and reevaluate...I'm anxious to collaborate again on Friday.
Friday, September 08, 2006
Handing it over...
Today in chemistry I was able to let the students jig-saw the notes and information using the laptops. The students worked in groups of 3 or 4 and each found a few properties of a specific section of the periodic table. As a group, they had to create one powerpoint slide (or word document) that explained their assigned section. After the groups placed their presentations into a drop box, they each came up to the front and presented the information to the class. I also allowed the class to type the notes on the laptops if they wanted to instead of writing them down. I know this is a small step in technology and with the laptops, but I'm easing my way into it!
The groups were only given 15 min to research the section of the periodic table, create a presentation as a group and put it in the drop box. Then we spent about 15 min presenting the information and taking notes. While the students were researching and presenting I found my self wanted to jump in and add comments to their presentations. The students provided more than enough information about each section they were assigned and did a great job, it was just hard for me to have them do everything! I think it will be an adjustment for me to hand over the reins, so to speak. Even though I find myself wanting to talk and tell them the information, when I reflect on the day, I'm excited that they are getting used to helping each other and working together to get and understand the material!
I also found some cool interactive websites that I plan to use next week...I will keep you posted on how that goes!
The groups were only given 15 min to research the section of the periodic table, create a presentation as a group and put it in the drop box. Then we spent about 15 min presenting the information and taking notes. While the students were researching and presenting I found my self wanted to jump in and add comments to their presentations. The students provided more than enough information about each section they were assigned and did a great job, it was just hard for me to have them do everything! I think it will be an adjustment for me to hand over the reins, so to speak. Even though I find myself wanting to talk and tell them the information, when I reflect on the day, I'm excited that they are getting used to helping each other and working together to get and understand the material!
I also found some cool interactive websites that I plan to use next week...I will keep you posted on how that goes!
Monday, August 28, 2006
Take 5: 8/28/06
Today was a very frightening, yet exciting day in my world! Brian came into my 2nd hour chemistry class and introduced the students to the laptops. Once the students had their computers in front of them, I just stood back and watched them working on their individual laptops...it was a very strange sight! Brian also explained to the students all of the different ways we can all share information from one laptop to another. I am so excited to learn more about what this technology can bring to my chemistry classes and how the students do with the laptops.
In addition to introducing the laptops, I had the students do a problem solving activity. They had to figure out how many centimeters thick a piece of aluminum foil is and how many atoms thick it is. The only information they were given was the density of aluminum and the diameter of one aluminum atom. The students are doing a great job of working together and within about 15 minutes, most of the groups were on the right track.
Because I am trying to implement so many classroom activities and less notes, I am using my webpage as a resource and posting my powerpoint presentations online if the students need extra help or need those notes to learn the information better. I do not know how many of them are taking advantage of this, but the resources are there for the taking.
In addition to introducing the laptops, I had the students do a problem solving activity. They had to figure out how many centimeters thick a piece of aluminum foil is and how many atoms thick it is. The only information they were given was the density of aluminum and the diameter of one aluminum atom. The students are doing a great job of working together and within about 15 minutes, most of the groups were on the right track.
Because I am trying to implement so many classroom activities and less notes, I am using my webpage as a resource and posting my powerpoint presentations online if the students need extra help or need those notes to learn the information better. I do not know how many of them are taking advantage of this, but the resources are there for the taking.
Wednesday, August 23, 2006
Take 5
As I started planning for the first few days of school, my focus was on finding student-initiated activities. In chemistry we started with properties of solids, liquids and gases. I found an activity where the students had to make "glurch", which is a substance like silly-putty. After they had made a sample, as a group of 4 they had to chemically modify it to meet a specific criteria. For example, one group's sample had to bounce 3 inches while another group's sample could only bounce 1/2 inch. They were given the initial recipe and a few random substances if they wished to use them.
When I organized this activity I wasn't sure how it was going to go...I was prepared for a disaster. However, the each group was able to modify their glurch sample to meet their specific goal. We tested the samples and shared the results. The students really enjoyed this activity and were able to problem solve and communicate as a group.
I'm excited to integrate more student-initiated, inquiry based activities into my classes. I can already see a difference in 3 days of class that my chemistry students are getting used to working together and helping to teach the concepts to each other, rather than listening to me lecture!
When I organized this activity I wasn't sure how it was going to go...I was prepared for a disaster. However, the each group was able to modify their glurch sample to meet their specific goal. We tested the samples and shared the results. The students really enjoyed this activity and were able to problem solve and communicate as a group.
I'm excited to integrate more student-initiated, inquiry based activities into my classes. I can already see a difference in 3 days of class that my chemistry students are getting used to working together and helping to teach the concepts to each other, rather than listening to me lecture!
Wednesday, August 09, 2006
The World is Flat
As I first began reading The World is Flat, I could relate outsourcing to many experiences I have had, such as telemarketing callers and anytime problems with the TV or computer would arise. I tend to get very frustrated when I call Dell for computer help and I can barely understand the person on the other end of the phone who's trying to fix the problem. However, in my frustration I have never thought of outsourcing as "flattening" our world until now.
Then I started thinking about the students that I have in class, my brother in college and my husband who works in business. Will high school and college students be able to find careers in the future for a descent salary? Will education change enough so these kids have the opportunity to have a good career? Could my husband's job be outsourced someday? It is a scary thought...one that has just entered my mind after reading this book.
Last week I happened to catch a few minutes of Oprah when she was discussing the crisis in the education system. Several high school students were asked to name the first five American presidents. I do not remember how many countries where represented, but I do remember seeing a girl from China listing all five right away and some American students answering Thomas Jefferson, Abraham Lincoln and Theodore Roosevelt as our first president! To me, this was just a small reminder of how much education needs to change. In Chapter 6: The Untouchables, Freedman states to his daughters "Girls, finish you homework - people in China and India are starving for your jobs." I feel that today's students need to realize how competative their career choice may be in the near future. I agree with Freedman that professionals now need to very specialized, and be able to adapt to various skills, knowledge and experiences.
Reading The World is Flat has been very eye-opening for me. I used to view outsourcing as only being in very large companies, mostly dealing with electronic customer service...things that do not relate directly to my life. However, now I see outsourcing as hitting very close to home when I think about my students and younger brother in college. With that I wonder, what will the future hold? The scary part to that question is the fact that the "future" is not very far away.
Then I started thinking about the students that I have in class, my brother in college and my husband who works in business. Will high school and college students be able to find careers in the future for a descent salary? Will education change enough so these kids have the opportunity to have a good career? Could my husband's job be outsourced someday? It is a scary thought...one that has just entered my mind after reading this book.
Last week I happened to catch a few minutes of Oprah when she was discussing the crisis in the education system. Several high school students were asked to name the first five American presidents. I do not remember how many countries where represented, but I do remember seeing a girl from China listing all five right away and some American students answering Thomas Jefferson, Abraham Lincoln and Theodore Roosevelt as our first president! To me, this was just a small reminder of how much education needs to change. In Chapter 6: The Untouchables, Freedman states to his daughters "Girls, finish you homework - people in China and India are starving for your jobs." I feel that today's students need to realize how competative their career choice may be in the near future. I agree with Freedman that professionals now need to very specialized, and be able to adapt to various skills, knowledge and experiences.
Reading The World is Flat has been very eye-opening for me. I used to view outsourcing as only being in very large companies, mostly dealing with electronic customer service...things that do not relate directly to my life. However, now I see outsourcing as hitting very close to home when I think about my students and younger brother in college. With that I wonder, what will the future hold? The scary part to that question is the fact that the "future" is not very far away.
Subscribe to:
Posts (Atom)
