Another Chapter Closed…but opened another

It is insane how fast time has flown by during this course, and how much I have learned in such a short period of time. When I say learned I mean actually experienced and took in knowledge that I can not only implement now, but long into my career as a dental hygienist and future educator. The course design took me from learning new web 2.0 tools to learning how to create the learning environment I desire as an educator. I never really had considered much into what my “classroom” would be like. Digital Pedagogy gives you so much freedom as both and instructor and learner. Without the confines of those actual brick and molter classrooms the world is at our fingertips.

It’s interesting because for the past year I have taken a dozen classes, very few of those “online” courses have actually utilized the web. I loved the observation made by Sean Morris when referencing online classes:

“when we teach digitally—whether online, or in hybrid environments (and all learning today is necessarily hybrid)—walls become arbitrary. All walls. And all seats and all podiums and all chalkboards, too. LMSs have more than snack-sized shortcomings, but the biggest dilemma they pose is that they create the illusion of digital learning without really ever encountering the Internet. Like all illusions, this is misleading, because digital learning (and by necessity, digital pedagogy) takes place all over the web.” (Mod 4, What is…)

With EDUC300 I not only was forced to utilize the web in my learning, but also learned how to incorporate it into my teaching. It has been quite the experience seeing my final portfolio come together. I never truly say myself as an educator, and suddenly I have module that is utilizing web 2.0 tools with well- thought out goals and objectives.

There was a video posted in the weeks module that introduced Carol Dweck and she spoke about believing in oneself when looking to improve. She shared some great thoughts, but for this semester would not have been possible without knowing that the course instructor believed in me. There are times in life when you don’t really believe in yourself and it takes a little nudge from someone special to say “Hey, I know you have the ability and potential, don’t doubt yourself.” I feel I am well-prepared to take on the future innovations, and I look forward to finding ways to utilize them in engaging my students.

I could go on and on relaying the knowledge I’ve learned from the course materials concerning pedagogy and how the use of digital web tools is imperative for educators in the 21st century to engage the “whole new mind.” But, the real learning of what pedagogy means to today’s educators and learners came from my instructor herself. Dr. Gusa makes it her goal to guide you through what she knows you are already capable of…even if you don’t think so. In “Let’s Stop Talking about Teaching with Technology, and Start Talking about Teaching,” Krista Moroder goes on to list what makes a good teacher:

“Good teachers create authentic learning experiences for their students by building rich, performance-based assessments. Good teachers encourage students to solve problems and take an active role in their own learning. Good teachers teach skills like critical thinking, collaboration, communication, and curiosity. Good teachers know how to create learner-driven environments where failure is considered learning and persistence is an expectation. Good teachers know how to inspire students and build a love for learning that can last a lifetime.”

This is Dr.Gusa, but she is not just this “good teacher”…she is exceptional. Dr.Gusa is the definition of 21st century pedagogy. I will carry what I gleaned from her as an educator with me always. I’ve said it before in a previous post but it warrants repeating:

Thank you so much for giving me back belief in myself and more importantly for restoring my faith in the fact that there are still good educators out there. I count myself as one of the lucky ones.

SA: 90, I was unable to comment on DB because I was unable to participate.

Su- Mod 3

This week we were posed with the question:

“So what is the purpose of college? Is it a place to provide instruction or to produce learning? How you answer this question will determine how you teach.” (Module 3, Overview).

Reading that over immediately got me thinking about the type of educator I desire to be. In the past all I really knew of education was the structured standardized method you see utilized throughout the education community especially with higher education. In college I don’t believe I was able to break free from those confines until I began learning with Dr. Gusa. It was quite the learner curve, and initially I did not know how to respond to having such freedom of thought. Interestingly enough, not even a year later I can’t see myself teaching any other way.

When I see that portion of the question that reads “provide instruction” it now reminds me of those classroom settings where a student is basically “taught at.” This is not the learning environment/climate I want to create for my students. “Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret and respond to their experiences–conscious  and unconscious, past and present.” I don’t want to be the type of educator simply throwing facts and information at my students, rather I would like to create experiences where they are taking in the information and learning from it, forming opinions, and thinking how such knowledge is relevant to them.

I share the philosophy of Niels Jakob Pasgaard who felt that “instruction is polyphonic, where students and teachers gain mutual understanding and knowledge through dialogue and collaboration where both parties act as co-learners.” (Module 3, Overview).  I really enjoyed reading through Dr. Gusa’s blog addressing her becoming an online educator because it seems it might be quite the challenge to connect with your students on such a level in a virtual setting. But, currently being one of her students I have to say that is not the case. Her choice of theories has made her teacher presence one where I feel that I matter to her as a learner. The methods she uses to engage students and create collaborative learning assist in creating such an environment though a part of the virtual world. From such learning we have had the opportunity to get a better understanding of not only her, fellow students, but also ourselves. I can only hope to mimic the learning environment Gusa is able to create for her learners.

This week also introduced the wiki and ABCD method of formulating learning objectives. From just those two activities I have learned that it takes a lot to form an online course. Learning new technologies and having to ensure that your objectives utilize such tools is although fun, quite the challenge. I look forward to utilizing such tools throughout the course and into my career, whatever direction that may be heading in.

SA: 90, I did not include DB comments because I was unable to participate.

Summer- Module 2

Hello all,

I’m so happy to be back and see some familiar faces enrolled in this class. I am a bit nervous about taking a summer course and the course load spread over a 2 month period, but I am up for the challenge. Towards the end of last semester life reared its ugly head and really threw me for a loop. I am hoping I will be able to snap out of the slump I have been and get back to enjoying learning.

This module focused on online teaching and learning and it really goes hand in hand with my commenting on hardships I’ve been having personally. The typical online student can fit within a certain criteria of similarities, but in general each comes from a different walk of life and daily experiences differ from each of them. Being and online student helps to accommodate the online learner as it offers:

  1. Convenience
  2. Flexible pacing for completing a program
  3. Work schedule
  4. Future employment opportunities
  5. Distance from campus a non issue

These were some of the very reasons I decided to become an online student. I had no experience with online classed prior to my enrollment to SUNY Canton, but I felt I would be well- prepared because I am part of the younger generation raised around computers and the internet. Ironically enough I have learned quite a bit from just the past 2 semesters. A lot goes into being an online student as you still have all your regular responsibilities, but need to find time around all that to complete your course work. It definitely takes a certain type of individual to be an adult learner.

In the same way it takes just as much work if not more to be an online educator. Learning the learning platforms being used, and placing your course lesson plans in such a format is daunting. In addition, an environment must be created that encourages creative thought and synthesizing of course material. (Module 3, Code of Ethics). Students need to feel comfortable in expressing themselves when it comes to their thoughts and ideas concerning the topics. Being such and educator requires a special person that takes into account the individual needs of each of their students. Whether that include how each may learn a bit differently or events that may come up in their lives an educator needs to be able to assist that student in building on their strengths.

I look forward to continue learning throughout my career as a dental hygienist and possibly future educator.

SA: I feel I earned a 90, as I did not comment on DB posts because I was unable to participate in them.

Module 8

This is going to be a brief post as it is now 11:02pm and I literally am struggling to hold my head up after trying to catch up on so much course work. This weeks course material was really wrapped up what teaching and learning is really all about. Sure there are the basic foundations and philosophies of education, but at the end of the day it is about how many students you have reached. Educators need to maintain that passion for learning and educating themselves. When that is strong it will just bubble forth out of you and it will be easy for the students to see that you are genuine and really care about them as individuals and want them to succeed. That goes hand in hand with making that personal connection with your students. Knowing that that connection is present students will feel comfortable approaching you when they are in need of assistance or simply desire to share their thoughts on a random topic. Educators making the effort to know their students at such a personal level will help them to find ways of presenting the course material in a way that is best suited for that particular student.(Module 8 Reading) Contrary to all of the standardization it has been shown that students all learn and comprehend and take in information at different rates. Taking the time to make sure that they not only retain the material, but also relate to it on some level is key to ensuring that will be life long learners.(Oakes, 2013. Pg.167). We take education for granted, but in many countries there are many who have no access to it. Some have even risked their lives to acquire it. The video in our reading material that highlights Malala the young girl that was almost killed because of her desire to be educated should be watched by all. Her words are enough to light a fire under all of us as students or educators as to the power of learning and education and how they are gifts to be treasured. (Module 8, Malala).

SA: 85 didn’t refer to DB

Final Blog Entry:(

Reflecting over my time this semester I can that there was definitely growth from the beginning of the course up until this point. I was very doubtful initially when our professor said that we would be able to see such improvement even within our blog posts. But, upon reviewing my initial posts I see truth in that statement. My first posts were really summaries of the information rather than what my interpretation was or what I was able to derive personally from the information. I can see how my thought process changed from factual to reflecting on my own thoughts regarding the subject matter. I remember reading the grading from one of my posts and it included a reminder that it was a synthesizing blog, and even after that I still really wasn’t getting the point. It was only up until one of the grades for a blog stated “more thinking about your thinking.” Such a simple statement, but it really resonated with me. I have never taken a course similar to this one. There was so much freedom of thought and opinion that it was difficult for me to wrap my mind around the fact that is what was wanted all along. Once I came to understand that then the class became a lot more manageable.

I found it very interesting how I started out just seeing myself studying a subject, and facts about its history, but then something changed. Very gradually and really without me even noticing it at first I began seeing myself as part of this education and learning movement. I began relating to the material and my own life experiences as a student. I started formulating opinions on topics that I previously would have never even taken a second glance at. Now I find myself looking up information on current happenings in our education system. If I hear about standardized tests now on the news I stop and listen. It is sobering to think how blind I really was to issues I felt were inconsequential to me.

One of the things that initially was quite intimidating was the course work required the first couple of weeks in. I am a full time student and with 3-4 other classes to keep track of it was daunting. But, once it turned into a 2 week schedule that was much more manageable. There were many personal setbacks for me this semester that I just don’t know how they all occurred in a 3 month period. That was very overwhelming for me because I strive to always do my best and within a matter of a week I was behind in every single class, and before I knew while trying to catch up everything just snow balled. There were many times I wanted to just call it quits. I probably would have were it not for the encouragement and understanding from two of my instructors, one of them being the professor for this course. I will never be able to express what it felt like to receive that assistance when I reached out. I felt like I was literally drowning, and to know someone was willing to take the time to throw me that figurative buoy was just the encouragement I needed to continue.

Although the course material assisted in transforming my thinking of education and learning it really was through the actions of those two educators that I was really helped to see and understand the meaning of being a teacher. I learned far more from my experience this semester than any textbook could relay. It’s not always about the course material, but getting to know your students as individuals and believing in them. With online learning I find that quite a feat because it is easy to get to know students that you see and interact with on daily basis, but to have such confidence in individuals you have simple come to know by computer entries is an unexpected gift.

Thank you so much for giving me back belief in myself and more importantly for restoring my faith in the fact that there are still good educators out there. I count myself as one of the lucky ones.

SA: 100

Module 7

This weeks module was certainly a challenge to say the least. Initially when told to use your thoughts and insight from what we’ve learned to build our own ideal school one would think that that should be done with ease. But, I suppose the fact that it was difficult for me goes hand in hand with the type of school that I think I would have flourished at. Some of the videos found in the readings for this module gave me goosebumps because it was as though I was watching myself speak and share my feeling regarding my education experience.

One video I especially enjoyed because I could relate to it on so many different levels was the one entitled “Breaking the Public School Paradigm.” (Breaking, Mod 7 Readings). Being able to listen the the student express how she struggled in a school where the goal was just memorization and not retention or the experience was exactly the situation I found myself in once I entered high school. From K-8th grade I was able to learn in a Montessori method environment where I thrived. I loved the personalized relationships with the teachers, the independent learning opportunities, and the out of the box methods used to assist us in grasping a concept. There was no set curriculum that we had to stick to, instead we were allowed to learn valuable lessons that would benefit us well into adulthood: cooperation, communication, problem-solving, etc. In addition to the academics we were also allowed to explore tasks that we would need in order to be functional individuals. There was also quite a bit of activities that would take place outdoors.

It really took be back to those times we would have a class outdoors when I was completing the adventure assignment. Some may think that being outdoors when trying to learn a subject may offer a great many distractions, but I found that I was able to find a level of clarity that is just not available in doors. It is interesting to note that despite the fact that I am more than twenty years older than when that method was first introduced I still thrive in that environment just the same. Sadly, once I entered high school all that changed. There was no democratic high school available, and as a result I was brainwashed into not having a voice or much of an independent thought. The standardized education now available has students trained to think inside of a box and on top of that we are pretty much told how to think. After some time your brain just stops trying to be as creative as it once was.

I felt the results of that when we received the assignment to interpret the music video as well as with this adventure assignment. Our brains have been wound so tight with just following what we are told that when we actually are permitted to have some freedom of thought our brains just about shut down for a bit. Thankfully, I was able to reboot back to my early memories of my Montessori school. I remember being embraced for the individual that I was, and my teachers knowing my strengths and weaknesses were able to guide me towards activities that they knew would help me thrive. Sir Ken Robinson brought out the key when he mentioned “implementing programs that cherish the diversity of individual talent.” He went on to talk about creativity and imagination, and it saddened me to think of how little I have heard those terms throughout my education. Such creativity is inherent for humans and if nurtured can lead to wonderful accomplishments. The Montessori method offers a lot of hands on activities that assist in comprehension. I feel this type of learning environment is ideal for me, and share the feelings of Megan in her post, “My dream school would have a high rate of student involvement linked to hands on experiences and activities.”  Robinson also touched on the imagination and the fact that if we are allowed to tap into its abilities we can bring about things that aren’t present. It can also assist us in being able to see more clearly from the viewpoint of another, and having such empathy I feel is key in education. (Sir, Mod 7 Readings).

In the video “Breaking the Public School Paradigm,” it mentioned the break in learning for students is when the thought is placed that there is the “fun stuff’ and the “hard stuff.”(Breaking, Mod 7 Readings). If there is no divide between the two, and both are encouraged as enjoyable a student will be able to thrive. I can see that right now with my daughter as she continues to engage and evolve as a person. My husband and I don’t place any pressure on what she should be learning by this or that age, and yet she is like a sponge soaking up as much as her little heart wants to learn. It is such a wonderful experience to see the joy behind her learning something new and her strong desire to move on to the next thing.

This ideal school would certainly be a mixture of the Montessori method and the principles of “free learning.” I have seen first hand the benefits of such an environment, and I hope I will be able to provide my daughter with such an environment throughout her life. It appears that more and more of these types of schools are opening up throughout the country, and I hope that they will provide this level of education throughout a child’s education. It is very difficult to adjust from one extreme to the next.

SA: 90 I did not mention enough peer discussion posts.

Module 6

This week the focal point of our learning experience seemed to center on standardization and its affect on our education system methods of assessment. I feel very strongly about these methods being used to measure a students intelligence, and then using such results to label them in all of their future endeavors. Not only can such data follow them from school to school, but also being told that you are at a particular level of intelligence stays with a student throughout their whole lives. It is very difficult to convince a student of their intellectual worth once it has been crushed.

The results of standardized test and curriculums have had negative consequences that have included “narrowing the curriculum, teaching to the test, pushing students out of school, driving teachers out of the profession, and undermining student engagement and school climate.”(Whats Wrong, Module 6 Readings).

The National Center for Fair and Open Testing found that “Knowledge of the arbitrary and inaccurate consequences will deter some strong young candidates from becoming teachers or principals, and drive good, experienced educators away from working in the most high-need schools.”

As a student, I place a high value on my education and the educators that play an integral role in reaching my goals. But, if my intelligence was solely based on data taken from this semesters performance it is sad to say that desire for excellence in my studies does not shine through. There are many things that can effect a persons performance from one day to the next, and so to base a students intelligence on some particular test is unethical.

These tests cannot measure ones intelligence level or comprehension for that matter. There are many students who are very intelligent, but simply do not test well under stress/pressure. Matthew expressed the same concerns in his discussion posts when he mentioned having “off days” in ones perfomance, and them having a bearing on our evaluation process. (Matthew Medina, DB). It is unfair to label students based on such bias results, and in the same manner evaluate the effectiveness of the educators’ abilities.

Students learn at their own pace and at different levels so it is impossible by means of a standardized test to ensure that students are completing the course with uniform knowledge. The fact that such an evaluation and the labels attached with follow a child throughout his/her education implies that this one test determines their future achievement and success. When reviewing the information for this week I immediately thought of my sister, who although being very intelligent, always seemed to struggle with testing. Megan shared the same sentiments in her posts when she mentioned that both her mother and uncle suffer from this problem as well. (Megan Howe, DB). Misty mentioned a good point too in her discussion post when she touched on the fact that all students learn at different levels and process information at different speeds, and yet “how is it that a professor can be recognized or let go when students apparently process information differently?  This policy can cause a reduction in new and experienced educators thereby affecting students negatively in the long run.”(Misty Garrett, DB).

As a result of similar feelings many states are beginning to resist the use of such testing or decreasing the impact of the scores in general. (Enough, Module 6 Readings) Here in Syracuse where I live many parents signed for their children to not be included in the standardized testing, and so quite a few ended up being forced into sitting  through the whole exam anyway. Such punishment for not participating is really a sad outlook of what our education system is evolving into.

Assessment should be about becoming well-acquainted with students and coming to know their strengths and weaknesses. It is not to say that standardized testing does not have its place as it could assist in evaluating what a student knows about certain subject matter, etc. But, they should never be a means of measuring a student’s overall worth. It must be combined with results from other observable measures such as performance-based assessments. (Module 6, How).



Module 5

I found this weeks reading materials to be extremely enjoyable. I too have the mindset that education is heading in a direction that is detrimental to  a students overall learning experience. Although methods and theories are important, and the foundation of teaching–what really makes the difference is what educators do with that information. As mentioned in “Getting at the Heart of Teaching”, teaching is really a wonderful art form. Once an educator has those basic concepts they are then able to transform and adapt those methods into something engaging that a student will be able grasp remember for a lifetime. (Module 5, Readings). John Steinbeck made some insightful comments regarding “real” teachers, and I completely agree with his thoughts. Just because one has the title of educator does not really mean they are a good one. I know from my time as a student over the years there have been once that made a genuine effort to get to know me not as just there student, but as a individual. As Megan noted in her discussion post,  “The teachers that I remember most from my educational background have been the ones who have interacted with me the most on a personal level and shown the most interest in my future. ” (Megan Howe, DB). Taking those small steps made remarkable differences in how I responded to them and their methods of teaching. Even as children we are able to read those who are genuine in their intentions and those who have no vested interests in our well-being or success. Lorraine brought out a sad truth when she said, “As experts have said in the past, children are very perceptive, if you make them feel stupid they give up.  A good teacher has to see each child as an individual, let them ask questions, let them fail, and then pick them up and try again.” (Lorraine Carhart, DB). I was fortunate enough to have a few of these educators over the years, and it is sad to think that there were not more. But, perhaps they once were full of passion that was stomped out by all of the restrictions teachers face in their curriculum. A good teacher knows their students well and realizes that being an educator is about accepting an interchange of knowledge between the student and themselves. Once that foundation of mutual trust and respect is established the possibilities of learning are endless. Table 6.6 in our reading was a prime example of the difference between teaching “at” a classroom as opposed to ensuring students are engaged in the issue/topic. (Oakes, 2013, Pg. 190).

The standardization implemented within out education system today not only limits teachers from making such connections with students, but also ends up pigeon-holing students. Rather than allowing teachers to get to know their students so they can build on the strengths they observe, they are no longer able to be creative artists in their lesson planning. The results of such standardization were mentioned by Katherine, “Once students are grouped, they generally stay at that level for their school careers, and the gap between achievement and levels becomes exaggerated over time. The notion that students’ achievement levels at any given time will predict their achievement in the future becomes a self-fulfilling prophecy.” (Katherine Mercado, DB). In his interview, Parker Palmer, notes: “I see us doing this as teachers and I can’t think of a better example than how being teacher-centered is juxtaposed with being learner-centered. You are either a teacher who lectures (now considered bad) or you are a teacher who involves and engages students (now considered good). In short, this orientation pits teaching against learning.” Educators are now stuck between a rock and hard place. (Teacher-centered, Mod 5 Readings).

SA: 100

Module 4

Module 4- It has been such and interesting learning experience thus far. As I continue to learn about education and learning and the various methods and theories surrounding them I have really been able to take a step back and analyze my own learning styles. I’ve taking what I have learned and identified which of these identified with my formative years and how I have transformed over the years.

Discussion Boards

I have thoroughly enjoyed formulating my thoughts and opinions each week. Being able to share these with fellow classmates, and compare and contrast them with what their findings were has enabled me to see various aspects of education from different standpoints and backrounds. It is amazing that students from one classroom can have such varying introductions to education while at the same time sharing some of the same experiences.


Although there have been portions of each module that I caught my interest I have to say that this most recent module, module 4, has really been my favorite. The discussion board assignment was very unique and motivated me to really take a look at myself and my view on the learning processes. To be able to have that freedom of interpretation and share it with others was quite a treat and resulted in some great reading amongst the many posts. I was able to relate to many of the posts especially Susan’s post I enjoyed her focusing on the different teaching theories that are typically used. After a close examination of each: cognitive, humanistic, behavioral– I really tried to ponder over which method I feel is the best to use in education today. (Oakes, 2012, Pg.163). From each of the theories I see methods that prove valuable in setting the foundation for learning in children so I don’t know that I feel that just one should be used, but perhaps a blend of these main principles. (Module 4, Simple Guide). As mentioned throughout this modules references learning should be motivated by passion. Rather than watching that passion dwindle over time into a sentiment that learning is a chore that passion should be just like a flame that continuously needs to be fed. Students strengths and interests that form that passion should be the focus of how to formulate lesson plans/curriculums to ensure that they progress. (Module 4, Progress.) Motivation is needed to lead students in that upward climb towards excellence, and being the best version of themselves. (Module 4, Growth Mindset).

Reading Assignments

I also found that I could connect with Megan’s post on a personal level. I could definitely relate to her sentiments in linking understanding of the song to heading back to school as a wife and mother. I really enjoyed this week’s reading materials as well, they seemed all to encourage and uplift to some degree. A lot of the module material seemed very fitting with Pink Floyd’s lyrics and meaning of working towards something. Certain times in life you actually make a choice to learn, and it can at times seem very daunting. From reading the posts of the weeks it seems like most of our fellow classmates have made a “leap” in one way or another towards furthering their education. Being that I too am experiencing some of those pressures I feel we can all relate to the course reading concerning “Grit.” It has and will continue to take a lot of focus and determination on our parts to keep moving forward and reaching our goals. (Module 4, GoBrain). But, as was stated in the video we have to look at our life learning as a marathon and not a sprint. We are in this for the long haul, and with I feel with that mindset the finish line doesn’t seem so daunting. “Growth Mindset” I feel is a wonderful idea that our education system is in desperate need of. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. (Module 4, Growth). This view creates a love of learning and a resilience that is essential for great accomplishment.

SA: 100 met rubric requirements

Module 3

I will start off by saying that I feel that this semester is going to be the end of me! I thought that once I had made it through the first semester of going back to school after 8 years then I would get the swing of things. Well, I certainly have become accustomed to distance learning, but what I didn’t factor in was life in general. From January until now every single member of my family has been ill to some extreme degree. The worst being the week my 2yr old daughter was ill. I was elated once we all were back to health, however, things can never go so smooth. Last week Thursday I was informed that my PT position was being eliminated and that they were creating a FT position instead. They added in that if I did not agree to the new hours then I would lose my job. Well, as of yesterday I was given a two weeks notice to find another job. Needless to say the past two weeks have been unbelievably stressful. On top of it all, I am striving to stay on top of my obligations as a FT student. I realized at work today that this blog was due yesterday, and so here I am once again catching up.

Module 3

I am so thankful for the new 2 week schedule per module. It has made everything so much more attainable when it comes to completing assignments in a timely fashion. I also feel this new schedule allows for better comprehension of the module material. Prior to this new schedule I felt very rushed and I don’t feel that I was able to really ponder on the information and formulate real thoughts and opinions.


I enjoyed the theme/topic of this weeks PowerPoint as it forced me to take a deeper look into the various teaching philosophies, their origins, and the roles that each participant plays. (Module 3, Educational Philosophies). We were also introduced to the theories and methods that have been tested using the education system as its’ guinea pig. Lastly, we were further acquainted with policies that are affecting the students and educators of today. Some of these including:

Standardized Curriculum- individuals think and and comprehend differently. Nothing about learning should be standardized. (Module 3, Standardization).

High Stakes Testing- a test can not measure a students overall intelligence and whether or not they are worth the effort.

Educational Funding- more and more private sources are being able to invest in education and perhaps have a say in future policy. I am still up in the air as to whether or not this is a good move. At this point I feel perhaps this is the breathe of fresh air needed, and that maybe including outside public opinions on policy will bring some fresh thinking. (Module 3, Public).

Common Core

NCLB– Basing a student, educator, schools progress on some standardized curriculum and subsequent testing is elementary, and after all of these years one would think that our educational system would be able to transcend such archaic thinking.

Accountability- It is amazing to me that students and educators today have to take accountability for the poor decisions made by others. These policymakers seem to have no real idea as to what students today need. Rather than incorporating the opinions of those that actually have a backround in education within their decision making process, they instead move forward with plans that don’t have the interests of the students at heart.

Discussion Post

In my initial post I touched on segregation and the role that the schools played in testing out racial integration. It was very interesting to read one students response which included her mothers experience with racial integration as a school girl. (Erwin). There was another  response that also made me reconsider my thinking on private funding and eduation. (Medina). He really mentioned some good points about people being able to promote their own agendas through private funding.

SA: I feel I met all criteria of the rubric, but post this late unknowingly 95