Monday, September 25, 2006


I went over to the district today to sign papers - wow - it is like a dream. I started posting some of my thoughts February 2005 and now 19 months later they are signings me up as a teacher. Providence gets the credit.

Here are some excerpts:

I will be teaching an integrated science (I and II) for 9th-12th graders. I am thrilled and looking forward to being in the classroom. :)

Sunday, September 17, 2006


It seems that the word “outsource” causes big worries in most households due to potential job loss, etc. But if you look at what is being outsourced – it is generally something that is in fact too expensive to procure locally (or nationally) or else is in short supply. I was wondering when this was going to hit the US in the education field – I wonder…

As a previous post mentioned, the UK is outsourcing some math teaching to India. This time, parents are reacting to the need to have tutors in the sciences… so here is the headline:

Very interesting – can it be used to supplement kid’s interests and talents? Hummmm…. Can something like this be set-up with the University of Mexico, or expert students to help kids in the US that have challenges academically? I wonder….

What do you think…. Drop me an e-mail if this intrigues you (Argentina?, Bolivia?)

Saturday, September 16, 2006


I have added the Science Methods class - a two semester commmitment. Also, today, I started the CSET series in Science:

Here we go again!

Sunday, September 10, 2006


I have been fascinated by the topic of the pedagogy and the subject of learning. See prior post on Teaching and Cognition. Today, I came across a very interesting presentation on the "SCIENCE OF LEARNING" with the following conceptual diagram:

The integration of the various facets of learning is what made this interesting in my eyes... This presentation was created by Frank L. H. Wolfs, University of Rochester. Note that the NSF is fully behind this concept...amazing resources appear available - check the web site:

Saturday, September 09, 2006


Part of the pedagogical objectives in the College of Education is to insure that new teachers can learn by observing. The approach is to observe a classroom using a variety of lenses and toolsets that compares the observation to a set of defined effective teaching practices. The net result is that you, a) see real life practice, b) compare it to what is a theoretical effective practice and in the process, c) discern from the experience how you would better perform in your own classrooms.

The approach seems practical.

For example when you are doing general class observations, you look for learning climate, classroom management, lesson clarity, instructional variety, teacher’s task orientation, student’s engagement in the learning process, student’s success in basic academic skills, higher thought processes and performance outcomes and rate every dimension on a proper scale. For example, is the learning climate “teacher centered” or “student centered”? Or is the instructional variety “varied” or “static”? Obviously, observations can get much more focused and intense. (Reference: Borich, Observation Skills for Effective Teaching)

This week we were asked to observe our ELD II classroom (9th-12th graders) at a local High School. After completing the assignment I started to think, does this observation really paint the whole picture of the teacher and the class and the learning that goes on in that class? The more I thought about it, I had to conclude my paper with the following thought:

“…I have to say that observations are a slice in the life of a class as seen through the eyeglass of a future teacher but they, I am sure, are not always exact nor really tell how important that slice of time was in the overall context of teaching the students – so I am cognizant that only multiple observations would give a better sense of reality. This is but one recorded observation.”

May be I am getting too close to being a credentialed teacher... :)

Friday, September 01, 2006


After a wonderful relaxing vacation, I feel like I can tackle the upcoming maelstrom din and churn – I absolutely recommend a good break before the plunge!

Task list: Vista Unified – interview/paperwork, Lab work; fly from San Diego to Philadelphia, three days work, and fly back to San Diego; attend Amber’s new Charter School registration/introduction, picture day as well. Start the university classes – one a false start (no teacher, no syllabus, and no communication) and one proper scheduled start, get school supplies, books, assignments, take care of detail planning, letters, mail, etc. Personal and family matters to address…. You get the picture.

Without a detail calendar – forget it.