Posts Tagged ‘homeschooling’
I want to share with you some quotes from inspired people in history and literature. These quotes have made me happy and given me something to think about. They have led me to decide to provide online education to children. I hope you will enjoy them as well.
“Formal education will make you a living; self-education will make you a fortune.” ⨖ Jim Rohn
“Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don’t know, and be imbued with a lifelong desire to know it.” ⨖ Sir William Haley
” Instruction ends in the school-room, but education ends only with life.⨠Frederick W. Robertson
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Facts about Socialization and Online Learning: Conclusions and Reflections- II
posted by admin @ 8:00 AM
Thursday, July 15, 2010
Five years ago I was given the opportunity to see if my gut feelings were correct. I became Program Director for a small non-public school middle school that served students whose behaviors kept them from being successful in a public school setting. For the most part, they were students that had specific learning disabilities, or were gifted, or just had extreme anxiety being in a large class setting. The thing they all had in common was the feeling of being a failure. This fear didn’t develop over night; It had been drummed into them over many years in the public system.
Each student had their own work station with computer. Using the technology that I had been studying, I developed individualized programs that were delivered directly to their computer. My foundation for each student’s program that required reading was the Lexile. Math was developed around another program that assessed mastered skills and areas in need of improvement. Then I stood back, held my breath and watched.
Yup, I watched. Because I had handed their learning over to them. If they needed me, they came to me with their INDIVIDUAL problem….or the programs I used flagged me with information. I didn’t have to stop everyone in the class to address one person’s questions. I didn’t hold anyone up by trying to teach the same thing to a group as, in my mind, there was no group. They were all at different levels of learning even if they might be in the same “grade”. And when we came together for discussions, nobody was left out for they had all worked on the skills, their way.
For the first time, these students were being successful. Then they became motivated to learn more – because they could. It was like taking a little ball of snow up to the top of the mountain and letting it roll down to the bottom. The result was students showing no behavior issues but making as much as 2 years growth in all academic subjects. Students that could stand tall and be proud.
I took this philosophy, this technology, to the web and created Mistacres School. I meet with the students whenever they buzz me on Skype or email me or I buzz them. I group students together online to work on projects or to hold discussions. Socializing is never questioned as it is a part of our school day. In fact, as we expand to bringing in students from other areas of the USA as well as internationally, then socialization takes on a whole new meaning. Think of the implications! Learning with others around the world!
But parents also have their needs satisfied. They can be more directly involved in their children’s education, they can direct better, more positive social opportunities outside of the school program, they have the flexibility to do more things with their children such as take trips without loosing academic time, go to museums or cultural events, the possibilities are endless.
I, for one, do not think Virtual Schools undermine social skills. If anything, they have the opportunity to develop strong, positive skills that will make them leaders in future years.
Facts about Socialization and Online Learning: Conclusions and Reflections – I
posted by admin @ 8:00 AM
Wednesday, July 14, 2010
Online public schools are experiencing rapid growth across the country,” said Dr. Jay Sivin-Kachala, Vice-President of IESD, who led the research project. “Yet some concerns have been expressed that students enrolled in online public schools may suffer from a lack of opportunities for socialization, and
consequently may fail to develop important social skills. The results of this study provide substantial evidence supporting the conclusion that typical, mainstream students enrolled in full-time, online public schools are at least as well socialized as equivalent students enrolled in traditional public schools.”
As a person who has spent over 30 years educating in the public school system, I feel that my reflections of value. As a new teacher starting out in 1979 (OMG), behavior issues were few and far between. We had them but they didn’t take over the class. There was a lot of collaboration; parents and teachers worked together to solve the issues. In the mid ’80′s there seemed to be a shift; each year there were more students that had behavior problems, parents were less supportive – not wanting to deal with the problems as they were the schools. Every year a little worse until finally in the early ’90′s teaching became less of the academics and more of the behaviors. Discipline, rather then learning, became the way of the classroom. It is not a surprise that teacher burn-out also increased. I didn’t become a teacher to be a baby sitter or a disciplinarian. The joy of teaching left and so did I.
I left the classroom but not education. I began to discover and investigate the technology that was developing at the time; the most influential being the Lexile. During this time I worked with severely disabled, multi-handicapped children. This was a wonderfully rewarding experience but I was drawn to those children whose learning was being interrupted by the behaviors and kept thinking that there was a better way.
Facts about Socialization and Online Learning: Results
posted by admin @ 8:00 AM
Tuesday, July 13, 2010
When rating social skills of the online learner, parent ratings of their children were significantly higher than the national norms in all elementary grades in every grade/gender category. Likewise, student self-ratings on social skills were also significantly higher across the grades and most categories. The one area student self-ratings were lower was in Self-Control. Teacher ratings, on the other hand, rated Self-Control significantly higher but did not differ much in the other sub-scales from the national norms.
When addressing problem behaviors, parents ratings of student enrolled in full-time, online public schools were significantly lower across in most sub-scales. This was also true for the teacher ratings.
The study compared students who had been enrolled in full-time, online public schools for a year or less to whose who had been enrolled for more than one year. There were no major differences in the parent ratings for either social skills or behaviors except in the area of self-control where more gains were made for students enrolled for a longer period then a year.
In addition to these findings, the study highlighted reasons parents most often choose full-time, online public schools for their children. For the most part they sought a home-based environment that was consistent with their family values and allowed them more involvement with their children’s education while continuing to have the support and structure of a public school.
The study also showed that students enrolled in such a program were actively engaged in activities outside the school day, some of which involved peer interaction and some not.
Finally, parents noted that their children showed improvement in a variety of areas including the use of technology and better balance of development of skills across many areas of learning, and academic progress in subject areas.
Facts about Socialization and Online Learning: Survey
posted by admin @ 8:00 AM
Monday, July 12, 2010
Virtual Education continues to grow as both an alternative to traditional education and support to the public schools. Virtual Schools have the ability to offer classes to fit the students individual needs and learning styles at times that optimize their learning at a pace that best fits them. Education their way which leads to greater success.
The one thing, however, that continues to be questioned is that these students may lack opportunities for socialization, stagnating the development of necessary social skills. In a research paper presented by iNACOL (International North America Council for Online Learning) dated May of 2009, “IESD Comprehensive Technical Report: Evaluation of the Social Skills of Full-Time, Online Public School Students” this issue was addressed in depth.
Interactive Education Systems Design (IESD) Inc. collaborated with staff from The Center for Research in Educational Policy (CREP) with the purpose to compare parent, teacher, and student self-assessments of socialization skills of students attending full-time, online public schools to national norms for the same assessments. The study was conducted from February through August of 2008 and included students attending grades 2, 4, and 6. The rating scale used was the Social Skills Rating System (SSRS).
Forty-eight states along with Washington, D.C. Agreed to help develop these core standards. Four states to date have pledge to adopt these standards, Kentucky being the first. The National Association of State Boards of Education point out that if a state decides to adopt these standards, “they will have to develop curricula, align assessments, and train teachers and other staff.”
There is no question that the concept of national standards is long over-due particularly in this day and age where families are so mobile. The question in my mind is the timing, Like all other educational policies and mandates I have seen passed, it is usually under funded or not funded at all. Teachers are being laid off, budgets are being defeated, schools are closing and you want to do what? Develop curricula? Align assessments? Train teachers and staff? Just how will this be paid for? And as you read through the standards, much is still left to the interpretation of schools, districts, states. Do they really think that money won’t play a major role in how states implement these standards? Aren’t we then back to where we started; segregating education by the money each state can but into the adoption?
“The only way to get this adopted on a widespread basis is with a fair amount of arm-twisting and coercion,” said Jay P. Greene, a professor of education reform at the University of Arkansas at Fayetteville. “States and districts are in a horrible budget crisis, so support follows the money.”
That may be true. Only time will tell. Here were will hold a Common Core Standards watch. Meanwhile, take time to look at the standards yourself. Go to www.corestandards.org/ and read them for yourself. Look at your town’s school district and your state department of education. Is this going to be another educational bandwagon idea or will it accomplish the goal of delivering high quality education to every child regardless of where they live?
A brief summary of the common core standards for mathematics include:
* Assuring that students in the K-5 grades have “a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals.”
* Kindergarten students will focus on numbers, , how they correspond to quantities and how to put numbers together and take them apart.
* Teachers will have “detailed guidance” on how to teach the k-5 students difficult topics such as fractions and negative numbers.
* “Conceptual understanding, in addition to procedural skills, will be essential.”
* Once K-5 students have a solid foundation as described above then they should be prepared for such content as geometry, algebra, and probability and statistics.
* High school students will be expected to apply mathematical ways of thinking to real-life situations.
* “Mathematical modeling” (“use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions” will be emphasized.
The Focus of the Core Standards: English and Language Arts
posted by admin @ 8:00 AM
Wednesday, July 7, 2010
A brief summary of the English and language arts components of the core standards include:
* The recognition of the importance of skills as they relate to media and technology.
* Students mastery of increasingly complex material through a “staircase” model.
* Reading content the standards mandate include classic myths, stories from around the world, foundational U.S. Documents, seminal works of American literature, and the writings of Shakespeare
* Sample texts are included as examples to help districts and states determine appropriate curriculum. (If we are making the standards common, then why are we throwing it back to the districts and states?)
* Starting at the earliest grades (meaning?) students will learn to develop a clear written argument.
* Development of speaking skills in small-group and collaborative discussions with the end result leading to problem solving.
A year-long collaboration of content experts, state officials, teachers, school administrators and parents ended June 2 with the release of the final version of the Common Core Standards. The purpose of these standards is to insure consistent learning goals across the states.
These English, language arts,and math standards are to ensure that all students have the same learning opportunities. As time goes on, we will see if this becomes a reality. Children in the same state, the same School!, don’t have the same learning opportunities. Online Education is trying to address that issue, But I wonder so let’s get back to the Core Standards.
After approximately 10,000 public comments on the draft version, the National Governors Association along with the Council of Chief State School Officers released their final version. Those involved in the development staid that they looked at top-performing countries as their guide.
Delaware Governor Jack Markell believes that “through collective state actions such as these, (core standards and Race to the Top) we can provide all the country’s children with a world-class education. These standards lay the groundwork for students to live and compete in today’s global world.”
For the past three days, my niece talked about how to deal with peer pressure through the eyes of a 14 year old. This was in response to questions parents raised regarding socialization in a virtual school environment.
Bruce Law, head of Chicago Virtual School states, “…not all the socialization in the traditional school is positive. …the sum total of a child’s socialization doesn’t take place in school.” In fact, much of what takes place in the traditional schools now are in the form of bullying as is evidenced in all the recent reports in the news.
Peer pressure is very common from Kindergarten to High school, even college. Regardless of what grade your child is in, they have probably have been subjected to peer pressure and/or bullying by their classmates.
The best way to help your child with peer pressure is to make sure the lines of communication with you are open at all times. As Remi also pointed out, fostering your child’s self esteem is priceless. A child who has a good understanding of self, knows who they are, will be less likely to fall prey or to be preyed upon by their classmates. Through their independence and individuality, they will become a leader and get others to follow them in something more positive.
One very positive reason for homeschooling or using an online school with your child is that you can protect them from other kids that may not get the same love and attention as yours.
Virtual schooling allows students to be challenged academically, not socially.