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Essential Learning
Initial Analysis
What is essential to learn for the rural/Native American middle school students to prepare them for the workforce or high school/college?
Introduction
This resource is going to enable students, teachers, administrators and laypersons to research what is essential for a rural/Native American middle school student to learn in preparation for the workforce or high school/college. Considering the many different cultural areas of the country, our educational system is not meeting the needs of our rural/Native American middle school students. “Students are graduating from both middle school and high school unprepared for the world of work.” (Wagner, 2008) Being a middle school teacher, I have not only witnessed the frustrations but the lack of understanding, including the “why are we learning this” scenario. The middle school should be a springboard into the next phase of their life. Whether it is on to higher education or the workforce, we have the responsibility to prepare these students in a way that their learning is filled with the essential and not non-essential curriculum. This resource will take you down the many paths. You will be able to decide for yourself, what is truly essential learning for our rural/Native American middle school students.
Analysis of Problems and Opportunities Description of the Educational Context
We are not preparing our rural/Native American middle school students for high school, college or the workforce. Rural schools have the most challenging time and the high school dropout rate within our rural communities is an indicator of this inadequate preparation. “The high school graduation rate in the United States-which is about 70 percent of the age cohort-is now well behind that of countries such as Denmark, Japan, and even Poland and Italy.” (Wagner, 2008) Furthermore, the Native American/Alaskan Indian high school dropout rate is 30%, second only to the high school dropout rate of African American/Black population of 36.8%. This resource will provide a collaborative forum for the free interchange of ideas to help with the solutions. This resource will include information relating to the latest research available both socially and physically as it applies to the rural/Native American early adolescent. Information will be gathered which will include their peers, teachers, administrators, and parent views of what is essential to learn during this time of early adolescence. There will be comparisons of the requirements from both the state and federal governments along with insight from the public and private sector schools. Most importantly, this course will provide various lesson plans that will empower the teachers of the rural/Native American middle school classrooms around the nation. Not only will this resource address the latest brain studies of the early adolescent, but it will also address the factors that will lead the middle school students to success during these years. This includes communication skills, attendance, the beliefs, behaviors and the efforts that are important in their educational journey, their in-class subject performance, and the ever so important family-student-teacher support triangle. It is during the middle grades that students either launch toward achievement and attainment, or slide off track and are placed on a path of frustration, failure, and, ultimately, early exit from the only secure path to adult success. (Balfanz, 2009)
Learners
The many opportunities that this resource will provide for the learners will be tantamount to developing an action plan for solutions in rural/Native American middle school education. This resource will be targeting all learners, opening the windows for the many opportunities available. Included will be various organizations that deal with the early adolescents in every aspect of their life. This resource will be taking educators pre-conceived ideas regarding the rural/Native American middle school student, however negative, and will open the door to understanding their needs. This research will also address the technology available which supports the needs of these students within a solution based curriculum.
Justification for Instructional Product Chosen to Meet Learner Need
Student apathy Non-goal oriented
Low Achievement Behavioral Issues
Lack of Parental Involvement
Struggles within the rural/Native American community
Inability to teach the 4C’s (Creativity and innovation, critical-thinking problem solving, communication, and collaboration)
Marginalized education
Sources and Methods of Data Collection
Sources of Data Data collected will be in various forms. This resource will rely on collaborative forums that will enable the free flow of information, self-help ideas, the insight based on experience, community surveys and various lesson plans that have empowered the rural/Native American students to absorb learning. The data will be accumulated from students, teachers, parents, public and private school systems, state and federal government agencies, and will include the latest research data available in addressing what is essential to learn as a rural/Native American middle school student. Information regarding the Native American communities educational priorities will be organized within a learner friendly atmosphere. The data will be ongoing and will be used as a platform for high-level learning. This data will also be the result of challenge based learning projects within the community.
Introductory Paragraph
What is essential for the rural/Native American middle school student to learn in order to prepare them for the workforce or high school/college? We need to consider ways to change our teaching techniques in order for this select group of students to be successful. We want them to be independent learners, have flexible skills and competences, able to work in teams in order to perform to and beyond their potential. Sound unattainable? To many of you teaching in this environment, the answer may be yes. This resource is available for you to bring vigor, and excitement to the classroom, develop creative thinkers, and allow those rural/Native American middle school students to have those ‘aha’ moments we learned about in our own education. Let’s start by opening our minds and accept new strategies and consider what is essential for these students to learn!
Methods of Data Collection
Community, peer, and educators surveys
Various websites
Research Based articles
Reference materials
Blog sites
Emails
Findings
Approximately 100 questionnaires were delivered to various venues around Siskiyou County. Some of these were the county office of education, various businesses, the Karuk tribe, the staff and students of Happy Camp Elementary School and Happy Camp High School. 78 surveys were returned with very diverse responses. The following is an overview of the results.
Businesses- Any skills that would create individuals that were honest, reliable, able to smile, had a well-liked personality, and math skills.
Parents- A curriculum that the students would want to do, teach skills that would help them earn money and get them outside and away from the video games, skills that would give them the knowledge needed to get into a trade school, or a 2 year college program.
Siskiyou County Office of Education- A well rounded program that would prepare the students for the 21st Century. Skills needed to successfully collaborate, work within groups, high school preparation, and a program that would prepare students to work toward a career that they are fascinated with.
Happy Camp High School
Staff- Skills needed to take the high school experience seriously, how to behave in different situations similar to high school, ability to perform at a higher level in math, language arts and reading.
Students- Any skills that would have better prepared them for the high school experience both socially and academically.
Happy Camp Elementary School
Staff- Skills that are aligned with the common core standards that will help our students leave our school with a good background that could be used in any educational situation.
Students- The classes that we take need mean something and make sense. We need the basic math, English and that is about it. Teach us how to hunt, fish, build a house, live off the land and allow us to make up our own mind if we want to go to school. Use all of the technology available to accomplish this.
Karuk Tribe- Learn to be more culturally aware of their past, be kind to the land and their surroundings. Be an advocate for the tribe, be able to learn a trade, graduate from college and come back into the community to help preserve the traditions and the tribe. Take the skills from their ancestors out into the world with pride.
Conclusions and Recommendations
Upon compiling the various suggestions that would answer the question of essential learning, I quickly found that this question could not be answered easily. Each of the respondents had a valid opinion of what essential learning looked like, but each of them also had an agenda that was geared toward their own need. As I looked over the many opinions, I was looking for a common thread that would tie all of them together into some direction not only for me, but also for any middle school teacher.
Middle school students are living in a world that is filled with technology at their fingertips. I have decided also to utilize a technology tool that may help with what all of the respondents opinions have in common. WordSift is such a program.
What is essential to learn for the rural/Native American middle school students to prepare them for the workforce or high school/college?
Introduction
This resource is going to enable students, teachers, administrators and laypersons to research what is essential for a rural/Native American middle school student to learn in preparation for the workforce or high school/college. Considering the many different cultural areas of the country, our educational system is not meeting the needs of our rural/Native American middle school students. “Students are graduating from both middle school and high school unprepared for the world of work.” (Wagner, 2008) Being a middle school teacher, I have not only witnessed the frustrations but the lack of understanding, including the “why are we learning this” scenario. The middle school should be a springboard into the next phase of their life. Whether it is on to higher education or the workforce, we have the responsibility to prepare these students in a way that their learning is filled with the essential and not non-essential curriculum. This resource will take you down the many paths. You will be able to decide for yourself, what is truly essential learning for our rural/Native American middle school students.
Analysis of Problems and Opportunities Description of the Educational Context
We are not preparing our rural/Native American middle school students for high school, college or the workforce. Rural schools have the most challenging time and the high school dropout rate within our rural communities is an indicator of this inadequate preparation. “The high school graduation rate in the United States-which is about 70 percent of the age cohort-is now well behind that of countries such as Denmark, Japan, and even Poland and Italy.” (Wagner, 2008) Furthermore, the Native American/Alaskan Indian high school dropout rate is 30%, second only to the high school dropout rate of African American/Black population of 36.8%. This resource will provide a collaborative forum for the free interchange of ideas to help with the solutions. This resource will include information relating to the latest research available both socially and physically as it applies to the rural/Native American early adolescent. Information will be gathered which will include their peers, teachers, administrators, and parent views of what is essential to learn during this time of early adolescence. There will be comparisons of the requirements from both the state and federal governments along with insight from the public and private sector schools. Most importantly, this course will provide various lesson plans that will empower the teachers of the rural/Native American middle school classrooms around the nation. Not only will this resource address the latest brain studies of the early adolescent, but it will also address the factors that will lead the middle school students to success during these years. This includes communication skills, attendance, the beliefs, behaviors and the efforts that are important in their educational journey, their in-class subject performance, and the ever so important family-student-teacher support triangle. It is during the middle grades that students either launch toward achievement and attainment, or slide off track and are placed on a path of frustration, failure, and, ultimately, early exit from the only secure path to adult success. (Balfanz, 2009)
Learners
The many opportunities that this resource will provide for the learners will be tantamount to developing an action plan for solutions in rural/Native American middle school education. This resource will be targeting all learners, opening the windows for the many opportunities available. Included will be various organizations that deal with the early adolescents in every aspect of their life. This resource will be taking educators pre-conceived ideas regarding the rural/Native American middle school student, however negative, and will open the door to understanding their needs. This research will also address the technology available which supports the needs of these students within a solution based curriculum.
Justification for Instructional Product Chosen to Meet Learner Need
Student apathy Non-goal oriented
Low Achievement Behavioral Issues
Lack of Parental Involvement
Struggles within the rural/Native American community
Inability to teach the 4C’s (Creativity and innovation, critical-thinking problem solving, communication, and collaboration)
Marginalized education
Sources and Methods of Data Collection
Sources of Data Data collected will be in various forms. This resource will rely on collaborative forums that will enable the free flow of information, self-help ideas, the insight based on experience, community surveys and various lesson plans that have empowered the rural/Native American students to absorb learning. The data will be accumulated from students, teachers, parents, public and private school systems, state and federal government agencies, and will include the latest research data available in addressing what is essential to learn as a rural/Native American middle school student. Information regarding the Native American communities educational priorities will be organized within a learner friendly atmosphere. The data will be ongoing and will be used as a platform for high-level learning. This data will also be the result of challenge based learning projects within the community.
Introductory Paragraph
What is essential for the rural/Native American middle school student to learn in order to prepare them for the workforce or high school/college? We need to consider ways to change our teaching techniques in order for this select group of students to be successful. We want them to be independent learners, have flexible skills and competences, able to work in teams in order to perform to and beyond their potential. Sound unattainable? To many of you teaching in this environment, the answer may be yes. This resource is available for you to bring vigor, and excitement to the classroom, develop creative thinkers, and allow those rural/Native American middle school students to have those ‘aha’ moments we learned about in our own education. Let’s start by opening our minds and accept new strategies and consider what is essential for these students to learn!
Methods of Data Collection
Community, peer, and educators surveys
Various websites
Research Based articles
Reference materials
Blog sites
Emails
Findings
Approximately 100 questionnaires were delivered to various venues around Siskiyou County. Some of these were the county office of education, various businesses, the Karuk tribe, the staff and students of Happy Camp Elementary School and Happy Camp High School. 78 surveys were returned with very diverse responses. The following is an overview of the results.
Businesses- Any skills that would create individuals that were honest, reliable, able to smile, had a well-liked personality, and math skills.
Parents- A curriculum that the students would want to do, teach skills that would help them earn money and get them outside and away from the video games, skills that would give them the knowledge needed to get into a trade school, or a 2 year college program.
Siskiyou County Office of Education- A well rounded program that would prepare the students for the 21st Century. Skills needed to successfully collaborate, work within groups, high school preparation, and a program that would prepare students to work toward a career that they are fascinated with.
Happy Camp High School
Staff- Skills needed to take the high school experience seriously, how to behave in different situations similar to high school, ability to perform at a higher level in math, language arts and reading.
Students- Any skills that would have better prepared them for the high school experience both socially and academically.
Happy Camp Elementary School
Staff- Skills that are aligned with the common core standards that will help our students leave our school with a good background that could be used in any educational situation.
Students- The classes that we take need mean something and make sense. We need the basic math, English and that is about it. Teach us how to hunt, fish, build a house, live off the land and allow us to make up our own mind if we want to go to school. Use all of the technology available to accomplish this.
Karuk Tribe- Learn to be more culturally aware of their past, be kind to the land and their surroundings. Be an advocate for the tribe, be able to learn a trade, graduate from college and come back into the community to help preserve the traditions and the tribe. Take the skills from their ancestors out into the world with pride.
Conclusions and Recommendations
Upon compiling the various suggestions that would answer the question of essential learning, I quickly found that this question could not be answered easily. Each of the respondents had a valid opinion of what essential learning looked like, but each of them also had an agenda that was geared toward their own need. As I looked over the many opinions, I was looking for a common thread that would tie all of them together into some direction not only for me, but also for any middle school teacher.
Middle school students are living in a world that is filled with technology at their fingertips. I have decided also to utilize a technology tool that may help with what all of the respondents opinions have in common. WordSift is such a program.
As I evaluated the wordsift, I noticed that SCHOOL and SKILL were the two words that were most prevelant from all the respondents. Along with these two are also STUDENT, MATH, COLLEGE, EXPERIENCE, to name a few. This was an indication that all of the 78 respondents thought that the skills acquired through school were essential for any middle school student to be able to prepare for any higher education or the workforce. The most important academic subject was math. This did surprise me, as I teach math it seems that many of the students are not prepared for math at the 8th grade level. Being more specific about what level of math would have been helpful.
I feel that I have only scratched the surface of the question of essential learning. I can vision another survey using the specific information that I have acquired along with feedback from other middle school teachers as to what they feel is essential.
Goals
User Goals
To help facilitate further understanding of
1. The rural/Native American middle school student
2. The early adolescent brain
3. Learning habits of the rural/Native American student
4. The early adolescent behavior patterns
5. Essential learning for the rural/Native American early adolescent
Instructional Goals
How will you teach them the skills, concepts, and procedures they need to reach their user goals?
1. To be part of a learning community that expands understanding of the educational needs of a rural/Native American early adolescent.
2. To build a program that will be user friendly for all who participate.
3. To be aware of the users needs
4. To promote the success stories of the users
5. To instill vigor in the rural/Native American middle school classroom
I feel that I have only scratched the surface of the question of essential learning. I can vision another survey using the specific information that I have acquired along with feedback from other middle school teachers as to what they feel is essential.
Goals
User Goals
To help facilitate further understanding of
1. The rural/Native American middle school student
2. The early adolescent brain
3. Learning habits of the rural/Native American student
4. The early adolescent behavior patterns
5. Essential learning for the rural/Native American early adolescent
Instructional Goals
How will you teach them the skills, concepts, and procedures they need to reach their user goals?
1. To be part of a learning community that expands understanding of the educational needs of a rural/Native American early adolescent.
2. To build a program that will be user friendly for all who participate.
3. To be aware of the users needs
4. To promote the success stories of the users
5. To instill vigor in the rural/Native American middle school classroom