Test day.

studentsToday is our third quarter reading assessment day. Here are a few things I’ve learned:

1. Many of you don’t know what a “text box” is. (And I need to think why this is important to your future.)

2. Many of you are still struggling with using the vocabulary in context clues (you have at least six different pathways). (And now I need to think why this is important to you, too, in this age of digital dictionaries and spell check.)

3. Many of you do not know how to “draw a conclusion.” (And I am reflecting on why you need to know this, too.)

I know and respect many great educational minds whose opinions include abolishing all grading, assessment, and testing. They make very strong cases for their viewpoints. And maybe I’m just un-evolved, but I’m not quite there yet, and I don’t know if I’ll ever be.

The reason is this: I don’t know what you know until you show me. And if you can’t show me, you probably can’t do it. So, I can teach it to you!

Your mastery of disguise and ability to use ‘smoke and mirrors’ to hide some of your academic shortcomings is amazing. And I’m not being sarcastic – many of you have learned the coping skills to get through the ‘system’ with nary a glance from your teachers. And most times, I would be complacent, too; it is only those times that I sit and conference with you individually do I learn how much you don’t know. You will say that you understood it, but when we break it down, you don’t.

So, back to my original questions:

1. Why do you need to know what a text box is? Text features help you find material quickly and easily. In this world of vast amounts of information, access to knowledge is just as important as the speed in which you can access it.

2. Vocabulary: the more you know, the more you know. Use logic, make educated guesses, too. Consider a strong vocabulary like a word “bank.” The more that’s in your bank, the more you can make mental withdrawls.

3. Drawing Conclusions: this, most of all,  is really important. This is your ability to show that you don’t take everything at face value. That you don’t believe everything you read or hear. That you can take a lot of facts and opinions, and develop your own opinion about it, that you can back up.

So, you took a test. And the results show these are your weakest areas. But it also shows where I need to support the framework, and strengthen my instruction. It’s for me, too. The test is a broad-stroke approach, and it has its faults and flaws. But at least now we know.

Facts and Truth.

EinsteinA few weeks ago, one of my favorite cousins posted something on Facebook that had questionable origins at best. The Internet has become a huge echo chamber for misinformation, maudlin parables, and a whole lot of cat videos. This particular story was an anecdote about Einstein and religion. It has no basis in fact. I put my husband on the case, a natural skeptic, fact finder and truth seeker. This is what he found:

First, this is obviously a fictional story written to support an opinion with junk logic. Modified versions of this same story are all over the web. Here’s a version featuring a Muslim student instead of a Christian: http://www.myiwc.com/forums/archive/index.php/t-3067.html

It’s interesting to note that for each of the 10 different versions I found, none had a byline by a reporter, an author, or credited to a source of any kind.

 Second, the logic put forward by this fictional piece is outrageously flawed and it doesn’t require a big brain like Einstein to see through it. For example, to say that there is no such thing as cold, is absurd. Yes, we might conclude that cold is the word we use to describe the lack of heat, but that’s just splitting hairs over how the word ‘cold’ is defined! Let’s remember, the word ‘cold’ has uses beyond physics. It’s easier to say ‘it’s cold outside’ than to say ‘today’s atmosphere lacks heat at this altitude ‘. Further, we commonly use the word ‘cold’ as the opposite of heat because temperatures we consider cold or hot are on opposite ends of a continuous scale.

Third, this story posits that evolution has not been observed when, in fact, it has:

http://www.msnbc.msn.com/id/19733274/

http://www.talkorigins.org/faqs/faq-misconceptions.html

Fourth, this is a well known hoax, documented here:

http://www.snopes.com/religion/einstein.asp

Note: no biographical writing of Einstein mentions this event. Something as dramatic as this is intended to be would have made the pages of at least one of the thousands of Einstein biographical works made to date.

 Ultimately, this was written by someone who has no understanding of how science works. It’s really just a poorly conceived philosophical story without merit.

Okay then. The story is a manipulative pile of horse apples. However, please do not misunderstand me or vilify me: I am not just about exposing questionable parables for its own sake. Something can FEEL true, even when it’s not. My hope is that if one is seeking spiritual guidance, trying to answer the BIG questions in life, or needs some healing for the spirit, remember that tolerance for ambiguity is a good thing.

Scientists are not this “other” species who are seeking to destroy faith and belief systems. In fact, many of the most ingenious scientists have been those who are passionate in their quests for both facts and truth, such as Carl Sagan, Marie Curie, William Herschel, John Dalton, and Gregor Mendel, just to name a few. There is no real debate or argument between science and religion. It’s like a celebrity death-match; completely fabricated to keep our minds off of the real questions, to distract us from our own journeys. Humanity is too good and big for these petty tussles, and the universe can shoulder it, too.

Next time, find a real anecdote, quote, or fact to speak your truth.

I have always liked this one:

In order to make an apple pie from scratch, you must first create the universe.

–Carl Sagan

What things really cost.

red-popped-balloon_mindre1

My post yesterday was kind of a downer; I was feeling kind of deflated. It came down to one of the most painful paradoxes of adulthood: sometimes the harder you work, the more is taken away from you. I had to really look at the cost of trying to “do it all,” and be all for everyone. Things, important things, get neglected. Big business has no heart or compassion for the human perspective. And, all over the news, teachers are more than ever on the front-lines of being blamed for all of society’s ills, and if we could just treat our students like products in a business, all would be fine. I scratch my head in wonder –it is all so illogical. We are still going through one of the biggest recessions in history. Why it’s not labeled a depression, I don’t know. It sure has all of the earmarks of a great depression. In any case, banks and mortgage firms, and evil criminals like Bernie Madoff say, “Oops, my bad. Sorry. Now, where’s that bonus?”

I am not necessarily against performance pay. I am not necessarily for it. But I do know that every endeavor has a hidden cost. For example, you go to the store to buy some ice cream (mmmm…..ice cream…..). The ice cream costs 4.99 plus tax. But that doesn’t include the gas it took to get there. The time your mom spent driving you, when she could have been at work, doing laundry, or writing her doctoral thesis. There are costs to everything we do, including just sitting in a room breathing.

We can only imagine what the hidden costs may be exacted from everyone desperately trying to fix education. I know for myself, in trying to fix things, I’ve broken a few things, too. And there are some things you can’t put back together.

Omelet, anyone?

humpty_dumpty

And the Oscar goes to…Flipper?

Flipper

Every year my husband and I watch the “Oscars,” the Academy of Motion Picture Arts & Sciences award ceremony that honors everyone involved with the best films, actors, directors, and all who create them. It’s like our Superbowl. Don’t make fun of us; we just really like movies.

We haven’t seen as many of the movies as we’d like, and every year, we inevitably say, “Gee, we should really watch more documentaries! That looks like a great way to have your heart ripped out!”

http://www.oscars.org/awards/academyawards/82/nominees.html

So, this year, watching the film clips of the category Documentary (Feature) the nominees were:

  • Burma VJ” Anders Østergaard and Lise Lense-Møller
  • The CoveLouie Psihoyos and Fisher Stevens
  • Food, Inc.” Robert Kenner and Elise Pearlstein
  • The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers” Judith Ehrlich and Rick Goldsmith
  • Which Way Home” Rebecca Cammisa
  • Two piqued our interest – “Which Way Home” and “Burma VJ” especially. “Which Way Home” is about Mexican immigrant children who have been separated from their parents and must go on a quest to reunite with their moms and dads. Note the word CHILDREN. “Burma VJ” is about the political unrest in Burma, and that is superlatively the greatest understatement I have ever typed. Others looked interesting and important, of course: “The Cove” is about dolphin slaughter in Japan.

    The dolphins won.

    The dolphins?!?! Not the orphaned children? Not the man who risked his life to tell an important story? Not the whistle-blowers who are bringing vital information about food to the world? DOLPHINS?!

    Now, before you start pouring red paint (or worse) on my fake fur, I am not against animals. I believe that the day that animals are treated as humanely and equitably as humans will be a day of rejoicing, celebration, evolutionary progress, and peace on earth, lion and the lamb, the yin and the yang.

    Perhaps this is that “safe bet.” It’s safe to promote the safety of dolphins, intelligent water mammals we have personified into creatures far superior to humans (which may be true) who can’t speak for themselves (true only in terms of we can’t understand them, but they do communicate) and if we decrease the amount of species-ismwe ourselves will raise our collective nobility to the same circle as our cetaceous friends.

    Note to students: The reason how dolphins can be drowned is because they are not fish; they are mammals and breath oxygen, and share other mammalian traits.

    Note to the Oscars: I’m too busy building background knowledge, explaining the difference between a fish and a dolphin during a teachable moment.

    Note to the documentarians: Congratulations. But next time I want the kids to win.

    Girl fight.

    So many students fight–they fight one another, threaten, humiliate, and harm.

    Why?

    Why this false bravado, machismo, and aggression? And, unfortunately, girls are equally guilty of bullying, coercion and mayhem.

    Perhaps they don’t have any control over their lives, so they create control by chaos.

    But–really, whatever the excuses are, I just don’t get it. I cherish my friends, and avoid my dissenters. Life’s too short to fight over slights, rumors, and drama. Save the drama for your mama, llamas.

    Let’s be friends.

    GirlFriends

    Misconception.

    Conception: the birth of an idea, an understanding:

    conception

     

     

    So, it would stand to reason, that the word “misconception” means a wrong idea.

    The other day, a very curious and inquisitive student asked me, during a quiet moment in the library, “Would we die if we run out of oil, because our bodies need it?”

    Huh?

    I didn’t even know where to begin to unravel this one. Somewhere along the way of his journey between two cultures and two languages, he got the notion that somehow humans had OIL, as in fossil fuels, dinosaur guts, T-Rex juice, in their bodies, and that when it ran out, we would die as a species. I know this is what he thought, because I clarified at least this much.

    I said no, humans would not die per se if oil runs out. What would happen is our cars, trucks, and other forms of transportation would cease to run as they are engineered now. He then said something about plastics…are we plastic?

    No. We are not plastic. We will not die if we run out of oil. If anything, we might go back to horse and buggy days.

    Really? Wow.

    So much of teaching has nothing to do with ‘teaching.’ It has nothing to do with meetings, no child left behind, state tests, data, or whether or not they have a pencil. Teaching is in those moments where the misconceptions are revealed, the background knowledge steered, and the conversation is safe, and no one is  made to feel stupid.

    But I still ask, how did this young man, who is bright, come to think that humans have oil in their bodies?

    How does this happen? Perhaps if we explore these questions in our tough, “fire all the teachers” current state of education, we should just stop for a moment, and have a little time to just read. To talk. To think.

    To clear up misunderstandings.

    Spontaneous combustion.

    I do not know where this came from. A student was talking to me today about the recent mythology narrative fiction assignment, which lead to a discussion about other deities and the suppositions we humans make about their godly decisions and actions.

    Basically, the student said something to the effect, “Mrs. L, why do you want to keep living? You have everything you want.”

    I guess from a 14-year-old’s perspective, I do. I have a wonderful, handsome, loving husband, two great kids, and a job I love. I wake up everyday thinking how lucky I am to get paid to read and write, and work with some fresh, original minds, mine for the molding!

    So what else do I need to do with the rest of my life?

    Good question, kiddo. I’ll get back to you.

    Deep.

    If carbon-based organisms keep some genetic memory, some imprint, of our collective conciousness, is that why we keep telling the same stories?

    outil_bleu12_img01

    Mrs. Love’s Note:I asked one of my favorite science teachers/doctors/bloggers I follow for a little clarification, because I knew that this information wasn’t completely on target. I knew we aren’t “fish” people. We are life forms. We share traits, like bones, guts, and eyeballs. I am using this as a metaphor, which I’m sure you all know. The metaphor is we share a sociological and biological imperative, a need to tell a story. At some point, humans stood up, looked around, and said, “I want to talk about this! Better invent language! I need to write this down! Better invent pigments for the cave walls! I need to read a letter from Aunt Mudpie, better learn to read! (She has a recipe for grilled mastodon that is to die for!)

    Here’s what he had to say:

    Dear Kelly,

    A couple of thoughts on your evolution post.

    Humans and fish and reptiles all have common ancestors–just about everything alive does depending how far back you go–but no species around today evolved from any other species around today. Humans did not go through a “reptile” stage–we go back to a common ancestor.

    The ontogeny illustration is lovely, and you’ll occasionally find it in textbooks, but it does injustice to the real appearance of embryos/fetuses at their respective stages. Ontogeny sort of recapitulates phylogeny, but not nearly as closely as would be fun to believe.

    “Phylogeny” is a great word–it comes from “phylon” which means tribe, race,  or clan; “geny”, of course, goes back to the same roots as genesis, and means birth or origin. So phylogeny is looking at the origins of our tribe!

    Cheers!

    ~Michael

    Also:  It is a lovely illustration, isn’t it? We animals/birds are all thrown together in an antiquated chart like some sort of indigo rainbow spectrum of life-light, albeit scientifically erroneous.

    This is a stretch, I know, but perhaps early mankind felt more connected to the critters, creepers, and caterwaulers of the earth and sea, and that’s why animal spirits played an important role in spirituality, mythology, and fables.

     Now, on to our originally scheduled post, already in progress:

    If carbon-based organisms keep some genetic memory, some imprint, of our collective consciousness, is that why we keep telling the same stories?

    Ontogeny is the development of an individual organism; in other words, from its embryonic “egg” form to its mature, developed state. Phylogeny is the scientific discipline that studies the evolutionary history of a group of organisms. In other words, ontogeny would study how you went from an embryo to who you are now; phylogeny would study the entire human race’s path. (I think that’s what it means. Perhaps one of my science friends can help me out with this one!)

     

    From http://thebrain.mcgill.ca/flash/capsules/outil_bleu12.html,

     The Connection between Ontogeny and Phylogeny 

    The evolution of the human brain over millions of years and its development over the course of one lifetime are inextricably linked. In fact, the best way to get an overview of the stages through which our brain passed in the course of evolution is to look at those through which it passes as an individual develops.

    The phrase “ontogeny recapitulates phylogeny” was coined by Ernst Haeckel in 1866 and for many decades was accepted as natural law. Haeckel meant it in the strict sense: that an organism, in the course of its development, goes through all the stages of those forms of life from which it has evolved.Modern biology now rejects this dogmatic perspective. Though recognizing that human beings evolved from fish and reptiles, biologists cannot discern in our development any stages that correspond precisely to those of a fish or a reptile.That said, species that share the same branch of the evolutionary tree clearly also go through the same early stages of individual development, though they diverge subsequently. One good example here is the basic skeletal structure of all vertebrates, which is one of the anatomical structures that is laid down earliest in the process of embryogenesis. In fact, the most precise way to describe this whole phenomenon might be to say that related organisms start with a common general embryonic form and then eventually diverge into distinct adult morphologies as they complete their development.

    To understand the link between phylogeny and ontogeny (in other words, between the evolution of a species and the development of an individual), one must understand that a species can evolve from a series of small mutations in the development program encoded in its individuals’ genes. The earlier that these mutations occur in an embryo’s development, the more likely they are to be lethal, because of the fundamental changes that they will involve. That is why we tend to see more mutations in the later stages of development, and why various species show similarities in their early embryonic stages. But sometimes a mutation in the program at an early stage of development will still leave the embryo viable, resulting in a differentiation of these early stages that erases any strict correspondence with the phylogeny of this species. That is why a strict interpretation of Haeckel’s law of recapitulation does not withstand close empirical scrutiny.  

    Ride this Ride

    Great conversation Friday afternoon, tying in with our World History studies. Consider early mankind. If you want to put a face on it, think about Lucy. With more time on her hands, perhaps she communicates a story to her young. They in turn, tell a story, too. They ask questions. They think of answers. They think outside of themselves. They begin to reflect on the meaning of their own existence. They use the spark, the light, the inner awareness (call it what you will) to look to the skies and ask, “Why am I here?”

    How are we answering that question today? We’re still asking it. We’re still fighting over it. We’re still debating it. And sometimes it even involves blood, sweat, and tears. We want to know. We ate the fruit. We got fire. We created big rock clocks. And though we increase our data/technology construct, processing more information in the last five minutes than we did in the last five hundred years (I’m guessing), we still tell stories.

    Is that what keeps us moving forward, or stuck in a rut? Or, is just a way to stay human?

    That’s my story, and I’m sticking to it.

    No excuses book blogs…

    Illustration from The Seattle Times
    Illustration from The Seattle Times

    Please don’t ever say to me you can’t find SOMETHING to read. After we’ve exhausted the possibilities in my classroom library, and in the school’s library, you may want to check out these blogs. In reality, you should be checking them out anyway to keep up with new titles, authors you love, new authors, new genres, etc.:

    Featured book blog: http://missprint.wordpress.com/

    Glancing over a few of the reviews on this blog, I had the feeling that here is someone who really reads the books, and enjoys YA (young adult) literature (that would be you, kids).

    One of my other favorite book blogs is: Dog Ear, which goes under the URL: http://nicolepoliti.wordpress.com/

    Charting your journey.

    tuareg-tribesman-libya-052009-sw

    This article link content is NOT about your personal  beliefs, or mine.

    It is about what we talked about (briefly) the other day — in addition to books, poetry and songs can also help us find answers to our questions–they speak to us. Another path is reading what other great thinkers/philosphers reflect upon, and consider. This article has three minds considering an historical figure, and the possible significance, all from their own cultural perspectives.

    If you read this article, consider the questions the writers were attempting to explore. I don’t say “answer” because rarely do we find definitive answers to anything- life is all about exploration. That’s what makes it interesting.

    Consider that when you are seeking answers – be open-minded, flexible, and critical – what is the person saying? What is their purpose for saying it? And, what is your deeper purpose for reading it?