Hello Jess, After reading your paper and viewing all of your slides in Blendspace, I found myself taking notes so I wouldn't forget to comment on the pieces of your presentation that made me sit up and take notice, or made me giggle because I have "been there, done that".
I guess the best way to share my thoughts with you is to start at the beginning of your work. As I was reading your paper, there were several statements that you made that really resonated with me. When you said "I have had students complain how boring it is and how long the assignments are. I sometimes come back with "well that's accounting", but is it really? I am sure an accountant in the real world would see it differently." This is exactly what I am hearing from several of my students on a daily basis and my response is similar to yours. I want to bring in some guest speakers to add another real world aspect to the course for my students, and after reading your paper, doing just that is a priority. I am in my first year of teaching accounting I and II, so this summer I plan to make changes based on what worked and what did not work.
This brings me to another part of your paper that really made me stop and think. When you said, ""Worksheets don't grow dendrites." It's ever so important in accounting that students retain the information as each chapter builds upon the next." I found myself saying "EXACTLY!" So, how do we make this clear to our students in a way that works for them? The use of worksheets is not an aspect of the course that can be removed, but it is dull. I think the solution to your problem will certainly help to bring the importance of the worksheets to the forefront for your students.
In my class, I have two students presently working on their own businesses. Well, one student made several mistakes, forgot to post closing entries, posted the incorrect amount to ledgers, etc, and then was pulling his hair out when his trial balance would not balance. He made a critical mistake and input his work into QuickBooks before completing the manual trial balance. While this was frustrating for my student, it was a learning experience that he will never forget. I believe that as you progress through your project that you will see this type of experience occurring with your students. For me, this real life, relevant experience is learning at its best!
As I was viewing your Diigo list, I kept saying to myself, "I need to look at that, I need to look at this, I need to copy and save the entire list that Jess created". While I have similar resources that pertain to SAMR and UDL, I do not have any resources for accounting. When I work on redesigning my accounting courses this summer, I am going to start with the bookmarks that I saved from your Diigo list. Thank you in advance because I know that these articles will be a great place for me to start my work.
I agree that the use of QuickBooks with high school students demands some sidebar tutorials and instruction. I discovered a great series of tutorials for the version of QuickBooks currently on my classroom computers on YouTube. However, our school's firewall blocks YouTube and the bypass only lasts for 30 minutes. Therefore, I created DVDs of the YouTube tutorials for my students to refer to whenever they needed to. That way they were not sitting and waiting for me. My goal this summer is to upload these videos into a class Schoology folder so the students can access the tutorials from anywhere at any time.
One final comment, I LOVE your last slide! What a great idea! This is a meaningful way to demonstrate a concept in a way that the students can understand and relate to it. With your permission, I would like to take a screen shot of your last slide and share it with my students in class this week. I would really like to hear their thoughts regarding these difference ways of viewing the same topic.
Jess, I really enjoyed viewing your key assignment. It was refreshing to feel that I am not alone in my daily struggles of trying to make accounting engaging and exciting to high school students. I wish you success as you roll out this project with your students. I would really like to hear how it goes and what changes you make along the way. I have a feeling that you will make adjustments based on your students' needs and I would love it if you could drop me an email and share that feedback with me. I think your project is going to serve your students well and that they will view the profession of accounting in a different light!
After reading your paper, viewing your video and then reading Tracy's comments, I have to tell you that I have exactly the same issues in my Modern United States History class. My class is either lecture or reading. My problem really began when first we went to a BYOD model then a 1:1 model. I wasn't the only source of stimulation in the room and when it comes down to competing with candy crush or snap chat, I'm going to lose. That's been the main motivation I've had to change my practice. I just wanted you to know that you are not the only one that struggles with this.
I think that you have done a good job of thinking about ways your practice needs to evolve. I applaud you in the way that you are incorporating more in the way of UDL into your classroom. Bu that I mean the way you are allowing students to present information in different ways and are varying up the types of instruction in your class room.
After reviewing what you have done, I think I might have a few suggestions of ways you can "tweak" what you are already suggesting to hopefully take your ideas to the next level.
First, as far as having guest speakers that is a great idea. Real accountants in your classroom is great. But what about a Skype call or other types of video call? Provided the guest had the technology (and it would be pretty safe to assume they did) they might find it easier to make time for a Skype call to your class as opposed to time in class plus the time to drive to the school. This might allow you to have more guests that can speak on different topics with your students.
Secondly, I like the idea of giving your students projects that are similar to real world types of problems. What if you created a "job" at a specific company at the beginning of the year and had the students working on the same company's books on an occasional, ongoing basis throughout the whole school year? Then they could see in more concrete terms how the different principles of accounting built upon each other.
One last thought, and I'm not sure how you would do it because, like your picture, I don't really know what being an accountant entails. I think you should simulate a job for them. Make the "company" time when they are working on specific problems as much like a real world accounting job as possible. Again, because of my own limited experience in this field I don't know how you would do that exactly.
Good work and I think you will have a great time putting your solution into practice. It should really change your classroom.
Hi Jessica. I admire your honesty about not having changed the accounting curriculum format in 15 years. I think you chose a good problem of practice to work out and I believe that you are on the right track with your solution. I would have liked to have heard more, however, about incorporating more technology into the class. For example, you briefly touched upon the idea of adding more videos to the course. How would those videos be relevant and more engaging?
We have learned about making the lesson more culturally responsive, and you noted that when you are having them create their own business in quickbooks. This ties into the real world aspect of a culturally responsive lesson. I like the idea of letting them choose their type of business ( perhaps something they like to do outside of school like a bike shop or a video game store) because this again creates a connection that they can relate to and will find more engaging. I would let them pick a name for the business that will resonate with them as well.
I also think within your Quickbooks project, that students should be able to communicate with one another and share problems or issues they are having with their classmates ( fellow business owners) , from this collaboration they learn from one another to solve a problem or just start a discussion for them on a particular subject to get them talking to one another. This collaboration could be done via a discussion board thus incorporating more technology into the mix.
I was unable to hear all of your comments on slide #2 of your voicethread. It unfortunately was cut off mid-sentence. I really liked the final slide where you show them the reality of what they will be doing if they pursue accounting as a career. I suspect that over the length of the year they are in the class, their view of what an accountant does and is changes several times as the class builds and progresses.
You do a nice job of contextualizing your problem by describing your feelings about the current accounting curriculum. I really empathize with you; it's tough to take risks, but there are also such awesome potential rewards when you encourage students to think outside the box. I'm glad you're willing to take the risks!
Your problem statement is very clear about eliminating textbook/worksheets. Then you write that, more importantly, you want to move from enhancing, assumedly to transforming. It's this latter part that could use more explanation (perhaps not appropriate in the problem statement, but maybe somewhere else or even offline). How exactly are you currently "enhancing" if you most of your work is based on worksheets? Are there some substitution or augmentation components to the assignments? And based on the current climate, what might transformation look like in your course? How will you define it? I'm not trying to be picky, just curious about how you might flesh out some of these ideas.
I think your description of "sage on the stage" vs. "guide on the side" is really useful in helping to illustrate the data you've collected. Additionally, I like how some of your data is actual data from your own classes, such as the grades your students received. I see in your Diigo that you collected a number of resources and I'm sure they informed your data and analysis, but it would also be helpful to hear more - from your perspective - on how exactly those resources relate to your current problem and proposed solution.
Your table for aligning objectives/standards with the National Business Education Association is very clear. Your Coggle also has some great ideas about your QuickBooks assignment. Have you considered marrying these two diagrams into one that aligns your project and technology components with the curriculum goals? For me, at least, this would bring it all together and make clear how the technology supports the course's primary objectives. Using the SAMR model as a framework for thinking about this may be helpful in creating a "hybrid" diagram/outline.
Regarding technology tools, I've used QuickBooks before and I know it's basically the industry standard, but have you found any other online tools that might be useful for beginner students? I know Mint.com may have some components that could be helpful to students just beginning to learn about accounting. Even using something like a Google Doc spreadsheet may be helpful in introducing students to basic digital accounting concepts before jumping into QuickBooks. Just some ideas :)
Your outcome of students taking ownership in their learning is, in my mind, one of the most important things you've written about. Certainly, by doing a hands-on project, you will encourage students to take ownership of their work, as will as pride in their contributions and accomplishments. Do you intend for this to be an individual or a group project (sorry if that wasn't clear to me)? I think there are pros and cons to both ways, and perhaps there is a way to make parts of the projects solo and other parts collaborative. This might provide you and students with a good combination of independent thinking and also teamwork.
Good luck as you continue testing and implementing your problem and solution!
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ReplyDeleteHello Jess,
After reading your paper and viewing all of your slides in Blendspace, I found myself taking notes so I wouldn't forget to comment on the pieces of your presentation that made me sit up and take notice, or made me giggle because I have "been there, done that".
I guess the best way to share my thoughts with you is to start at the beginning of your work. As I was reading your paper, there were several statements that you made that really resonated with me. When you said "I have had students complain how boring it is and how long the assignments are. I sometimes come back with "well that's accounting", but is it really? I am sure an accountant in the real world would see it differently." This is exactly what I am hearing from several of my students on a daily basis and my response is similar to yours. I want to bring in some guest speakers to add another real world aspect to the course for my students, and after reading your paper, doing just that is a priority. I am in my first year of teaching accounting I and II, so this summer I plan to make changes based on what worked and what did not work.
This brings me to another part of your paper that really made me stop and think. When you said, ""Worksheets don't grow dendrites." It's ever so important in accounting that students retain the information as each chapter builds upon the next." I found myself saying "EXACTLY!" So, how do we make this clear to our students in a way that works for them? The use of worksheets is not an aspect of the course that can be removed, but it is dull. I think the solution to your problem will certainly help to bring the importance of the worksheets to the forefront for your students.
In my class, I have two students presently working on their own businesses. Well, one student made several mistakes, forgot to post closing entries, posted the incorrect amount to ledgers, etc, and then was pulling his hair out when his trial balance would not balance. He made a critical mistake and input his work into QuickBooks before completing the manual trial balance. While this was frustrating for my student, it was a learning experience that he will never forget. I believe that as you progress through your project that you will see this type of experience occurring with your students. For me, this real life, relevant experience is learning at its best!
As I was viewing your Diigo list, I kept saying to myself, "I need to look at that, I need to look at this, I need to copy and save the entire list that Jess created". While I have similar resources that pertain to SAMR and UDL, I do not have any resources for accounting. When I work on redesigning my accounting courses this summer, I am going to start with the bookmarks that I saved from your Diigo list. Thank you in advance because I know that these articles will be a great place for me to start my work.
ReplyDeleteI agree that the use of QuickBooks with high school students demands some sidebar tutorials and instruction. I discovered a great series of tutorials for the version of QuickBooks currently on my classroom computers on YouTube. However, our school's firewall blocks YouTube and the bypass only lasts for 30 minutes. Therefore, I created DVDs of the YouTube tutorials for my students to refer to whenever they needed to. That way they were not sitting and waiting for me.
My goal this summer is to upload these videos into a class Schoology folder so the students can access the tutorials from anywhere at any time.
One final comment, I LOVE your last slide! What a great idea! This is a meaningful way to demonstrate a concept in a way that the students can understand and relate to it. With your permission, I would like to take a screen shot of your last slide and share it with my students in class this week. I would really like to hear their thoughts regarding these difference ways of viewing the same topic.
Jess, I really enjoyed viewing your key assignment. It was refreshing to feel that I am not alone in my daily struggles of trying to make accounting engaging and exciting to high school students. I wish you success as you roll out this project with your students. I would really like to hear how it goes and what changes you make along the way. I have a feeling that you will make adjustments based on your students' needs and I would love it if you could drop me an email and share that feedback with me. I think your project is going to serve your students well and that they will view the profession of accounting in a different light!
Thank Tracy for all your wonderful thoughts and insight. By all means, steal what you need :-)
DeleteJessica-
ReplyDeleteAfter reading your paper, viewing your video and then reading Tracy's comments, I have to tell you that I have exactly the same issues in my Modern United States History class. My class is either lecture or reading. My problem really began when first we went to a BYOD model then a 1:1 model. I wasn't the only source of stimulation in the room and when it comes down to competing with candy crush or snap chat, I'm going to lose. That's been the main motivation I've had to change my practice. I just wanted you to know that you are not the only one that struggles with this.
I think that you have done a good job of thinking about ways your practice needs to evolve. I applaud you in the way that you are incorporating more in the way of UDL into your classroom. Bu that I mean the way you are allowing students to present information in different ways and are varying up the types of instruction in your class room.
After reviewing what you have done, I think I might have a few suggestions of ways you can "tweak" what you are already suggesting to hopefully take your ideas to the next level.
First, as far as having guest speakers that is a great idea. Real accountants in your classroom is great. But what about a Skype call or other types of video call? Provided the guest had the technology (and it would be pretty safe to assume they did) they might find it easier to make time for a Skype call to your class as opposed to time in class plus the time to drive to the school. This might allow you to have more guests that can speak on different topics with your students.
Secondly, I like the idea of giving your students projects that are similar to real world types of problems. What if you created a "job" at a specific company at the beginning of the year and had the students working on the same company's books on an occasional, ongoing basis throughout the whole school year? Then they could see in more concrete terms how the different principles of accounting built upon each other.
One last thought, and I'm not sure how you would do it because, like your picture, I don't really know what being an accountant entails. I think you should simulate a job for them. Make the "company" time when they are working on specific problems as much like a real world accounting job as possible. Again, because of my own limited experience in this field I don't know how you would do that exactly.
Good work and I think you will have a great time putting your solution into practice. It should really change your classroom.
Hi Jessica. I admire your honesty about not having changed the accounting curriculum format in 15 years. I think you chose a good problem of practice to work out and I believe that you are on the right track with your solution. I would have liked to have heard more, however, about incorporating more technology into the class. For example, you briefly touched upon the idea of adding more videos to the course. How would those videos be relevant and more engaging?
ReplyDeleteWe have learned about making the lesson more culturally responsive, and you noted that when you are having them create their own business in quickbooks. This ties into the real world aspect of a culturally responsive lesson. I like the idea of letting them choose their type of business ( perhaps something they like to do outside of school like a bike shop or a video game store) because this again creates a connection that they can relate to and will find more engaging. I would let them pick a name for the business that will resonate with them as well.
I also think within your Quickbooks project, that students should be able to communicate with one another and share problems or issues they are having with their classmates ( fellow business owners) , from this collaboration they learn from one another to solve a problem or just start a discussion for them on a particular subject to get them talking to one another. This collaboration could be done via a discussion board thus incorporating more technology into the mix.
I was unable to hear all of your comments on slide #2 of your voicethread. It unfortunately was cut off mid-sentence. I really liked the final slide where you show them the reality of what they will be doing if they pursue accounting as a career. I suspect that over the length of the year they are in the class, their view of what an accountant does and is changes several times as the class builds and progresses.
Hi Jessica,
ReplyDeleteYou do a nice job of contextualizing your problem by describing your feelings about the current accounting curriculum. I really empathize with you; it's tough to take risks, but there are also such awesome potential rewards when you encourage students to think outside the box. I'm glad you're willing to take the risks!
Your problem statement is very clear about eliminating textbook/worksheets. Then you write that, more importantly, you want to move from enhancing, assumedly to transforming. It's this latter part that could use more explanation (perhaps not appropriate in the problem statement, but maybe somewhere else or even offline). How exactly are you currently "enhancing" if you most of your work is based on worksheets? Are there some substitution or augmentation components to the assignments? And based on the current climate, what might transformation look like in your course? How will you define it? I'm not trying to be picky, just curious about how you might flesh out some of these ideas.
I think your description of "sage on the stage" vs. "guide on the side" is really useful in helping to illustrate the data you've collected. Additionally, I like how some of your data is actual data from your own classes, such as the grades your students received. I see in your Diigo that you collected a number of resources and I'm sure they informed your data and analysis, but it would also be helpful to hear more - from your perspective - on how exactly those resources relate to your current problem and proposed solution.
Your table for aligning objectives/standards with the National Business Education Association is very clear. Your Coggle also has some great ideas about your QuickBooks assignment. Have you considered marrying these two diagrams into one that aligns your project and technology components with the curriculum goals? For me, at least, this would bring it all together and make clear how the technology supports the course's primary objectives. Using the SAMR model as a framework for thinking about this may be helpful in creating a "hybrid" diagram/outline.
Regarding technology tools, I've used QuickBooks before and I know it's basically the industry standard, but have you found any other online tools that might be useful for beginner students? I know Mint.com may have some components that could be helpful to students just beginning to learn about accounting. Even using something like a Google Doc spreadsheet may be helpful in introducing students to basic digital accounting concepts before jumping into QuickBooks. Just some ideas :)
Your outcome of students taking ownership in their learning is, in my mind, one of the most important things you've written about. Certainly, by doing a hands-on project, you will encourage students to take ownership of their work, as will as pride in their contributions and accomplishments. Do you intend for this to be an individual or a group project (sorry if that wasn't clear to me)? I think there are pros and cons to both ways, and perhaps there is a way to make parts of the projects solo and other parts collaborative. This might provide you and students with a good combination of independent thinking and also teamwork.
Good luck as you continue testing and implementing your problem and solution!
Best,
Jason