My personal theory of learning in week one was gear towards instructional theory approach. Dr. Orey, Laureate 2009, explain that instructional theory examines the environment to facilitate learning. My instruction in the classroom was more teacher centered, than student centered. The technology I used in my class was used as busy work. As a result of my learning in this course, I realize now that I have to think about how to make my lessons more gear towards student learning. I love what I learned about constructionism approach to learning. I should use technology that engage student’s emotions and help them remember longer.
Social Constructivism caught my attention during the fifth week of the course. Therefore this upcoming school year, my immediate adjustments in my instructional practice would be to use the textbook only as a guide for doing lesson plans and adding more interactive and cooperative engaging activities in my lessons. Also, give less busy work and give more meaningful activities. Dr. Orey, Laureate 2009, made a good point when he talk about the conversations students engage in during collaborations which he said help students contretize and understand what they are learning. It puts meaning in the activity they are working on. Some of the technology that we used in this course that I feel would enhance student learning in the classroom are VoiceThread, Virtual Field Trips and blog posting. Not only would they enhance student learning, they also promote social interaction among students.
Two long-term goal changes I would like to make in my instructional practice regarding technology integration would be to use WebQuest. It requires a lot of planning by teachers but seems like a very valuable tool for 21st century learning. If I as a teacher want my students to get ready to work in the real world, I must provide then with the tools even if it requires a lot of planning. WebQuests make good use of the internet while engaging their students in the kinds of modern day social learning students should be participating in. My other long tern goal is to use VoiceThread as a presentation tool. I was very please how easy it was to use. Older teachers like myself, love the term Web 2.0, because that means the internet tool that was hard to use is now made easy for me to use. VoiceThread, a web 2.0 tool allows a quick and easy way to share information via the internet using pictures, text, audio and video. I will allow my students to work in groups of 3 and 4 to present information they reached or studied.
Integrating technology in the classroom has always been a goal of my since the introduction of Reader’s Rabbit. Technology in the classroom always was like another teacher in the classroom with me. But when choosing the type of technology to be used in my classroom, I must think of it as a student tool, not a teacher tool. Both WebQuest and VoiceThread are two of many tools that are student centered, and will engage student's emotions.
Laureate, Education, Inc. (Producer). (2009). Instructional Theory vs. Learning Theory. [DVD]. Baltimore, MD.
Laureate, Education, Inc. (Producer). (2009). Social Learning Theories, Part One. [DVD]. Baltimore, MD.
Sunday, August 22, 2010
Thursday, July 29, 2010
VoiceThread : Student Projects
How can I help students get the most benefit and the least frustration out of group projects? How can I insure that all students give their fair share without major confrontations within the groups? Please share your thought on my voicethread:
http://voicethread.com/share/1259767/
http://voicethread.com/share/1259767/
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Constructivism to me is a form of social learning. George Siemens discusses how knowledge is networked through connectivism, Laureate Education, (2009). Connectivism can offer abundant amount of information because it can be influence by culture, community and a number of social networked channels. Learning has changed over the last several decades. Kids are different too. We live in a society that is technology driven. Constructivism takes advantage of the technology tools available and uses it to network learning. Students now can learn socially through distance learning, internet, and cable tv. They can share and learn information more rapidly because of the technology tools used today. Students through constructivism can work together to research and build a project and don’t even have to be in the same time zone.
The virtual software and online tools that students can practice with are so realistic. My own kids at home about six years ago work together to build a virtual theme park using regular game software called Roller Coaster Tycoon 3. They were helping each other decide realistic situation, like if a popcorn stand should go there, hiring and firing employees, raising ticket prices and where to put the next ride attraction. Your decision would affect you value and the theme park popularity. I did not force my kids to play this game, and they were learning how to become a CEO of a theme park. To me the game looked complicated, but they helped each other master being tycoons, and they were having fun learning. I really don’t see a reason why more games like this one can’t be used in the classroom. More sophisticated Virtual technology like that could be explored in other fields like politics, transportation, journalism, etc. My daughter mentioned to me that there is very realistic hospital game called, Theme Hospital. There are scores of great computer simulation available on the Web like at National Library of Virtual Manipulative, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Any program that can connect education to the real world should welcomed. Connectivism has the right idea, network learning through social means, with technology enhancements.
The virtual software and online tools that students can practice with are so realistic. My own kids at home about six years ago work together to build a virtual theme park using regular game software called Roller Coaster Tycoon 3. They were helping each other decide realistic situation, like if a popcorn stand should go there, hiring and firing employees, raising ticket prices and where to put the next ride attraction. Your decision would affect you value and the theme park popularity. I did not force my kids to play this game, and they were learning how to become a CEO of a theme park. To me the game looked complicated, but they helped each other master being tycoons, and they were having fun learning. I really don’t see a reason why more games like this one can’t be used in the classroom. More sophisticated Virtual technology like that could be explored in other fields like politics, transportation, journalism, etc. My daughter mentioned to me that there is very realistic hospital game called, Theme Hospital. There are scores of great computer simulation available on the Web like at National Library of Virtual Manipulative, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Any program that can connect education to the real world should welcomed. Connectivism has the right idea, network learning through social means, with technology enhancements.
Wednesday, July 21, 2010
Constructivist/Constructionist Learning Theories
I feel that the main correlation between instructional strategies this week and the principles of constructivist/constructionist learning theories is that students focus is on trying out their creative unique thinking and put it into practice. In our text resource this week, Pitler, Hubbell, Kuhn, and Malenoski (2007), explored the use of the scientific method. Generating and testing hypothesis will lead to a better executed project based design.
Our students will face problems that involve a huge number of decisions when they enter the real world. It’s a good idea for students to use concept maps, and they need to develop an essential question or statement. Just like the hypothesis in the scientific method, students needed to answer questions throughout the map. To answer the questions, they must do research. Researching information today is made easier, because of the World Wide Web. You can read about others that may have done what you done and give them credit, but it always a good idea to complete your own experiment with different variables. When constructing a project, I will allow my students to use as much technology as possible to limit human error. In the real world, many manufactures rely heavily on technology. I would encourage students to discover, discuss, experiment, and test a hypothesis. As a result of the testing, students can then adjust or change the original hypothesis or realize that a new hypothesis needs to be created. If a model or drawing of the construction or project needs to be adjusted, this is the time to do it.
I will allow my students to finalize their results using Excel because it gives validity to their projects. A presentation using PowerPoint will enhance their projects. Making pamphlets or brochures using Publisher brings professionalism to any project. If my students design a web base simulation, website, podcasts and RSS Feeds, I would be blown away, because I still need practice doing these things myself. But the tools are out there for everyone use. Our students probably can teach us how to build many of these web applications. Our job will be to make it a learning experience, so that they will get ready for the world that awaits them. They will be the new leaders to create resources that will better our quality of life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Our students will face problems that involve a huge number of decisions when they enter the real world. It’s a good idea for students to use concept maps, and they need to develop an essential question or statement. Just like the hypothesis in the scientific method, students needed to answer questions throughout the map. To answer the questions, they must do research. Researching information today is made easier, because of the World Wide Web. You can read about others that may have done what you done and give them credit, but it always a good idea to complete your own experiment with different variables. When constructing a project, I will allow my students to use as much technology as possible to limit human error. In the real world, many manufactures rely heavily on technology. I would encourage students to discover, discuss, experiment, and test a hypothesis. As a result of the testing, students can then adjust or change the original hypothesis or realize that a new hypothesis needs to be created. If a model or drawing of the construction or project needs to be adjusted, this is the time to do it.
I will allow my students to finalize their results using Excel because it gives validity to their projects. A presentation using PowerPoint will enhance their projects. Making pamphlets or brochures using Publisher brings professionalism to any project. If my students design a web base simulation, website, podcasts and RSS Feeds, I would be blown away, because I still need practice doing these things myself. But the tools are out there for everyone use. Our students probably can teach us how to build many of these web applications. Our job will be to make it a learning experience, so that they will get ready for the world that awaits them. They will be the new leaders to create resources that will better our quality of life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Wednesday, July 14, 2010
COMPARING PRINCIPLES OF COGNITIVE LEARNING THEORY TO SOME INSTRUCTIONAL STRATEGIES
The theory of cognitive learning is based on short term memory transferred to long term memory. Processing information is the main concept. Does the strategy of cues, questions, advance organizers, summarizing and note taking, correlate to the cognitive learning theory? To see if they do, I would have to examine the purpose of them. What are their goals of each?
Pitler, Hubbell, Kuhn, and Malenoski explain that cognitive learning theory process information you receive through a sensory input. You quickly attend to it as a short-term memory. You later, must go through a rehearsal stage, practice or studying method to enter into a long term memory. This is then divided into different types of memory. They are declarative which are facts, procedural which explain how things are done, and eposodic which is a powerful event that happens. These types of memories form a network connecting to meaningful information or images which are very beneficial to the long term memory. So this cognitive learning theory primary mechanism is to link as many concepts or images to a particular subject or new piece of information in order for long term memory to take place.
When I ask questions, I believe that I am trying to help students begin to think about a particular subject. I am just trying to get them thinking about the subject matter and examine what they already know about the subject matter. The advance organizers would help my students to process their thoughts and put down information for later use. No heavy analyzing would be going on yet. They are just focusing on what is important. Students start to get into deep synthesizing and understanding if they can express and summarize what they learned.
An example of this whole process and how it connects to cognitive learning theory would be if students answering quick questions about what he already know about the Civil War such as what century did the war take place. What states were involved? He then write down important facts about the war on an organizer such as the dates it took place, major participants involved, why it started, how it ended, and why it was so important in our history. Students begin to draft their presentation using technology by research information looking for visual images from the internet of the actual leaders involve like Robert E. Lee, Ulysses S. Grant and Jefferson Davis . Students might add photos of the Battle of Gettysburg to a poster. Collecting auditorial sound effect to side shows such as cannons blasting might cause an episodic experience during the summary of a presentation.
Therefore, I believe there is a lot of correlation between cognitive learning theory and the instructional strategies expressed here. Students summarizing through just a simple explanation of the civil war or completing an extensive presentation will develop long term member because they are apply the information they have learned. This is in the purpose and goal of the cognitive learning theory.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler, Hubbell, Kuhn, and Malenoski explain that cognitive learning theory process information you receive through a sensory input. You quickly attend to it as a short-term memory. You later, must go through a rehearsal stage, practice or studying method to enter into a long term memory. This is then divided into different types of memory. They are declarative which are facts, procedural which explain how things are done, and eposodic which is a powerful event that happens. These types of memories form a network connecting to meaningful information or images which are very beneficial to the long term memory. So this cognitive learning theory primary mechanism is to link as many concepts or images to a particular subject or new piece of information in order for long term memory to take place.
When I ask questions, I believe that I am trying to help students begin to think about a particular subject. I am just trying to get them thinking about the subject matter and examine what they already know about the subject matter. The advance organizers would help my students to process their thoughts and put down information for later use. No heavy analyzing would be going on yet. They are just focusing on what is important. Students start to get into deep synthesizing and understanding if they can express and summarize what they learned.
An example of this whole process and how it connects to cognitive learning theory would be if students answering quick questions about what he already know about the Civil War such as what century did the war take place. What states were involved? He then write down important facts about the war on an organizer such as the dates it took place, major participants involved, why it started, how it ended, and why it was so important in our history. Students begin to draft their presentation using technology by research information looking for visual images from the internet of the actual leaders involve like Robert E. Lee, Ulysses S. Grant and Jefferson Davis . Students might add photos of the Battle of Gettysburg to a poster. Collecting auditorial sound effect to side shows such as cannons blasting might cause an episodic experience during the summary of a presentation.
Therefore, I believe there is a lot of correlation between cognitive learning theory and the instructional strategies expressed here. Students summarizing through just a simple explanation of the civil war or completing an extensive presentation will develop long term member because they are apply the information they have learned. This is in the purpose and goal of the cognitive learning theory.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 7, 2010
Behaviorist Learning Theory
In this week course resources, I read about behaviorist learning theory. I will discuss how reinforcing effort” and “homework and practice correlate with the principles of behaviorist learning theory which embeds technology. Behaviorist learning theory has fallen out of favor in our education system, but many teachers still use the strategy. Dr. Orey (Laureate 2009) explains that behaviorism resolves around operant conditioning, which involves positive reinforcement and punishment. Today’s society mainly leans towards using positive reinforcement to encourage academic achievement. Punishment is not encouraged by the leaders of public educators.
Reinforcing effort is never talked about at the federal, state or local government level. Our district, and school administrator never mention anything about reinforcing student effort. Since the adoption of No Child Left Behind, scores are the main focus of attention. Many of the technology programs used by school districts are geared towards raising test scores. But Pitler, Hubbell, Kuhn, and Maleenoski 2007, recommend that we teach students the importance of effort. We should have students keep track of their own efforts and achievements by using data collection software like Microsoft Excel, and Survey Monkey. Students that are encouraged to put forth the effort, should see some academic improvement. Students see the results as it translate to a letter grade. They will not have to fear putting forth all their hard work and still fail. Some of the category suggested for evaluation are, class notes, attention, participation, homework, and studying.
Homework and practice help students to reassess what they were taught. I think assigning homework using technology has its advantages. Students are comparing only their own success. They get instant feedback. Pressure for timely completion is not as important as mastering the skill. Lastly, students don’t have to be embarrassed about not knowing an answer. On line tutorials like Internet4Classrooms Tutorials are also very good for helping students learn new skills. They present how to do certain skills you may had a difficult time with the classroom. Tutorials give students a step by step method in completing the task and the tutorial can be replayed as many times as needed.
The idea of using technology more for both reinforcing effort and for homework is a good idea for teachers that don’t mind the behavior learning theory. Using technology allows the use of the multisensory approach. Reading just a textbook bore many students. Students become more responsible for the own success when they are tracking their own effort.
.
Laureate Education, Inc. (Executive Producer) (2008). Behaviorist Learning Theory, Baltimore: [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Susan Brooks and Bill Byles, Internet4classrooms: www.internet4classrooms.com.
Reinforcing effort is never talked about at the federal, state or local government level. Our district, and school administrator never mention anything about reinforcing student effort. Since the adoption of No Child Left Behind, scores are the main focus of attention. Many of the technology programs used by school districts are geared towards raising test scores. But Pitler, Hubbell, Kuhn, and Maleenoski 2007, recommend that we teach students the importance of effort. We should have students keep track of their own efforts and achievements by using data collection software like Microsoft Excel, and Survey Monkey. Students that are encouraged to put forth the effort, should see some academic improvement. Students see the results as it translate to a letter grade. They will not have to fear putting forth all their hard work and still fail. Some of the category suggested for evaluation are, class notes, attention, participation, homework, and studying.
Homework and practice help students to reassess what they were taught. I think assigning homework using technology has its advantages. Students are comparing only their own success. They get instant feedback. Pressure for timely completion is not as important as mastering the skill. Lastly, students don’t have to be embarrassed about not knowing an answer. On line tutorials like Internet4Classrooms Tutorials are also very good for helping students learn new skills. They present how to do certain skills you may had a difficult time with the classroom. Tutorials give students a step by step method in completing the task and the tutorial can be replayed as many times as needed.
The idea of using technology more for both reinforcing effort and for homework is a good idea for teachers that don’t mind the behavior learning theory. Using technology allows the use of the multisensory approach. Reading just a textbook bore many students. Students become more responsible for the own success when they are tracking their own effort.
.
Laureate Education, Inc. (Executive Producer) (2008). Behaviorist Learning Theory, Baltimore: [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Susan Brooks and Bill Byles, Internet4classrooms: www.internet4classrooms.com.
Saturday, April 24, 2010
Reflective Essay
This course helped me for the first time explore the use of Wikis, blogs and podcasts. I'm not sure when or if I ever would have used those tools during my life, but I see what I have been missing out on. Making a podcast was the most challenging and most rewarding tool I used. For the first time, I actually used my computer recording device. I had to download some extra software tools to help me edit and broadcast my podcast. My podcast could be heard from by people all over the world by placing the URL on a blog site or even iTunes.
I will continue to pursue professional development geared to technology integration in the classroom, because technology is always improving. I discovered that people put technology information on podcasts that you can subscribe to them from the iTunes. I have listened to some of them and learned something every time. One of the best ways to expand my knowledge of technology is to collaborate with colleagues that is already using technology to increase student’s achievements. If you see something working in another class, why not try to use what their doing to increase student achievements.
One long term goal I would like to set is to set up my classroom website where parents can visit any time they want to retrieve homework assignments, present/future projects, identify missing assignments, view progress reports and grades. Our district lesson plan website, “Oncourse” has that option to allow teachers to set up a website, but teachers in our district are not made to use it.
Another goal that I would like to set up within two years in my math class, is a textbook near free classroom. I would use the textbook only for lesson planning, but reframe the student from using it as an only source. I like to have students use real life experiences. With collaboration with my colleagues, we can come up with alternatives to the textbook, which are so confusing to the students anyway. Our textbooks are quickly becoming outdated, because the corporate world is using high tech digital devices to work out their numbers. The world is using scientific calculations and computers software programs to figure out tough calculations within minutes. Students need to learn how to use these various programs
I will continue to pursue professional development geared to technology integration in the classroom, because technology is always improving. I discovered that people put technology information on podcasts that you can subscribe to them from the iTunes. I have listened to some of them and learned something every time. One of the best ways to expand my knowledge of technology is to collaborate with colleagues that is already using technology to increase student’s achievements. If you see something working in another class, why not try to use what their doing to increase student achievements.
One long term goal I would like to set is to set up my classroom website where parents can visit any time they want to retrieve homework assignments, present/future projects, identify missing assignments, view progress reports and grades. Our district lesson plan website, “Oncourse” has that option to allow teachers to set up a website, but teachers in our district are not made to use it.
Another goal that I would like to set up within two years in my math class, is a textbook near free classroom. I would use the textbook only for lesson planning, but reframe the student from using it as an only source. I like to have students use real life experiences. With collaboration with my colleagues, we can come up with alternatives to the textbook, which are so confusing to the students anyway. Our textbooks are quickly becoming outdated, because the corporate world is using high tech digital devices to work out their numbers. The world is using scientific calculations and computers software programs to figure out tough calculations within minutes. Students need to learn how to use these various programs
Sunday, April 4, 2010
Profiling the Students of Today
Exploring the digital abilities and digital learning styles of the students in my classroom through a survey/questionnaire. This podcast reports the demographic profile of my classroom population. It also includes sound bites from my student interviewed to support my findings.
http://rsmith552.podbean.com/
http://rsmith552.podbean.com/
Wednesday, March 24, 2010
Reaction to Partnership for 21st Century Skills
I just visited a web page called Partnership for 21st Century Skills. The site offers some many different ways to teach our students that I agree with. Our students will be competing with students from all over the globe for future jobs that requires skills dealing with critical thinking, problem solving, collaboration, social responsibility, etc. I loved the idea that Partnership for 21st Century (P21), and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation). I was surprised that so far, I didn’t hear anything about test scores. That’s a good thing, if you ask me. Getting students ready for the real world is more important than teaching student’s tricks and some strategies for passing a state run test. Both the schools and the businesses will benefit from this union. Schools will get technology resource, and the businesses get to choose from a pool of experience home grown potential prospects.
I didn’t see anything that I could have disagree with on the site. The implications I see that could come from this are that students will become more exposed to real life situations first hand. That could be an advantage for them on their resume. I could see some teachers balking at this idea, because it’s something different then what they been doing the last twenty plus years. Teachers naturally, get into that comfort zone and don’t want to leave it. I would love it because I love technology. What’s going on now in our classes, is not working too well. So I’m ready for change.
I didn’t see anything that I could have disagree with on the site. The implications I see that could come from this are that students will become more exposed to real life situations first hand. That could be an advantage for them on their resume. I could see some teachers balking at this idea, because it’s something different then what they been doing the last twenty plus years. Teachers naturally, get into that comfort zone and don’t want to leave it. I would love it because I love technology. What’s going on now in our classes, is not working too well. So I’m ready for change.
Tuesday, March 9, 2010
How I Might Use a Blog in My Classroom
The Principal and supervisors are always asking the teachers in every subject area at our school to add more writing assignments in our lesson plans. As I read The Second Edition; ‘Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms,” by Will Richardson, he list many classroom uses of weblogs. The one I like for my class is posting prompts for writing on weblogs. I teach at an urban school district in a city that was rank as one of the poorest in the country. I teach math, science and social studies to special education students. My students are always talking about what they download from the internet or what they said on MySpace. Out of the 12 students I have only 1 student doesn’t have a computer with internet access. But that one student has relatives living near him that does. As a homework assignment I could start simple and post on my classroom blog, a writing prompt about reflection of today’s lesson or open ended questions related to one of the lessons they had. I would give credit for just participating. Since each student posting will see every reply to the post, I will allow student to respond to each other. I could talk to other teachers in the school and combine classes and homework weblog writing prompt. Maybe kids in my school will one day deviate from MySpace and spend more time with each other on the homework writing prompt. One requirement is that web lingo can’t be used like “lol” or “btw.”
Monday, February 15, 2010
No Player Left Behind
All teams must make the state playoffs and all MUST win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. If after two years they have not won the championship, their footballs and equipment will be taken away UNTIL they do win the championship.
All kids will be expected to have the same football skills at the same time even if they do not have the same conditions or opportunities to practice on their own. NO exceptions will be made for lack of interest in football, a desire to perform athletically, or genetic abilities, language issues, learning disabilities of themselves or their parents. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL!
Talented players will be asked to workout on their own in the gym, weight room, and the field without coaches. This is because the coaches will be using all their practice time with the athletes who aren’t interested in football, have limited athletic ability or whose parents don’t like football.
Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th games. This will create a New Age of Sports where every team is expected to have the same level of talent and all teams will reach the same minimum goals. If no child gets ahead, then no child gets left behind. We call this the cookie cutter approach, where every player and every team comes out looking exactly like the other. If parents do not like this new law, they are encouraged to vote for vouchers and support private and chartered programs that can screen out the non-athletes and prevent their children from having to go to school with bad football players.
Only Bush could have dreamed something up like this. The scary part is that our politicians at the state level, think this makes sense.
All kids will be expected to have the same football skills at the same time even if they do not have the same conditions or opportunities to practice on their own. NO exceptions will be made for lack of interest in football, a desire to perform athletically, or genetic abilities, language issues, learning disabilities of themselves or their parents. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL!
Talented players will be asked to workout on their own in the gym, weight room, and the field without coaches. This is because the coaches will be using all their practice time with the athletes who aren’t interested in football, have limited athletic ability or whose parents don’t like football.
Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th games. This will create a New Age of Sports where every team is expected to have the same level of talent and all teams will reach the same minimum goals. If no child gets ahead, then no child gets left behind. We call this the cookie cutter approach, where every player and every team comes out looking exactly like the other. If parents do not like this new law, they are encouraged to vote for vouchers and support private and chartered programs that can screen out the non-athletes and prevent their children from having to go to school with bad football players.
Only Bush could have dreamed something up like this. The scary part is that our politicians at the state level, think this makes sense.
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