Agree:
Although children may not understand what they are saying or trying to convey, they will take a chance at it even though they may not succeed.
The arts are not respected as much as they should be. They are downplayed when they are one of the most creative subjects.
Many students feel like the things that they were good at in school were not valued or respected.
Intelligence is diverse. We think about the world the way we interpret it.
Appealing to certain learning styles and favorite behavior in order to accommodate each and every student in the classroom.
Thursday, November 29, 2012
Wednesday, November 28, 2012
Double Entry Journal #13
Chapter 6: Affinity Spaces
1. Give an example of a "community of practice" in which you are currently participating in.
During my 75 hour clinical at Mountaineer Middle School I am working alongside an experienced teacher who is helping me experience a "community of practice"
2.Why is the term "community" better defined in relation to spaces rather than groups of people?
It's difficult to define community through people rather than it is through spaces as people are so diverse and different.
3. What is a "generator"? What is it's counterpart in school?
A generator is a contained space in which a certain activity takes place. In a school setting the generator is the object of learning.
4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is design of action. In a school setting the content organizer is the lesson plans that are being implemented.
5. What is a "portal"? What is it's counterpart in school?
A portal is a form of delivery. In a school setting,the portal would be the textbook or materials used.
6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
An affinity space is where people come together for a common reason such as a common belief/practice.
7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.
"Affinity spaces" support inclusive classrooms as the students all share the common reason as to why they are in the classroom making a common ground for everyone.
1) Sense of Community
2) Problem solving teams.
1. A Sense of Community - An inclusive school is a school where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. In order to achieve that sense of belonging for each child, many schools have found that fostering a sense of community is of primary importance.
2. A Common Vision - A shared vision that sees each child as a respected member of the community brings a common goal and connectedness to every participant—parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness.
3. Problem Solving Teams - Teams comprised of significant participants in every child’s program are formed to make decisions concerning how a student’s individual needs may be met. Problem-solving teams determine the type and extent of special education adaptations and services needed for each child and develop the implementation plan for inclusive policies for each child. In this way, each child benefits from the expertise of many members of the school community, each of whom provides a specific perspective on the individual needs of that child. Typically, teams consist of principal, special education teacher, regular education teacher, counselor, parent, paraprofessional and specific resource people.
4. Parents as Partners - A significant addition observed in inclusive schools is the solid inclusion of parents as full members of the school team. Recognizing the valid perspective of parents, addressing their concerns and dreams for their child, and incorporating their wishes into the educational plan are all aspects of a successful problem-solving team.
5. Teachers as Partners - Teachers are finding increased collegiality and a reduction in the sense of isolation through partnering as co-teachers. Teaming by regular education and special education teachers provides classes with the expertise of not just one, but two teachers. In these situations, teachers learn from each other, gaining inspiration and finding solutions to problems they had difficulty solving alone.
6. Paraprofessionals as Partners - Paraprofessionals play an equally significant role by providing continuity and support for students, staff, and families. Insightful perspective in planning and consistent service delivery are two of the vital parts paraprofessionals play on the problem-solving team.
7. Students as Problem Solvers - Successful inclusive schools involve students as partners in the school community. As students are allowed a greater participation in the community, they become more responsible and effective in the inclusive process. Common among inclusive schools is the use of students as:
a. peer mediators - students trained to help resolve disputes among other students. b. peer tutoring - students help other students learn and review material. c. cross-age tutoring - older students helping younger students. d. cooperative learning - teams of students problem solving and working together. e. buddy systems - two children who agree to help each other; may be made up of any two children, regardless of educational status, who want to help each other. 8. Community Members as Partners - Community involvement has been increased through the use of volunteers to mentor students, provide tutoring and support, and support staff in varied and unique ways that enhance the diversity of the student body.
9. Using a Common Language - A sense of community is created by establishing a common language without the use of intellectual and confusing terms, so that all participants can equally understand.
10. Time for Planning - Inclusive practices require additional planning time and scheduling for collaboration. For inclusion to be effective, the increased time for planning must play a significant role.
11. Bringing Services to the Student - Considerable success is being experienced by schools that provide services in the classroom for children with special needs. Regular teachers are exposed to the specialized techniques resource teachers employ, and students do not miss general instruction or disrupt the cohesiveness of the class.
12. Flexible Scheduling - A major challenge is how to manage instructional time in the most efficient way, not only to teach the curriculum but also to build a sense of community. Each successful incusive school devised various methods to flexibility to meet the diverse needs of the school population.
13. Co-Teaching - All teaching partnerships require collaboration, compromise, and extensive communication. General education and special education teachers bring knowledge and skills to teaching. When paired together, these teachers pool their expertise. Generally, regular teachers have in-depth knowledge concerning specific curriculum or subject area, whereas special education teachers know how to modify and break down curriculum and how to adapt methodologies to meet the needs of individual children. When general education and special education teachers are placed in a situation where they can work together, they have more to offer the students and each other.
8. How are traditional classroom different from Affinity Spaces?
Traditional classrooms are different from affinity spaces as they do not carry the sense of community necessary to provide a successful outcome.
1. Give an example of a "community of practice" in which you are currently participating in.
During my 75 hour clinical at Mountaineer Middle School I am working alongside an experienced teacher who is helping me experience a "community of practice"
2.Why is the term "community" better defined in relation to spaces rather than groups of people?
It's difficult to define community through people rather than it is through spaces as people are so diverse and different.
3. What is a "generator"? What is it's counterpart in school?
A generator is a contained space in which a certain activity takes place. In a school setting the generator is the object of learning.
4. What is a "content organizer"? What is it's counterpart in school?
A content organizer is design of action. In a school setting the content organizer is the lesson plans that are being implemented.
5. What is a "portal"? What is it's counterpart in school?
A portal is a form of delivery. In a school setting,the portal would be the textbook or materials used.
6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?
An affinity space is where people come together for a common reason such as a common belief/practice.
7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.
"Affinity spaces" support inclusive classrooms as the students all share the common reason as to why they are in the classroom making a common ground for everyone.
1) Sense of Community
2) Problem solving teams.
1. A Sense of Community - An inclusive school is a school where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. In order to achieve that sense of belonging for each child, many schools have found that fostering a sense of community is of primary importance.
2. A Common Vision - A shared vision that sees each child as a respected member of the community brings a common goal and connectedness to every participant—parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness.
3. Problem Solving Teams - Teams comprised of significant participants in every child’s program are formed to make decisions concerning how a student’s individual needs may be met. Problem-solving teams determine the type and extent of special education adaptations and services needed for each child and develop the implementation plan for inclusive policies for each child. In this way, each child benefits from the expertise of many members of the school community, each of whom provides a specific perspective on the individual needs of that child. Typically, teams consist of principal, special education teacher, regular education teacher, counselor, parent, paraprofessional and specific resource people.
4. Parents as Partners - A significant addition observed in inclusive schools is the solid inclusion of parents as full members of the school team. Recognizing the valid perspective of parents, addressing their concerns and dreams for their child, and incorporating their wishes into the educational plan are all aspects of a successful problem-solving team.
5. Teachers as Partners - Teachers are finding increased collegiality and a reduction in the sense of isolation through partnering as co-teachers. Teaming by regular education and special education teachers provides classes with the expertise of not just one, but two teachers. In these situations, teachers learn from each other, gaining inspiration and finding solutions to problems they had difficulty solving alone.
6. Paraprofessionals as Partners - Paraprofessionals play an equally significant role by providing continuity and support for students, staff, and families. Insightful perspective in planning and consistent service delivery are two of the vital parts paraprofessionals play on the problem-solving team.
7. Students as Problem Solvers - Successful inclusive schools involve students as partners in the school community. As students are allowed a greater participation in the community, they become more responsible and effective in the inclusive process. Common among inclusive schools is the use of students as:
a. peer mediators - students trained to help resolve disputes among other students. b. peer tutoring - students help other students learn and review material. c. cross-age tutoring - older students helping younger students. d. cooperative learning - teams of students problem solving and working together. e. buddy systems - two children who agree to help each other; may be made up of any two children, regardless of educational status, who want to help each other. 8. Community Members as Partners - Community involvement has been increased through the use of volunteers to mentor students, provide tutoring and support, and support staff in varied and unique ways that enhance the diversity of the student body.
9. Using a Common Language - A sense of community is created by establishing a common language without the use of intellectual and confusing terms, so that all participants can equally understand.
10. Time for Planning - Inclusive practices require additional planning time and scheduling for collaboration. For inclusion to be effective, the increased time for planning must play a significant role.
11. Bringing Services to the Student - Considerable success is being experienced by schools that provide services in the classroom for children with special needs. Regular teachers are exposed to the specialized techniques resource teachers employ, and students do not miss general instruction or disrupt the cohesiveness of the class.
12. Flexible Scheduling - A major challenge is how to manage instructional time in the most efficient way, not only to teach the curriculum but also to build a sense of community. Each successful incusive school devised various methods to flexibility to meet the diverse needs of the school population.
13. Co-Teaching - All teaching partnerships require collaboration, compromise, and extensive communication. General education and special education teachers bring knowledge and skills to teaching. When paired together, these teachers pool their expertise. Generally, regular teachers have in-depth knowledge concerning specific curriculum or subject area, whereas special education teachers know how to modify and break down curriculum and how to adapt methodologies to meet the needs of individual children. When general education and special education teachers are placed in a situation where they can work together, they have more to offer the students and each other.
8. How are traditional classroom different from Affinity Spaces?
Traditional classrooms are different from affinity spaces as they do not carry the sense of community necessary to provide a successful outcome.
Double Entry Journal #12
Chapter 5: Learning and Gaming
1 What is the main argument the author is making in Chapter 5.
The author is trying to show his audience that video games often provide a deeper level of instructional learning for the child.
2. What constitutes a theory of learning?
The theory of learning is constituted by the common patterns that a student uses in order to learn.
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The authors motivation was tainted as the author had a completely different learning style that did not coincide with playing video games.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
The author's struggle to learn to play Warcraft III would have been interpreted as failing and he probably would not have received a passing grade.
5 What kind of learning experience might be better suited for at risk students?
Horizontal experiences are able to ease the students into learning slowly and allow them to explore the material. This might be the best interpretation for a at risk student.
6. Why does the school-based interpretation of "at risk" lead to bad learning?
The term "at risk" usually refers to a student that has a different learning style so that adjustments need to be made to better incorporate the material to the student's particular style. This could lead to bad learning because usually the material is adjusted thinking that the student is not as capable which is not the case.
7. What do schools need to do to function more like a good game?
Schools can do several things to help them function like a good game. Making the students feel important and giving them assignments that challenge their minds to think and explore the content by making it exciting rather than just assigning work sheets.
8. What is different about how good games and school assess learners?
Schools usually assess learners in one particular way and make the decision for the student based on the only assessment given instead of appealing the individual learning styles. Good games assess learners by giving them options to succeed and making a challenge out of memorizing and learning content.
9. What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?
10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?
Fish tank tutorials are effective learning tools as they do not "dumb down" the material but only encourage the students by teaching basic skills that the students will need for the game in a tutorial type setting. This shows the student that they can practice and learn from their mistakes.
11. What is a genre? Why is it important for good learning?
A genre is a grouping of similar ideas and the type of idea involved. A genre is important for good learning as a genre allows students to use different techniques rather than sticking to one topic and not allowing the expansion.
12. According to the author, what to learning and play having in common?
Learning and playing go hand in hand as children learn while they are playing. They attain information and are able to exhibit the information later on.
13. How are the skills test in good games different from skills tests in school?
The skills tests are developmental not evaluable.
14. How does RoN support collaborative learning?
RoN supports collaborative learning as it is an online gaming community that contains forums, blogs, etc. that allows for gamers to come together and speak about what they have learned and experienced.
15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352: The theory of multiple intelligences by Gardner can go hand in hand with learning principle of good games.
Dewey
Vygotsky
Piaget
Gardner
Bandura
Skinner
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
1 What is the main argument the author is making in Chapter 5.
The author is trying to show his audience that video games often provide a deeper level of instructional learning for the child.
2. What constitutes a theory of learning?
The theory of learning is constituted by the common patterns that a student uses in order to learn.
3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?
The authors motivation was tainted as the author had a completely different learning style that did not coincide with playing video games.
4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?
The author's struggle to learn to play Warcraft III would have been interpreted as failing and he probably would not have received a passing grade.
5 What kind of learning experience might be better suited for at risk students?
Horizontal experiences are able to ease the students into learning slowly and allow them to explore the material. This might be the best interpretation for a at risk student.
6. Why does the school-based interpretation of "at risk" lead to bad learning?
The term "at risk" usually refers to a student that has a different learning style so that adjustments need to be made to better incorporate the material to the student's particular style. This could lead to bad learning because usually the material is adjusted thinking that the student is not as capable which is not the case.
7. What do schools need to do to function more like a good game?
Schools can do several things to help them function like a good game. Making the students feel important and giving them assignments that challenge their minds to think and explore the content by making it exciting rather than just assigning work sheets.
8. What is different about how good games and school assess learners?
Schools usually assess learners in one particular way and make the decision for the student based on the only assessment given instead of appealing the individual learning styles. Good games assess learners by giving them options to succeed and making a challenge out of memorizing and learning content.
9. What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?
10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?
Fish tank tutorials are effective learning tools as they do not "dumb down" the material but only encourage the students by teaching basic skills that the students will need for the game in a tutorial type setting. This shows the student that they can practice and learn from their mistakes.
11. What is a genre? Why is it important for good learning?
A genre is a grouping of similar ideas and the type of idea involved. A genre is important for good learning as a genre allows students to use different techniques rather than sticking to one topic and not allowing the expansion.
12. According to the author, what to learning and play having in common?
Learning and playing go hand in hand as children learn while they are playing. They attain information and are able to exhibit the information later on.
13. How are the skills test in good games different from skills tests in school?
The skills tests are developmental not evaluable.
14. How does RoN support collaborative learning?
RoN supports collaborative learning as it is an online gaming community that contains forums, blogs, etc. that allows for gamers to come together and speak about what they have learned and experienced.
15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352: The theory of multiple intelligences by Gardner can go hand in hand with learning principle of good games.
Dewey
Vygotsky
Piaget
Gardner
Bandura
Skinner
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
Student Interviews
High Performing Student
Q1: Do you enjoy school?
A1: Yes
Q2: What kind of student are you?
A2: I am a leader, responsible, and respectful.
Q3: What do you do for fun outside of school?
A3: I cheer, dance, and do gymnastics.
Q4: How would your classmates describe you?
A4: Friendly and flexible.
Q5: Who are you friends with and what do you and your friends do together?
A5: My friends are Lindsey, Leah, and Caroline. We hangout, dance, and cheer together.
Q6: Tell me about a good memory you have about school.
A6: Before break we had an assembly that focused on good grades. We had a competition and it was exciting.
Q7: Tell me about a bad memory you have about school.
A7: I had my first reminder last year.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: For my 4th and 5th grade year, my teacher Mrs. Murphy was very fun. She had fun activities and we worked well together.
Q9: What is one thing you wish your teacher knew about you?
A9: Even though I am outgoing, I can be calm.
Struggling Student:
Q1: Do you enjoy school?
A1: Kind of and kind of not. There is a lot of work and teachers asking you to do it fast. Lots of homework for every class.
Q2: What kind of student are you?
A2: Good and bad.
Q3: What do you do for fun outside of school?
A3: Mostly play with my dog buddy. Play football, run, and play Xbox.
Q4: How would your classmates describe you?
A4: Nice
Q5: Who are you friends with and what do you and your friends do together?
A5: Tristan, Kaylee, Ethan, and Hunter. We hangout, talk, and leave for class.
Q6: Tell me about a good memory you have about school.
A6: That’s a hard one. One time I almost got straight A’s. No D’s or F’s. Just A’s B’s and C’s.
Q7: Tell me about a bad memory you have about school.
A7: At the dance. I was too hyped up on sugar.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: Mr. Marple. He says that everything revolves around math and that in order to get a successful career, I would have to know math. And I want a successful career.
Q9: What is one thing you wish your teacher knew about you?
A9: That I can do it, I just don’t want to sometimes because there is a lot of work some days.
Q1: Do you enjoy school?
A1: Yes
Q2: What kind of student are you?
A2: I am a leader, responsible, and respectful.
Q3: What do you do for fun outside of school?
A3: I cheer, dance, and do gymnastics.
Q4: How would your classmates describe you?
A4: Friendly and flexible.
Q5: Who are you friends with and what do you and your friends do together?
A5: My friends are Lindsey, Leah, and Caroline. We hangout, dance, and cheer together.
Q6: Tell me about a good memory you have about school.
A6: Before break we had an assembly that focused on good grades. We had a competition and it was exciting.
Q7: Tell me about a bad memory you have about school.
A7: I had my first reminder last year.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: For my 4th and 5th grade year, my teacher Mrs. Murphy was very fun. She had fun activities and we worked well together.
Q9: What is one thing you wish your teacher knew about you?
A9: Even though I am outgoing, I can be calm.
Struggling Student:
Q1: Do you enjoy school?
A1: Kind of and kind of not. There is a lot of work and teachers asking you to do it fast. Lots of homework for every class.
Q2: What kind of student are you?
A2: Good and bad.
Q3: What do you do for fun outside of school?
A3: Mostly play with my dog buddy. Play football, run, and play Xbox.
Q4: How would your classmates describe you?
A4: Nice
Q5: Who are you friends with and what do you and your friends do together?
A5: Tristan, Kaylee, Ethan, and Hunter. We hangout, talk, and leave for class.
Q6: Tell me about a good memory you have about school.
A6: That’s a hard one. One time I almost got straight A’s. No D’s or F’s. Just A’s B’s and C’s.
Q7: Tell me about a bad memory you have about school.
A7: At the dance. I was too hyped up on sugar.
Q8: Describe a good teacher and tell me about a favorite teacher that you have had in the past.
A8: Mr. Marple. He says that everything revolves around math and that in order to get a successful career, I would have to know math. And I want a successful career.
Q9: What is one thing you wish your teacher knew about you?
A9: That I can do it, I just don’t want to sometimes because there is a lot of work some days.
Friday, November 9, 2012
Monday, November 5, 2012
Double Entry Journal #11
Chapter 4: Simulations and Bodies
1. What does the author mean when he says, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old West."
When students can relate their experiences outside of the classroom towards learning inside the classroom, the material is more effective toward them and they gain more from it.
2. According to the author, what is the best way to acquire a large vocabulary?
The author states that the best way to acquire a large vocabulary is to gain vocabulary knowledge through acting and gaining experiences so that the context of the word is understood.
3. What gives a word a specific meaning?
The author demonstrates the work work in several different contexts such as the action going to work or if something doesn't work. Therefore the context of the word gives a specific meaning.
4. What does the term "off the hook" mean in each of these sentences?
a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.
The sister does not have to buy a wedding present for his sister since she broke her engagement.
b. Them shoes are off the hook dog.
The shoes are awesome.
c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!!
The cat's actions were really exciting and something else.
4. According to the author what is the"work" of childhood? Do you agree?
According to the work of the author, a child's work consists of playing. I do agree with this some but while a child plays, a child also learns and picks up on things they may not understand prior to the play.
5.Why is NOT reading the instruction for how to play a game before playing a game a wise decision?
Sometimes text regarding rules are rather difficult to understand so it allows the players of the game to be more creative in the experience that they are facing.
6. Does knowing the general or literal meaning of a word lead to strong reading skills?
Literal meaning of a word does lead to strong reading skills as the reader can relate the word to the context and experience.
7. What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?
Identity refers to someones definition of themselves such as their background or what defines them. Games are situations and the different moves made throughout the situations to determine the outcome.
My three different job roles as a student teacher, a waitress, and a clothing sales associate require me to play completely diverse and different roles and act upon them in extremely different ways.
8. According to the author what is good learning?
According the author, good learning is the things you learn that help you get by in the world and make sense of your life in it.
9. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied to comprehending written and oral language support of change the way you think children should learn in school?
I feel like a real world experience is the best option for students to fully comprehend what they are learning so that they can apply it to the real world.
10. Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?
Peer interaction is very important as the students must be able to work together to create and learn side by side. On numerous occasions, students are able to help one another understand things that maybe the teacher was not explaining as clearly.
1. What does the author mean when he says, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old West."
When students can relate their experiences outside of the classroom towards learning inside the classroom, the material is more effective toward them and they gain more from it.
2. According to the author, what is the best way to acquire a large vocabulary?
The author states that the best way to acquire a large vocabulary is to gain vocabulary knowledge through acting and gaining experiences so that the context of the word is understood.
3. What gives a word a specific meaning?
The author demonstrates the work work in several different contexts such as the action going to work or if something doesn't work. Therefore the context of the word gives a specific meaning.
4. What does the term "off the hook" mean in each of these sentences?
a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.
The sister does not have to buy a wedding present for his sister since she broke her engagement.
b. Them shoes are off the hook dog.
The shoes are awesome.
c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!!
The cat's actions were really exciting and something else.
4. According to the author what is the"work" of childhood? Do you agree?
According to the work of the author, a child's work consists of playing. I do agree with this some but while a child plays, a child also learns and picks up on things they may not understand prior to the play.
5.Why is NOT reading the instruction for how to play a game before playing a game a wise decision?
Sometimes text regarding rules are rather difficult to understand so it allows the players of the game to be more creative in the experience that they are facing.
6. Does knowing the general or literal meaning of a word lead to strong reading skills?
Literal meaning of a word does lead to strong reading skills as the reader can relate the word to the context and experience.
7. What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?
Identity refers to someones definition of themselves such as their background or what defines them. Games are situations and the different moves made throughout the situations to determine the outcome.
My three different job roles as a student teacher, a waitress, and a clothing sales associate require me to play completely diverse and different roles and act upon them in extremely different ways.
8. According to the author what is good learning?
According the author, good learning is the things you learn that help you get by in the world and make sense of your life in it.
9. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied to comprehending written and oral language support of change the way you think children should learn in school?
I feel like a real world experience is the best option for students to fully comprehend what they are learning so that they can apply it to the real world.
10. Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?
Peer interaction is very important as the students must be able to work together to create and learn side by side. On numerous occasions, students are able to help one another understand things that maybe the teacher was not explaining as clearly.
Double Entry Journal #10
Chapter 3: Language and Identity At Home
1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?
Verbal storytelling and vocabulary knowledge built by parents. A more relaxed form of language is used in the home setting as the children as learning by examples set by their parents.
2. What are the features of Leona's specialized form of language?
Leona leans more toward a cultural example of specialized forms of language. Leona uses a poetic style when displaying her actions and feelings and that is how she communicates her story to the teacher.
3. Why is Leona's specialized form of language not accepted in school?
Leona's specialized form of language is not accepted in school because the teacher misunderstood how Leona was trying to communicate.
4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).
The research showed that children who experience poverty fall behind regardless of their ability and levels therefore the contradiction is saying that we expect them to succeed when the odds are against them.
5. What other factors besides early skills training will make or break good readers?
I feel like biased opinions and racism can play a huge effect on making or breaking good readers as encouragement is needed by each and every student.
6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
Students fail because the ways of words used in school differ so heavily when compared to the language the students experience at home.
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?
Verbal storytelling and vocabulary knowledge built by parents. A more relaxed form of language is used in the home setting as the children as learning by examples set by their parents.
2. What are the features of Leona's specialized form of language?
Leona leans more toward a cultural example of specialized forms of language. Leona uses a poetic style when displaying her actions and feelings and that is how she communicates her story to the teacher.
3. Why is Leona's specialized form of language not accepted in school?
Leona's specialized form of language is not accepted in school because the teacher misunderstood how Leona was trying to communicate.
4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).
The research showed that children who experience poverty fall behind regardless of their ability and levels therefore the contradiction is saying that we expect them to succeed when the odds are against them.
5. What other factors besides early skills training will make or break good readers?
I feel like biased opinions and racism can play a huge effect on making or breaking good readers as encouragement is needed by each and every student.
6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
Students fail because the ways of words used in school differ so heavily when compared to the language the students experience at home.
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies). Taylor & Francis.
Monday, October 22, 2012
Double Entry Journal #9
Chapter 1: A strange fact about not learning to read.
1. What is the strange fact about not learning to read?
The strange fact about learning not to read are that the students that have the most trouble learning how to read are those that come from a poor or minority background.
2. Why is this fact so strange?
This is strange because a person's "social class" should not take a toll on a student's ability to read and/ or ability to learn how to read but instead the classification of these students is having a negative effect on their learning/reading ability.
3. What is it about school that manages to transform children who at good at learning things like Pokeman into children who are not good a learning?
The idea of Pokeman is like a game to the students rather than a skill that they are learning. Most students view "instructed" learning as more difficult and less exciting therefore they cling to what excites them and feels uninstructed.
4. What is the differences between a traditionalists approach to learning to read and more progressive educators?
Progressive educators lean more towards a meaning based structure approach towards reading while traditionalists practice overt skill based instruction.
5. Is learning to read a natural process like learning to speak a language?
I feel that although some may think that reading is a natural process but reading is not a natural "almost genetic" process such as language or learning to speak is. There are many people who do not know how to read but can still verbally communicate their feelings and thoughts therefore I believe that reading is not a natural process.
6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?
In a perfect world, reading would be a natural process and all could read at some point once they have established a basic understanding. An instructed process is that, that is taught rather than genetic or tool based. Reading should be classified under a cultural process because reading allows students to collaborate with the necessary tools in order to provide them with the most effective learning tool.
7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?
I feel that humans learn best through a cultural process because actually doing what you are learning provides for a better understanding. I feel that reading is taught in school on a more instructional level with a little bit of a cultural process involved such as reading aloud, etc.
8. According to the author, what is the reason for the "fourth grad slump."
The reason for the fourth grade slump is that a students academic failure to bring language towards school. Hand in hand with the students comprehension of the material they are reading and being taught.
9. What is a better predictor of reading success than phonemic awareness?
Semantic and syntactic skills also involving early reading and language ability are better predictors of reading success than phonemic awareness.
10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety", about a topic in your content area.
Vernacular language is a language that is common and used on a everyday basis while specialist language involves special learning activities or assignments.
11. What is "early language ability" and how is it developed?
Early language ability is beginning prototypes of academic language that starts at home rather than the classroom.
12. According to the author why and how does the traditionalist approach to teaching children to read fail?
The author states that the traditionalist approach to teaching students how to read is failing due to each child's ability is not considered and that reading is not starting at a young enough age.
13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?
I feel that this question really depends on the circumstances given. Sometimes the parents of the "poor" children do not contain the knowledge themselves in order to hep their children therefore the children are inexperienced with specialized varieties of language prior to entering the classroom.
14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?
I did not struggle with this text. I feel that my process of learning to read started at a young age as my parents are both avid readers.
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies) (p. 17). Taylor & Francis. Kindle Edition.
The strange fact about learning not to read are that the students that have the most trouble learning how to read are those that come from a poor or minority background.
2. Why is this fact so strange?
This is strange because a person's "social class" should not take a toll on a student's ability to read and/ or ability to learn how to read but instead the classification of these students is having a negative effect on their learning/reading ability.
3. What is it about school that manages to transform children who at good at learning things like Pokeman into children who are not good a learning?
The idea of Pokeman is like a game to the students rather than a skill that they are learning. Most students view "instructed" learning as more difficult and less exciting therefore they cling to what excites them and feels uninstructed.
4. What is the differences between a traditionalists approach to learning to read and more progressive educators?
Progressive educators lean more towards a meaning based structure approach towards reading while traditionalists practice overt skill based instruction.
5. Is learning to read a natural process like learning to speak a language?
I feel that although some may think that reading is a natural process but reading is not a natural "almost genetic" process such as language or learning to speak is. There are many people who do not know how to read but can still verbally communicate their feelings and thoughts therefore I believe that reading is not a natural process.
6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?
In a perfect world, reading would be a natural process and all could read at some point once they have established a basic understanding. An instructed process is that, that is taught rather than genetic or tool based. Reading should be classified under a cultural process because reading allows students to collaborate with the necessary tools in order to provide them with the most effective learning tool.
7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?
I feel that humans learn best through a cultural process because actually doing what you are learning provides for a better understanding. I feel that reading is taught in school on a more instructional level with a little bit of a cultural process involved such as reading aloud, etc.
8. According to the author, what is the reason for the "fourth grad slump."
The reason for the fourth grade slump is that a students academic failure to bring language towards school. Hand in hand with the students comprehension of the material they are reading and being taught.
9. What is a better predictor of reading success than phonemic awareness?
Semantic and syntactic skills also involving early reading and language ability are better predictors of reading success than phonemic awareness.
10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety", about a topic in your content area.
Vernacular language is a language that is common and used on a everyday basis while specialist language involves special learning activities or assignments.
11. What is "early language ability" and how is it developed?
Early language ability is beginning prototypes of academic language that starts at home rather than the classroom.
12. According to the author why and how does the traditionalist approach to teaching children to read fail?
The author states that the traditionalist approach to teaching students how to read is failing due to each child's ability is not considered and that reading is not starting at a young enough age.
13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?
I feel that this question really depends on the circumstances given. Sometimes the parents of the "poor" children do not contain the knowledge themselves in order to hep their children therefore the children are inexperienced with specialized varieties of language prior to entering the classroom.
14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?
I did not struggle with this text. I feel that my process of learning to read started at a young age as my parents are both avid readers.
Gee, James Paul (2012-10-02). Situated Language and Learning: A Critique of Traditional Schooling (Literacies) (p. 17). Taylor & Francis. Kindle Edition.
Wednesday, October 10, 2012
Double Entry Journal #8
1. What is the main challenge being addressed in the book?
I feel that the main challenge being addressed in this book is to figure out how educators can make reading and learning fun for the students so that they enjoy the content material that they are learning. Often students shy away from material because it is difficult for them to read therefore making children hate reading in general.
2. What does the author mean by the phrase "ways with words"?
When the author uses the term "ways with words" he is meaning that some words can become more meaningful to the student. Just how someone reads aloud or asks someone to do something, etc. can motivate the receiver of the information to succeed rather than just shy away. Having a "way with words" can entice many students to desire the material presented.
3. What is the core argument being made by the author of this book?
I feel that the core argument made by the author of this book is to show how people/students can learn and understand new ways of words and how they are compelled to do so and that this can happen in or outside of the classroom.
4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?
An example of a "way with words" that I encountered was in high school, my best friend and I took stats for our high school football team. The language in which the plays were communicated would definitely not be easily communicated to those who did not play on the team or work with the team. The "way with words" motivated the team to perform and instructed them exactly how to do so.
5. According to the author, how do people learn a specialized variety of a language or "way with words" best?
According to the author, people best learn a specialized variety of a language or a way with words when they can tie the words into experiences that they have had in the past and how they related their emotions and feelings about what was communicated.
6. If people are to be successful in the 21st century, what must they become?
According to the author, if people are to be successful in the 21st century, they must become " Shape-shifting portfolio people" Defining this term can be a little difficult. It means that they must object themselves to diverse and challenging experiences and adapt themselves in order to accommodate a fast-changing world.
7. The author states that learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?
I could not disagree more. I feel that students must be able to understand the content material in which they are learning or they will not be able to excel within the material and make sense of it.
Citations: Gee, J. P. (2004). Situated language and learning. New York, NY: Routledge Taylor & Francis Group.
I feel that the main challenge being addressed in this book is to figure out how educators can make reading and learning fun for the students so that they enjoy the content material that they are learning. Often students shy away from material because it is difficult for them to read therefore making children hate reading in general.
2. What does the author mean by the phrase "ways with words"?
When the author uses the term "ways with words" he is meaning that some words can become more meaningful to the student. Just how someone reads aloud or asks someone to do something, etc. can motivate the receiver of the information to succeed rather than just shy away. Having a "way with words" can entice many students to desire the material presented.
3. What is the core argument being made by the author of this book?
I feel that the core argument made by the author of this book is to show how people/students can learn and understand new ways of words and how they are compelled to do so and that this can happen in or outside of the classroom.
4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?
An example of a "way with words" that I encountered was in high school, my best friend and I took stats for our high school football team. The language in which the plays were communicated would definitely not be easily communicated to those who did not play on the team or work with the team. The "way with words" motivated the team to perform and instructed them exactly how to do so.
5. According to the author, how do people learn a specialized variety of a language or "way with words" best?
According to the author, people best learn a specialized variety of a language or a way with words when they can tie the words into experiences that they have had in the past and how they related their emotions and feelings about what was communicated.
6. If people are to be successful in the 21st century, what must they become?
According to the author, if people are to be successful in the 21st century, they must become " Shape-shifting portfolio people" Defining this term can be a little difficult. It means that they must object themselves to diverse and challenging experiences and adapt themselves in order to accommodate a fast-changing world.
7. The author states that learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?
I could not disagree more. I feel that students must be able to understand the content material in which they are learning or they will not be able to excel within the material and make sense of it.
Citations: Gee, J. P. (2004). Situated language and learning. New York, NY: Routledge Taylor & Francis Group.
Wednesday, October 3, 2012
Double Entry Journal #7
What are some challenges to inquiry approaches to learning?
Inquiry approached learning seems to come as a significant challenge to most teachers as many do not understand the complexities of the task therefore it makes this approach look as if it is unstructured and UN-orderly. I feel that inquiry based learning requires the instructor to let their guard down a little and give up a bit of control over their classroom so that the students can make the most out of the process and be active with in learning a new approach. This may be difficult for the instructors that have taught for many years and believe that textbooks and worksheets are the mastermind behind education.
While many "new-age" educators may think that they have a grip on this challenging yet exciting process, they just may want to be careful as if the instructor does not understand the process of inquiry based learning that the students will easily get frustrated due to lack of background and content knowledge that would disable them to successfully complete this method. Some teachers that consider themselves to be "old school" may not approve this method as it requires more work in assessment of understanding because it doesn't revolve around the usual worksheets and fill in the blank style evaluations.
Edutopia. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Inquiry approached learning seems to come as a significant challenge to most teachers as many do not understand the complexities of the task therefore it makes this approach look as if it is unstructured and UN-orderly. I feel that inquiry based learning requires the instructor to let their guard down a little and give up a bit of control over their classroom so that the students can make the most out of the process and be active with in learning a new approach. This may be difficult for the instructors that have taught for many years and believe that textbooks and worksheets are the mastermind behind education.
While many "new-age" educators may think that they have a grip on this challenging yet exciting process, they just may want to be careful as if the instructor does not understand the process of inquiry based learning that the students will easily get frustrated due to lack of background and content knowledge that would disable them to successfully complete this method. Some teachers that consider themselves to be "old school" may not approve this method as it requires more work in assessment of understanding because it doesn't revolve around the usual worksheets and fill in the blank style evaluations.
Edutopia. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Wednesday, September 26, 2012
Double Entry Journal #6
1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
After reading the introduction, I came to the conclusion that the "dominant paradigm " that is showing signs of wear is how in most scenarios, the textbook is still the main resource in the classroom. While there have been many advancements for a technically inspired advanced future, the text book still manages to remain one of the main resources.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
My host teacher talks about Project Based Learning or PBL all of the time. PBL is designed to target students communication skills and help them learn about material by providing more critically involved work rather than just worksheets or reading from a textbook. PBL knocks away the traditional classroom cliche and provides the classroom with a more functional, creative way of understanding and educating. Project based learning allows students to experience more time with technology and leads to higher thinking skills. (Bransford, Brown, & Cocking, 1999// Bransford & Donovan, 2005) Project based learning also opens the door to the real world and allows for confidence in the involvement for the students.(Newman, 1996)
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Problem based learning can help teachers and student apply knowledge and content material in the classroom more effectively which results in solving problems and gaining knowledge throughout the process. (Darling-Hammond & Hammerness, 2002)
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
Newstetter states that learning by design allows students to take on responsibility as well as having various jobs creating, assessing, and designing their own work. This allows students to generate their own ideas and improve their critical thinking skills.
5. What are the differences between the three approaches?
Each approach is different in it's own unique way.Project based learning helps students learn to work together and rely upon one another to complete a project while learning by design allows students to hold their own jobs but still managing to collaborate with other students. Problem based learning is showing the students a problematic situation and having them go through a step by step process in order to solve the problem and they learn along the way.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
Personally, I like project based learning as I feel it is the most unique. I feel that when students have the opportunity to be creative in their work that they tend to appreciate and accept the material on a higher level.
Edutopia. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
After reading the introduction, I came to the conclusion that the "dominant paradigm " that is showing signs of wear is how in most scenarios, the textbook is still the main resource in the classroom. While there have been many advancements for a technically inspired advanced future, the text book still manages to remain one of the main resources.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
My host teacher talks about Project Based Learning or PBL all of the time. PBL is designed to target students communication skills and help them learn about material by providing more critically involved work rather than just worksheets or reading from a textbook. PBL knocks away the traditional classroom cliche and provides the classroom with a more functional, creative way of understanding and educating. Project based learning allows students to experience more time with technology and leads to higher thinking skills. (Bransford, Brown, & Cocking, 1999// Bransford & Donovan, 2005) Project based learning also opens the door to the real world and allows for confidence in the involvement for the students.(Newman, 1996)
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Problem based learning can help teachers and student apply knowledge and content material in the classroom more effectively which results in solving problems and gaining knowledge throughout the process. (Darling-Hammond & Hammerness, 2002)
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
Newstetter states that learning by design allows students to take on responsibility as well as having various jobs creating, assessing, and designing their own work. This allows students to generate their own ideas and improve their critical thinking skills.
5. What are the differences between the three approaches?
Each approach is different in it's own unique way.Project based learning helps students learn to work together and rely upon one another to complete a project while learning by design allows students to hold their own jobs but still managing to collaborate with other students. Problem based learning is showing the students a problematic situation and having them go through a step by step process in order to solve the problem and they learn along the way.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
Personally, I like project based learning as I feel it is the most unique. I feel that when students have the opportunity to be creative in their work that they tend to appreciate and accept the material on a higher level.
Edutopia. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Double Entry Journal #5
1. What is reverent listening and how can it support culturally responsive teaching?
According to the article, reverent listening is recognizing that there is a need for aid and sustenance for the success of human relationships and respect among one another. It supports the idea of respecting one another's opinions and giving respect to the diversities that can exist in the classroom. It supports the topic of culturally responsive teaching by showing that the required content must be valued by the teacher so that the teacher is able to communicate the material to the students and show them how important the content is to them and how they will benefit from the material.
2. Give an example from your own schooling experience of what this quote means: " Reverent listening is not to be confused with humiliation and domination by others who force us to listen,and even less so, with the kind of incompetence that wants to be told what to do."
When I was in school, I can always remember hating when asked to read aloud. Not that I wasn't confident in my own verbal skills but some other the other students seemed to struggle with reading aloud and other students made fun of them because they were struggling so much in front of everyone else. This quote reminds me of the humiliation that my peers must have felt when being picked on by the others when only asked to read aloud and showcase their ability in the form of education.
3. What is meant by a "laundry list of value ethics"? Give an example from your own schooling experience. And then explain how this approach to character education can be NON-culturally responsive.
The "laundry list of value ethics" is explained as a narrow set of shallow character values that focus on work ethic. Some teachers I have had in the past stuck to their own opinions and their way was the only way. Some of these teachers eventually made it to where if the student did not convert their beliefs to match those of the teacher, then they would be shamed or belittled to show that they were not as intelligent. This form is not culturally responsive because the method leaves no room for diversity and discourages all types of opinions other than those of the instructor.
4. Have you ever had a teacher that at one time or another exhibited the traits of a reverent teacher? What did they do? How did they make you feel?
I have had a reverent type professor before who examined all types of opinions rather than his own which he would not verbally state. In this case, it was a professor of history. Every time the topic of politics came up, may students in the class would begin to argue amongst themselves and like clockwork, the opinions of the professor were always asked about. The professor managed to compare and contrast both sides of the argument while not claiming a particular view. He would not alienate any persons opinion, but listen and provide knowledgeable feedback when regarding the opinion. I feel that this is a very good example of a reverent teacher because he managed to not culturally exclude anyone and he respected each and every opinion.
5. What factors contribute to a "toxic" school culture?
I feel that a toxic school culture is a culture that is closed minded and not open to diversity. A toxic school culture is disrespectful of the open opinions of those involved which can suffocate learning methods.
6. Find a quote in this article that you would like to incorporate into your own philosophy of education and explain how it fits or changes your philosophy of education.
Quote:"Teachers must know not only their subject matter, but their students as well.”
I feel that this quote fits into my philosophy of education because although the knowledge of subject matter in an educators class is of the utmost importance, unless an educator can understand their students, they will not be able to successfully apply the material to the students to bring them to their highest potential therefore the knowledge of the subject matter is not worth anything.
7. Find a strategy/activity conveyed in a video, blog posting, lesson plan, or online article that will help you become a teacher who cultivates a reverence in their classroom and school community (key search terms: teachers and reverence, teachers and mindfulness, teachers and rituals, routines (do not search teachers and ritual without the routine qualifier. If you do you will see disturbing stuff ). Link to it and describe how you will use it in your future classroom.
Video
I like how the teacher used this game to include all of his students and interest them in the material in which he was trying to teach. He respected them by including them in the education process.
According to the article, reverent listening is recognizing that there is a need for aid and sustenance for the success of human relationships and respect among one another. It supports the idea of respecting one another's opinions and giving respect to the diversities that can exist in the classroom. It supports the topic of culturally responsive teaching by showing that the required content must be valued by the teacher so that the teacher is able to communicate the material to the students and show them how important the content is to them and how they will benefit from the material.
2. Give an example from your own schooling experience of what this quote means: " Reverent listening is not to be confused with humiliation and domination by others who force us to listen,and even less so, with the kind of incompetence that wants to be told what to do."
When I was in school, I can always remember hating when asked to read aloud. Not that I wasn't confident in my own verbal skills but some other the other students seemed to struggle with reading aloud and other students made fun of them because they were struggling so much in front of everyone else. This quote reminds me of the humiliation that my peers must have felt when being picked on by the others when only asked to read aloud and showcase their ability in the form of education.
3. What is meant by a "laundry list of value ethics"? Give an example from your own schooling experience. And then explain how this approach to character education can be NON-culturally responsive.
The "laundry list of value ethics" is explained as a narrow set of shallow character values that focus on work ethic. Some teachers I have had in the past stuck to their own opinions and their way was the only way. Some of these teachers eventually made it to where if the student did not convert their beliefs to match those of the teacher, then they would be shamed or belittled to show that they were not as intelligent. This form is not culturally responsive because the method leaves no room for diversity and discourages all types of opinions other than those of the instructor.
4. Have you ever had a teacher that at one time or another exhibited the traits of a reverent teacher? What did they do? How did they make you feel?
I have had a reverent type professor before who examined all types of opinions rather than his own which he would not verbally state. In this case, it was a professor of history. Every time the topic of politics came up, may students in the class would begin to argue amongst themselves and like clockwork, the opinions of the professor were always asked about. The professor managed to compare and contrast both sides of the argument while not claiming a particular view. He would not alienate any persons opinion, but listen and provide knowledgeable feedback when regarding the opinion. I feel that this is a very good example of a reverent teacher because he managed to not culturally exclude anyone and he respected each and every opinion.
5. What factors contribute to a "toxic" school culture?
I feel that a toxic school culture is a culture that is closed minded and not open to diversity. A toxic school culture is disrespectful of the open opinions of those involved which can suffocate learning methods.
6. Find a quote in this article that you would like to incorporate into your own philosophy of education and explain how it fits or changes your philosophy of education.
Quote:"Teachers must know not only their subject matter, but their students as well.”
I feel that this quote fits into my philosophy of education because although the knowledge of subject matter in an educators class is of the utmost importance, unless an educator can understand their students, they will not be able to successfully apply the material to the students to bring them to their highest potential therefore the knowledge of the subject matter is not worth anything.
7. Find a strategy/activity conveyed in a video, blog posting, lesson plan, or online article that will help you become a teacher who cultivates a reverence in their classroom and school community (key search terms: teachers and reverence, teachers and mindfulness, teachers and rituals, routines (do not search teachers and ritual without the routine qualifier. If you do you will see disturbing stuff ). Link to it and describe how you will use it in your future classroom.
Video
I like how the teacher used this game to include all of his students and interest them in the material in which he was trying to teach. He respected them by including them in the education process.
Friday, September 21, 2012
Portfolio; Culturally Responsive Teaching
Final Draft
Above is the link for my final portfolio reflection on Culturally Responsive Teaching.
*NOTE: Just realized that my Double Entry Journal did not successfully post Thursday evening.. gotta love the joy of technology sometimes.. will re-do that asap.
Above is the link for my final portfolio reflection on Culturally Responsive Teaching.
*NOTE: Just realized that my Double Entry Journal did not successfully post Thursday evening.. gotta love the joy of technology sometimes.. will re-do that asap.
Monday, September 17, 2012
Tuesday, September 11, 2012
Double Entry Journal #4
1. Describe 3 things you learned about teaching and literacy development.
This article showed me that it is in fact okay to use certain dialect that the students can relate to when teaching since it will establish a familiarity toward the material that was being taught to them. This article used an example of middle school English teach Liz Phillips who realized that her children weren't displaying their full potential in their writing assignments because they were becoming disoriented how their dialect or language was considered to be incorrect or "bad". She realized that their "language" made them individuals and she decided to show them that their way of life was not bad, and that each and every area had a different type of dialect. She incorporated this into her lessons to the students and managed to teach them all about the area in which they are from (Appalachia) and how diverse the areas of the world are in comparison. I like how Liz Phillips managed to teach the students a little about themselves as well as about other types of dialect based on the differences in the languages. Liz Phillips successfully showed her students that their way was not incorrect and because she played off their familiarity, they respected her and it made it possible for her to teach them other styles of dialect.
2. Give 2 examples of how the strategies for literacy instruction presented in this article reflect Culturally Responsive Teaching.
This article shows strategies of Culturally Responsive Teaching by how the teachers managed to relate to the students and show the students that their form of dialect was not incorrect therefore making them better students by teaching them multiple ways of saying what they were trying to get across in their writing. The teachers managed to not embarrass the students but show them examples of other dialects that were different than their own. These teachers encouraged the students to examine their dialect and compare it to others from different areas to show how diverse that the world can be.
3. Give 1 example of literacy instruction from your own schooling experience and explain how it reflects or does not reflect Culturally Responsive Teaching.
I can remember an art project we did as elementary school students. We were given free reign of the materials in the art room to create a costume that represented our cultural background. We were told to talk to our parents and grandparents and find out where our true "roots" were from. It was crazy to see how many different cultures were represented in the costumes we came up with in the art room and the stories behind each child's background.
This article showed me that it is in fact okay to use certain dialect that the students can relate to when teaching since it will establish a familiarity toward the material that was being taught to them. This article used an example of middle school English teach Liz Phillips who realized that her children weren't displaying their full potential in their writing assignments because they were becoming disoriented how their dialect or language was considered to be incorrect or "bad". She realized that their "language" made them individuals and she decided to show them that their way of life was not bad, and that each and every area had a different type of dialect. She incorporated this into her lessons to the students and managed to teach them all about the area in which they are from (Appalachia) and how diverse the areas of the world are in comparison. I like how Liz Phillips managed to teach the students a little about themselves as well as about other types of dialect based on the differences in the languages. Liz Phillips successfully showed her students that their way was not incorrect and because she played off their familiarity, they respected her and it made it possible for her to teach them other styles of dialect.
2. Give 2 examples of how the strategies for literacy instruction presented in this article reflect Culturally Responsive Teaching.
This article shows strategies of Culturally Responsive Teaching by how the teachers managed to relate to the students and show the students that their form of dialect was not incorrect therefore making them better students by teaching them multiple ways of saying what they were trying to get across in their writing. The teachers managed to not embarrass the students but show them examples of other dialects that were different than their own. These teachers encouraged the students to examine their dialect and compare it to others from different areas to show how diverse that the world can be.
3. Give 1 example of literacy instruction from your own schooling experience and explain how it reflects or does not reflect Culturally Responsive Teaching.
I can remember an art project we did as elementary school students. We were given free reign of the materials in the art room to create a costume that represented our cultural background. We were told to talk to our parents and grandparents and find out where our true "roots" were from. It was crazy to see how many different cultures were represented in the costumes we came up with in the art room and the stories behind each child's background.
Monday, September 10, 2012
Wednesday, September 5, 2012
Where I'm From Poem
I am from the tales of tower hill, from my Nana's homemade bread and famous blackberry pie.
I am from the quiet little town nestled at the bottom the of the large hill and while long ago it was my residence, among the many places in which I have lived, it has been my only home.
I am from the grapevines that used to be the best spot for hide and seek, and the strawberry patches that was always my favorite sign of summer.
I am from the six mile walks on the rail trail with mom and the hounds and berry picking with my Pappy on the hill, from the selflessness of my Nana and the laughter of my mother and Uncle Dee over a competitive game of Trivial Pursuit on every holiday.
I am from the annual camping trips to Indian Meadows and long car rides to every state in New England.
From giving everyone the benefit of the doubt and always acting like a lady.
I am from the small church at the bottom of the driveway where my parent's were married and the vacation bible school songs every June.
I'm from the bright lights of the field and noise of the baseball games you could hear from the porch, and the hot mustard butter canned every year.
From the ringing of the church bell every New Years, the gunshots celebrating family, friends, love, and life.
I am from the Thompson family whose value of hard work have taught me to strive for success and never to give up on my dreams.
I am from the quiet little town nestled at the bottom the of the large hill and while long ago it was my residence, among the many places in which I have lived, it has been my only home.
I am from the grapevines that used to be the best spot for hide and seek, and the strawberry patches that was always my favorite sign of summer.
I am from the six mile walks on the rail trail with mom and the hounds and berry picking with my Pappy on the hill, from the selflessness of my Nana and the laughter of my mother and Uncle Dee over a competitive game of Trivial Pursuit on every holiday.
I am from the annual camping trips to Indian Meadows and long car rides to every state in New England.
From giving everyone the benefit of the doubt and always acting like a lady.
I am from the small church at the bottom of the driveway where my parent's were married and the vacation bible school songs every June.
I'm from the bright lights of the field and noise of the baseball games you could hear from the porch, and the hot mustard butter canned every year.
From the ringing of the church bell every New Years, the gunshots celebrating family, friends, love, and life.
I am from the Thompson family whose value of hard work have taught me to strive for success and never to give up on my dreams.
Wednesday, August 29, 2012
Double Entry Journal #3
CULTURAL DEFICIT
CULTURAL CAPITAL
1. How does elementary reading instruction contribute to poor literacy attainment for older children?
- In elementary school, children are taught the basics of reading rather than how to attain ideas, concepts, information, and instruction from reading. Because elementary aged children are taught the joy and fun of reading rather than what to look for, what you can gain from it, and how reading can be effective, elementary reading instruction usually contributes to poor literacy attainment for older children.
2. What reading test scores good for?
- Reading test scores are beneficial in showing on what level students can read and comprehend. Reading test scores also show in what area the student needs improvement which serves as a guide for the student's educator.
3. What reality about a literacy myth surprised you the most? Why?
- I was most surprised by the myth that students learn the majority of their reading and writing skills in elementary school. Almost every time I picture an elementary classroom, I envision the teacher instructing the children how to read and write and the students learning the basis of their skills in the elementary classroom but now I realize that the students learn based on the grade level in which they are in and they just foster and add to their skills.
4. What do you know about teaching reading comprehension in the content areas? Give an example of a strategy you might use to teach reading during a science or social studies lesson.
- I've learned that reading comprehension in the content areas is of the utmost importance. If the student cannot comprehend the information given to them to read on the content in which you have them study, they will put more effort towards trying to understand how to read the print rather than attain the important information that the teacher is trying to get across to them.
In my class that focused on reading in the content area, I was taught that for a social studies lesson the idea of putting events in chronological order and making sure that the organization of the content is clear and in terms that the student can understand rather than using big, descriptive words that will only puzzle the students is the best way to go when presenting a lesson.
5. What kind of literacy do you have that was not acknowledge in school? (Literacy means being able to use texts and technologies to accomplish one's purpose in the world.)
- As a young child, I always was accustomed to using different types of technology to further my literacy skills. Although my parents read to me from books on numerous occasions, my mom and dad also bought me programs that I used on our home computer that also taught me a majority of the literacy skills in which I gained on my own. I remember one program in particular called " Bailey's Bookhouse" that was one of my favorites. "Bailey's Bookhouse" was a reading program that allowed young kids to create their own stories, play games, read stories, all while teaching valuable literary skills.
6. Give an example of a literacy practice.
- I feel that an important literacy practice is to make sure that the students are interested in the reading that they are assigned to and if they are not, finding a way for them to relate to the reading so they understand the perspective and what they are gaining by reading it. Although I've always loved to read, I felt sometimes throughout school that there were certain books that made me want to never open a book again. (Lord of the Flies!) Certain books made me want to stray away from reading as a whole but I was lucky enough to find a teacher that made me understand the concept behind the piece which made me establish an appreciation for the work rather than closing my mind to reading in general.
7. What is a discourse community?
- A discourse community is a community in which it is very difficult to understand the ways of communication unless you are a part of the community.
8. What can happen if students valuable multiple literacies are not recognized as valuable in school?
- If students feel that a literacy is valuable but they are forced and told that it is not valuable in the school, they may feel estranged from literacy in it's entirety.
9. Give an example of how a teacher might build on the extracurricular literacy practices of their students?
- Throughout my literacy experience in school there has been multiple ways that the school and teachers have tried to build on the extracurricular literacy practices. There was a program called Accelerated Reader that throughout the 9 week term, the students would have to read different novels and then take a test based on the novel. The students were assigned a point value that they had to complete per 9 weeks and each book was worth a different amount of points based on the score the student received on the quiz. Another method I remember was every Friday for a month, the students were required to read for the first 10 minutes of every period. Both of these methods helped me read outside of the classroom because they sparked my interest in the material and forced me to take the time to explore it.
10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation.
- Just like I mentioned above, both methods seemed to motivate me to read outside the classroom. I also had teacher's require reflection journals based on the reading that we were assigned.
11. Give an example from your own K-12 schooling experience that engaged in you in multicultural literacy development.
- I did not have many multicultural experiences throughout my K-12 schooling experience but my family did host an exchange student when I was young and the exchange student often shared with me and my brother the "fairy tales" or " children's stories" of his home.
12. What do teachers her gain recognition and respect from their peer also do well on?
- Teacher's gain respect and recognition from their peers as well as students when they develop a literacy strong classroom that helps students of each and every culture.
Sources:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories . Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
NCTE. (n.d.). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf
CULTURAL CAPITAL
1. How does elementary reading instruction contribute to poor literacy attainment for older children?
- In elementary school, children are taught the basics of reading rather than how to attain ideas, concepts, information, and instruction from reading. Because elementary aged children are taught the joy and fun of reading rather than what to look for, what you can gain from it, and how reading can be effective, elementary reading instruction usually contributes to poor literacy attainment for older children.
2. What reading test scores good for?
- Reading test scores are beneficial in showing on what level students can read and comprehend. Reading test scores also show in what area the student needs improvement which serves as a guide for the student's educator.
3. What reality about a literacy myth surprised you the most? Why?
- I was most surprised by the myth that students learn the majority of their reading and writing skills in elementary school. Almost every time I picture an elementary classroom, I envision the teacher instructing the children how to read and write and the students learning the basis of their skills in the elementary classroom but now I realize that the students learn based on the grade level in which they are in and they just foster and add to their skills.
4. What do you know about teaching reading comprehension in the content areas? Give an example of a strategy you might use to teach reading during a science or social studies lesson.
- I've learned that reading comprehension in the content areas is of the utmost importance. If the student cannot comprehend the information given to them to read on the content in which you have them study, they will put more effort towards trying to understand how to read the print rather than attain the important information that the teacher is trying to get across to them.
In my class that focused on reading in the content area, I was taught that for a social studies lesson the idea of putting events in chronological order and making sure that the organization of the content is clear and in terms that the student can understand rather than using big, descriptive words that will only puzzle the students is the best way to go when presenting a lesson.
5. What kind of literacy do you have that was not acknowledge in school? (Literacy means being able to use texts and technologies to accomplish one's purpose in the world.)
- As a young child, I always was accustomed to using different types of technology to further my literacy skills. Although my parents read to me from books on numerous occasions, my mom and dad also bought me programs that I used on our home computer that also taught me a majority of the literacy skills in which I gained on my own. I remember one program in particular called " Bailey's Bookhouse" that was one of my favorites. "Bailey's Bookhouse" was a reading program that allowed young kids to create their own stories, play games, read stories, all while teaching valuable literary skills.
6. Give an example of a literacy practice.
- I feel that an important literacy practice is to make sure that the students are interested in the reading that they are assigned to and if they are not, finding a way for them to relate to the reading so they understand the perspective and what they are gaining by reading it. Although I've always loved to read, I felt sometimes throughout school that there were certain books that made me want to never open a book again. (Lord of the Flies!) Certain books made me want to stray away from reading as a whole but I was lucky enough to find a teacher that made me understand the concept behind the piece which made me establish an appreciation for the work rather than closing my mind to reading in general.
7. What is a discourse community?
- A discourse community is a community in which it is very difficult to understand the ways of communication unless you are a part of the community.
8. What can happen if students valuable multiple literacies are not recognized as valuable in school?
- If students feel that a literacy is valuable but they are forced and told that it is not valuable in the school, they may feel estranged from literacy in it's entirety.
9. Give an example of how a teacher might build on the extracurricular literacy practices of their students?
- Throughout my literacy experience in school there has been multiple ways that the school and teachers have tried to build on the extracurricular literacy practices. There was a program called Accelerated Reader that throughout the 9 week term, the students would have to read different novels and then take a test based on the novel. The students were assigned a point value that they had to complete per 9 weeks and each book was worth a different amount of points based on the score the student received on the quiz. Another method I remember was every Friday for a month, the students were required to read for the first 10 minutes of every period. Both of these methods helped me read outside of the classroom because they sparked my interest in the material and forced me to take the time to explore it.
10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation.
- Just like I mentioned above, both methods seemed to motivate me to read outside the classroom. I also had teacher's require reflection journals based on the reading that we were assigned.
11. Give an example from your own K-12 schooling experience that engaged in you in multicultural literacy development.
- I did not have many multicultural experiences throughout my K-12 schooling experience but my family did host an exchange student when I was young and the exchange student often shared with me and my brother the "fairy tales" or " children's stories" of his home.
12. What do teachers her gain recognition and respect from their peer also do well on?
- Teacher's gain respect and recognition from their peers as well as students when they develop a literacy strong classroom that helps students of each and every culture.
Sources:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories . Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
NCTE. (n.d.). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf
Sunday, August 26, 2012
Double Entry Journal #2
As She Opened Her Mouth
QUOTE:
"In Donny's home, because neither parent could read nor write, the children grew up understanding that life did not include print."
RESPONSE:
I selected this quote from the passage because although the passage made it clear how severely Donny was struggling to get by in school due to poverty levels in which he lived, this quote in it's entirety really struck me as a simple explanation for the reasoning behind Donny's struggle. As a child, my parents always made sure that they spent a lot of time reading with me. They would read me stories before bed, buy me every type of educational learning books, and they even enrolled me in the local library's kinder-reading program. After reading this passage, I realized how extremely blessed I am to have had parents who took the time to work with me as much as they did. I also realized how extremely fortunate I was to have parents that were educated that they were able to pass it onto me. Although my parents were able to give me the gift of teaching me how to read, write, and recognize words, some parents are not able to provide their children with the gift of education. This is the case with Donny's mother Jenny. Jenny is aware that she is not educated but Jenny longs to make the cycle stop with her son, Donny. Therefore she pleas with the teachers and the school in order for someone to help Donny learn to read and to write. Because of the background that I was fortunate enough to have, it struck me as strange that a child of Donny's age had absolutely no recognition of the simplest words. While reading the passage, I tried to digest this information and once I stumbled upon this quote, I realized that due to the parenting received by Donny from his uneducated parents, Donny grew up with little understanding of the different types of communication other than verbal communication because the aspect of printed words on a page was a foreign idea to him.
While many would be the first to blame Donny's parents, I have to argue that Donny's mother was proactive in handling the situation. Donny's mother recognized the situation that she put her son in and she plead with the administration in order to reverse the cycle that her family was facing by taking time to teach Donny how to read and write so he would be successful in school. This opened up my eyes to the fact that as an educator, I will come into contact with student just like Donny that do not understand the basic concepts of education such as reading and writing. It also made me realize that I will also come into contact with parents that are not motivated in helping their children become successful unlike Jenny was with her son Donny. This passage really made it clear to me that I will have to do my absolute best to be an advocate for my students so that regardless of their situation outside of the school building, I can fight in order to educate them to the best of my ability.
QUESTIONS: 1)What is literacy knowledge? Give examples of both print and non print literacy knowledge.
* Literacy knowledge is the concept of recognizing the words on a page and understanding their meaning. How do stereotypes interfere with literacy instruction? How do schools and teachers contribute to poor literacy instruction in school? What is the relationship between language, social class, and the denial of educational opportunity? What are some misconceptions about the relationship between language and literacy? What can schools and teachers do to improve literacy instruction? How do you feel about use of the term "Proper English"? CITATIONS: Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology) * Tall Tales of Appalachia QUOTE: EXAMPLE: CITATIONS:
QUOTE:
"In Donny's home, because neither parent could read nor write, the children grew up understanding that life did not include print."
RESPONSE:
I selected this quote from the passage because although the passage made it clear how severely Donny was struggling to get by in school due to poverty levels in which he lived, this quote in it's entirety really struck me as a simple explanation for the reasoning behind Donny's struggle. As a child, my parents always made sure that they spent a lot of time reading with me. They would read me stories before bed, buy me every type of educational learning books, and they even enrolled me in the local library's kinder-reading program. After reading this passage, I realized how extremely blessed I am to have had parents who took the time to work with me as much as they did. I also realized how extremely fortunate I was to have parents that were educated that they were able to pass it onto me. Although my parents were able to give me the gift of teaching me how to read, write, and recognize words, some parents are not able to provide their children with the gift of education. This is the case with Donny's mother Jenny. Jenny is aware that she is not educated but Jenny longs to make the cycle stop with her son, Donny. Therefore she pleas with the teachers and the school in order for someone to help Donny learn to read and to write. Because of the background that I was fortunate enough to have, it struck me as strange that a child of Donny's age had absolutely no recognition of the simplest words. While reading the passage, I tried to digest this information and once I stumbled upon this quote, I realized that due to the parenting received by Donny from his uneducated parents, Donny grew up with little understanding of the different types of communication other than verbal communication because the aspect of printed words on a page was a foreign idea to him.
While many would be the first to blame Donny's parents, I have to argue that Donny's mother was proactive in handling the situation. Donny's mother recognized the situation that she put her son in and she plead with the administration in order to reverse the cycle that her family was facing by taking time to teach Donny how to read and write so he would be successful in school. This opened up my eyes to the fact that as an educator, I will come into contact with student just like Donny that do not understand the basic concepts of education such as reading and writing. It also made me realize that I will also come into contact with parents that are not motivated in helping their children become successful unlike Jenny was with her son Donny. This passage really made it clear to me that I will have to do my absolute best to be an advocate for my students so that regardless of their situation outside of the school building, I can fight in order to educate them to the best of my ability.
QUESTIONS: 1)What is literacy knowledge? Give examples of both print and non print literacy knowledge.
* Literacy knowledge is the concept of recognizing the words on a page and understanding their meaning. How do stereotypes interfere with literacy instruction? How do schools and teachers contribute to poor literacy instruction in school? What is the relationship between language, social class, and the denial of educational opportunity? What are some misconceptions about the relationship between language and literacy? What can schools and teachers do to improve literacy instruction? How do you feel about use of the term "Proper English"? CITATIONS: Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology) * Tall Tales of Appalachia QUOTE: EXAMPLE: CITATIONS:
Wednesday, August 22, 2012
Double Entry Journal #1
When referring to education, the term "inclusion" primarily means bringing all students together in the classroom and finding a way to educate each and every student no matter how diverse the group of students may be. The goal of inclusion is making a number one effort to find a way to enhance learning for all types of students.(various cultures, those with disabilities, various interests, families, homes, etc.) Inclusion provides a classroom where all students are able to feel as if they belong and that they are accepted therefore providing a safe and friendly environment that will contribute positively towards their learning process. An inclusive classroom is geared to benefit all types of students making it absolutely necessary for the students to overcome obstacles such as language barriers, impairing disabilities, differences among ethnic groups, culture variations, etc. The students are forced to come together and learn from one another which will ultimately enhance their educational experience.
Inclusive schools share many characteristics that are vitally important in order to operate towards it's fullest potential. An inclusive school must have a sense of community where every student feels accepted and feels as if they are a part of the group which is represented as a school. Sense of community encourages a positive atmosphere that allows students to learn at their highest potential as well as achieve their goals in education. Inclusive schools must also have a flexible learning environment that can be easily changed in order to accommodate every type of learning based of the individual needs of the student. These processes can be practiced by making the student feel responsible for their education by making it an exciting process in which the students have to work together or as part of a team in order to complete tasks. This idea may promote cooperative learning where the students will learn to depend on one another.
* I chose this image because I feel as if this chart does an excellent job mapping out the factors necessary in order to make inclusion a success in the classroom. It shows all of the ways that help promote student achievement regardless of the various diversities among the students they may make up your classroom.
Citations/Sources:
Inos, R. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Huitt, W. (2006). Overview of classroom processes. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/process/class.html
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