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
Wednesday, September 26, 2012
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.
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