Double Entry Journal #14

1. What was the most interesting idea you encountered as you read the chapter?

In my opinion the most interesting idea I encountered as I read this chapter was about "Millennials." According to the author millennials are today's generation of children who have lived their entire lives in the new capitalism. This concept caught my attention when he compared "Baby Boomers" to "Millennials"; I found the authors statements to be rather true.  

 

2. What connections can you make between Gee's critique and Sir Ken Robinsons' critique of traditional schooling?

Gee's critique and Sir Robinson's critique of traditional schooling withhold common grounds. They both agree that we need to teach authentically within the school so that it gives meaning to our students. We need to prepare them for life and the best way to do that is through what they already know and what they are experiencing in their lives. Traditional schooling must adapt in order to sufficiently meet today's standards for teaching.

 

3. How did this book change or support your understanding of good teaching?

This book supported my understanding of good teaching because I learned the importance of thinking "outside the box" when it comes to teaching children. Each child is different; we must approach each situation differently in order to execute good teaching.  Good teaching should apply to real life so the experience is meaningful, engaging, and authentic.  

Double Entry Journal #13

1. Give an example of a "community of practice" in which you are currently participating in.

An example of a community of practice that I participate in is Fairmont State Reads. In this after school community service practice I help students understand the importance of reading in a fun and engaging way. One week we read a story about community service and then created bird feeders out of recycled water bottles to hang up within the community.

2.Why is the term "community" better defined in relation to spaces rather than groups of people?

"Community" is better defined in relation to spaces rather than groups of people because people are unique and different from one another therefore they can not always be grouped; but a sense of community can be present among the people.

3. What is a "generator"? What is it's counterpart in school?

A "generator" is what the space is about and its counterpart in school is the content.

4. What is a "content organizer"? What is it's counterpart in school?

A "content organizer" is how things are designed and or organized.

5. What is a "portal"? What is it's counterpart in school?

A "portal" gives access to the content in the space. This may relate to textbooks, the Internet, or other resources.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?

People have an affinity for what they are interested in.This informs my understanding of good teaching because when teachers are able to relate content to students' interests they are able to grasp and understand the content to a fuller extent. Utilizing the interests will make the experience more desirable and engaging.

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 because they do not go against the people that are in it; it is a positive environment. It also supports inclusive classrooms because the sense of community and sharing a common vision allows people to connect and work together.

8. How are traditional classrooms different from Affinity Spaces?

Traditional classrooms are different from affinity spaces because traditional classrooms separate the students by academic level while in affinity spaces a larger branch is present that allows students to learn in an "nontraditional way."

Double Entry Journal #12

1. What is the main argument the author is making in Chapter 5?

The main argument that the author is making in Chapter 5 is that a connection is present between video games and learning.

2. What constitutes a theory of learning?

According to the text good learning patterns and principles constitute a theory of learning.

3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?

The author struggled to learn to play Warcraft III because he "failed to engage with it in a way that fully recruited its solid design and learning principles". The author was not able to make connections to the game because he was simply just learning to play it; motivation needs to be proceed before good learning principles. The author needed motivation in order to learn to play Warcraft III.

4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?

The authors struggle with learning to play Warcraft III would been interpreted as a failure in school if that content was being evaluated because the author failured in learning the game due to learning principles.

5. What kind of learning experience might be better suited for at risk students?

A learning experience where these students can play video games or learn with computer related resources might be better suited for at risk students.   

6. Why does the school-based interpretation of "at risk" lead to bad learning?

The school-based interpretation of "at risk" leads to bad learning because the students are not being challenged. These "at risk" students are completing the bare-minimum to get by and they are expected to complete no more than that by their teachers and etc.  

7. What do schools need to do to function more like a good game?

Schools need to challenge their students more in order to function more like a good game. They also need to make the learning engaging and meaningful.

8. What is different about how good games and school assess learners?

Schools give students tests, which create results for teachers to decide what is best for the student. Games allow students to make their own choices and decide what level of learning (difficulty) is best for them.

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?

The fish-tank tutorial allows individuals to assess their own learning style by playing a game and allowing the individual to determine how they learn best. This is different from the way that learning takes place in schools because in schools students are assessed and then adults decide what is best for them.

10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?

The sand-box tutorial is a concept where students are free to explore. This type of tutorial is effective because it allows the students to decide what the best way to learn is. This is different from school-based learning because in school, the student is assessed and then teachers, faculty, and adults decide what is best for the student.

11. What is a genre? Why is it important for good learning?

Genre means the "type of thing something is." Genre is important for good learning because students need to know what type of things teachers are asking them to learn. Genre is how we classify things.

12. According to the author, what do learning and play having in common?

According to the author, learning and playing should both be fun and engaging. When you are playing you are most likely learning. 

13. How are the skills test in good games different from skills tests in school?

Skills tests in good games are evaluative. If you complete the level you move on to the next.
Skills tests in school are not usually "developmental for the learner and not evaluative."

14. How does RoN support collaborative learning?

He supports collaborative learning because he allows group work.

15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:
Dewey #1
Vygotsky #12
Piaget #5
Gardner #14
Bandura #9
Skinner #15

Double Entry Journal #11

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."

The author means that learning doesn't work well when it doesn't relate to the students' experiences outside of school. The learning should be interactive, engaging, and motivational.

2. According to the author, what is the best way to acquire a large vocabulary?

According to the author, the best way to acquire a large vocabulary is through action and experience. The more one speaks with others they are able to learn the meaning of words and the context in which those words are used in. A good example of this would be in science during a lab.

3. What gives a word a specific meaning? 

The context or situation in which a word is used gives words specific meaning.  For example, I like flowers or the painting looks like flowers. 

 

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 person is not obligated to buy a present anymore.

b. Them shoes are off the hook dog.

The shoes are cool; fashionable.  
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 fighting the 6 people was crazy, awesome, something you don't see everyday, or maybe even somewhat unbelieveable.

 

5. According to the author what is the"work" of childhood? Do you agree?

According to the author the "work" of childhood is play. I do agree however, I think it is important for children to play and have fun while still learning. For example, children learn how to talk to their peers/communicate when playing, learn to share, learn motor skills or specific tasks, learn about rules, learn about consequences, and etc. Childhood work should be play and it should prepare children for the future.

 

 

 6. Why is NOT reading the instructions for how to play a game before playing a game a wise decision?

By playing the game first, without reading the instructions before beginning, allows children to be hands on with the game, to be creative, and to use their imagination. When you read the instructions you might not understand the terms or the context and may become confused and not want to play anymore, but once you are playing it you understand what you have to do even if you make mistakes first.  

 

 

7. Does knowing the general or literal meaning of a word lead to strong reading skills?

In my opinion yes, knowing the general and literal meaning of a word does lead to strong reading skills because that means the reader has an understanding of the context that it is being used in. This also leads to a strong vocabulary which makes individuals stronger readers.

 

 

8.What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?

The author means that there are specific roles that people have (identity) and there are certain ways those roles are acted out (game).
 

1. As a waitress, I am expected to serve, be friendly, and polite to my costomers therefore I execute any action possible to give my customers the best experience while eating.

2. As a future teacher, I am expected to be professional. I should show up on time, follow the dress code, and participate in many other teacher duties.

3. As the woman of the house, I am expected to clean the house; vaccum, wipe off furniture, laundry, and etc. As the man of the house, my boyfriend is expected to be appreciative by paying the bills and thanking me.  

 

 

9. According to the author, what is good learning? 

Good learning is learning in which students can use in the real world. 

10. 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 or change the way you think children should learn in school?

 These close ties support the way I think children should learn in school because in my opinion this connection makes the learning more concrete, engaging, and contains more value to students. When students are able to make these connections they realize that the learning taking place is important and they will use it in the real world at some point in their life. It shows students that they are learning the information for a reason.

11. 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 so important for the language development of young children because they lead to positive social and emotional development skills in children. Knowing this supports the way I think children should learn in school because I believe in teaching with other than worksheets. In my opinion children should be learning with skills they will need in the real world. Using cooperative learning is a great way of teaching because students are able to learn to work together, to communicate, to understand roles and responsibilities, and they are still able to learn the intended information. This way allows students to explore 21st Century Skills and content standards at the same time; learning becomes more engaging rather than completing a boring repetitive worksheet. Life does not consist of worksheets; we have to create experiences in order to live.

President Barack Obama Campaign Ad

Mitt Romney Campaign Ad

Double Entry Journal #10

1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language? 

The features of the forms of language that are spoken in a home environment that align with academic varieties of language are children telling regular events as stories, parents reading to children, and children using clear language to answer questions.

2. What are the features of Leona's specialized form of language? Leona' s specialized for of language is complex and with holds patterns. She groups her lines into stanzas where each line tends to have a parallel structure with other lines in the stanza to match them in content. In my opinion the features are reflections of Leona's home life.

3. Why is Leona's specialized form of language not accepted in school?  Leona's specialized form of language was not accepted at school because  it was different (non traditional) in which the teachers assumed it to be incorrect. 

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998). Snow states that the "Black-White Gap" in reading test scores was closing fast from the 1960's until the mid 1980's. Snow contradicts himself when he admits that this improvement was much greater than any progress that has been made as a result of the early phonemic awareness training that he recommends.  

5. What other factors besides early skills training will make or break good readers? Other factors besides early skills training that will make or break good readers is a sense of belonging and the use of modern technology. Modern technology has made it very easy for students to use their own language and not be tested/judged on what/how they use it. Technology could also break good readers if they unable to comfortably work with the technology.

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school? Students find "ways with words" taught in school to be alienating because they can't find a sense of belonging at school when their home-based language is ignored or displayed as incorrect in that environment.

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 majority of children who do not fare well in early reading are poor or come from minority groups whose members have faced a history of prejudice and oppression. 

2. Why is this fact so strange?

The fact is strange because although poverty and learning to read are linked; it is not due to the idea that poor children are less good at learning than rich children. 

3. What is it about school that manages to transform children who are good at learning things like Pokeman into children who are not good a learning?

School manages to focus on the "skill" of reading rather then what is fun about reading therefore, taking out what the students might be interested in makes reading become almost like a chore.

4. What is the differences between a traditionalists approach to learning to read and more progressive educators?

Traditionalists approach reading as being skill-based. Progressive educators approach reading as being meaning driven.

5. Is learning to read a natural process like learning to speak a language?

No, because in order for learning to read to be a natural process that would mean that this skill would be biologically supported, which it is not, unlike oral native language.

6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?

Natural: ALL would learn to read. Instructed:speaks for itself. Cultural: some will succeed and then teach others.  

Reading should be classified under the cultural process because it ensures that everyone who needs to learn will learn.

7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?

Humans learn best by doing which is more of a cultural process. Reading is taught in school through an instructional process.

 

8. According to the author, what is the reason for the "fourth grad slump."

According to the author, the fourth grad slump is for students who can "read" in the sense of decoding and assigning superficial literal meanings to text, but can not "read" in the sense of comprehension.

 

9. What is a better predictor of reading success than phonemic awareness?

Early language ability, semantic and syntactic skills.

 

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 is someones everyday language which is often related to the region. Specialist language is a special learning purpose or activity. For an example of vernacular I might say to a child "The family library is located down the holler by New Water crick". An example of specialist is "The local library is located off of the mountain by the New Water creek."

11. What is "early language ability" and how is it developed?

Early language abilities are prototypes of academic language that is developed at home. 

12. According to the author why and how does the traditionalist approach to teaching children to read fail?

 According to the author this approach fails because it is not started early enough, and it does not take into account each child's early language ability.

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

In my opinion, parents are to blame to a certain extent about inexperience with language before school; however, not necessarily just the parents of poor children, but any parent who does not take the time to work with their children with language and reading early on will hinder their children's academic process.

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 reading which surprises me because it is late and I am rather tired. The reading was very easy to understand. I like that the author defines concepts and gives examples, that is very helpful. I did get a little lost with the Pokemon section, but I kept reading and eventually I got caught back into why the author explained Pokemon in depth; it created a concrete example. 

Appalachian Discrimination!

     I'm sharing this video only for one reason! To show that people are prejudice and UN-educated about the Appalachian Region and West Virginia. Yes, this video was created for college football and is suppose to be fun and games; however, Kansas crossed the line with its statements towards West Virginians.

 "You're missing teeth and you're breath smells bad,

Mama married your brother and now he's your dad.  

West Virginia, why don't you understand?" 

     These are just a few of the discriminating lines within this prejudice song. All I have to say is I am not missing any teeth!! I have great breath!! And my Dad is only my Dad!!! 

SO RUDE! 

     West Virginia contains the nicest kindest people you'll ever meet in your life, but when you cross us like this all I can say is.... Thanks KANSAS for the MOTIVATION! You have stirred up NOT ONLY football fans, but the ENTIRE STATE! So... I ask even if you are not a Mountaineer football fan support West Virginia this weekend!!

Clinical II Activities: Interveiw

     On October 1st, I conducted a focused observation of a struggling student. This male student blends in well with the other students; however, academically he stands out. I observed the student for an entire day and continued with the interview on October 3rd. On that Monday, I noticed that the student's gap consisted of phonemic awareness.
     The student is way below the second grade reading level which challenges him to complete his work. The student could not complete his given worksheet correctly in Language Arts because he could not understand the directions. The directions wanted him to circle the nouns within the given sentences; instead the student circled the verbs which was a concept taught the previous week. In my opinion, since the student could not read the directions he simply applied what he had already learned.
     During Reading the student left the regular classroom with a couple of other students. The teacher than explained to me that those students needed extra help in reading. Later in the day, I noticed the student was good with numbers when the teacher verbally asked him questions; however, when I graded his math assignment at the end of the day I was able to determine that this gap in reading he acquires is affecting other subject content. The student answered all number problems correctly in the beginning, but once the directions changed and word problems appeared his answers became incorrect. I also noticed that this gap with phonics has created an issue with handwriting and of course spelling.
     On October 1st, I also determined which student I would interview as high performance. I chose this specific male student because after grading papers and recording multiple scores in the grade book I noticed that he has yet to receive a score under 95%. I conducted a focused observation on the student later in the day. I learned that he comes from a very well-educated household that works with him academically out of school consistently. He is very mature for his age and stays completely engaged during lessons. The student was also the first to finish any assignments; he is eager to learn because upon finishing he liked to read books while the other students in the class drawled or spoke quietly.  I only wonder if this student will ever become bored with or distracted from school in later weeks, months, or years because of his high performance level.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Interviews

A. Struggling Student

1. Question: Do you enjoy school?
Student: Yes, I like math and library.

2. Question: What kind of a student are you?
Student: A nice student.

3. Question: What do you do for fun outside of school?
Student: Play with my friends.

4. Question: How would your classmates describe you?
Students: They would describe me as a really kind student... And I'm helpful!

5. Question: Who are you friends with?
Answer: S** and Max

6. Question: What do you and your friends do together?
Student: Usually I invite them to my house but they don't come. We play on the playground at school.

7. Question: Tell me a good memory you have about school?
Student: Halloween walks, I was a transformer; we parade around the school.

8. Question: Tell me a bad memory you have about school?
Students: Bryton is mean; he tries to take the games I play with at recess when I'm with my friends.

9. Question: Describe a "good" teacher or favorite teacher...
Student: My 1st grade teacher is my favorite. Kind, helped a lot, really really really good teacher, I learned a lot.

10. Question: What is on thing you wish your teacher knew about you?
Student: I would tell her I like to collect rocks; I have a rock collection.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
B. High Performance Student

1. Question: Do you enjoy school?
Student: Kind of, there are certain parts of the day good and others not.
Question: What are the good parts?
Student: When we learn something new.
Question: What are the bad parts?
Student: When we review. 

2. Question: What kind of student are you?
Student: I was best of overall student last year and I imagine I will be again this year.


3. Question: What do you like to do for fun outside of school?
Student: I like to play video games, outside exercise, and my jet toy; it goes fast!

4. Question: How would your classmates describe you?
Students: I've wondered about that my whole life since kindergarten. I think the smart kid.

5. Question: Who are you friends with?
Student: About four friends... A****, Max, Ryan B., Bryton. 

6. Question: What do you and your friends do together?
Student: Outside we play alien mysteries. We are looking for space lions; we are on mystery #2.

7. Question: Tell me a good memory you have about school?
Student: When I was in Preschool I went to Jayenne and I went half day and there were always new kids. I miss my old friends.

8. Question: Tell me a bad memory you have about school?
Student: Somebody bullied and pushed me on the ground. I don't know who it was; it was a stranger older kid, maybe from fourth grade. I don't know why he pushed me down.

9. Question: Describe a "good" teacher or your favorite teacher...
Student: I don't have a favorite teacher because all of my teachers have been pretty awesome. They were nice and gave out pretty good prizes when you do well.

10. Question: What is one thing you wish your teacher knew about you?
Student: I have a hobby that I don't want Mrs. B***** to know... I played this video game and it made me fall asleep because it was so boring.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

     My interviews were very knowledgeable and the information the students shared with me not only helped me to understand the students personally, but academically as well.  I learned that my two interviewees were best friends which was rather ironic!
     I was able to help the struggling student with a bullying problem that took place during recess by informing my host teacher. I plan to observe recess soon and see if the problem has stopped or if it is still occurring. Hopefully it has been put to a stop, but the bully is friends with the high performance student and since the struggling student is best friends with the high performance student I'm afraid it still may be occurring because the struggling student does not want to lose the high performance student as a friend.
         I just recently learned that the struggling student's parent is concerned about their child's education. The parent seems to communicate often with my host teacher and asked my host teacher to prepare some extra practice reading work for after school. My host teacher spent her own personal money to create a phonics kit since this is the area the student struggles in. The parent returned the student the next day with a note that was rather unkind to my host teacher. The parent stated that the kit was useless and unhelpful because her son already knows this information. Obviously the parent is in denial because her son has severe reading gaps. On October 8th, the parent sent my host teacher a doctor evaluation form for ADHD to fill out on the struggling student. My host teacher allowed me to be involved as she filled out the required form. In my opinion, this student does not have ADHD, he has severe reading gaps that can be resolved if worked with at an early age.
     Yesterday, I was informed that the parent and my host teacher have devised a temporary plan in the classroom until the student is tested. The struggling student will be read any graded work especially tests. Therefore, yesterday I read the struggling student each question and every answer for his Reading test. The students score changed drastically! Hopefully he will be able to receive the help he needs.
     I was amazed by the responses I received from the high performance student. He is so mature for his age and opened up so easily. I am interested to see if he becomes "bored" with school at a later date because of his response to whether he enjoys school or not. The student stated that he likes school when the class learns something new, but he doesn't enjoy the parts of school when they review. This is a major characteristic seen in high performance students because they learn so fast compared to other students. He was very confident in himself about being overall student of the year; however, when asked what he thinks his classmates think of him he responded quietly and slowly with, "I've wondered about that my whole life since kindergarten. I think the smart kid." This response surprised me! The student is aware that he does perform academically above his classmates. Does this affect him socially and emotionally? Will he need to be advanced in the future?

Double Entry Journal #8

1. What is the main challenge being addressed in the book?  
     The main challenge being addressed in the book is the role language plays in learning.

2. What does the author mean by the phrase "ways with words"?
     In my opinion, the phrase "ways with words" means that an individual has a greater knowledge of vocabulary. This also could mean that the individual may present a higher reading level.

3. What is the core argument being made by the author of this book?
     The core argument of this book is that individuals learn new ways with words, in or out of school, only when they find a connection to the words.

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?
     I learned to text outside of school which in my opinion is a specialized variety of ways with words because texting language is very different then academic language.
     

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 learn "way with words" best when their minds run and build simulations of experiences that they have already had.

6. If people are to be successful in the 21st century, what must they become?
     According to the book, people must become "shape-shifting portfolio people"; which means people should gain many diverse experiences to use later in life to adapt themselves for fast changing circumstances.

7. The author states that  learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?
     I feel indifferent about the concept. In my opinion individuals should be able to understand academic language and new specialist varieties of language in order to succeed in the modern society. I don't think it would be sufficient to completely rule out learning academic language but I do agree that it is time for new ways of learning.

8. What do you think about this author's "way with words"?
     I think the author has a great way with words, however; in some cases I felt lost and had to re-read the material to grasp the concept. I am intrigued to see how the rest of the book is written.

Citation:

Paul Gee, J. P. G. (2004). Situated language and learning: a critique of traditional schooling. New York, NY: Routledge.

Double Journal Entry #7

What are some challenges to inquiry approaches in learning?

"One of the most significant challenges to the successful implementation of inquiry approaches is the skills and knowledge of the teachers engaging in this alternative form of teaching and learning" (Barron and Darling-Hammond). Teachers who don’t fully understand the complexities of inquiry-based learning may simply think of this approach as “unstructured,” and may, in result, fail to provide proper scaffolding, assessment, and redirection as projects unfold. Another challenge to inquiry is teaching your students to learn this way; students may lack the background knowledge needed to make sense of the inquiry. Therefore the teacher must work harder with students to comprehend this type of learning. "One of the principal challenges for teachers, then, is to learn how to juggle a host of new responsibilities and implementation issues—from carving out the time needed for extended inquiry to developing new classroom-management techniques. Teachers must also be able to design and support inquiry-based lessons that meet a variety of criteria, such as illuminating key subject matter concepts, balancing direct instruction with inquiry opportunities, scaffolding the learning of individual students through modeling and feedback, facilitating learning among multiple groups, and developing assessments to guide the learning process" (Barron and Darling-Hammond). Successful inquiry-based approaches require careful planning!

Citations:

• Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry Journal #6

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

 

The instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading is the "dominant paradigm" that is showing signs of wear due to innovative learning, project-based curricula, and performance-based assessment. (Barron & Darling-Hammond)

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

 

Project-based learning involves completing complex tasks that typically result in a realistic product, event, or presentation to an audience. Research on project-based learning (PBL) has found that students who engage in this approach benefit from gains in factual learning that are equivalent or superior to those of students who engage in traditional forms of instruction. This approach aims to take learning one step further by enabling students to transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situations. (Barron & Darling-Hammond)

3.  According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

 

 In problem-based learning, students work in small groups to investigate meaningful problems, identify what they need to learn in order to solve a problem, and generate strategies for solution. In all problem-based approaches, students take an active role in building their knowledge, while the teacher’s role is to make thinking visible, guide the group process and participation, and to ask questions to solicit reflections. This type of learning helps students learn to analyze complex, multifaceted situations and to develop knowledge to guide decision-making. This approach has been found to be better in supporting flexible problem solving, application of knowledge, and hypothesis generation rather than traditional approaches. Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations and to support their claims with well-reasoned arguments. They also experience larger gains in conceptual understanding in science with this approach over traditional ones. (Barron & Darling-Hammond)

4.  According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

 

Learning by Design  is based on the premise that children learn deeply when they are asked to design and create an artifact that requires understanding and application of knowledge. Design projects require students to set constraints, generate ideas, create prototypes, and develop plans through story-boarding or other representational practices. Studies show  that the design project led to better learning outcomes than the traditional approach to instruction. The research team found that both higher- and lower-achieving students showed strong evidence of progress in learning the targeted science concepts, and that students were able to apply key concepts in their design work. They also noted a positive effect on motivation and sense of ownership over designs among all the students. (Barron & Darling-Hammond)

 

5. What are the differences between the three approaches?

In my opinion the three names of the approaches simply explains the main difference between the three approaches. Project-based learning involves creating a realistic product, problem-based learning involves creating a solution, and learning by design involves creating artifacts. 

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

In my opinion, the most important benefit to learning that is common across the three types of inquiry-based learning approaches is that the students are learning and understanding information more effectively than they did with traditional approaches. We want our students to succeed therefore it is important to understand that other methods do work better than traditional ones. 

Citations: 

•  Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry Journal #5

"We argue that reverence is central to the kind of teaching and leadership we need in today's schools and that listening is one of the prime activities of reverence" (....) I selected this quote because I agree with the idea of reverence within the classroom especially in today's society. The environment and our surroundings are changing, if teachers do not model reverence than students may never understand the importance of it. I believe listening is a major activity of reverence because in order to show respect one must be able to listen. In my opinion, if students talk in the classroom while the teacher or other students are talking than they are being disrespectful because they are not listening. Therefore listening is a huge aspect of reverence. 


1.What is reverent listening and how can it support culturally responsive teaching? Reverent listening is the idea that by listening to others you are being respectful. Reverence is a virtue, a trait of character; so too is reverent listening. Reverent listening can support culturally responsive teaching because it gives students the opportunity to learn about one anothers culture. 

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."

In school teachers constantly were telling students to listen; many of my peers got yelled at for not listening to others. In my opinion when you are young you don't fully understand why you "must" listen in school. It was to learn new things but it was mainly due to the fact that listening is a sign of respect and as a class or community we should always be respectful of each other. I recall students getting mad for getting yelled at to listen, but with my experience if a teacher reinforced to me to listen I felt ashamed because I knew I was being disrespectful and my parents taught me to always be respectful of others.

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. In my opinion a laundry list of value ethics clearly means that a list of value ethics was created and the ethics upon it are most important to be taught and conducted just as a laundry list. This approach can be non-culturally responsive because who is picking and determining these value ethics. The person creating this laundry list may have a different viewpoint from other people within the classroom/area.

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? Yes, I have had teachers who exhibited the traits of a reverent teacher. One teacher was very persistant on the importance of reverence; she constantly spoke of respect. On the other hand, another teacher within my school was less successful with this approach because in my opinion she was so concerned with receiving respect from her students that she became more of a friend and lost even more respect from the students because she lowered herself to their level.

5. What factors contribute to a "toxic" school culture? According to the text non reverant listening is a major contribution to a toxic school culture because this leads to violence and other out breaks. Teachers who are not leaders in reverence contribute to this toxic environment because then students do not have a role model to look up to.

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. N/A Honestly I found this article very confusing and although I agree with the ideas in it for my philosophy, I could not choose a specific quote because the vocabulary seemed rather confusing to me and I could never see myself speaking in the form used throughout the article.

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 se disturbing stuff ). Link to it and describe how you will use it in your future classroom.

This teacher had students create this video called, Respect Rap Only, to explain how they feel about respect... they speak about respecting the teacher around 2:11. The video is a great creative way for students to understand the importance of respect.

Activity Three

     In my opinion these three subjects, language, literacy, and power, all link together which causes a relationship. The language one speaks is a vital marker of class-membership and social class withholds a disclaimer over individuals' will to learn. Power intertwines all of these. It is important for educators who plan to teach the Appalachian region to understand that relationship because although the students in this area speak a different dialect they are not incorrect. The way they speak is how they were raised; teachers need to intertwine the three subjects and allow students to speak the way they were taught. "I knew she was ignorant just as soon as she opened her mouth!" (Purcell-Gates) I chose this quote because after reading the entire chapter I still felt it was the most important sentence within the article. I was so surprised that someone could be so judgmental over language. Where would the world be today if we judged every person based on their dialect or accent? The nation we live in today is constantly growing in population and diversity! Teachers along with others should never judge "a book by it's cover". Just because someone speaks or looks differently than yourself does not mean they are ignorant or uneducated. Teachers can overcome cultural deficits perspectives of their students by getting to know and understand where they come from. As stated in Luis Moll's Research, "The home investigations revealed that many families had abundant knowledge that the schools did not know about..." (Funds of knowledge) This quote proves that no matter what people look like they are always capable of anything; they may just simply need to retrieve the information in a different form.

      Elementary reading instruction can contribute to poor literacy attainment and instruction because the emphasis on processes of how to read can crowd out attention to reading for ideas, information, and concepts—the very skills needed for literacy attainment. Also teachers and schools can contribute to poor literacy instruction because of a cloudy judgement pertaining to cultural deficits and or cultural differences. For example, a teacher who may move to China to teach math may have the cultural difference perspective that all students from this culture are mathematically inclined which may not be true. An example for a cultural deficit perspective could be that a teacher from Pittsburgh may move to the lower area of Appalachia and immediately assumes that the students lack elements to succeed in education because the area is different than Pittsburgh or may seem to withhold a lower class. Again, power and social class definitely affect these theories and outlooks. "Ogbu claims that these variables and others create barriers for involuntary minorities and keep them in a position of subordination" (Bolima). It is important to allow students to speak their personal dialect. This is who they are and with these terms they will perform best. Students who learn to write in their own dialect first have a better chance of grasping English literacy skills. By allowing students to write and talk in their own dialect teachers are showing them that although the languages are different they are similar and okay to use. Some strategies that can improve literacy instruction for speakers of non-standard English include building bridges of meaningfulness between home and school experiences or acknowledging the legitimacy of the cultural heritages as worthy content to be taught in the formal curriculum. With these strategies the teacher again is showing that the students' cultural capital is important and that although their dialect may be different it is not wrong; they are capable of learning!

     The "Where I Am From" project supported culturally responsive teaching because it allowed each and every student to be themselves and share their individual cultural background. This project showed the class that everyone is different and similar. The photo stories helped build bridges of meaningfulness between home and school experiences. The class created an encouraging and supportive environment by watching each others' videos and making positive comments on them. This project also showed the students that the teacher acknowledged the legitimacy of all the cultural heritages as worthy content to be taught in the formal curriculum. I plan on implementing culturally responsive teaching practices in my future classroom by creating instruction that centers around all learners. In my opinion the curriculum should be active, inquiry-based activities that engage reluctant academic readers and writers. I would also use inquiry based writing that connects writing practices with real-world experiences and tasks.Technology will be used within my classroom as a tool to engage and motivate students. A strategy I would implement to support literacy learning for all learners would be to allow students a choice in writing tasks and genres because this will cause better motivation and engagement. I would also be sure to use texts that relate to students' cultures to alleviate cultural deficits and to keep students engaged. (Adolescent literacy)

 Citations:

• Adolescent literacy. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf 
• Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm 
• Epstein, P., & Harring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print
• Funds of knowledge: A look at luis moll's research into hidden family resources. (n.d.). Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE/edit
• O'brien, J. (2003, May 10). Tall tales of Appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html 
• Purcell-Gates, V. P. G. (n.d.). As soon as she opened her mouth!: Issues of language,literacy, and power. In The skin we speak. Retrieved from https://docs.google.com/file/d/0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk/edit?hl=en_U

Double Entry Journal #4

 1. It is important to allow students to speak their personal dialect. This is who they are and with these terms they will perform best. Students who learn to write in their own dialect first have a better chance of grasping English literacy skills. By allowing students to write and talk in their own dialect teachers are showing them that although the languages are different they are similar and okay to use.

 

2. 

•  Build bridges of meaningfulness between home and school experience. The strategies within this article reflect this because the teachers allowed the students to speak at school how they speak at home and the teachers also had the students interview their parents or grandparents to better understand their dialect.  
• Acknowledge the legitimacy of the cultural heritages as worthy content to be taught in the formal curriculum. This strategy reflects culturally responsive teaching because within the article the teachers were sure to let their students understand that allow their dialect is different it is not wrong. The teachers allowed the students to speak and write in their dialect which taught the students that even though there dialect is different they are still intelligent and capable of learning. 

3. When I was in school teachers used the Red Robin Reading strategy almost everyday in class. This strategy does not reflect culturally responsive teaching because while the students nervously read the teacher immediately corrected you if a mistake was made. This strategy definitely singles out students who are struggling readers and definitely embarrasses them in front of their classmates.
4.

 

 

 

 Citations: 

 

•  Epstein, P., & Harring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print
  

•  (2011). Retrieved from http://www.google.com/imgres?um=1&hl=en&biw=1366&bih=593&tbm=isch&tbnid=8dtgLVjKTECEfM:&imgrefurl=http://www.catlin.edu

"Where I Am From"

My "Where I Am From" Photo Story!

Where I'm From

I am from Baltimore, Maryland, from Eglon, West Virginia, extreme physical features.

I am from the sky scrappers and the rolling hills. 

I am from Bells Ford Court, and Slaubaugh Road.

I am from choir on Sunday morning and deer hunting on youth day, from Christine Slaubaugh and Arnold Slaubaugh.

I am from the opening of presents on Christmas morning and the celebrating of birth on Saint Patrick's Day.

From a loving family that knows I will succeed and cherish the concept of family as they have.

I am from the crosswalks in a city and from the fan club of a Raven.

I'm from the holler upon Mt. Grove and withhold the spirit of a true mountaineer.

From the many acres of sled riding, the yard filled with chickens and rabbits, and the love of a long lost friend; Preston. 

I am from a family of adventure, the start of a new beginning, and I contain the belief that anything can happen as long as you remember where you come from!

By: Elana Slaubaugh

Double Entry Journal #3

Own The Word Graphic Organizers

 

1. How does elementary reading instruction contribute to poor literacy attainment for older children? Elementary reading instruction can contribute to poor literacy attainment because the emphasis on processes of how to read can crowd out attention to reading for ideas, information, and concepts—the very skills needed for literacy attainment.

2. What reading test scores good for? Reading test scores are good to show achievement. They depict what level of reading the student is at and how much the student has learned.

3. What reality about a literacy myth surprised you the most? Why? To be honest no reality about  the literacy myths surprised me. I feel like I already knew this information and I understood the realities already upon reading them.

4. What do you know about teaching reading comprehension in the content areas? I know that it is important to not read the text as a whole class; red robin reading, because within this strategy students are more worried about reading correctly in front of their peers than retaining the content.  Give an example of a strategy you might use to teach reading during a science or social studies lesson. The teacher could easily use cooperative learning as a strategy. The students would be given a task, responsible for reading the content individually, and then re-grouping as a team and each member would be responsible to discuss there task with the group. Everyone is reading, retaining information, and cooperating.

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.) I learned to talk before entering school and I learned to text on my phone without school influence.

6. Give an example of a literacy practice. Sending emails or text messages could be a literacy practice because multiple literacy skills are being utilized and practiced. 

7. What is a discourse community? A discourse community is a group of communicators with a common goal or interest that adopts certain preferred ways of participating in public discussion.

8. What can happen if students valuable multiple literacies are not recognized as valuable in school? In my opinion if they are not recognized as valuable in school then most students will suffer and may never learn valuable multiple literacies.

9. Give an example of how a teacher might build on the extracurricular literacy practices of their students? A teacher could hold a spelling bee because within a spelling bee students are not just learning to spell words but they are learning the origins, definitions, correct pronunciation, and the context it is used in. 

10. Describe a time in which a teacher in your 4-12 schooling experience employed one of the research-base strategies to improve motivation. In high school technology was growing vastly, a couple teachers incorporated technology into the classroom to motivate students.

11. Give an example from your own K-12 schooling experience that engaged in you in multicultural literacy development. In high school I took three years of Spanish which definitely engaged me in multicultural literacy development. 

12. What do teachers her gain recognition and respect from their peer also do well on? In my opinion a teacher who gains recognition and respect from their peers also must get this same reaction from their students.

 Citations: 

•  Adolescent literacy. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

• Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm