1. The problem is recognizing rhyme and word families in text.
2. The rationale for the project is that recognizing rhyming and word families is critical to reading at a later age. Recognizing these words helps readers decode words more efficiently than just sounding out every word.
3. The strategy that is going to be implemented is a variety of rhyming games.
4. The guiding question for this project is "How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?" They also have a supporting question which is "Will the rhyming strategies change students attitude about reading instruction?"
5. Research evidence is presented that this strategy will work. The research shows that using games has been proven to aid in rhyme development and recognition.
6. The data will be collected by using checklists, observations, and work samples.
Monday, April 30, 2012
Action Research Projects by Teachers
1. The Holy Grail: In Search of Reading Comprehension in the Second Grade
2. "How does teaching second graders to question the text impact their reading comprehension?"
3. The strategies used are cooperative grouping, and summarizing and note taking.
4. The teacher did much research on the idea and was using the research found to guide her to "finding the Holy Grail".
5. She is using different strategies to get the results she is hoping to find. In order to get accurate data she is taking results from each of the levels and each of the strategies. The work produces mixed results.
6. The results were analyzed by taking what the students had produced or wrote and seeing how it related to the story. The teacher also changed her mind about what she thought "comprehension" should be. She took these results and her changed mind to change the curriculum a little.
7. She found the results to be what she thought they would. The students were actually inferring, developing a stronger sense of characters, and the post-its they were creating were more toward the comprehension of the story.
8. By reading about this research project, I have realized that if you want your students to comprehend something you have to teach them how to ask the right questions. By taking this time it will help the students be not only better readers but be able to comprehend what they have just read.
2. "How does teaching second graders to question the text impact their reading comprehension?"
3. The strategies used are cooperative grouping, and summarizing and note taking.
4. The teacher did much research on the idea and was using the research found to guide her to "finding the Holy Grail".
5. She is using different strategies to get the results she is hoping to find. In order to get accurate data she is taking results from each of the levels and each of the strategies. The work produces mixed results.
6. The results were analyzed by taking what the students had produced or wrote and seeing how it related to the story. The teacher also changed her mind about what she thought "comprehension" should be. She took these results and her changed mind to change the curriculum a little.
7. She found the results to be what she thought they would. The students were actually inferring, developing a stronger sense of characters, and the post-its they were creating were more toward the comprehension of the story.
8. By reading about this research project, I have realized that if you want your students to comprehend something you have to teach them how to ask the right questions. By taking this time it will help the students be not only better readers but be able to comprehend what they have just read.
Wednesday, March 28, 2012
Double Entry Journal #11
Formative assessment is known as "assessment for knowing not of knowing." Basically this type of assessment is used to find out what to teach the students in your class. It can be used to find out what they already know and what needs to have more time spent on it. Formative assessment can be used to aid in the decision making part of teaching. These assessments can also help in children in figureing out how they are doing and where they are going.
The central part of formative assessment is student learning.
Formative assessment will help with providing feedback because that is what it also used for. Providing feedback is an important part of any curriculum. Responses can be given to the students during these formative assessments that can help the students improve and understand how they can fix what was wrong and why it was wrong. I believe this is an important part of any students success.
A rubric is one example of something that can be used a formative and summative assessment. The students can use the rubric while the students are working so they know what is expected of them. It is then used summatively to give the students their grade based on the criteria.
In my placement the students have been practicing for their writing assessment, which they took this week. The students were given criteria to follow while writing their practice essays. The students were asked to write a rough draft and told how they were to write it. When they were done with writing the rough draft, they brought it to me or their teacher to ok them to finish up and make the final copy. Along the way, their teacher and I gave them feedback about word choices and ways to make it longer and flow better.
One great strategy to use when providing feedback is to be timely. You want the students to remember what they are doing so the feedback matches and is fresh in their minds. Feedback should also be specific. You should tell them exactly what you mean and make it clear in a way they understand. I believe their teacher and I did exactly this when we were giving the students their feedback.
Two advantages of high quality formative assessment are that it provides enough details so the students know exactly they are supposed to do as they work on assignments and also helps identify students who are having trouble with the tasks.
One challenge is that teachers need to vary the assignments based on their students. This can be time consuming and overwhelming for the teachers at times. Also it is challenging to take students to the next level. You don't want your students to stay where they are, but to expand their knowledge from what they have learned.
http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0201-sep2010/CC0201PolicyBrief.pdf
The central part of formative assessment is student learning.
Formative assessment will help with providing feedback because that is what it also used for. Providing feedback is an important part of any curriculum. Responses can be given to the students during these formative assessments that can help the students improve and understand how they can fix what was wrong and why it was wrong. I believe this is an important part of any students success.
A rubric is one example of something that can be used a formative and summative assessment. The students can use the rubric while the students are working so they know what is expected of them. It is then used summatively to give the students their grade based on the criteria.
In my placement the students have been practicing for their writing assessment, which they took this week. The students were given criteria to follow while writing their practice essays. The students were asked to write a rough draft and told how they were to write it. When they were done with writing the rough draft, they brought it to me or their teacher to ok them to finish up and make the final copy. Along the way, their teacher and I gave them feedback about word choices and ways to make it longer and flow better.
One great strategy to use when providing feedback is to be timely. You want the students to remember what they are doing so the feedback matches and is fresh in their minds. Feedback should also be specific. You should tell them exactly what you mean and make it clear in a way they understand. I believe their teacher and I did exactly this when we were giving the students their feedback.
Two advantages of high quality formative assessment are that it provides enough details so the students know exactly they are supposed to do as they work on assignments and also helps identify students who are having trouble with the tasks.
One challenge is that teachers need to vary the assignments based on their students. This can be time consuming and overwhelming for the teachers at times. Also it is challenging to take students to the next level. You don't want your students to stay where they are, but to expand their knowledge from what they have learned.
http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0201-sep2010/CC0201PolicyBrief.pdf
Thursday, March 22, 2012
Double Entry Journal #10
Writing is an important part of every single child's education. Without writing, we could not effectively communicate. It is our job as teachers to give students the education they need to be able to write and communicate effectively. In every subject students need to write in some way. I believe each teacher, no matter what their subject specialty is, should teach their students how to write. Students should not just be writing in language. It should also be incorporated in science, math, and everything else. The one thing that really helps students learn is repetition, so why not repeat writing strategies?
Four researched-based strategies to support writing
Use low-stakes writing assignments: These are just small writing assignments that won't take a lot of time to grade but will give the students practice and feedback they need.
Provide multiple forms of feedback: Students should be given the chance to provide peer feedback. Whole class discussion about work, one-on-one conferences, and students reflection about their own work are other ways to give the students feedback about their work.
Employ variety in text and their presentation: Use a variety of texts such as books, newspapers, primary sources, maps, ect. By doing this it can make students more interested instead of just reading out of the text all the time.
Use a variety of levels of reading difficulty: Teachers need to provide those students who can not read on grade level with a variety of materials so they can still read and learn with the other students. The teacher should have materials to reach students on all learning levels.
Four researched-based strategies to support writing
Use low-stakes writing assignments: These are just small writing assignments that won't take a lot of time to grade but will give the students practice and feedback they need.
Provide multiple forms of feedback: Students should be given the chance to provide peer feedback. Whole class discussion about work, one-on-one conferences, and students reflection about their own work are other ways to give the students feedback about their work.
Employ variety in text and their presentation: Use a variety of texts such as books, newspapers, primary sources, maps, ect. By doing this it can make students more interested instead of just reading out of the text all the time.
Use a variety of levels of reading difficulty: Teachers need to provide those students who can not read on grade level with a variety of materials so they can still read and learn with the other students. The teacher should have materials to reach students on all learning levels.
Friday, March 2, 2012
Interest Survery
I took an interest survery for the students in one of my fourth grade classes and here are the wordles for two of the questions.
I could tell from the beginning that this class was really into sports. This was the result of: What is your favorite sport?
I also wanted to find out what the students thought they were best at this is the results from that.
I could tell from the beginning that this class was really into sports. This was the result of: What is your favorite sport?
I also wanted to find out what the students thought they were best at this is the results from that.
Thursday, March 1, 2012
Focused Observation
I was focused on this one boy from the beginning. When I came in to the class my host teacher told me that he was a newer student and caused many problems. He liked being liked so he would do things just to get the attention from the other students. He would say things just to get the reaction. One day the students were working on words ending with "er" and how if they ended with it the word would change from a verb to a person, seek to seeker. The teacher was asking the class for examples. His example was killer and my mouth just dropped.
He lags behind in his work, almost always being one of the last to turn it in. I can tell he knows how to do it, he just goofs off and procrastinates so much he doesn't get it done.
One day last week I had had enough. I chose to try proximity control. I sat right beside him the whole time. I didn't have to say anything to him during the class. He sat there, did his work, and was done fairly quick and got an A on the assignment. The next day I was there he did not interrupt once and did his work and turned it in.
I believe he is a smart student and that shows in his work when he take the time to do it instead of trying to impress people. He should be more focused on work and not on the students. The question is how can I help him do this?
He lags behind in his work, almost always being one of the last to turn it in. I can tell he knows how to do it, he just goofs off and procrastinates so much he doesn't get it done.
One day last week I had had enough. I chose to try proximity control. I sat right beside him the whole time. I didn't have to say anything to him during the class. He sat there, did his work, and was done fairly quick and got an A on the assignment. The next day I was there he did not interrupt once and did his work and turned it in.
I believe he is a smart student and that shows in his work when he take the time to do it instead of trying to impress people. He should be more focused on work and not on the students. The question is how can I help him do this?
Activity 1: Assessing Webquest
Introduction:
For this webquest I would only give it a 1, it needs some changes and updates. It was nice but only said what would happen at the end. There is no guiding question(s), Sarah and I also want to incorporate how bees are like good citizens and fit in to the molds.
Task:
The task for this webquest was not connected to any standards that I could find so I would give it a 0. Sarah and I will definitely have standards in the resource page or on the teacher page depending on where we feel it fits.
We also want to change the tasks to fit our theme of community better. The students will need to find out about each role of the bees but also find out how they contribute to their community as "a good citizen".
Evaluation:
Sarah and I DO NOT like either of the evaluations. We also would give this category a 0. We want a rubric with specifics as to what the students need to do. By having this, they will be able to figure out exactly what they need to do in order to get the grade they want. The evaluations that were used on these webquests did not have any criteria for their success.
CSOs for second grade:
S.S.O.2.1.2 examine examples of honesty, trustworthiness, compassion and empathy in daily life experiences.
S.S.O.2.1.3 model the personal responsibilities of good citizenship in the classroom (e.g., responsibility, self-control).
For this webquest I would only give it a 1, it needs some changes and updates. It was nice but only said what would happen at the end. There is no guiding question(s), Sarah and I also want to incorporate how bees are like good citizens and fit in to the molds.
Task:
The task for this webquest was not connected to any standards that I could find so I would give it a 0. Sarah and I will definitely have standards in the resource page or on the teacher page depending on where we feel it fits.
We also want to change the tasks to fit our theme of community better. The students will need to find out about each role of the bees but also find out how they contribute to their community as "a good citizen".
Evaluation:
Sarah and I DO NOT like either of the evaluations. We also would give this category a 0. We want a rubric with specifics as to what the students need to do. By having this, they will be able to figure out exactly what they need to do in order to get the grade they want. The evaluations that were used on these webquests did not have any criteria for their success.
CSOs for second grade:
S.S.O.2.1.2 examine examples of honesty, trustworthiness, compassion and empathy in daily life experiences.
S.S.O.2.1.3 model the personal responsibilities of good citizenship in the classroom (e.g., responsibility, self-control).
Wednesday, February 29, 2012
Webquest Idea
Sarah and I will be focusing on bees and also integrating social studies and music.
These are the webquests that are what we want to base the bee part around:
http://iris.nyit.edu/~rpootrak/HoneyBeeLesson.html
http://www.dedham.k12.ma.us/webquest/spring2002/hk/bee.html
These are the webquests that are what we want to base the bee part around:
http://iris.nyit.edu/~rpootrak/HoneyBeeLesson.html
http://www.dedham.k12.ma.us/webquest/spring2002/hk/bee.html
Double Entry Journal # 9
"In spite of the fact that the vital importance of play has been shown in study after study, many people believe that play is a waste of time in school. School, they say, should be a place for learning. There’s plenty of time for play at home."
I have taken many classes in High School and even have my CDS certificate, the thing that was stressed the most is play is so important. Children learn and have been learning through play for centuries. It is some important for children to have time to play. Kindergarten is a very important time for children. This is the time for them to make social connections and learn how to behave around others. By playing children can do that, especially with role playing. They can learn how to act and how to play out every day scenarios. Playing also improves their language skills, they hear adults saying words and play is the time to try these new words out.
"The traditional kindergarten classroom that most adults remember from childhood—with plenty of space and time for unstructured play and discovery, art and music, practicing social skills, and learning to enjoy learning— has largely disappeared."
This is how I remember my Kindergarten classroom and it brings back great memories. Every child should go through this type of class. It is a great experience and a wonderful learning experience. I don't think it is a good idea to completly take play out of the class. Like the quote says, so many things come from a great Kindergarten class.
"In a healthy kindergarten, play does not mean "anything goes." It does not deteriorate into chaos. Nor is play so tightly structured by adults that children are denied the opportunity to learn through their own initiative and exploration. Kindergartners need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers."
I completly agree with this. There is a difference between play and out of control. A teacher just needs to know how to find the balance and everything will be fine. Play should have boundaries but should not be so structured that the children can't be creative.
I love this video because it shows so many things that children can leaern while simply playing.
Resources:
Kids role play [Web]. (2008). Retrieved from http://www.youtube.com/watch?v=ClfhjMamM1Q
I have taken many classes in High School and even have my CDS certificate, the thing that was stressed the most is play is so important. Children learn and have been learning through play for centuries. It is some important for children to have time to play. Kindergarten is a very important time for children. This is the time for them to make social connections and learn how to behave around others. By playing children can do that, especially with role playing. They can learn how to act and how to play out every day scenarios. Playing also improves their language skills, they hear adults saying words and play is the time to try these new words out.
"The traditional kindergarten classroom that most adults remember from childhood—with plenty of space and time for unstructured play and discovery, art and music, practicing social skills, and learning to enjoy learning— has largely disappeared."
This is how I remember my Kindergarten classroom and it brings back great memories. Every child should go through this type of class. It is a great experience and a wonderful learning experience. I don't think it is a good idea to completly take play out of the class. Like the quote says, so many things come from a great Kindergarten class.
"In a healthy kindergarten, play does not mean "anything goes." It does not deteriorate into chaos. Nor is play so tightly structured by adults that children are denied the opportunity to learn through their own initiative and exploration. Kindergartners need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers."
I completly agree with this. There is a difference between play and out of control. A teacher just needs to know how to find the balance and everything will be fine. Play should have boundaries but should not be so structured that the children can't be creative.
I love this video because it shows so many things that children can leaern while simply playing.
Resources:
Kids role play [Web]. (2008). Retrieved from http://www.youtube.com/watch?v=ClfhjMamM1Q
Miller, E., & Almon, J. (NA). Crisis in the kindergarten why children need to play in school . Retrieved from http://earlychildhoodcolorado.org/inc/uploads/Crisis_in_Kindergarten.pdf
Monday, February 27, 2012
Double Entry Journal # 8
Thematic instruction is a great strategy for students. Themes can be used throughout the year and project based learning can take place around these themes. Themes can help enhance student learning when focused on solving authentic problems such as those posed in project based learning. When doing a PBL, themes can help with the understanding of new concepts.
Project based learning is a great time to incorporate cooperative groups. Cooperative groups are great at anytime but having other to work with on a project can really boost students ability and want to learn and participate. In cooperative groups students work together to accomplish a common goal which is great in project based learning. Grouping students helps with interpersonal skills and many other things that students will need in the "real world". Project based learning is based on real life and by working in cooperative groups, it enables a more real feeling and successes for the students.
Simulations and games is also a great strategy to use with students of all ages. I feel this goes hand in hand with project based learning. I feel that is what project based learning is all about, simulations. Children are given a senario and need to come up with the best way to solve it. This is great practice again for the real world. By simulating this students work together to solve problems and come up with solutions. Simulations have been known to enhance learning and interpersonal skills. This is great especially if they simulation or game is based on real life.
Project based learning is a great time to incorporate cooperative groups. Cooperative groups are great at anytime but having other to work with on a project can really boost students ability and want to learn and participate. In cooperative groups students work together to accomplish a common goal which is great in project based learning. Grouping students helps with interpersonal skills and many other things that students will need in the "real world". Project based learning is based on real life and by working in cooperative groups, it enables a more real feeling and successes for the students.
Simulations and games is also a great strategy to use with students of all ages. I feel this goes hand in hand with project based learning. I feel that is what project based learning is all about, simulations. Children are given a senario and need to come up with the best way to solve it. This is great practice again for the real world. By simulating this students work together to solve problems and come up with solutions. Simulations have been known to enhance learning and interpersonal skills. This is great especially if they simulation or game is based on real life.
Wednesday, February 22, 2012
Double Entry Journal #7
The dominant paradigm that is showing signs of wear is the original model of teachers and textbooks being the primary source of instruction and knowledge. This knowledge is presented only through reading, lectures, and discussions. This needs to weaken in order to for schools to excel.
Project Based Learning(PBL) involves completing complex tasks that result in something realistic. Research on PBL has found that students who engage in this approach benefit from gains in factual learning that are equivalent for superior to those of students who engage in traditional forms of instruction. A study conducted by Boaler (1997, 1998) showed results of this. He followed students for three years and compared students who were taught using the original model of teaching to students who were taught using a PBL approach. Significantly more students in the project-based school passed the National Eam in year three of the study than those in the traditional school. Another study was designed to assess the impact of the development of multimedia projects. This study showed very similar results. The students using the multimedia gained higher scores than those not using it. Another study (Gallagher, Stepin, &Rosenthal,1992) has shown several benefits from the projects such as an increase in the ability to define problems and growth in their ability to support their reasoning with arguments that are clear.
Problem Based Learning lessons typically involve a specific type of activity focused on using reasoning and resources to solve a problem. Students work in small groups to work on a problem, figure out what they need to learn in order to solve the problem, then generate strategies to a solution. These problems are realistic and can have multiple solutions for solving. Students take an active role in their learning. Vernon & Blake, 1993 studies have shown that medical students who are enrolled in problem-based curricula score higher on clinical prblem-solving measures and on actual ratings of clinical performance than those who were not enrolled in such a program. This method is also helpful with teachers in training. Darling- Hammond & Hammerness, 2002 showed that teachers who have used this can have a better understanding and appreciation of cultural diversity. It also helps them reflect on their own actions. This approach has been found to be better in supporting flexible problem solving, application of knowledge and hypothesis generation. (Dochy, Segars, Van de Bossche & Gijbels, 2003.
Learning By Design is based on that children learn best when they are asked to design and create an artifict that requires understanding and application of knowledge. Hmelo, Holton, and Kolodner 2000 asked sixth grade students to create a set of lungs with partially working respitory system. The project led to better learning outcomes than the traditional approach. Perkins, 1986 found that design activities are particularly good for helping students develop understanding of complex systems noting that the stystems can be presented as a united whole whose structure is adapted to specific purposes. Fortes 2004 conducted a study of 92 students. The study showed that in higher and lower level students showed progress in the learning targets.
Problem-based learning has a self-relfection component that allows students to increase and do better the next time.Learning by design has something physical the students have made and can use. Project based also has something the students made but it is usually a paper or presentation.
I believe the most important benefit of all three is learning for life. By doing these types of learning the students will learning important things that they will need to succeed in life and can do so because they learned this way. Students will remember more when they learned like this.
Resources:
Barron Brigid. (1991). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Project Based Learning(PBL) involves completing complex tasks that result in something realistic. Research on PBL has found that students who engage in this approach benefit from gains in factual learning that are equivalent for superior to those of students who engage in traditional forms of instruction. A study conducted by Boaler (1997, 1998) showed results of this. He followed students for three years and compared students who were taught using the original model of teaching to students who were taught using a PBL approach. Significantly more students in the project-based school passed the National Eam in year three of the study than those in the traditional school. Another study was designed to assess the impact of the development of multimedia projects. This study showed very similar results. The students using the multimedia gained higher scores than those not using it. Another study (Gallagher, Stepin, &Rosenthal,1992) has shown several benefits from the projects such as an increase in the ability to define problems and growth in their ability to support their reasoning with arguments that are clear.
Problem Based Learning lessons typically involve a specific type of activity focused on using reasoning and resources to solve a problem. Students work in small groups to work on a problem, figure out what they need to learn in order to solve the problem, then generate strategies to a solution. These problems are realistic and can have multiple solutions for solving. Students take an active role in their learning. Vernon & Blake, 1993 studies have shown that medical students who are enrolled in problem-based curricula score higher on clinical prblem-solving measures and on actual ratings of clinical performance than those who were not enrolled in such a program. This method is also helpful with teachers in training. Darling- Hammond & Hammerness, 2002 showed that teachers who have used this can have a better understanding and appreciation of cultural diversity. It also helps them reflect on their own actions. This approach has been found to be better in supporting flexible problem solving, application of knowledge and hypothesis generation. (Dochy, Segars, Van de Bossche & Gijbels, 2003.
Learning By Design is based on that children learn best when they are asked to design and create an artifict that requires understanding and application of knowledge. Hmelo, Holton, and Kolodner 2000 asked sixth grade students to create a set of lungs with partially working respitory system. The project led to better learning outcomes than the traditional approach. Perkins, 1986 found that design activities are particularly good for helping students develop understanding of complex systems noting that the stystems can be presented as a united whole whose structure is adapted to specific purposes. Fortes 2004 conducted a study of 92 students. The study showed that in higher and lower level students showed progress in the learning targets.
Problem-based learning has a self-relfection component that allows students to increase and do better the next time.Learning by design has something physical the students have made and can use. Project based also has something the students made but it is usually a paper or presentation.
I believe the most important benefit of all three is learning for life. By doing these types of learning the students will learning important things that they will need to succeed in life and can do so because they learned this way. Students will remember more when they learned like this.
Resources:
Barron Brigid. (1991). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Tuesday, February 21, 2012
Research Based Strategies
Providing feedback is a great strategie for all teachers. During the powerpoint activity, I don't feel like this happened. We were told what to do and we did it. Even when we were done or didn't do it right, we still had to turn it in. It made many people nervous and even angry. I'm sure this is how children feel and it should be changed. In order to change the activity to fit the strategie of providing feedback, the teacher should be walking around to see what is happening while each student is completing the assignment.
Wednesday, February 15, 2012
Double Entry Journal #6
First speaker:
1.This video is helpful for teaching in WV because we do have a different way of speaking which shows up in the writing. Many people in West Virginia don't speak in the Standard English which is more accepted.
2. The credibility of the speaker is supported by her research and that of others.
3.The traditional approach to responding to student writing is correcting what the child is not doing instead of complimenting what they are doing.
4. The traditional approach does not work because the students see no connection between what the teacher is trying to tell them and how they are speaking.
5. Three strategies associated with the linguistic approach to writing are scientific method, contrastive analysis, and code switching.
6. The cat and Taylor go together because they are right next to each other. It is her cat.
7. The informal possessive pattern is the owner then what is owned. The formal possessive pattern is the owner plus 's then what is owned.
8. The strategy that is being used for teaching the different patterns is code switching.
9. The scientific method is used to teach students to code switch by collecting data which is the student writing, observe the data and look for patterns, describe the pattern and form a hypothesis, check the hypothesis, and modify the hypothesis.
10. The question that is being asked to engage the students is What changed?
11. Code switching supports meta cognition by allowing the students to think about the setting and choosing a style based on that setting. Students being able to choose the appropriate language for the setting is meta cognition.
12. We know that code switching works because of the success of all the studies and the success of the students using it. In the Fogel and Ehri study in 2000 they were looking at traditional techniques and the compare and contrast technique. All students who participated had at least 30% venacular features. Traditional English methods showed no improvement. The other group showed nearly 100% improvement. That is a major gap, code switching obviously works.
Second speaker
1. When the students were asked how they felt about being corrected when they talk they said they felt stupid, angry, and confused.
2. The funds of knowlege this teacher used to help the students code switch was using clothing. She had them explain the difference between formal and informal clothing to make the connection to language.
3. Some benefits of using contrastive analysis are able to point out patterns in every day life. Students also realize that everyone speaks differently, they are more accepting of others. They are able to take control of their language and feel better about themselves. They have more tools to succeed in their future lives.
On your own
Contrastive analysis is an example of generating and testing hypothesis because students ask the right questions to come up with the patterns. The students are using active learning to solve problems. They are using the scientific method to reach a conclusion about their language and what is acceptable.
Identifying differences and similarities is an example because the students use comaring and contrasting to come up with the patterns they use to find out how to use proper and improper English. They make comparisons to what they already know.
Resources:
WGBH. (Producer). (2007). Teaching standard english in urban classrooms. [Web Video]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Generating and testing hypotheses . (n.d.). Retrieved from http://www.netc.org/focus/strategies/gene.php
Identifying similarities and differences. (n.d.). Retrieved from http://www.netc.org/focus/strategies/iden.php
1.This video is helpful for teaching in WV because we do have a different way of speaking which shows up in the writing. Many people in West Virginia don't speak in the Standard English which is more accepted.
2. The credibility of the speaker is supported by her research and that of others.
3.The traditional approach to responding to student writing is correcting what the child is not doing instead of complimenting what they are doing.
4. The traditional approach does not work because the students see no connection between what the teacher is trying to tell them and how they are speaking.
5. Three strategies associated with the linguistic approach to writing are scientific method, contrastive analysis, and code switching.
6. The cat and Taylor go together because they are right next to each other. It is her cat.
7. The informal possessive pattern is the owner then what is owned. The formal possessive pattern is the owner plus 's then what is owned.
8. The strategy that is being used for teaching the different patterns is code switching.
9. The scientific method is used to teach students to code switch by collecting data which is the student writing, observe the data and look for patterns, describe the pattern and form a hypothesis, check the hypothesis, and modify the hypothesis.
10. The question that is being asked to engage the students is What changed?
11. Code switching supports meta cognition by allowing the students to think about the setting and choosing a style based on that setting. Students being able to choose the appropriate language for the setting is meta cognition.
12. We know that code switching works because of the success of all the studies and the success of the students using it. In the Fogel and Ehri study in 2000 they were looking at traditional techniques and the compare and contrast technique. All students who participated had at least 30% venacular features. Traditional English methods showed no improvement. The other group showed nearly 100% improvement. That is a major gap, code switching obviously works.
Second speaker
1. When the students were asked how they felt about being corrected when they talk they said they felt stupid, angry, and confused.
2. The funds of knowlege this teacher used to help the students code switch was using clothing. She had them explain the difference between formal and informal clothing to make the connection to language.
3. Some benefits of using contrastive analysis are able to point out patterns in every day life. Students also realize that everyone speaks differently, they are more accepting of others. They are able to take control of their language and feel better about themselves. They have more tools to succeed in their future lives.
On your own
Contrastive analysis is an example of generating and testing hypothesis because students ask the right questions to come up with the patterns. The students are using active learning to solve problems. They are using the scientific method to reach a conclusion about their language and what is acceptable.
Identifying differences and similarities is an example because the students use comaring and contrasting to come up with the patterns they use to find out how to use proper and improper English. They make comparisons to what they already know.
Resources:
WGBH. (Producer). (2007). Teaching standard english in urban classrooms. [Web Video]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Identifying similarities and differences. (n.d.). Retrieved from http://www.netc.org/focus/strategies/iden.php
Wednesday, February 8, 2012
Double Entry Journal #5
Negative teacher attitudes can affect the performance of students in the classroom. Sometimes these students can be misdiagnosed as having a language disorder because the teachers don't want to take the time to work with them. Students can lack confidence and shut down completely. The way the teacher things about language can affect the way assessments are given and graded, where the student is placed for ability groups, the mind set of the student, and others.
Research has shown that teachers with a negative attitude are more critical towards the students with dialects other than "standard English." Teachers, and other people, tend to base a students qualities and intelligence on their dialect. They see a diverse dialect as a deficit of the student. They see their dialect as having a handicap.
Assessment pitfalls occur because not enough is being assessed about the child. Typically, all students are assessed the same. There is no changing it to fit each individual student. A child's culture should be brought in the factors of how a student should be assessed.
Three approaches can be used to change a students dialect diversity into and asset. The awareness approach, critical pedagogy, and the critical awareness approach. The awareness approach allows expression in the students native dialect. It also compares and contrasts students native dialect with Standard English. Critical pedagogy is where the teacher allows the students to have a voice and gives them the chance to analyze the language power structure. Critical awareness approach combines the previous two approaches. Students are taught Standard English but are also taught to think critically about it. Students are given opportunities to use their dialects.
All through my schools years I was never introduced to a culturally diverse classroom. By coming to FSU I feel the professors have done a great job of teaching us how to function in a diverse classroom. Of course I won't be completely comfortable until I am actually in one and have the chance to work with students. I feel like I am prepared and have resources and tips to help me succeed.
Reference:
Research has shown that teachers with a negative attitude are more critical towards the students with dialects other than "standard English." Teachers, and other people, tend to base a students qualities and intelligence on their dialect. They see a diverse dialect as a deficit of the student. They see their dialect as having a handicap.
Assessment pitfalls occur because not enough is being assessed about the child. Typically, all students are assessed the same. There is no changing it to fit each individual student. A child's culture should be brought in the factors of how a student should be assessed.
Three approaches can be used to change a students dialect diversity into and asset. The awareness approach, critical pedagogy, and the critical awareness approach. The awareness approach allows expression in the students native dialect. It also compares and contrasts students native dialect with Standard English. Critical pedagogy is where the teacher allows the students to have a voice and gives them the chance to analyze the language power structure. Critical awareness approach combines the previous two approaches. Students are taught Standard English but are also taught to think critically about it. Students are given opportunities to use their dialects.
All through my schools years I was never introduced to a culturally diverse classroom. By coming to FSU I feel the professors have done a great job of teaching us how to function in a diverse classroom. Of course I won't be completely comfortable until I am actually in one and have the chance to work with students. I feel like I am prepared and have resources and tips to help me succeed.
Reference:
Wikidot.com. (2009, September 4). Linguistic diversity in ece. Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes
Sunday, February 5, 2012
Where I'm From
I am from back country roads, from John Deere tractors and Lipton iced tea.
I am from the cool, beautiful, sweet smelling fields.
I am from the rhododendron my great grandmother planted, and the Black-eyed Susan's and Daisy's that cover the fields in the summers.
I am from lunch at Grandmas every Sunday and "I can do it myself" stubbornness, from the Irish Plum's and the Turner's that supply Native American to my roots, both sides rich with history.
I am from the long hard work on a farm and never giving up your dreams.
From I CAN do all things through Christ and I'll always believe and support you, no matter where your life leads you.
I am from a little white church where screams of Hallelujah and Praise God range through the walls. People falling in the Spirit and hearing laughter throughout.
I'm from Preston County, where in the winter people think every other day is a snow day.
With my roots tied to Ireland, my family always eating Tacos and Spaghetti, which aren't from our country but were our favorites.
From the coal mining days of my pap, and the farm he came to raise. From growing and picking our own vegetables to eating them on Sundays.
I am from going barefoot all summer and hating to wear real shoes when it started growing colder. From feeling the grass beneath my feet on the cool, country evening under the bright stars.
I am from camping and driving the tractor in the hay field while friends and family loaded it up, then relaxing and enjoying each other after the work was done.
I am from old photo albums at my grandparents, jewelry given to me that was my great grandmothers, and new photo albums that I am creating so I can share my life and never forget my greatest memories.
I am from living life to the fullest, giving it my all, and a never ending, unconditional love.
I am from the cool, beautiful, sweet smelling fields.
I am from the rhododendron my great grandmother planted, and the Black-eyed Susan's and Daisy's that cover the fields in the summers.
I am from lunch at Grandmas every Sunday and "I can do it myself" stubbornness, from the Irish Plum's and the Turner's that supply Native American to my roots, both sides rich with history.
I am from the long hard work on a farm and never giving up your dreams.
From I CAN do all things through Christ and I'll always believe and support you, no matter where your life leads you.
I am from a little white church where screams of Hallelujah and Praise God range through the walls. People falling in the Spirit and hearing laughter throughout.
I'm from Preston County, where in the winter people think every other day is a snow day.
With my roots tied to Ireland, my family always eating Tacos and Spaghetti, which aren't from our country but were our favorites.
From the coal mining days of my pap, and the farm he came to raise. From growing and picking our own vegetables to eating them on Sundays.
I am from going barefoot all summer and hating to wear real shoes when it started growing colder. From feeling the grass beneath my feet on the cool, country evening under the bright stars.
I am from camping and driving the tractor in the hay field while friends and family loaded it up, then relaxing and enjoying each other after the work was done.
I am from old photo albums at my grandparents, jewelry given to me that was my great grandmothers, and new photo albums that I am creating so I can share my life and never forget my greatest memories.
I am from living life to the fullest, giving it my all, and a never ending, unconditional love.
Sunday, January 29, 2012
Double Entry Journal #4 Own the Word
Resources:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Wednesday, January 25, 2012
Double Entry Journal #3
This reading was very interesting for me, especially since I grew up in an area that has a dialect common to West Virginia. This reading described many ways to go about literacy development for students with dialects. One of the most important things I have read was that these children should be allowed to use their dialects in the classroom. I think this is very important for students. By not allowing them to speak how they were raised, it makes them feel as if they should be ashamed of how they and their community are. It stated in the reading that test scores and writing languages increased by allowing the students to speak how they do and compare that to the English language. This brings me to the second thing that I learned about literacy development. I found it very interesting that by allowing the students to continue to use their language, it made their scores and education better. I thought this was great that the students could see the differences between the way they speak and the common "English language." I believe this practice is better than making the students stop speaking their language completely. I believe this is a better solution to having students understand English. They can see what and how they are speaking compared to others. I have also found that by doing these kinds of literacy development, it can inspire students to continue to learn and achieve higher. By using a students own cultural traits to help them learn is amazing.
If more teachers in West Virginia taught this way, more students could be successful at reading, writing, communicating, and many other areas of studies. If we want our students to be successful, then we should teach in a way that would allow them to be able to reach success.
When I was in school I had wonderful teachers who allowed the students to talk how they did at home. The teachers would allow discussions and talking the same as having a conversation. These teachers also wanted the students to succeed, so they had to write in "proper English." Looking back I think this was a great technique to use in order to make the students feel involved and part of the class. I also had some teachers that weren't so good with the literacy instruction of non-dialect students. A few of the teachers I had would correct the students if they mispronounced a word and have them say it "correct" before moving on. I don't believe this was good literacy instruction for these students. First it singles them out and also makes them not feel smart or good enough. Maybe if these teachers would have practiced good literacy instruction, they would have succeeded more.
There are many relationships between the strategies presented in the article and inclusive practices. The one I see most present, is the fact that these strategies include all students no matter how different. It includes and allows everyone to speak how they are usually do at home. I think this is a great practice for all teachers.
Teaching About Resources is a great writing about the dialects in students. The great thing about this article is that it is written by Kirk Hazen from West Virginia University. This is great because being in West Virginia there can be many different dialects. I would really recommend reading it.
Resources:
Epstein, P., & Herring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655
Hazen, K. U.S. Department of Education, Center for Applied Linguistics. (2001). Teaching about dialects. Retrieved from website: http://www.cal.org/resources/digest/0104dialects.html
If more teachers in West Virginia taught this way, more students could be successful at reading, writing, communicating, and many other areas of studies. If we want our students to be successful, then we should teach in a way that would allow them to be able to reach success.
When I was in school I had wonderful teachers who allowed the students to talk how they did at home. The teachers would allow discussions and talking the same as having a conversation. These teachers also wanted the students to succeed, so they had to write in "proper English." Looking back I think this was a great technique to use in order to make the students feel involved and part of the class. I also had some teachers that weren't so good with the literacy instruction of non-dialect students. A few of the teachers I had would correct the students if they mispronounced a word and have them say it "correct" before moving on. I don't believe this was good literacy instruction for these students. First it singles them out and also makes them not feel smart or good enough. Maybe if these teachers would have practiced good literacy instruction, they would have succeeded more.
There are many relationships between the strategies presented in the article and inclusive practices. The one I see most present, is the fact that these strategies include all students no matter how different. It includes and allows everyone to speak how they are usually do at home. I think this is a great practice for all teachers.
Teaching About Resources is a great writing about the dialects in students. The great thing about this article is that it is written by Kirk Hazen from West Virginia University. This is great because being in West Virginia there can be many different dialects. I would really recommend reading it.
Resources:
Epstein, P., & Herring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655
Hazen, K. U.S. Department of Education, Center for Applied Linguistics. (2001). Teaching about dialects. Retrieved from website: http://www.cal.org/resources/digest/0104dialects.html
Sunday, January 22, 2012
Double Entry Journal #2 "Tall Tales of Appalachia"
"...I can say with some authority that the strange, woebegone place called Appalachia and the hillbillies who inhabit it are a myth -- one devised a century ago to justify outsiders' condescension and exploitation."
I have lived in West Virginia all my life and agree completely with this quote. Most of the things seen on TV and in the movies is made up for the entertainment value. The very same thing has happened to the "hillbillies." I will agree there are parts of West Virginia that even I wouldn't want to go to, but most of our state is just beautiful and filled with people who love it. Many "city" people want to portray WV this way because it makes great film and comedy. I believe people show West Virginians this way because they just really don't know how else to. They know WV us a farming, take care of yourself kind of place so they stretch the truth to something outlandish for profit. Most of the people who are writing and producing these kinds of things have never spent a day in WV so how could they know how most of the state really acts. Many great people have came from WV and have accomplished great things.
I will agree that sometimes people in WV can be a little crazy but that doesn't mean everyone is illiterate and ignorant. I'm sure every state has a few people that they aren't proud of but none of those states have bad reputations such as West Virginia's.
West Virginia has a rich culture that should be celebrated, not ridiculed. Most people are VERY proud to be West Virginians.
I chose to include the picture above because this is what should be shown on TV and in the movies. The culture of West Virginia. The talented people who have played music for generation or made toys and quilts by hand. This is the kind of things that should represent WV.
Resources:
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
Guest. (2010, May 13). [Web log message]. Retrieved from http://blog.cityfolk.org/2010/05/puppets-and-tales-from-appalachia.html
I have lived in West Virginia all my life and agree completely with this quote. Most of the things seen on TV and in the movies is made up for the entertainment value. The very same thing has happened to the "hillbillies." I will agree there are parts of West Virginia that even I wouldn't want to go to, but most of our state is just beautiful and filled with people who love it. Many "city" people want to portray WV this way because it makes great film and comedy. I believe people show West Virginians this way because they just really don't know how else to. They know WV us a farming, take care of yourself kind of place so they stretch the truth to something outlandish for profit. Most of the people who are writing and producing these kinds of things have never spent a day in WV so how could they know how most of the state really acts. Many great people have came from WV and have accomplished great things.
I will agree that sometimes people in WV can be a little crazy but that doesn't mean everyone is illiterate and ignorant. I'm sure every state has a few people that they aren't proud of but none of those states have bad reputations such as West Virginia's.
West Virginia has a rich culture that should be celebrated, not ridiculed. Most people are VERY proud to be West Virginians.
I chose to include the picture above because this is what should be shown on TV and in the movies. The culture of West Virginia. The talented people who have played music for generation or made toys and quilts by hand. This is the kind of things that should represent WV.
Resources:
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
Double Entry Journal #2 "As Soon As She Opened Her Mouth!"
"....children who experience other people in their lives reading and writing for many different reasons in the years before they begin school are better equipped conceptually to make sense of -- the beginning reading and writing instruction in their schools."
I absolutly agree with quote from the reading. Many children who are great at school have been read to as a child. They have had a lot of experience before entering school so they feel like they are already equipped to handle the situations they are placed in. Children who are left alone and not read to or introduced to any type of literacy tend to not excel in school because they feel like they can't. I believe learning starts at home first. If you work with your children, read to them, show them book and writings they will be able to succeed. Many people think that just because a family is low income and the parents had a hard time in school, the child will also not succeed.
I believe that if you are low income you can still help your child. Talk to your child even if your can't read. Parent should tell their children stories, this can also help develop their literacy.
"...teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn."
I believe that no matter where a child comes from be it poverty or upper class, they can learn someone just has to take the time to work with them. This is why I am becoming a teacher. I want to be able to make a difference in some childs life. I want them to know that they are important and can learn and succeed just like everyeone else.
Literacy knowledge is something children develop during their preschool years. It does not mean that they know how to read and write like adults but they know parts of it. For example children think that reading is saying words out loud because this is what they have been introduced to. This is an example of print literacy. Non-print literacy would be knowing that a picture has colors but not knowing what they are.
Stereotypes can really interfere with literacy instruction. If a teacher believes that a student is low class and "ignorant", they feel like they shouldn't waste their time trying to help them learn. They feel like since their parents are "white trash" and illiterate, their child will grow up the same. Schools and teachers contribute to the poor literacy in schools because they do have these stereotypes they should look past. Teachers and principals can deny what these parents want for their children because they believe they don't really know what they are talking about. This can lead to major problems later for the child like Donny in the reading.
If you have a hard time communicating, using language, and have a lower social class these children many times get put aside. Society puts a strong emphasis on speaking right and feel that leads to your intelligence. If you don't speak "proper English" you must not be smart. People have a big misconception that if your can't use language right, you won't be able to read or right. I believe the way you speak has nothing to do with being able to read and write. You will just read and write in your own language, it won't prevent your from doing it.
Schools and teachers can improve literacy instruction by first believing that all students can do it. If they believe in everyone, all students will be more confident and try harder.
I don't believe anyone speaks "proper English". Most people I know have an accent or say words a little differently. I know many intelligent people and they way they talk has no effect on them being smart. I don't think people should be judged by the way they speak, it should be what they have to say that matters.
Resources:
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.
Richard C. Owen Publishers, Inc, (n.d.). Parents-reading at home. Retrieved from website: http://www.rcowen.com/Parents.htm
I absolutly agree with quote from the reading. Many children who are great at school have been read to as a child. They have had a lot of experience before entering school so they feel like they are already equipped to handle the situations they are placed in. Children who are left alone and not read to or introduced to any type of literacy tend to not excel in school because they feel like they can't. I believe learning starts at home first. If you work with your children, read to them, show them book and writings they will be able to succeed. Many people think that just because a family is low income and the parents had a hard time in school, the child will also not succeed.
I believe that if you are low income you can still help your child. Talk to your child even if your can't read. Parent should tell their children stories, this can also help develop their literacy.
"...teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn."
I believe that no matter where a child comes from be it poverty or upper class, they can learn someone just has to take the time to work with them. This is why I am becoming a teacher. I want to be able to make a difference in some childs life. I want them to know that they are important and can learn and succeed just like everyeone else.
Literacy knowledge is something children develop during their preschool years. It does not mean that they know how to read and write like adults but they know parts of it. For example children think that reading is saying words out loud because this is what they have been introduced to. This is an example of print literacy. Non-print literacy would be knowing that a picture has colors but not knowing what they are.
Stereotypes can really interfere with literacy instruction. If a teacher believes that a student is low class and "ignorant", they feel like they shouldn't waste their time trying to help them learn. They feel like since their parents are "white trash" and illiterate, their child will grow up the same. Schools and teachers contribute to the poor literacy in schools because they do have these stereotypes they should look past. Teachers and principals can deny what these parents want for their children because they believe they don't really know what they are talking about. This can lead to major problems later for the child like Donny in the reading.
If you have a hard time communicating, using language, and have a lower social class these children many times get put aside. Society puts a strong emphasis on speaking right and feel that leads to your intelligence. If you don't speak "proper English" you must not be smart. People have a big misconception that if your can't use language right, you won't be able to read or right. I believe the way you speak has nothing to do with being able to read and write. You will just read and write in your own language, it won't prevent your from doing it.
Schools and teachers can improve literacy instruction by first believing that all students can do it. If they believe in everyone, all students will be more confident and try harder.
I don't believe anyone speaks "proper English". Most people I know have an accent or say words a little differently. I know many intelligent people and they way they talk has no effect on them being smart. I don't think people should be judged by the way they speak, it should be what they have to say that matters.
Resources:
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.
Richard C. Owen Publishers, Inc, (n.d.). Parents-reading at home. Retrieved from website: http://www.rcowen.com/Parents.htm
Wednesday, January 18, 2012
Double Entry Journal #1
Inclusive education is incorporating diverse students in to a classroom. Inclusion is meant to include a variety students. It includes students who are varied in their abilities, socioeconomic statuses, ethnic groups, and many, many more. Inclusive classes include students who vary with diverse needs and abilities.
All inclusive schools have characteristics that they all have in common. One of these characteristics is having a sense of community. Every child is encouaged to participate and is respected as part of the communicty. Every child is encouraged to do the best they can. Another characteristic they all share is having parents as partners. Parents are incorporated as part of the problem solving team and can put their ideas for their child in to action to make sure what is best for the child is being done. They are able to make their wishes and concerns known without feeling like an outsider to the school.
For students to become more responsible and effective in the inclusion process, they should be allowed more participation in the community. Students can participate in cooperative groups, be peer mediators, or even tutor younger children. By doing these types of things students can feel like they are part of something bigger.
I found an article and picture about inclusive practices on ehow.com. I chose this because first of all I liked the picture. However, after reading the article I really enjoyed it. It had many of the same points and positions as the other article. Link
Citations:
Inos, R. H., & Quigley, M. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Ketley, C. (2011, May 27). Proponents of theories of inclusive education. Retrieved from http://www.ehow.com/info_8498143_proponents-theories-inclusive-education.html
All inclusive schools have characteristics that they all have in common. One of these characteristics is having a sense of community. Every child is encouaged to participate and is respected as part of the communicty. Every child is encouraged to do the best they can. Another characteristic they all share is having parents as partners. Parents are incorporated as part of the problem solving team and can put their ideas for their child in to action to make sure what is best for the child is being done. They are able to make their wishes and concerns known without feeling like an outsider to the school.
For students to become more responsible and effective in the inclusion process, they should be allowed more participation in the community. Students can participate in cooperative groups, be peer mediators, or even tutor younger children. By doing these types of things students can feel like they are part of something bigger.
I found an article and picture about inclusive practices on ehow.com. I chose this because first of all I liked the picture. However, after reading the article I really enjoyed it. It had many of the same points and positions as the other article. Link
Citations:
Inos, R. H., & Quigley, M. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
Ketley, C. (2011, May 27). Proponents of theories of inclusive education. Retrieved from http://www.ehow.com/info_8498143_proponents-theories-inclusive-education.html
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