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
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