Action Research Summary by Janet Caluris
1. What is the title of the project?
Using Readers Theater to Show Off Good Reading
2. What is the Question?
What does Readers Theater look like in my classroom?
What is the impact of Readers Theater on my students’ levels of fluency?
What is the impact of Readers Theater on my students’ levels of comprehension?
What changes in students’ level of interest in reading and reading behaviors are noted following the use of Readers Theater?
3. What strategy is being used to address?
Readers Theater to impact levels of fluency, comprehension, interest in reading and reading behaviors.
4. What evidence is presented that the strategy will work?
National Reading Panel in 2000 identified fluency as a key ingredient to successful reading instruction because of its effect on students’ reading efficiency and comprehension. Evaluating the impact of Readers Theater and noting the patterns in performance will help effectively implement an instructional program to meet students’ individual needs.
5. How will data be collected to determine if the strategy will work?
Surveys, observations, and fluency assessment.
6. How was the data analyzed?
Fluency assessments were used as an informal reading inventory to assess and monitor overall improvement of reading. Surveys were used to assess changes in the reading habits and interests of the students. A rubric was used for students to self assess their own progress on performances in readers theater throughout the study. The data was broken down into 4 major groups: academically talented, general education, bilingual and special needs.
7. What were the results?
Confirmed that utilizing Readers Theater does lead to improved levels of fluency and reading comprehension.
8. How do the results inform teacher practice?
They can use the results to guide future reading instruction activities for improvement. The author made a few recommendations for implementation of Reader Theater in the classroom. Readers Theater provides struggling students with an enjoyable way to reread that information. Readers Theater could be utilized across the curriculum. Fluency assessments should be done quarterly.
Action Research Proposal by a former Fairmont State student.
1. What is the problem?
Rhyme and word families are a critical literacy skill that can help beginning readers develop recognition of phonemes and decode difficult words.
2. What is the rational for the project?
Research shows that implementing a range of rhyming games can help students improve their recognition of rhyme and word families in text (Allen, 1998)
3. What strategy will be use to address the problem?
A variety of rhyming games will be introduced during reading instruction in the kindergarten classroom. The selected games will require students to use basic elements of phonetic analysis.
4. What is the question?
How can I use a variety of rhyming games to help my students recognize rhyme and word families in text? Will the rhyming strategies change student attitudes about reading instruction?
5. What evidence is presented that the strategy will work?
A study by Bradley and Bryant in 1983 used the rhyming activity “Odd Word Out” to help students build on the concept of rhyme and word families.
6. How will data be collected?
Pre-test (highlighting rhyming words in a passage)
Observations of student performance will be documented.
Post test (highlighting rhyming words in a passage)
Saturday, December 3, 2011
Thursday, November 3, 2011
Wednesday, November 2, 2011
PBL Anchor Video
This is the anchor video I chose for my PBL "Why do Paper Airplanes Fly?". I think this video will spark student enthusiasm on the possibilities of paper airplane design.
Thursday, October 27, 2011
Verbatim Questions
This week in my clinical experience I was asked to write down some of the questions that are being asked in the classroom. The questions being asked by the teacher were mostly memory recall or basic short answer questions. Most of the questions being asked by the students were unrelated to the lesson.
Teacher Questions
Is 51 a prime or composite number?
Why is it prime?
How do we know that 51 is prime?
What is an exponent?
What do we do first in this expression? (order of operations problem)
Why do we change only one thing at a time?
Student Questions
Can I go to the bathroom?
Can we use our calculators?
How do you do #13 on the weekly worksheet?
When is the homework due?
Where do we turn in the homework?
Teacher Questions
Is 51 a prime or composite number?
Why is it prime?
How do we know that 51 is prime?
What is an exponent?
What do we do first in this expression? (order of operations problem)
Why do we change only one thing at a time?
Student Questions
Can I go to the bathroom?
Can we use our calculators?
How do you do #13 on the weekly worksheet?
When is the homework due?
Where do we turn in the homework?
Struggling Student
This week in my clinical I was able to take time to focus on a struggling student. I decided to focus my attention on a student that is repeating the 6th grade. During class he seems to not be on focused on the teacher and what other students are doing. He appeared to be bored and uninterested in the lesson being taught. I asked what happened that caused the student to be retained and if there were any underlying issues. I was not able to get much information other than he was lazy and that several people have tried talking to him and the he just doesn't care if he passes or fails. I do not think the school is doing anything to address this students needs. He is in the same classes and has the same teachers as last year.
When I tried to speak with this student he did not seem interested in talking about his lack of motivation to actively participate in the classroom. Luckily for me this was the same week that I was teaching my cooperative learning PBL which gave me a little insight into the problem. There were a couple of things that I did that I think the student responded well too. He definitely liked working within the group and even stopped me at the end of the lesson to tell me about a book he had at home the corresponded with the topic. He seemed very excited about the lesson and actually did very well in his role within the group. I had made popsicle sticks with the student names on them so I could call on students at random. When I called on the student he responded immediately with the correct answer.
I think that this student is bored with doing the same thing he did last year. His struggles are in no way related to not understanding the material. His struggles are because he is not interested in the material or the way it is being presented. Therefore he never feels as if he is a part of the activities going on in the classroom.
When I tried to speak with this student he did not seem interested in talking about his lack of motivation to actively participate in the classroom. Luckily for me this was the same week that I was teaching my cooperative learning PBL which gave me a little insight into the problem. There were a couple of things that I did that I think the student responded well too. He definitely liked working within the group and even stopped me at the end of the lesson to tell me about a book he had at home the corresponded with the topic. He seemed very excited about the lesson and actually did very well in his role within the group. I had made popsicle sticks with the student names on them so I could call on students at random. When I called on the student he responded immediately with the correct answer.
I think that this student is bored with doing the same thing he did last year. His struggles are in no way related to not understanding the material. His struggles are because he is not interested in the material or the way it is being presented. Therefore he never feels as if he is a part of the activities going on in the classroom.
Tuesday, October 18, 2011
Project-Based Learning for the 21st Century: Skills for the Future; Double Entry Journal 15
Give an example of an authentic form of assessment the students engaged in a PBL performed well on?
One example of authentic assessment that I found the article is where students were asked to apply the concepts of geometry to architecture and submit designs for a new playhouse for a community center. After evaluating these designs, 84 percent of the submissions were judged to be accurate enough to build.
How does project based learning promote intrinsic motivation?
Project based learning creates a strong sense of intrinsic motivation because students rise to the occasion when failing will result in letting down their peers.
What do students who experience PBL do better than students who receive traditional direct instruction?
Students who experience PBL instruction are better at problem solving than students taught with the traditional direct instruction. Students who experienced PBL instruction were also able to score higher on standardized test than their direct instruction counterparts.
How does PBL align with John Dewey’s philosophy of education?
Dewey proposed that learning by doing has great benefit in shaping students’ learning. This is exactly what project based learning accomplishes; students are working to solve real world problems using their own individual discovery. This type of learning creates a deeper understanding of all material involved and allows students to make the necessary connections between the content and its relationship to their lives.
Why do our assessment practices need to change if we are going to prepare students for the 21st century?
Current assessment strategies are based solely on the success of individual students’. Working cooperatively with others is an absolute necessity to be successful in life; therefore, students need to learn how to do it to become productive citizens.
Reference:
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House , 39-43.
One example of authentic assessment that I found the article is where students were asked to apply the concepts of geometry to architecture and submit designs for a new playhouse for a community center. After evaluating these designs, 84 percent of the submissions were judged to be accurate enough to build.
How does project based learning promote intrinsic motivation?
Project based learning creates a strong sense of intrinsic motivation because students rise to the occasion when failing will result in letting down their peers.
What do students who experience PBL do better than students who receive traditional direct instruction?
Students who experience PBL instruction are better at problem solving than students taught with the traditional direct instruction. Students who experienced PBL instruction were also able to score higher on standardized test than their direct instruction counterparts.
How does PBL align with John Dewey’s philosophy of education?
Dewey proposed that learning by doing has great benefit in shaping students’ learning. This is exactly what project based learning accomplishes; students are working to solve real world problems using their own individual discovery. This type of learning creates a deeper understanding of all material involved and allows students to make the necessary connections between the content and its relationship to their lives.
Why do our assessment practices need to change if we are going to prepare students for the 21st century?
Current assessment strategies are based solely on the success of individual students’. Working cooperatively with others is an absolute necessity to be successful in life; therefore, students need to learn how to do it to become productive citizens.
Reference:
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House , 39-43.
Thursday, October 13, 2011
Teaching for Meaningful Learning: Double Entry Journal #14
One of the challenges to an inquiry approach to learning is that they take time to thoughtfully plan out and prepare. Students need to be taught how to work successfully in groups and be ready to cooperate and collaborate with others students. Assessment materials need to be carefully designed and explained prior to beginning inquiry instruction projects so that students know what is expected of them.
Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they to take part in projects that require sustained engagement and collaboration.
Related Source
The strategy I chose to support group work is the jigsaw strategy. This is a wonderful technique that breaks up the work load and students work cooperatively with other students to learn the material. The website Jigsaw Classroom outlines how to implement this techinique in the classroom.
Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they to take part in projects that require sustained engagement and collaboration.
Related Source
The strategy I chose to support group work is the jigsaw strategy. This is a wonderful technique that breaks up the work load and students work cooperatively with other students to learn the material. The website Jigsaw Classroom outlines how to implement this techinique in the classroom.
Wednesday, October 12, 2011
Teaching for Meaningful Learning: Double Entry Journal #13
The dominant paradigm is the instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading, despite research overwhelmingly agreeing that it needs to be changed.
Project learning supports student learning better than traditional approaches because it has the students using information from many different sources and producing unique projects to present their knowledge. Academic approaches of small tasks of rote memorization or using drill and kill techniques will not evolve into developing students who effectively utilize higher order thinking skills (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005). Studies have shown that students learn more when they participate in lessons that require them to research a topic, construct and organize the information into a project that they will then present to an audience (Newmann, 1996). A study of more than 2,100 students in 23 schools found significantly higher achievement on intellectually challenging performance tasks for students who experienced this kind of “authentic pedagogy” (Newmann, Marks, & Gamoran, 1995).
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 (Barrows, 1996; Hmelo-Silver, 2004). Medical students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993). Problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decision making (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
Design-based lessons support revisions and reflective activity as students work to create, assess, and redesign their work product (Newstetter, 2000). Design projects require students to set limits, generate ideas, create prototypes, and develop plans. Design-based approaches can be found across many content areas. Competitions, such as the FIRST robotics competitions (www.usfirst.org) or the ThinkQuest competition (www.thinkquest.org) also stress design using technological tools and collaborative project work. To date, more than 30,000 students have created more than 550 Web sites through this competition (www.thinkquest.org/library/).
I feel that project based learning, problem based learning and learning by design are all very similar in that they create a deeper understanding of the desired content because the students are working together to complete a task or solve a problem in which they do not already know the answer. The differences between these approaches is that in project based learning students are working together to complete a project. In problem based learning students are working together to solve a problem and learning by design the product or prototype is constantly being revised and changed.
References
Barrows, H. S. (1996). Problem-based learn¬ing in medicine and beyond: A brief overview. In New Directions for Teaching and Learning, no. 68 (pp. 3–11). San Francisco: Jossey-Bass.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council.
Newmann, F. M. (1996). Authentic achieve¬ment: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
Newmann, F. M., Marks, H. M., & Gamo¬ran, A. (1995). Authentic pedagogy: Stan¬dards that boost student performance. Is¬sues in Restructuring Schools, 8, 1–4.
Newstetter, W. (2000). Bringing design knowledge and learning together. In C. East¬man, W. Newstetter, & M. McCracken (Eds.), Design Knowing and Learning: Cognition in Design Education. New York: Elsevier Sci¬ence Press.
Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7) 550–563.
Project learning supports student learning better than traditional approaches because it has the students using information from many different sources and producing unique projects to present their knowledge. Academic approaches of small tasks of rote memorization or using drill and kill techniques will not evolve into developing students who effectively utilize higher order thinking skills (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005). Studies have shown that students learn more when they participate in lessons that require them to research a topic, construct and organize the information into a project that they will then present to an audience (Newmann, 1996). A study of more than 2,100 students in 23 schools found significantly higher achievement on intellectually challenging performance tasks for students who experienced this kind of “authentic pedagogy” (Newmann, Marks, & Gamoran, 1995).
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 (Barrows, 1996; Hmelo-Silver, 2004). Medical students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993). Problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decision making (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
Design-based lessons support revisions and reflective activity as students work to create, assess, and redesign their work product (Newstetter, 2000). Design projects require students to set limits, generate ideas, create prototypes, and develop plans. Design-based approaches can be found across many content areas. Competitions, such as the FIRST robotics competitions (www.usfirst.org) or the ThinkQuest competition (www.thinkquest.org) also stress design using technological tools and collaborative project work. To date, more than 30,000 students have created more than 550 Web sites through this competition (www.thinkquest.org/library/).
I feel that project based learning, problem based learning and learning by design are all very similar in that they create a deeper understanding of the desired content because the students are working together to complete a task or solve a problem in which they do not already know the answer. The differences between these approaches is that in project based learning students are working together to complete a project. In problem based learning students are working together to solve a problem and learning by design the product or prototype is constantly being revised and changed.
References
Barrows, H. S. (1996). Problem-based learn¬ing in medicine and beyond: A brief overview. In New Directions for Teaching and Learning, no. 68 (pp. 3–11). San Francisco: Jossey-Bass.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council.
Newmann, F. M. (1996). Authentic achieve¬ment: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
Newmann, F. M., Marks, H. M., & Gamo¬ran, A. (1995). Authentic pedagogy: Stan¬dards that boost student performance. Is¬sues in Restructuring Schools, 8, 1–4.
Newstetter, W. (2000). Bringing design knowledge and learning together. In C. East¬man, W. Newstetter, & M. McCracken (Eds.), Design Knowing and Learning: Cognition in Design Education. New York: Elsevier Sci¬ence Press.
Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7) 550–563.
Sunday, October 9, 2011
Double Entry Journal #12
Social Significance of Questioning in Social Discourse
I learned that current classroom communication relies heavily on teacher initiated questioning, student response, and then the teacher will evaluate the student response. Students simply give teachers the response they want to hear and often fear answering incorrectly. Students should be given the freedom to speak more freely in the classroom to provoke a deeper understanding.
I found it interesting how much the communication in the classroom relies on the teacher and their line of questioning. I was also interested using questioning that promotes higher order thinking skills.
I understand that we need to give students more freedom to ask their own questions. How do we encourage this type of thinking in students who are already set in the traditional methods of teacher initiated questions?
Reflection: learning to ask essential questions
Essential questions provide a bridge between student lives and the content. Using essential questioning can lead to a meaningful understanding of the material. Project based learning can easily expand and extend into more areas.
I learned that current classroom communication relies heavily on teacher initiated questioning, student response, and then the teacher will evaluate the student response. Students simply give teachers the response they want to hear and often fear answering incorrectly. Students should be given the freedom to speak more freely in the classroom to provoke a deeper understanding.
I found it interesting how much the communication in the classroom relies on the teacher and their line of questioning. I was also interested using questioning that promotes higher order thinking skills.
I understand that we need to give students more freedom to ask their own questions. How do we encourage this type of thinking in students who are already set in the traditional methods of teacher initiated questions?
Reflection: learning to ask essential questions
Essential questions provide a bridge between student lives and the content. Using essential questioning can lead to a meaningful understanding of the material. Project based learning can easily expand and extend into more areas.
Wednesday, October 5, 2011
Top Ten Project Teacher Reflection; Double Entry Journal #11
The Top Ten project is an exemplary PBL for many reasons. The first reason that I chose is applied learning because the students applied their knowledge of the top ten books they were reading in class to create their wiki. The second reason also under applied learning is because the students used multiple skills to complete the project. They had to work together with the use of technology to research the animals and rank them. Then they had to collect all of the information they had and organize it in to the ranking system the created. The third example is authenticity because of the multiple external audiences of the many different people who were viewing the project. Other students in the school were viewing the project, as well as people within the community and many others all over the world via the internet.
These are the science content standards for 4th grade that the PBL covers:
SC.O.4.1.04
demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
SC.O.4.1.05
recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.
SC.O.4.1.06
support statements with facts found through research from various sources, including technology.
SC.O.4.1.07
use scientific instruments, technology and everyday materials to investigate the natural world.
SC.0.4.2.01
describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.0.4.2.02
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).
SC.0.4.2.03
identify and classify variations in structures of living things including their systems and explain their functions (e.g., skeletons, teeth, plant needles, or leaves).
SC.0.4.3.04
given a set of objects, group or order the objects according to an established scheme.
SC.0.4.3.06
identify and explain a simple problem or task to be completed; identify a specific solution; and list task requirements.
SC.0.4.3.09
listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented from a variety of resources.
These are the reading and language arts content standards for the 4th grade the PBL covers.
RLA.O.4.1.13
judge the reliability or logic of informational texts.
RLA.O.4.1.14
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.1.15
use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).
RLA.O.4.1.16
use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17
increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.
RLA.O.4.2.06
write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.
RLA.O.4.2.07
develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.
RLA.O.4.2.08
create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals).
RLA.O.4.2.09
use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and gammar.
RLA.O.4.2.12
use strategies to gather and record information for research topics:
• note taking
• summarizing
• paraphrasing
• describing in narrative form
• gathering information from direct quotes, maps, charts, graphs and tables
RLA.O.4.2.13
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.2.14
use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
RLA.O.4.2.15
critically evaluate own and others’ written compositions.
RLA.O.4.3.04
create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.
These are the science content standards for 4th grade that the PBL covers:
SC.O.4.1.04
demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
SC.O.4.1.05
recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.
SC.O.4.1.06
support statements with facts found through research from various sources, including technology.
SC.O.4.1.07
use scientific instruments, technology and everyday materials to investigate the natural world.
SC.0.4.2.01
describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.0.4.2.02
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).
SC.0.4.2.03
identify and classify variations in structures of living things including their systems and explain their functions (e.g., skeletons, teeth, plant needles, or leaves).
SC.0.4.3.04
given a set of objects, group or order the objects according to an established scheme.
SC.0.4.3.06
identify and explain a simple problem or task to be completed; identify a specific solution; and list task requirements.
SC.0.4.3.09
listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented from a variety of resources.
These are the reading and language arts content standards for the 4th grade the PBL covers.
RLA.O.4.1.13
judge the reliability or logic of informational texts.
RLA.O.4.1.14
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.1.15
use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).
RLA.O.4.1.16
use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17
increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.
RLA.O.4.2.06
write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.
RLA.O.4.2.07
develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.
RLA.O.4.2.08
create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals).
RLA.O.4.2.09
use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and gammar.
RLA.O.4.2.12
use strategies to gather and record information for research topics:
• note taking
• summarizing
• paraphrasing
• describing in narrative form
• gathering information from direct quotes, maps, charts, graphs and tables
RLA.O.4.2.13
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.2.14
use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
RLA.O.4.2.15
critically evaluate own and others’ written compositions.
RLA.O.4.3.04
create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.
Thursday, September 29, 2011
Technology Survey Results
There are 2 computers in the classroom with internet access and access to google tools.
There is also 1 laptop cart with internet access in the classroom
There is a computer lab with internet access and access to google tools. There is a sign-up calendar to use the lab and it is on a first come first serve basis.
Home Computer with internet results.
1st Period 14 do and 10 do not
2nd Period 18 do and 7 do not
4th Period 19 do and 9 do not
5th Period 22 do and 3 do not
Totals: 73 do and 29 do not
Community Resource is the public library if a member.
There is also 1 laptop cart with internet access in the classroom
There is a computer lab with internet access and access to google tools. There is a sign-up calendar to use the lab and it is on a first come first serve basis.
Home Computer with internet results.
1st Period 14 do and 10 do not
2nd Period 18 do and 7 do not
4th Period 19 do and 9 do not
5th Period 22 do and 3 do not
Totals: 73 do and 29 do not
Community Resource is the public library if a member.
Tuesday, September 27, 2011
Using Early Assessments to Know Your Students: Double Entry Journal #10
Kid watching is a critical practice for teachers to use because it is very beneficial in discovering needs and issues with your students. By watching the students, Ms. White was able to identify that for some reason Jacob did not want to find anything to read. This technique guided her into doing an interest survey to try and determine what reading materials Jacob would be interested in. Students often tell teachers what they want to hear, not what they really want to say. By asking the question what does he like to read, Jacob replied with what he knew that other students his age were interested in. By asking the additional question about his interests outside of school the teacher was easily able to see that he had an interest in soccer.
Kidwatching is informed by cultural difference theory by allowing teachers to realize that all students are different and bring an individualized "virtual backpack" with them into the classroom. This is why teachers must get to know their students. Every student is different and as teachers we must provide them with opportunities for reading and writing experiences that are of interest to them.
Kidwatching is informed by cultural difference theory by allowing teachers to realize that all students are different and bring an individualized "virtual backpack" with them into the classroom. This is why teachers must get to know their students. Every student is different and as teachers we must provide them with opportunities for reading and writing experiences that are of interest to them.
Saturday, September 24, 2011
Teaching from a culturally relevant perspective: Double Entry Journal #9
It is important to encourage students to use their primary language or switch code during literacy events because students are more at ease in using their primary language. This allows them to express their ideas and feelings more in depth and clearly. Switching allows these students to use words from the secondary language and intertwine the two languages to construct a deeper understanding. I feel that this should apply to students with the Appalachian dialects. These students need to feel comfortable enough to express their ideas in the classroom without fear of being corrected or laughed at. This freedom of literacy is very important for them to continue to have the desire to express themselves and their ideas.
Reading aloud from a teacher centered perspective is when the students read or listen to a book and gather the information and understanding that the teacher wants them to have from the book. The teacher will create questioning designed around there desired results. Reading aloud from a student centered perceptive is very different. The students will read or listen to the stories and then come up with their own line of questioning for discussion of the story. This will allow the students to realize the same story from different perspectives.
Related Source:
Childrens Literature that Reflects Appalachian Culture
This website contains a list of books that are relevant to the Appalchian culture. However the websites author does recommend you read the book to verify it contains the information about Appalachian culture you are looking for prior to using it in the classroom.
Reading aloud from a teacher centered perspective is when the students read or listen to a book and gather the information and understanding that the teacher wants them to have from the book. The teacher will create questioning designed around there desired results. Reading aloud from a student centered perceptive is very different. The students will read or listen to the stories and then come up with their own line of questioning for discussion of the story. This will allow the students to realize the same story from different perspectives.
Related Source:
Childrens Literature that Reflects Appalachian Culture
This website contains a list of books that are relevant to the Appalchian culture. However the websites author does recommend you read the book to verify it contains the information about Appalachian culture you are looking for prior to using it in the classroom.
Tuesday, September 20, 2011
Getting to Know Your Students: Double Entry Journal #8
It is a mistake to group all English as a Second Language Learners together because a common language or need to learn English does not mean that the students have anything in common. The teacher in the article sitting Bianca and Rosa beside each other was a prime example; it did not help either student. Even though both students were from Mexico they were probably from very different parts of Mexico with different values and beliefs. No students like to be singled out as different they all just simply want to fit in. A virtual backpack is a way to think of all of the different information each student brings with them into the classroom as a valuable resource. All students bring a variety of experiences with them that can be very useful in the classroom if we as teachers take the time and interest to find out the "funds of knowledge" each student is carrying in their virtual backpack.
Related Source
Michael Carlucci - Teaching English as a Second Language is the related source I chose. I love how he uses singing simple childhood songs as a way for even older students to learn english.
Related Source
Michael Carlucci - Teaching English as a Second Language is the related source I chose. I love how he uses singing simple childhood songs as a way for even older students to learn english.
Wednesday, September 14, 2011
Thursday, September 8, 2011
Culturally Responsive Teaching: Double Entry Journal 6
An example of Culturally Responsive Teaching that I have experienced at Fairmont State would be the first day of Planning and Assessment. Dr. Smith had everyone bring in an object that was important and meaningful that could be use to describe something about ourselves. Each of us had to stand up introduce ourselves, show the object and explain why it was important to us. This was a great way for us to get over and fears of speaking in the classroom and to learn information about other classmates.
References
Brown University. (2006). Principles for culturally responsive teaching. Retrieved fromhttp://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
The center for action, inquiry and motivation [Illustration]. (2011, April 19). Motivational Framework for Culturally Responsive Teaching. Retrieved from Brown University. (2006). Principles for culturally responsive teaching. Retrieved fromhttp://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
Related Source:
This image is for the Motivational Framework for Culturally Responsive Teaching.
References
Brown University. (2006). Principles for culturally responsive teaching. Retrieved fromhttp://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
The center for action, inquiry and motivation [Illustration]. (2011, April 19). Motivational Framework for Culturally Responsive Teaching. Retrieved from Brown University. (2006). Principles for culturally responsive teaching. Retrieved fromhttp://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
Related Source:
This image is for the Motivational Framework for Culturally Responsive Teaching.
Wednesday, September 7, 2011
National Council of Teachers of English Beliefs about the Teaching of Writing: Double Entry Journal 5
3 things I learned
1. Early teaching should include storytelling to encourage students to produce language.
2. You need to talk about writing before you put ideas on paper.
3. Must start writing with the home language you are most fluent at speaking.
2 things I found interesting
1. How difficult it is to discuss the degree to which writing has a "voice".
2. Talking with students about the differences and similarities between written and spoken language.
1 Question I have
How can we connect the different modalities of writing & technology for those students that so no have access to a computer and internet access at home? The article does offer some options but I found them to be less interesting.
Related Source
30 ideas for teaching writing is a article on the national writing project that gives 30 ideas on teaching writing. All of the ideas are listed with a link to the full article.
References
30 ideas for teaching writing. (2003). Retrieved from http://www.nwp.org/cs/public/print/resource/922
1. Early teaching should include storytelling to encourage students to produce language.
2. You need to talk about writing before you put ideas on paper.
3. Must start writing with the home language you are most fluent at speaking.
2 things I found interesting
1. How difficult it is to discuss the degree to which writing has a "voice".
2. Talking with students about the differences and similarities between written and spoken language.
1 Question I have
How can we connect the different modalities of writing & technology for those students that so no have access to a computer and internet access at home? The article does offer some options but I found them to be less interesting.
Related Source
30 ideas for teaching writing is a article on the national writing project that gives 30 ideas on teaching writing. All of the ideas are listed with a link to the full article.
References
30 ideas for teaching writing. (2003). Retrieved from http://www.nwp.org/cs/public/print/resource/922
Sunday, September 4, 2011
Funds of Knowledge: Double Entry Journal 4
Quote:
"We believe that a meaning-centered model ... allows
bilingual students to take full advantage of their first language
abilities, and to surpass the limits set by their more limited knowledge
of their second language." (Moll,1992)
Reaction:
This statement I believe encompasses the main idea of the article. We need to adapt teaching to fit the students by making it meaningful to them and their individual experiences. I remember when I was in school having to write about books and topics that I did not fully understand or was not interested in. It was horrible and seemed pointless to me. I think that I would have learned more if I had been given assignments that were of interest to me. It reminds me of when my teachers would have everyone read the same book and then give a report on it. Everyone stood in front of the class and said pretty much the same thing. I think many students probably did not read the book and simply based their presentation on a combination on what other students were doing. This article fully explains the idea of cultural capital that was mentioned in class. All students have different life experiences; therefore they have different knowledge and interests. If as teachers we use this information as differences to guide instruction instead of deficits that impede it, both student and teacher will be more successful.
Reference:
Funds of knowledge for teaching: Using a qualitative approach to
connect homes and classrooms. (1992). Theory into Practice, 31(2), 132-
41.
Related Source:
Social Reproduction, Capital, Bourdieu and The Jam
This video explains how some students have to work harder to learn information because of their culture and uses several examples.
"We believe that a meaning-centered model ... allows
bilingual students to take full advantage of their first language
abilities, and to surpass the limits set by their more limited knowledge
of their second language." (Moll,1992)
Reaction:
This statement I believe encompasses the main idea of the article. We need to adapt teaching to fit the students by making it meaningful to them and their individual experiences. I remember when I was in school having to write about books and topics that I did not fully understand or was not interested in. It was horrible and seemed pointless to me. I think that I would have learned more if I had been given assignments that were of interest to me. It reminds me of when my teachers would have everyone read the same book and then give a report on it. Everyone stood in front of the class and said pretty much the same thing. I think many students probably did not read the book and simply based their presentation on a combination on what other students were doing. This article fully explains the idea of cultural capital that was mentioned in class. All students have different life experiences; therefore they have different knowledge and interests. If as teachers we use this information as differences to guide instruction instead of deficits that impede it, both student and teacher will be more successful.
Reference:
Funds of knowledge for teaching: Using a qualitative approach to
connect homes and classrooms. (1992). Theory into Practice, 31(2), 132-
41.
Related Source:
Social Reproduction, Capital, Bourdieu and The Jam
This video explains how some students have to work harder to learn information because of their culture and uses several examples.
Where I'm From
By: Teri Foster
I am from a small town that most don’t know.
I am from the 2 story yellow house with the large front porch.
I am from the moon flower bush; that only blooms at night.
I am from big family gatherings that are filled with love, from Grandma and Grandpa Simmons and Grandma and Grandpa Pritt; and my wonderful parents Wilma and Gary.
I am from the love and laughter.
From don’t argue with your sister and be nice to your brother.
I am from the white church on the hill. That all my family and friends attended.
I'm from Rosemont, and fresh garden vegetables.
I am my father who lived the Vietnam War while serving in the U.S. Air Force, my mother who waited what must have seemed like forever for him to come home.
I am my Aunt Ruth who took me with her whenever I needed to get away. My Aunt Freda, who was always there to help me when I needed to find my way, I wish they were still here.
I am my Aunt Nelda who would make my parents stay up late so we could swim in her pool.
I am going camping with my cousins over the 4th of July, and my Aunt Wanda letting me go tubing even though my parents said no.
I am from my family; I am a proud West Virginian!
Wednesday, August 31, 2011
Own the Word: Double Entry Journal 3
Reference:
Bolima, D. (n.d.). Contexts for understanding: educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Friday, August 26, 2011
"As Soon As She Opened Her Mouth"; Double Entry Journal 2
QUOTE:
Nonstandard, socially marked dialects do prevent people from succeeding in the middle-class world, but they do not prevent people from learning to read and write. (Purcell-Gates)
REACTION:
This reading was very moving, it felt as though I was watching this mother trying desperately to get someone to help her son learn to read and write. As a parent I understand the desire for your children to become more successful in life than they have been capable of doing. I know someone the recently graduated from one of the public schools here in West Virginia that can barely read or write. The situation was much like that of Donny in the reading. This person is a very smart and intelligent person; their experiences and expertise are not in literacy. However, the teachers that this person has had throughout school have failed them terribly. Teachers should try and teach all students to perform to the best of their abilities and that they are capable of great things with hard work and determination.
REFERENCE:
Purcell-Gates, V. “as soon as she opened her mouth!”: issues of language, literacy, and power. (pp. 122-139).
Related Source:
The related source I chose is a very simple cartoon that shows a public schools official looking for good teachers.
Nonstandard, socially marked dialects do prevent people from succeeding in the middle-class world, but they do not prevent people from learning to read and write. (Purcell-Gates)
REACTION:
This reading was very moving, it felt as though I was watching this mother trying desperately to get someone to help her son learn to read and write. As a parent I understand the desire for your children to become more successful in life than they have been capable of doing. I know someone the recently graduated from one of the public schools here in West Virginia that can barely read or write. The situation was much like that of Donny in the reading. This person is a very smart and intelligent person; their experiences and expertise are not in literacy. However, the teachers that this person has had throughout school have failed them terribly. Teachers should try and teach all students to perform to the best of their abilities and that they are capable of great things with hard work and determination.
REFERENCE:
Purcell-Gates, V. “as soon as she opened her mouth!”: issues of language, literacy, and power. (pp. 122-139).
Related Source:
The related source I chose is a very simple cartoon that shows a public schools official looking for good teachers.
Wednesday, August 24, 2011
Tall Tales of Appalachia Reaction; Double Entry Journal 1
QUOTE:
''Local color'' writers made brief visits to the mountains, then wrote fanciful books about the queer, violent mountain folk. As realistic as Harlequin romances, local-color books like Mary Murfree's ''In the 'Stranger People's' Country'' were read and reviewed as journalistic accounts. (O"Brien, 2003)
REACTION:
It is outrageous that anyone would take a book and use them as a journalistic account. The fact that people in today's modern society still use information like this to stereotype is unreal to me. I personally did not understand how West Virginians were being stereotyped this way until I moved to Charlotte, North Carolina. When I would tell people that I was from West Virginia they would look at me funny. Several of them even thought that I meant western Virginia. I had to explain to them that West Virginia was a state itself, separate from Virginia. They would assume that because I was from West Virginia that I was uneducated and only knew how to do things such as farming. Categorizing any individual because of the location of where they were born and raised is ridiculous. All people are unique individuals and should be treated well and appreciated for their differences as well as their commonalities.
REFERENCE:
O"Brien, J. (2003, May 10). Tall tales of appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
RELATED SOURCE:
http://www.abetterwestvirginia.com/2007/12/04/west-virginia-stereotypes-dont-believe-the-hype/
This is a link to an article written by Jason Keeling. In the article he describes how the image of the so called "hillbilly" has followed the state of West Virginia. The stereotyping of West Virginians is not perhaps the worst issue that we face, it is that there are a lot of native West Virginians that believe it themselves.
''Local color'' writers made brief visits to the mountains, then wrote fanciful books about the queer, violent mountain folk. As realistic as Harlequin romances, local-color books like Mary Murfree's ''In the 'Stranger People's' Country'' were read and reviewed as journalistic accounts. (O"Brien, 2003)
REACTION:
It is outrageous that anyone would take a book and use them as a journalistic account. The fact that people in today's modern society still use information like this to stereotype is unreal to me. I personally did not understand how West Virginians were being stereotyped this way until I moved to Charlotte, North Carolina. When I would tell people that I was from West Virginia they would look at me funny. Several of them even thought that I meant western Virginia. I had to explain to them that West Virginia was a state itself, separate from Virginia. They would assume that because I was from West Virginia that I was uneducated and only knew how to do things such as farming. Categorizing any individual because of the location of where they were born and raised is ridiculous. All people are unique individuals and should be treated well and appreciated for their differences as well as their commonalities.
REFERENCE:
O"Brien, J. (2003, May 10). Tall tales of appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
RELATED SOURCE:
http://www.abetterwestvirginia.com/2007/12/04/west-virginia-stereotypes-dont-believe-the-hype/
This is a link to an article written by Jason Keeling. In the article he describes how the image of the so called "hillbilly" has followed the state of West Virginia. The stereotyping of West Virginians is not perhaps the worst issue that we face, it is that there are a lot of native West Virginians that believe it themselves.
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