An art interest survey at my clinical with 5th graders. These were the most used words from the questions I gave them and the anwsers I got.
Wednesday, February 29, 2012
Wordle
An art interest survey at my clinical with 5th graders. These were the most used words from the questions I gave them and the anwsers I got.
Tuesday, February 28, 2012
Deciding on a Web quest and topic
The web Quest that I found was based on Malari Challenge. Click the hyper link to see the Web Quest. There is not art project with this but one could be incorprated.
I would like to do my Web Quest on Haiti Houses- as well as use the theme for my 3 lessons. I would like to have the students at my clinical site to make their own Haiti Houses.
http://www.haitihouses.org/build.html
I would like to do my Web Quest on Haiti Houses- as well as use the theme for my 3 lessons. I would like to have the students at my clinical site to make their own Haiti Houses.
http://www.haitihouses.org/build.html
Double Journal #9
The three quotes from the online article
"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 really do not like the fact that people think that there is plenty of time for play at home. If you think about it a student gets up in the morning and is at school by 7:30-8:00am. They have to sit in a classroom for hours on end while the teacher talks about stuff they should be able to do and know. There is lunch and bathroom breaks. Then the student gets on a bus around 2:30-3:30 and either goes home( which they have to work on the tons of homework given) or they go to an afterschool program until parents are able to pick them up. By the time students get home they have to do homework/ finish it, eat dinner, and get ready for the next day. When exactly is there time for that "plenty of play"?Most a childs life is spent sitting in a classroom learning so that they can do well on a test so that the school and state looks good.
Why Kids Need Recess and Exercise
"Classic play materials like blocks, sand and water tables, and props for dramatic play have largely disappeared from the 268 full-day kindergarten classrooms studied."
I also think this is absurb. If teachers and professionals expect children to learn and retain knowledge children need to be able to connect the learning they do in class with toys or items to play with in class as well. I think that even though a child plays with blocks- there can be learning from the shape of the block, the color, the texture, how many sides that block has, or how many blocks the child has on the floor. Right there are many things that a child is learning- math, colors, textures, etc.. What if the child does not get to play with blocks or dramatic props he or she might never get the thought of building houses for a career or being a nurse because they like taking care of the dolls or other students. There are so many things that children can learn from playing. I have worked in a daycare setting for almost 6 years and have seen all kinds of play that children have done. Currently I work in the infant room with the 6week-6month age range. Young children being able to play builds on their life and helps them learn, it would be like me not letting the infants explore the room- they would be afraid and not succeed.
Should Toys be in Kindergarten Classrooms?
"The power of play as the engine of learning in early childhood and as a vital force for young children’s physical, social, and emotional development is beyond question. Children in play-based kindergartens have a double advantage over those who are denied play: they end up equally good or better at reading and other intellectual skills, and they are more likely to become well-adjusted healthy people."
I agree that the power of play is an engine of learning. Children need that interaction with other children( there age or not) so that they will have a physical, social, and emotional life. If a child in Kindergarten is not allowed to talk during class time or lunch, how are those students going to be able to get along with others if they don't know what to do in the first place. And how are students supposed to get to know each other and their similarities, not letting students socialize could lead to bullying. Finally, if a child is not allowed to play and they only lead a seditary life at school. They might not know how to play and their health could deteriate because the only thing they know is sitting and learning. I agree that when a child hits all the developments they will be able to learn and focus better.
Starting Kindergarten
"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 really do not like the fact that people think that there is plenty of time for play at home. If you think about it a student gets up in the morning and is at school by 7:30-8:00am. They have to sit in a classroom for hours on end while the teacher talks about stuff they should be able to do and know. There is lunch and bathroom breaks. Then the student gets on a bus around 2:30-3:30 and either goes home( which they have to work on the tons of homework given) or they go to an afterschool program until parents are able to pick them up. By the time students get home they have to do homework/ finish it, eat dinner, and get ready for the next day. When exactly is there time for that "plenty of play"?Most a childs life is spent sitting in a classroom learning so that they can do well on a test so that the school and state looks good.
Why Kids Need Recess and Exercise
"Classic play materials like blocks, sand and water tables, and props for dramatic play have largely disappeared from the 268 full-day kindergarten classrooms studied."
I also think this is absurb. If teachers and professionals expect children to learn and retain knowledge children need to be able to connect the learning they do in class with toys or items to play with in class as well. I think that even though a child plays with blocks- there can be learning from the shape of the block, the color, the texture, how many sides that block has, or how many blocks the child has on the floor. Right there are many things that a child is learning- math, colors, textures, etc.. What if the child does not get to play with blocks or dramatic props he or she might never get the thought of building houses for a career or being a nurse because they like taking care of the dolls or other students. There are so many things that children can learn from playing. I have worked in a daycare setting for almost 6 years and have seen all kinds of play that children have done. Currently I work in the infant room with the 6week-6month age range. Young children being able to play builds on their life and helps them learn, it would be like me not letting the infants explore the room- they would be afraid and not succeed.
Should Toys be in Kindergarten Classrooms?
"The power of play as the engine of learning in early childhood and as a vital force for young children’s physical, social, and emotional development is beyond question. Children in play-based kindergartens have a double advantage over those who are denied play: they end up equally good or better at reading and other intellectual skills, and they are more likely to become well-adjusted healthy people."
I agree that the power of play is an engine of learning. Children need that interaction with other children( there age or not) so that they will have a physical, social, and emotional life. If a child in Kindergarten is not allowed to talk during class time or lunch, how are those students going to be able to get along with others if they don't know what to do in the first place. And how are students supposed to get to know each other and their similarities, not letting students socialize could lead to bullying. Finally, if a child is not allowed to play and they only lead a seditary life at school. They might not know how to play and their health could deteriate because the only thing they know is sitting and learning. I agree that when a child hits all the developments they will be able to learn and focus better.
Starting Kindergarten
Wednesday, February 22, 2012
Student Observation
I observed a 5th grade male student at the school that I am doing my clinicals at. I noticed that he was not interested in working on his art project. He was up out of his seat, going to other tables and talking to other students. Disrupting the other students cause the class to be rather to loud for what it should have been. The teacher was constantly telling this student to return to his seat and work on him assignment. Once in his seat he would work for a few minutes and then start to get restless. He would stand up or put his feet underneath himself on the chair or simply turn sideways in his chair. He continued doing this through out most of the class period, where he would talk and not be focused and then he would work for a few minutes. The students on the other side of the room were sitting and talking quietly to the other students at the same table, but they continued to work on their assignment. However the other side of the room where the student, who was not focused, were a bit louder and they were not working on their assignment as closely as the other side of the class. The teacher kept having to tell the class to settle down and stop talking as much and work on their project. Towards the end of the class period the student finally got settled down long enough to work on his project. He only got about 10 minutes of drawing and coloring done before the class period ended.
Double Entry Journal #8
What are some challenges to inquiry approaches to learning?
Some may think that inquiry based learning is that it is unstructured and may fail to provide proper scaffolding, assessment, and redirection as projects unfold. General academic skills, students may have difficulty developing logical arguments and evidence to support their claims (Krajcik et al., 1998). Students often find it hard to work in groups, manage their time, the complexity of work, and motivation (Achilles & Hoover, 1996; Edelson et al., 1999).
Make connections between project-based learning and three research based strategies (Choose strategies you have not already been assigned to read about). Give a brief explanation of the connections.
A good way to show students that they have done well on an asssignment or a project is to Provide Feedback. Feedback improves learning, helps students see their errors and how it can be corrected.
Another connection between project-based learning and a research strategy is that teachers can use Stimulations and Games. When students use multiple systems of representing knowledge, the better the students are able to think about and recall what they have learned. Simulations enhance potential by making modeling dynamic.
The third connection between project based learning and research based strategies is Cues, Questions, and Advanced Organizers. Finding out what students already know and then connect new ideas to what the students already know. Asking questions and then prompting students to reply with cues. Students learn for when they are given information in multiple ways.
Citations:
Hyper link to each website about reasearch based strategies.
Barron, B. (2008). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Some may think that inquiry based learning is that it is unstructured and may fail to provide proper scaffolding, assessment, and redirection as projects unfold. General academic skills, students may have difficulty developing logical arguments and evidence to support their claims (Krajcik et al., 1998). Students often find it hard to work in groups, manage their time, the complexity of work, and motivation (Achilles & Hoover, 1996; Edelson et al., 1999).
Make connections between project-based learning and three research based strategies (Choose strategies you have not already been assigned to read about). Give a brief explanation of the connections.
A good way to show students that they have done well on an asssignment or a project is to Provide Feedback. Feedback improves learning, helps students see their errors and how it can be corrected.
Another connection between project-based learning and a research strategy is that teachers can use Stimulations and Games. When students use multiple systems of representing knowledge, the better the students are able to think about and recall what they have learned. Simulations enhance potential by making modeling dynamic.
The third connection between project based learning and research based strategies is Cues, Questions, and Advanced Organizers. Finding out what students already know and then connect new ideas to what the students already know. Asking questions and then prompting students to reply with cues. Students learn for when they are given information in multiple ways.
Citations:
Hyper link to each website about reasearch based strategies.
Barron, B. (2008). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Tuesday, February 21, 2012
Double Journal Entry # 7
1. Read the
Introduction. What "dominant paradigm" is showing signs of wear?
The model of the teacher and the
textbook as the main sources of knowledge, given through lecturing, discussion,
and reading, has proven astonishingly persistent.
2. According to
the research, how does Project-Based Learning support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Project-based learning involves
completing complex tasks that typically result in a realistic product, event,
or presentation to an audience. Research on project-based learning has found
that students who engage in this approach benefit from gains in factual
learning that are equivalent or superior to those of students who engage in
traditional forms of instruction (Thomas, 2000). It showed a large increase in
scores in the critical-thinking test as well as increased confidence in learning
(Shepherd (1998). Also PBL’s showed an
increase in the ability to define problems (Gallagher, Stepien, &
Rosenthal, 1992). A third benefit is positive attitudes and motivation for
teachers and students towards learning, including work skills, critical
thinking, and problem solving skills (Bartscher, Gould, & Nutter, 1995;
Peck, Peck, Sentz, & Zasa, 1998; Tretten & Zachariou, 1995).
3. According to
the research, how does Problem-Based Learning support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Lessons typically involve a
specific type of activity focused on using reasoning and resources to solve a
problem. In small groups students 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). Some benefits include
students score higher on problem solving (Vernon & Blake, 1993; Albanese
& Mitchell, 1993). Another benefit
is that 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). Finally, students
can generate accurate hypotheses and coherent explanations (Hmelo, 1998b;
Schmidt et al., 1996).
4. According to
the research, how does Learning by Design support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Learning
by design is based on the premise that students learn a lot when they are asked
to design and create an artifact that requires understanding and application of
knowledge. One study shows that LBD’s have better outcomes and than the
traditional approach (Hmelo, Holton, and Kolodner 2000). Another study showed
that both higher- and lower-achieving students showed strong evidence of
progress in learning targeted concepts and to apply key concepts (Fortus and
colleagues 2004). Finally, researchers also observed that design activities are
particularly good for helping students develop understanding of complex
systems, noting that the systems can be presented as a united whole whose
structure is adapted to specific purposes (Perkins, 1986).
5. What are the
differences between the three approaches?
Project-Based
learning is completing complex tasks that
usually result in a realistic product, event, or presentation. Problem-based
learning is a specific type of activity focused on using reasoning and
resources to solve a problem. Finally Learning by Design has students to design
and create an artifact that requires understanding and knowledge.
6. In your opinion, what is the most important
benefit to learning that is common across the three types of inquiry-based
learning approaches?
I think that the most important benefit about
all three of these types of learning is that they show a change in student’s
progress in school subjects as well as tests. These methods prove that students
understand the content that is given to them at the start of the lesson.
Citations:
Barron, B. (2008). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Introduction. What "dominant paradigm" is showing signs of wear?
The model of the teacher and the
textbook as the main sources of knowledge, given through lecturing, discussion,
and reading, has proven astonishingly persistent.
2. According to
the research, how does Project-Based Learning support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Project-based learning involves
completing complex tasks that typically result in a realistic product, event,
or presentation to an audience. Research on project-based learning has found
that students who engage in this approach benefit from gains in factual
learning that are equivalent or superior to those of students who engage in
traditional forms of instruction (Thomas, 2000). It showed a large increase in
scores in the critical-thinking test as well as increased confidence in learning
(Shepherd (1998). Also PBL’s showed an
increase in the ability to define problems (Gallagher, Stepien, &
Rosenthal, 1992). A third benefit is positive attitudes and motivation for
teachers and students towards learning, including work skills, critical
thinking, and problem solving skills (Bartscher, Gould, & Nutter, 1995;
Peck, Peck, Sentz, & Zasa, 1998; Tretten & Zachariou, 1995).
3. According to
the research, how does Problem-Based Learning support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Lessons typically involve a
specific type of activity focused on using reasoning and resources to solve a
problem. In small groups students 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). Some benefits include
students score higher on problem solving (Vernon & Blake, 1993; Albanese
& Mitchell, 1993). Another benefit
is that 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). Finally, students
can generate accurate hypotheses and coherent explanations (Hmelo, 1998b;
Schmidt et al., 1996).
4. According to
the research, how does Learning by Design support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Learning
by design is based on the premise that students learn a lot when they are asked
to design and create an artifact that requires understanding and application of
knowledge. One study shows that LBD’s have better outcomes and than the
traditional approach (Hmelo, Holton, and Kolodner 2000). Another study showed
that both higher- and lower-achieving students showed strong evidence of
progress in learning targeted concepts and to apply key concepts (Fortus and
colleagues 2004). Finally, researchers also observed that design activities are
particularly good for helping students develop understanding of complex
systems, noting that the systems can be presented as a united whole whose
structure is adapted to specific purposes (Perkins, 1986).
5. What are the
differences between the three approaches?
Project-Based
learning is completing complex tasks that
usually result in a realistic product, event, or presentation. Problem-based
learning is a specific type of activity focused on using reasoning and
resources to solve a problem. Finally Learning by Design has students to design
and create an artifact that requires understanding and knowledge.
6. In your opinion, what is the most important
benefit to learning that is common across the three types of inquiry-based
learning approaches?
I think that the most important benefit about
all three of these types of learning is that they show a change in student’s
progress in school subjects as well as tests. These methods prove that students
understand the content that is given to them at the start of the lesson.
Citations:
Barron, B. (2008). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Sunday, February 19, 2012
PBL and Power Point quiz
The PowerPoint activity did not support the assigned Project-based strategy because the reading talked about how teachers use opportunities to guide students through a series of steps including asking good questions, generating hypotheses and predictions, investigating through testing or research, making observations, and finally analyzing and communicating results. The Powerpoint project had a set of directions and we were let loose on the project. We could not ask any of our peers what they thought, we could only ask the teacher.
The project could be changed so that the it was a Project-based strategy by using questioning strategies. The reading talks about a couple strategies and the last one was Use questioning
strategies. Ask questions throughout the inquiry cycle—when students are posing questions, while they are investigating, when they analyzing results or presenting conclusions. At
each stage, challenge them to explain their reasoning and defend results.
Citations:
Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php
The project could be changed so that the it was a Project-based strategy by using questioning strategies. The reading talks about a couple strategies and the last one was Use questioning
strategies. Ask questions throughout the inquiry cycle—when students are posing questions, while they are investigating, when they analyzing results or presenting conclusions. At
each stage, challenge them to explain their reasoning and defend results.
Citations:
Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php
Wednesday, February 15, 2012
Double Entry Journal #6
~Why is this video helpful for teaching in West Virginia?
This video is helpful for West Virginia's teachers because it talks about proper grammar. And how proper grammar is important. It also talks about how correcting the errors of grammar is not enough, the students are not really learning from their mistakes. Also talks about how talking at school, home, and work are all different when it comes to talking and speaking correctly.
~What evidence is presented that supports the credibility of the speaker?
She is an associate professor and the author of a book talking about code switching and she is a literacy consaltant among many other qualifications.
~Describe the traditional approach to responding to student writing?
The traditional appraoch is to just correct the student writing.
~Why does the traditional approach not work in improving student writing?
The traditional approach is finding errorers. And that by just correcting the error the student is not learning.
~Name the three strategies associated with the linguistic approach to writing instruction?
Scientific Method, Contrastive Anyalsis, Code switching as meta congnition.
~How do you know the cat and Taylor go together?
We know that Taylor and the cat goes together because of the way the pattern is. Taylor comes before what she owns. And because it is Taylor's cat.
~What is different between the two patterns of possessives for informal and formal English?
The difference between the two patterns is that the first has not markings and no symbols. The other has correct markings and symbols to show the possession of items.
~What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
Showing the students the correct way and the wrong way to use proper grammar. It shows with out the proper grammar things can be misunderstood, but with the correct grammar and markings that items are not confused and are more clear to who owns what.
~Describe how the scientific method is used to teach students to code switch.
We collect data, lead students to look for a patterns, kids discover a hypothesis, check the hypothesis with the children when something is wrong, and then correct the hypothesis with the students and try again.
~What question is being asked to engage students in the comparison and contrast strategy?
What changed between the formal and informal patterns of Engish?
~How does code switching support meta cognition?
Shows support when we should use formal English vs. informal English
~What evidence is presented the code switching approach works?
That students came up with lists of the times when students should us informal english and when to use formal english. They decided that there was a time and a place for everything.
~ Describe one of the studies?
One of the studies was to comparision vs contrastive anylasis between two groups of students. There more vanacular features in the comparision group and drecrease in the constrastive anylasis.
Second Speaker
~How did the students respond when asked how they felt about being corrected when they talked?
The children felt angry, hurt, confused, and stupid. The students were not learning.
~Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? She looked at her own results. She talked to her students about how they felt when teachers corrected them. Before she started code switching she simply pointed out the errors. After she designed a way to use language correctly. She asked what informal and formal was in real life- like clothes (she did an activity), then use that to take the students to what is unknown to change into formal.
~What are some added benefits aside from raising test scores that stem from using contrastive analysis? Some benefits of raising test scores are recognize informal language and formal language when others are speaking. Kids would correct and notice contrastive analysis. Also they realized that everyone speaks differently and it is okay.
Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:
Constructive analysis is an example of these research based strategies because it is applying understanding by finding a hypothesis and solving what the problem is in many different content areas. It helps learners find patterns and make corrections to their mistakes. By doing so creates not learning experiences that students will recall and be able to find differences and similaties.
Citations:
Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php
Identifying similarities and differences. (2005). Retrieved from http://www.netc.org/focus/strategies/iden.php
Teaching standard english in urban classrooms. (2007, November 20). Forum Network. [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
This video is helpful for West Virginia's teachers because it talks about proper grammar. And how proper grammar is important. It also talks about how correcting the errors of grammar is not enough, the students are not really learning from their mistakes. Also talks about how talking at school, home, and work are all different when it comes to talking and speaking correctly.
~What evidence is presented that supports the credibility of the speaker?
She is an associate professor and the author of a book talking about code switching and she is a literacy consaltant among many other qualifications.
~Describe the traditional approach to responding to student writing?
The traditional appraoch is to just correct the student writing.
~Why does the traditional approach not work in improving student writing?
The traditional approach is finding errorers. And that by just correcting the error the student is not learning.
~Name the three strategies associated with the linguistic approach to writing instruction?
Scientific Method, Contrastive Anyalsis, Code switching as meta congnition.
~How do you know the cat and Taylor go together?
We know that Taylor and the cat goes together because of the way the pattern is. Taylor comes before what she owns. And because it is Taylor's cat.
~What is different between the two patterns of possessives for informal and formal English?
The difference between the two patterns is that the first has not markings and no symbols. The other has correct markings and symbols to show the possession of items.
~What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
Showing the students the correct way and the wrong way to use proper grammar. It shows with out the proper grammar things can be misunderstood, but with the correct grammar and markings that items are not confused and are more clear to who owns what.
~Describe how the scientific method is used to teach students to code switch.
We collect data, lead students to look for a patterns, kids discover a hypothesis, check the hypothesis with the children when something is wrong, and then correct the hypothesis with the students and try again.
~What question is being asked to engage students in the comparison and contrast strategy?
What changed between the formal and informal patterns of Engish?
~How does code switching support meta cognition?
Shows support when we should use formal English vs. informal English
~What evidence is presented the code switching approach works?
That students came up with lists of the times when students should us informal english and when to use formal english. They decided that there was a time and a place for everything.
~ Describe one of the studies?
One of the studies was to comparision vs contrastive anylasis between two groups of students. There more vanacular features in the comparision group and drecrease in the constrastive anylasis.
Second Speaker
~How did the students respond when asked how they felt about being corrected when they talked?
The children felt angry, hurt, confused, and stupid. The students were not learning.
~Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? She looked at her own results. She talked to her students about how they felt when teachers corrected them. Before she started code switching she simply pointed out the errors. After she designed a way to use language correctly. She asked what informal and formal was in real life- like clothes (she did an activity), then use that to take the students to what is unknown to change into formal.
~What are some added benefits aside from raising test scores that stem from using contrastive analysis? Some benefits of raising test scores are recognize informal language and formal language when others are speaking. Kids would correct and notice contrastive analysis. Also they realized that everyone speaks differently and it is okay.
Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:
Constructive analysis is an example of these research based strategies because it is applying understanding by finding a hypothesis and solving what the problem is in many different content areas. It helps learners find patterns and make corrections to their mistakes. By doing so creates not learning experiences that students will recall and be able to find differences and similaties.
Citations:
Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php
Identifying similarities and differences. (2005). Retrieved from http://www.netc.org/focus/strategies/iden.php
Teaching standard english in urban classrooms. (2007, November 20). Forum Network. [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Saturday, February 11, 2012
Thursday, February 9, 2012
Tuesday, February 7, 2012
Double Entry Journal #5
What does the research say about the impact of negative teacher attitudes about students
ethnicity and language variations on student learning?
The research says that the impact of negative teacher attitudes about ethnicity and language variations effect student learning in ways that the student will not do well on assessments, in class, they will with drawl from learning because they are “not able to learn” based
on how the teacher reacts to them. If the teacher is negative it can affect the
entire classroom. Factors that can be loosely categorized as environment,
personal factors, and behavior interact and play off each other in a cyclical
way.
What aresome assessment pitfalls?
Some assessment pitfalls are that if a teacher is negative they will have a hard
time motivating his or her students to learn and want to learn. Therefore, the
class will have problems taking and or scoring well on assessments given in
class. But if a teacher has a positive attitude toward everything the students
will see that there are other ways to learn and that they can learn and succeed
then assessments will go well.
What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).
One of the approaches that can be used to transform dialectal diversity is Critical pedagogy; it transforms the social order rather than teaching students to succeed in the current social order. The second approach is the critical awareness approach that combines the awareness and critical pedagogy approaches. The third approach is Bidialectal instruction is an approach supported by research.
How prepared do you feel to teach in a culturally diverse classroom?
Honestly I do feel pretty prepared to teach a diverse classroom. There are so many things that can be taught on diversity so that the students will not want to judge others and by me researching diversity it will help me not judge others either. I think that I will have a positive
attitude when it comes to teaching, there may be times when I am not sure about
a project and doubt whether or not the students will be able to understand and
accomplish some parts, but I am a teacher to help the students with what they
don’t know. And who knows maybe from the experiences of teaching a culturally
diverse classroom I will be able to build and make projects better because I
will be learning from the students too.
Citations:
Teacher Attitudes. (2009, Sept. 4). Retrieved from http://ecelinguisticdiversity.wikidot.com/
ethnicity and language variations on student learning?
The research says that the impact of negative teacher attitudes about ethnicity and language variations effect student learning in ways that the student will not do well on assessments, in class, they will with drawl from learning because they are “not able to learn” based
on how the teacher reacts to them. If the teacher is negative it can affect the
entire classroom. Factors that can be loosely categorized as environment,
personal factors, and behavior interact and play off each other in a cyclical
way.
What aresome assessment pitfalls?
Some assessment pitfalls are that if a teacher is negative they will have a hard
time motivating his or her students to learn and want to learn. Therefore, the
class will have problems taking and or scoring well on assessments given in
class. But if a teacher has a positive attitude toward everything the students
will see that there are other ways to learn and that they can learn and succeed
then assessments will go well.
What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).
One of the approaches that can be used to transform dialectal diversity is Critical pedagogy; it transforms the social order rather than teaching students to succeed in the current social order. The second approach is the critical awareness approach that combines the awareness and critical pedagogy approaches. The third approach is Bidialectal instruction is an approach supported by research.
How prepared do you feel to teach in a culturally diverse classroom?
Honestly I do feel pretty prepared to teach a diverse classroom. There are so many things that can be taught on diversity so that the students will not want to judge others and by me researching diversity it will help me not judge others either. I think that I will have a positive
attitude when it comes to teaching, there may be times when I am not sure about
a project and doubt whether or not the students will be able to understand and
accomplish some parts, but I am a teacher to help the students with what they
don’t know. And who knows maybe from the experiences of teaching a culturally
diverse classroom I will be able to build and make projects better because I
will be learning from the students too.
Citations:
Teacher Attitudes. (2009, Sept. 4). Retrieved from http://ecelinguisticdiversity.wikidot.com/
Thursday, February 2, 2012
I am from...
I am from the silence and beauty of the country, from the
home grown tomatoes, crisp cucumbers, and fresh rhubarb pie.
I am from the old farm house lived in by my past family
members, with the cut stone and the hand dug basement.
I am from the Pawpaw trees, the Black Eyed Susan’s, the
fields of summer hay, and the quiet creeks.
I am from gardening and canning, from my mom’s blue eyes and
my dad’s brown hair, from Ernestine’s love of teaching and Delbert’s summer hay
season, Norma’s ham sandwiches and Rufus’s cactus collection.
I am from love, hard work, and knowledge. From a country
life full of walks in the woods, summers nights catching lightning bugs and
star gazing, and clean water from a hand dug well.
From the muddy waters of a duck pond, chasing chickens,
catching frogs with my little brother, and imagination.
I am from the small town stained glass old brick church on
the corner of Jasper Street.
I am from up a gravel road of an old street car stop, where
the Thorne’s from the top and the Wilson’s from the bottom came together in the
middle to work the land and make it their own.
From the Heck family reunions with the teal and pink shirts,
the fun at Mum mum and Pap pap Heck’s building forts and playing football, and the hours
of swinging on the swing set and playing in the play house at my Grandma Moore’s.
I am from the front porch of old family photos, the barn in
the background, the enlistment papers of family into the Civil War, the
carvings of names in the old trees. I am from the Home Place where I call home.
I could not ask for more.
home grown tomatoes, crisp cucumbers, and fresh rhubarb pie.
I am from the old farm house lived in by my past family
members, with the cut stone and the hand dug basement.
I am from the Pawpaw trees, the Black Eyed Susan’s, the
fields of summer hay, and the quiet creeks.
I am from gardening and canning, from my mom’s blue eyes and
my dad’s brown hair, from Ernestine’s love of teaching and Delbert’s summer hay
season, Norma’s ham sandwiches and Rufus’s cactus collection.
I am from love, hard work, and knowledge. From a country
life full of walks in the woods, summers nights catching lightning bugs and
star gazing, and clean water from a hand dug well.
From the muddy waters of a duck pond, chasing chickens,
catching frogs with my little brother, and imagination.
I am from the small town stained glass old brick church on
the corner of Jasper Street.
I am from up a gravel road of an old street car stop, where
the Thorne’s from the top and the Wilson’s from the bottom came together in the
middle to work the land and make it their own.
From the Heck family reunions with the teal and pink shirts,
the fun at Mum mum and Pap pap Heck’s building forts and playing football, and the hours
of swinging on the swing set and playing in the play house at my Grandma Moore’s.
I am from the front porch of old family photos, the barn in
the background, the enlistment papers of family into the Civil War, the
carvings of names in the old trees. I am from the Home Place where I call home.
I could not ask for more.
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