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