Double Journal Entry #13

Chapter 6: Affinity Spaces

1. Give an example of a "community of practice" in which you are currently participating in.

Being that I am currently enrolled in Fairmont State University’s Teacher Education Program, I have found myself in a “community of practice”, especially during my clinical experience. Throughout my seventy-five hour clinical, I have been working alongside an experienced teacher from whom I have gained experienced and learned a great deal.

2. Why is the term "community" better defined in relation to spaces rather than groups of people?

People are not as simplified as a place. Locations are not a part of a complex system like people are. Because people change and have a variety of interests, values, and beliefs, people become much more difficult to define.

3. What is a "generator"? What is its counterpart in school?

A generator is what the content of space. In school, it refers to the content the students are learning.

4. What is a "content organizer"? What is its counterpart in school?

A content organizer is simply a design. In school, it is the lesson plans created by the teacher.

5. What is a "portal"? What is its counterpart in school?

A portal is referred to as the delivery. In school, it refers to the type of media used to deliver the content.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?

People are brought together in their affinity space based on their common interest, which act as the affinity itself. As a teacher, it is my job to include all students, based on their interest inside and outside of the classroom.

7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.

Affinity spaces bring people together based on their common interests. Bringing affinity spaces into the classroom allows each person in the classroom to participate and for their input to be valued. Modeling co-teaching helps students understand that all teachers are essential to the affinity space.

8. How are traditional classroom different from Affinity Spaces?

Traditional classrooms do not encourage a sense of community because the teacher is viewed as superior to the students. In traditional classrooms the students are not appreciated for their differences, as they would be in an affinity space.

 

Gee, J. (2004). Situated language of learning: a critique of traditional schooling. New York: Routledge.

Double Journal Entry #12

Chapter 5: Learning and Gaming

What is the main argument the author is making in Chapter 5?

The author argues that quality video games offer "deeper and better forms of learning" than that of public schools (Gee, 2004).

What constitutes a theory of learning?
A theory of learning consists of patterns and principles concerning the ways in which people learn.

Why did the author struggle to learn to play Warcarft III? What needs to proceed before good learning principles?
The author struggled to learn to play Warcraft II because he did not believe that he was capable of learning something so difficult. He felt overwhelmed by the vast number of details of the game as well as the real-life online competitive factor. As read in the text, he "failed to engage in a way that fully recruited its solid design and learning principles" (Gee, 2004). It was apparent that because he found the game difficult, he did not fully engage himself in its learning principles –perhaps because of fear of frustration or failure. Learners must be committed to the time it takes for deeper learning to occur.

How would have the author's struggle with learning to play Warcraft III been interpreted in school?
The author’s struggle to play Warcraft III would have been interpreted as a failure.

What kind of learning experience might be better suited for "at risk" students?
Horizontal learning experiences might be better suited for “at risk” students because horizontal learning can prepare them for future learning rather than lead them into a position where failure may override success.

Why does the school-based interpretation of "at risk" lead to bad learning?
School-based interpretation of “at risk” leads to bad learning because the term “at risk” often gets translated to "dumbing-down" (the curriculum) within the school setting.

What do schools need to do to function more like a good game?
Schools need to offer instruction that intrigues students. Students should want to take on new identities and be motivated to fulfill their duties in solving problems. Students should have a key role as they engage in learning.

What is different about how good games and schools assess learners?
In schools, the teachers use the same forms of assessment to assess all learners, whereas good games provide students with the opportunity to assess themselves and make personal adjustments.

What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?
Some attributes of a fish-tank tutorial that make it an effect learning tool include: multimodal information, only necessary information, no areas of complexity; information that reveals basic, important connections, and information that is given for immediate use. School-based learning, however, delivers separate pieces of information that will be recalled at a later date.

 

What is a sand-box tutorial? Why is it effective? How is it different from school-based learning?
A sand-box tutorial is a real, self-paced, self-assessed game at an easy level –as it offers step-by-step instructions. It is effective because the game is played in a “real world” setting, yet the player cannot fail or be harmed. It is different from school-based learning because the skills of the game prepare the player for future learning; in school, children might learn those same skills, but if such skills cannot be mastered, it is considered a failure.

What is a genre? Why is it important for good learning?
A genre is a type of something; the genre reveals to learners what it is they are required to do.

According to the author, what do learning and play have in common?
Real learning and play both produce a feeling of pleasure. According to the text, "Real learning is always associated with pleasure and is ultimately a form of play" (Gee, 2004). Real learning and play often bring a sense of enjoyment to those involved.

How are the skills tests in good games different from skills tests in school?
While playing good games, students decide when and how to self-assess as well as the appropriate adjustments to be made. Good games act as a developmental process whereas in school, adults do the assessing and make decisions concerning the development of the learner. The school learner is told what to do and therefore has no role in his or her learning process.

How does RoN support collaborative learning?
Here, players can challenge each other in online games, converse in chat rooms, read game boards and magazines, etc. By involving one another to create a product or to meet a goal, players are being demonstrating collaborative learning.

Match at least one learning principle of good games (on pg. 74) with each of the following learning theorists you have studied in 3352.
Dewey: They teach basic skills in the context of simplified versions of the real game so that learners can see how these skills fit into the game as a system and how they integrate with each other.

Vygotsky: They ensure that learners at every level of expertise can readily use knowledge that is distributed and dispersed across a great many other people, places, sites, texts, tools, and technologies.They ensure that the learners have and use an affinity space wherein they can interact with peers and masters, near and far, around a shared interest, making use of  distributed and dispersed knowledge.

Piaget: They allow learners to discover the other edge of their competence and to be able to operate just inside that edge. (Equilibration)

Gardner: They give information via several different modes; redundancy.

Bandura: They offer supervised (i.e. guided) fish tank tutorials (simplified versions of the real system).

 

Skinner: They allow learners to practice enough so that they routinize their skills and then challenge them with new problems that force them to re-think these taken-for-granted skills and integrate them with new ones. Repeat.

 

 

Gee, J. (2004). Situated language of learning: a critique of traditional schooling. New York: Routledge.

High Quality Performance Assessment

What is formative assessment?

Formative assessment is a type of assessment that is continuous; it occurs either before, during, or after the lesson and is used best as an evaluation for learning.

What is the CENTRAL purpose of formative assessment?

The central purpose of formative assessment is to act as an evaluation for learning verses an evaluation of learning; struggling students need to be identified and strategies need to be implemented to aid the struggling learners.

Connect a best practice in formative assessment to one research-based strategy.

A formative assessment is best practiced when used as a form of research-based strategy. Using a formative assessment as feedback, for instance, would be an example of connecting a formative assessment to a research-based strategy to enhance its purpose. Feedback is crucial as a teacher needs to examine ways to implement different approaches to improve student achievement.

Give an example of how a specific assessment can be used formatively and summatively.
Using a rubric, for example, as a specific assessment can be used formatively as it identifies the lesson's expectations and summatively as it calculates a grade for the assignment.

Give an example from your field placement related to formative assessment and timing.

While at my clinical, I am usually engaged in multiple math lessons. One portion of the math period is dedicated to Reasoning Minds, and it is there that students have to learn objectives, complete A-B-C level problems, and correct mistakes using the “genie solution”. As the students work at their computers, I circulate the room, paying close attention to what exactly is being written in the journals (where the students show all work), how each student is rating in terms of accuracy, and how far along each student is in completing the various levels of problems. From there, I am able to identify which students are struggling and the concept that is causing the frustration. It is then a series of questioning techniques are implemented, and upon hearing answers, I am able to determine the student’s way of understanding and thinking. I can redirect the student from that point, and then observe as correct steps are demonstrated by the student as he or she solves the problem without error. Observation and questioning go hand in hand as I formally assess the students before, doing, and at the end of the lesson.

What are some strategies to help formative assessment be more effective when providing students with feedback?

To help formative assessment be more effective when providing students with feedback, provide the feedback in a timely manner to increase motivation and the overall success rate.

Name two advantages to high quality formative assessment.

An advantage to high quality formative assessment is that the students become more aware of the quality of their work, and with each success, their confidence increases. With this awareness and confidence, students seem to stay on task quite easier. Additionally, the teacher is able to identify struggling students and implement strategies to aid those students as a result.

What are some challenges to implementing high quality formative assessment?

Some challenges to implementing high quality formative assessment include: using formative assessment with instruction verses as an extension of instruction, the hardships of educators being able to implement these practices, and finding ways to use the assessment to develop strategies that are appropriate for the struggling learner.

NCTE. (2010). Fostering High-Quality Formative Assessment. James R. Squire Office of Policy Research. Retrieved November 1, 2012 from, www.ncte.org

Double Journal Entry #11

Chapter 4: Simulations and Bodies

What does the author mean when he says, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old west"?
Learning must be related to the students' knowledge and interest outside of the classroom, and when it is not connected, learning is not as productive. According to Mr. Gee, learning is "outside of their contexts of application" (Gee, 2004) when students cannot apply the material that they are learning to scenarios outside of the classroom.

According to the author, what is the best way to acquire a large vocabulary?
According to the author, the best way to acquire a large vocabulary is through actively engaging in conversation. In doing so, children learn the meaning of words and their contexts.

What gives a word a specific meaning?
The meaning of a word is determined by the context in which it is being used. There are a variety of ways that the same word can be used. The author uses the word "work", for example, in several contexts including: "go to work", "working the system," "it won't work, etc.

What does the term "off the hook" mean in these sentences:

• My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.

          Here, it indicates that she is no longer obligated to purchase a gift.

• Them shoes are off the hook, dog.

           In this instance, it is used to infer that the shoes are "really cool".

• Man that cat was fighting 6 people, and he beat them all. Yo, it was "off the hook"; you should have seen it!

          My guess here is that the phrase is being used to show that it was extremely
          exciting or out of control.
      
According to the author what is the "work" of childhood? Do you agree?
According to the author, the "work" of childhood is play. I do agree with the author because when children play together, they are learning how to share, take turns, help others, consider others' wants and needs; follow the rules, and determine what is fair/not fair. All of these tasks involve language, learning, and determining the degree of appropriateness. It is all about gaining new knowledge but building on prior experience and knowledge.

Why is not reading the instructions for how to play a game before playing a game a wise decision?
By not reading the instructions for how to play a game before playing a game, players become familiar with the tasks. As understanding develops, a frame of reference for expected concepts begins to build.

Does knowing the general or literal meaning of a word lead to strong reading skills?
Knowing the general or literal meaning of a word can lead to strong reading skills if the reader is able to discern the context in which it is being used.

What does the author mean by the terms "identify" and "game". Give an example of 3 "identities" or "games" you play.
The author means that they are specific behaviors one must act out in order to be recognized as a reader or some other "identity".

1. As a future educator, I am supposed to mimic the behavior of a professional educator -acting professional at all times.
2. As a friend, I am expected to be a good listener, especially in times of trouble.
3. As a daughter, I am expected to get good grades and be a kind person.

According to the author, what is good learning?
Good learning, according to the author, is "learning the right moves in embodied interactions in the real world, or virtual worlds, moves that get one recognized as.....enacting the right sort of identity for a given situation" (Gee, 2004).

 

How does the understanding that being able to build a mental model and simulations of a real-world experience are closely tied to comprehending written and oral language support or change the way you think children should learn in school?

It supports the way I think children should learn in school: using play to make mental models and simulations of real world experiences. Children continuously learn, and by creating models and engaging in simulations, chlildren can begin translating learning into other areas.

 

Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?

Peer interaction is important because it provides an opportunity for children to engage in conversation. They are able to discuss, compare and contrast, evaluate and critique their own perspectives in relationship to that of their peers. This is important in student learning, especially in collaborative learning where students gain a better understanding of the concept from a classmate rather than just receiving a red X from the teacher. 

Gee, J. (2004). Situated language of learning: a critique of traditional schooling. New York: Routledge.

Double Journal Entry #10

Chapter 3: Language and Identity At Home

What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?

Some features of the forms of language that are spoken in a home environment that align with academic varieties of language include: oral story telling, vocabulary and structure learned through read-alouds by parents or other adults, and/or the use of video games and the complex thinking involved in navigating the structures involved.

What are the features of Leona's specialized form of language?

Leona's specialized form of language comes in the form of poetry. Her experiences have a consistent rhythm with her culture, and specific poetic features used by Leona are as follows: parallel structures, syntax patterns, and stanzas.
 

Why is Leona's specialized form of language not accepted in school?

Leona's specialized form of language was not accepted at school because it was misunderstood. Many perceived Leona as someone who has been rambling and mumbling, rather than as someone of different culture. Because of this and the school's approach to reading as instructional, Leona was expected to use academic varieties of language.

Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).

The contradiction between the research  and recommendations by Snow is that the research showed that impoverished children tend to fall behind despite initial reading levels. As a result, an instructional approach to reading (focusing on reading as skill) is recommended. If this is so, the contradiction is that these students who will likely fall behind are expected to flourish and excel in an environment that does support their needs.

What other factors besides early skills training will make or break good readers?

Racism, cultural bias, and stereotyping all have a negative impact on a student's ability to learn to read. As was previously discussed, learning to read is a cultural process, and by only accepting one culture, those students who are considered diverse will not have the support they need to excel. The factor of whether or not students feel like they are a valued part of the social structure of the school also has a huge impact on mastering academic forms of language. (Gee, 37)

Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
Students struggle to identify with the academic "ways with words" taught in school because it does not support the language varieties used at home.

Gee, J. (2004). Situated language of learning: a critique of traditional schooling. New York: Routledge.

Double Journal Entry #9

Chapter 1: A strange fact about not learning to read.

What is the strange fact about not learning to read?

Students from lower socio-economic incomes and/or students from minority groups seem to have an increased difficulty in learning to read than students from higher socio-economic incomes and/or students not considered from minority groups.

Why is this fact so strange?

It is not that students from lower socio-economic incomes are less capable of learning; it is the fact that poverty is almost always linked to low achievement in school as well as poor literacy skills.

What is it about school that manages to transform children who are good at learning things like Pokeman into children who are not good at learning?

The students' loss of interest often reflects educators failing to make the subject matter entertaining or motivating for their students. Additionally, teachers do not make use of "funds of knowledge" when creating their lesson plans, which often results in students feeling discouraged.

What are the differences between a traditionalists approach to learning to read and more progressive educators?

Traditionalists believe that we should teach reading using phonics skills and "skills and drill" approaches. Progressive educators, on the other hand, use "meaning making" to create a relationship between the reader and the text.

Is learning to read a natural process like learning to speak a language?
Learning to read will not occur naturally because it is not biological, meaning that it is not a natural process such as walking or talking.

What are the differences between natural, instructed, and cultural processes, and which process should reading be classified under?
Natural learning is biological and occurs naturally for almost all people where as instructed learning is how you acquire knowledge. Culture learning is a process of its own used when learning to read; it is a skill passed down through culture.

How do humans learn best: through instructional processes or through cultural processes? How is reading taught in school?

Reading is typically taught using overt instruction in the classroom, but humans learn more effectively through personal experience and cultural process.

According to the author, what is the reason for the "fourth grade slump"?

Students engage in reading in the early grades, but as the content becomes more complex, they begin to fall behind; this is due to "phonological awareness" which initially helps students but holds no long-term benefits.

What is a better predictor of reading success than phonemic awareness?

Vocabulary, story recall, and comprehension are all early language abilities obtained by engaging in interactions with adults and are better predictors of reading success than phonemic awareness.

 

What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety", about a topic in your content area.
Vernacular language is the non-formal variety most people use when talking to friends and family. Specialist languages are connected to special purposes or activities, such as school-based content. Vernacular example: We will never go back to the beach in July; it was way too hot and sticky. Specialist example: The beach tends to be extremely warm and humid during the month of July.

What is "early language ability", and how is it developed?

Early language ability is considered the verbal skills students obtain in their preschool years as they interact with family and older peers, using challenging and varied genres of language.

According to the author why and how does the traditionalist approach to teaching children to read fail?

A traditionalist approach does not acknowledge a student's early language ability or lack thereof. With a traditionalist approach, students are being taught how to decode vernacular language on a page yet end up having trouble reading academic varieties as time move forwards. When teaching, isolating the area of phonics is not an effective strategy.

Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

Students learn early language abilities from interacting with adults and older siblings, and if parents are too busy or show a lack of interest, their child is not going to develop these skills, holding the parents somewhat accountable for their child's inexperience with specialized varieties of language before coming to school.

Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?
I found this text manageable to read. I consider myself a good reader, but I was still unfamiliar with this variety of specialized language.

Gee, J. (2004). Situated language of learning: a critique of traditional schooling. New York: Routledge.

Double Journal Entry 8

Situated Language and Learning: A Critique of Traditional Schooling: Introduction

What is the main challenge being addressed?
The main challenge being addressed in this reading is finding an instructional strategy that addresses  each student's learning style.

What does the author mean by the phrase "way with words?"
The author when using the phrase "way with words" (in my opinion) is placing emphasis on the various ways to learning. Being that there are numerous new approaches to learning, teachers should address all different ways of learning; it is beneficial for teachers to explore other ways of learning besides the traditional classroom-based learning.

What is the core argument being made by the author of this book?
A majority of educators believe that teaching students to read and students learning to read is the hardest part when it comes to teaching the curriculum. The real issue, however, is that students get frustrated with the vocabulary, wording, and language that is integrated into different content areas. Sometimes "less is more".

Give an example of a specialized variety of a language or "way with words" you have learned outside of school.
Throughout elementary, middle, and high school, I was a cheerleader. There is a lot of vocabulary and wording that people would not understand unless they were associated with this sport in one way or another.

According to the author, how do people learn a specialized variety of a language or "way with words" best?
According to the author, people learn a specialized variety of a language or "way with words" best when the individual is ready and willing to learn; he or she must be willing to think in real-world context and apply the learning experiences to his or her everyday life. Individuals learn best when connections are made.

If people are to be successful in the 21st century, what must they become?
In order for people to become successful in the twenty-first century, they must become "shape-shifting portfolio people" -meaning that they must be willing and capable of adapting to a variety of situations.

The author states that learning academic language is NOT sufficient for success in modern society. Do you agree? Why or why not?

I agree with the author. As I previously states, individuals learn best when able to make connections. Hence, this is why scaffolding is vital in the school system. We, as individuals, need to build on prior knowledge, and it is when we incorporate prior knowledge into our everyday lives that we learn and grow.

What do you think about this author's "way with words?"

The author definitely has a "way with words"; the author's writing style was sophisticated yet easy to understand.

Gee, J. (2004). Situated Language of Learning: A critique of traditional schooling. New York: Routledge.

Interviews

When interviewing the struggling student, student "X", I received the following responses:

Q: Do you enjoy school?
A: Yeah

Q: What kind of student are you?
A: Quiet but friendly/respectful of my teachers

Q: What do you do for fun outside of school?
A: Play X-Box

Q: How would your classmates describe you?
A: Nice

Q: Who are you friends with? What do you and your friends do together?
A: I'm friends with Waylen, a kid in my neighborhood. We haven't seen each other a lot
     lately, but when we do see each other, we like to ride bikes and sometimes play
     basketball -eventhough I don't really like it because I'm not good at it.

Q: Tell me a good memory you have about school.
A: I have never forgotten the kids in my fifth grade class.

Q: Tell me a bad memory you have about school.
A: I try not to remember those.

Q: Describe a "good" teacher or tell me about a favorite teacher you had in the past,
A: Mrs. Zorik was my favorite teacher; she was nice.

Q: What is one thing you wish your teacher knew about you?
A: (could not think of a response)

Student  "X" is rather quiet; he distances himself from peers and teachers -never engaging in anything related to social interaction (not even when it comes to participating in class). I learned that when you take the time to speak to him on a one-on-one basis, he is more receptive to speaking and sharing. It is when you take the time to acknowledge him and show him that you care about him as a student and as a person (by questioning, encouraging responses, and sharing your experiences) that he begins to open up. He needs to feel accepted and appreciated before he can take the risk of engaging in a social situation. I learned from my host teacher that he has not been given many opportunities to engage in any extra-curricular activities or sports outside of school, and I think that is to blame for his lack of social skills.



When interviewing the high-performing student, student "Y", I received the following responses:

Q: Do you enjoy school?
A: Not really

Q: What kind of student are you?
A: Good

Q: What do you do for fun outside of school?
A: Play soccer and basketball

Q: How would your classmates describe you?
A: Kind

Q: Who are you friends with? What do you and your friends do together?
A: Geno, Gavin, Dominick...play sports

Q: Tell me a good memory you have about school.
A: In the third grade, we used to do a lot of science experiments; I liked those.

Q: Tell me a bad memory you have about school.
A: (could not think of a response)

Q: Describe a "good" teacher or tell me about a favorite teacher you had in the past,
A: Mrs. Albertson....She was nice, and we did a lot of activities with movement that I
     thought were fun.

Q: What is one thing you wish your teacher knew about you?
A: I like hands-on stuff!

Student "Y" is usually very sociable, with both his peers and teachers, but not in a way that has ever been disruptive. He knows when to socialize and when to listen, but during this interview, he seemed more on the listening side than the talking side. He seemed rather reserved. I learned that when he is placed in a more intimate setting (as I interviewed both students alone in the hallway), he becomes more uncomfortable and less responsive.

Double Jounral Entry #7

In regards to the inquiry based approaches to student learning, several challenges can be inferred. To begin with, inquiry based approaches consist of planning –planning to be completed by the teachers  in great detail. Secondly, there is the concern with proper scaffolding techniques; balance is crucial, and teachers must be able to properly use tasks and assessments. Additionally, teachers need to recognize when redirection is needed and the proper ways to address the redirection. When a teacher lacks the skills and knowledge needed to implement this alternative way of teaching, another challenge (a greater challenge) occurs. This challenge can occur as the teacher may fail to execute proper scaffolding techniques, assessment, and redirection. When inquiry approaches are first being used, creating and conducting new classroom management skills and techniques will need to be implemented.

Barron, B, & Darling- Hammond, L. teaching for meaningful learning a review of research on inquiry-based and cooperative learning. Edutopia. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

 

Double Journal Entry #6

The dominant paradigm that is showing signs of war in the introduction is as follows, “The instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading…”

Project-based learning is an approach to teaching by which students search in real-world problems and challenges; students are active and engaged during the learning process and thereby gain a deeper understanding of the matter being studied. When an instructor gives a patient case file with symptoms to the medical students and they must find a diagnosis for that patient, there is not a right or wrong answer because the possibilities for illness/disease are endless. This learning, however, can be related to real-life instances where for every problem given, a solution must be found (4). Thinking more in terms of technology, technology projects combine knowledge and skills from multiple subject areas such as language arts, mathematics, geography; history, science, and social studies. This approach allows for students to create relevant learning experiences and a wide use of knowledge (http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/). In a study, project-based learning has been shown to increase the rate of attendance; teachers who have conducted successful project-based learning activities also report a higher level of satisfaction with teaching (http://teachingtoday.glencoe.com/howtoarticles/engaging-students-with-project-based-learning).

Children tend to participate more actively when faced with problem-based learning because students become motivated to learn. Technology projects create situations for two or more people to collaboratively work to reach a common goal –to acquire information, share resources, and create original works using the computer as a tool. Building the foundation for team work and collaboration benefits students in terms of participation, responsibility, and social skills. (http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/). By working collaboratively, students can share unique ideas and learn of the variety of ways to act upon such ideas. They learn respect and enhance their listening skills by doing so. Students can then be given the opportunity to execute their ideas by providing great services. (http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning). In a given scenario displaying the content of which we speak of is, “A couple days ago my students, working in pairs, were using zomes to create three-dimensional representations of buildings and facilities that they would add to our city if they were given an opportunity to do so. The kids chose such ideas as a homeless shelter, animal care center, technology development laboratory, recycling center, and football stadium. (After all, we are in Los Angeles, a city that has been without an NFL team for a long time.) The project represented the culmination of our Geometry Challenge unit, and we will be displaying the structures at our upcoming Open House” (http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning).

Learning by Design is a type of project-based learning; students learn what they need to learn in a timely fashion while designing something. Students can carry out the stages of design (creating, assessing, and redesigning) throughout the duration, but the work will most likely require collaboration and specific lead roles.  According to Hmelo, Holton, and Kolodner (2000), a few long-term studies have been conducted to determine the advantages of design-based learning. They found that design-based learning is helpful when complex figures are trying to be modeled or explained. An example of this would be the respiratory system. The students learn about the system in a more systematical manner and understood more about the structures and actual functions of the system. Design activity provides students with the opportunity to be “experts” in a particular area, and design projects require students to set limitations, generate ideas, create prototypes, and develop plans through the use of storyboards or other representational practices.

Project-based learning is more so student-based learning by which experiments pave the path for finding solutions. Students become active learners through this process. With problem-based learning, the students are presented with a specific problem. Afterwards, they think about and discuss a variety of solutions. Learning by design is different than the other two because the students have actually created an object in which they know about. The students create, review, and edit their own work. With all three approaches, students are actively engaged, using their critical thinking skills.

Citations:
"Six Benefits to Project Based Learning and Technology Integration." Benefits to Project Based Learning and Technology Integration. N.p., n.d. Web. 26 Sept. 2012. http://www.technokids.com/blog/technology-integration/benefits-project-based-learning/.

"Some Benefits of Project-Based Learning." Some Benefits of Project-Based Learning. N.p., n.d. Web. 26 Sept. 2012. http://www.stevereifman.com/blog/51-blog/251-some-benefits-of-project-based-learning.

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Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Journal Entry #5

Reverent listening is difficult to define because it is an abstract concept. Just as I listen to my students’ feelings, ideas, and struggles, the students play a vital role in reciprocating such actions. Through modeling, everyone plays a crucial role in the classroom. When everyone feels valued and listened to, the classroom becomes a safe environment filled with respect.

Students need to be heard, and it’s the teacher’s role to listen to the students; their interests and expectations are ultimately what affect the content being taught. The ways in which students respond to the instruction determines the strategies and methods needed to be incorporated to enhance motivation in the classroom. To establish a culturally responsive classroom, students need to feel understood and cared for while equally encouraged and challenged. If we can build up the students in an environment where this occurs, they will be more responsive in terms of increase of knowledge.

Some schools have what is known as a “laundry list of valued ethics” –which are character traits expected amongst faculty and students. In a recent field experience, I learned that core value to be obtained and executed by the students was Respect. Respecting means listening to one another, and although the students demonstrated this quite well, the faculty did not (at least in my opinion). I was struggling to convey my scheduling conflict to two faculty members who did not have the slightest concern with what it was I saying. They did not demonstrate culturally responsive behavior, as they ignored my concern and what it was I was trying to say.

It may be sad to say, but the teacher who I had who exhibited the traits of a reverent listener did not come along until my college career. While in his classroom, we all were respectful of him, listening carefully to what he had to say and never interrupting.  He would incorporate discussions into his lesson where he would want our feedback or for us to share a personal experience relevant to the topic. I know for me, he even used to (and still does) confront me outside of the classroom to just “check up on things”, and ever since dad has been diagnosed with cancer, this teacher still tracks me down to see how my dad is doing/feeling. He goes above and beyond to make sure I have the resources and support I need in terms of academics and in aspects of my personal life. He really does demonstrate reverent listening, and he gains it back in return.

Schools can become toxic towards reverent listening. When education leaders pursue their own goals and ignore the aspirations of others a toxic towards reverent listening is created. This toxic can affect those leaders’ peers as well as their students.

“Respect is given, not earned.” This quote fits my education philosophy because respect must be delivered in a manner where it is given and received. You cannot just wait around for someone to “earn” your respect; it can only be reciprocated when given.

The article quotes various activities, but one activity in particular that I hope to incorporate into my future classroom is writer’s workshop. Writer’s workshop is popular amongst teachers because it allows the students time to write and illustrate their own stories, which can even be presented to the class afterwards. It displays aspects of culturally responsive teaching as well as inclusive teaching and reverent listening.

Sources Rud, A.G. & Garrison, J. (2010). Reverence and Listening in Teaching and Leading. Teacher College Record 112 (11) 2777-2792. evanguilder. (Producer). (2012). Kindergarten writing workshop author chair 3 . [Web Video]. Retrieved from http://www.youtube.com/watch?v=zPRM2ZXyrS0

Reflection

Commonly approached is a way of teaching in which literacy is taught in a way that promotes “standard English”. The focus is on “standard English” instead of acknowledgement of the various cultural aspects that pertain to the students. The subtle differences in the cultural experiences of the students seem less significant as the content’s primary focus aims to that of the reading and writing “skills” of those in power. When students are placed in an environment where there cultural differences are unacknowledged, the curriculum and the standards become very complex –which causes a wall between what defines them culturally and what tactics define them as students; this offers very little opportunity for success within the classroom. Students will become engrossed in learning literacy as their cultural differences are acknowledged, embraced, and most importantly incorporated into the strategy of learning. All of which leads to culturally responsive teaching. As cultural experiences and differences are examined and accepted. When implemented into the classroom during lessons and procedures, the environment becomes familiar to the students. It is then literacy instruction becomes personal –meaning that it is of value, aiding in the students’ information retention, engagement, and motivation.

“…literacy knowledge refers to the concepts that children acquire during their preschool years, during the years preceding the beginning of formal literacy instruction, in kindergarten and first grade, in reading, writing, and printed language,”  (Purcell-Gates, 2002).

“When teachers and schools seek out and use these funds of knowledge, Moll expects there will be rewards: They will have a better change of helping bilingual and minority children achieve authentic literacy; they will foster a sense of community; and they will bestow a much richer education than most working-class kids enjoy,” (Moll,1992).

According the article written by Bolima, cultural deficit theory “justified the belief that certain groups were intelligently inferior to others, particularly to the group in charge,” (Bolima, n.d.). This narrow-minded perception hindered students from low income families and those considered minority in terms of reading instruction. When encouraged to embrace cultural dialects while speaking and writing, teachers can create an atmosphere of acceptance where cultural differences and “standard English” can find balance.  This method far exceeds that where focus is placed on the reading and writing “skills” of those in power. As Erickson points out, the cultural difference theory "provided a way of seeing classroom troubles as inadvertent misunderstanding--teachers and students playing into each other's cultural blind spots," (Anthropology and Education Quarterly, 1987). If teachers begin to work with the students and connect with the students, their understanding of each student’s cultural background would be better understood, thereby finding success in each student upon meeting the curriculum standards while maintaining their cultural differences. Implementing a change in strategies progresses a change in literacy instruction. A shared strategy amongst classrooms, schools, and districts alike consists of a change in material. Instead of the normalized reading material, material should be selected that complements that cultural background of the students –seeing that it would ultimately spark their interest and improve their success rate. Moreover, when the material is written in a way that is familiar to the students (perhaps in the manner that they speak), it becomes easier for the students to read and understand the material. Although such means go beyond the classroom; it is equally important to involve those outside of the classroom to aid the students in homework assignments, projects, and other assignments so that the culturally responsive learning environment seems consistent amongst learning settings. This enables a cultural capital, not deficit. When teachers use “funds of knowledge”, the knowledge students gain from their families and cultural backgrounds, classrooms become more inclusive.

“For now Appalachian English studies continue at AWP. The teachers are enthused, and last year's students impress their teachers this year with their knowledge of the grammar systems of Standard English and how it contrasts with their home dialects. As time passes, Dr. Clark and the teachers at the Appalachian Writing Project in Wise, VA hope to influence teachers far beyond their small mountain community to engage their students in studies of their home dialect, contrast it with Standard American English, and learn how to demonstrate their ability to code switch in order to succeed in school and jobs,” (Epstein & Herring-Harris, 2011).

The Where I Am From project supports culturally responsive teaching in that it provides an insight to the home life and cultural background of the student. The performance the student gives at school could be a reflection of his or her cultural background, which is displayed in the project format.  When a student is allowed to share his or her personal life (and culture) in a way that is productive, a door opens for the student to become more understood by his or her peers. The way in which the project is presented forms a connection amongst the students as they begin to accept one another’s differences while finding common ground.  The project also teaches the students to see the importance and worth in where it is they came from and all of the things and people that have helped them become the individuals they are today. Everyone has a story, all stories are different…but the story that each student has is of value, and it is important for the student to understand that individually and for the class to respect that collectively.  Culturally responsive teaching can be implemented throughout the subjects of elementary curriculum, especially in Reading and Language Arts, where balance is formed between required ways of teaching and the expected output of the students based on cultural diversity.

Sources:
Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Gonzalez, N., Greenberg, J. & Velez, C., (1994). Thanks Funds of Knowledge: A Look at Luis Moll's Research Into Hidden Family Resources. CITYSCHOOLS, 1 (1), 19-21.

Moll, L. (1992). Funds of Knowledge for teaching: Using a qualitative approach to

connect homes and classrooms. (1992). Theory into Practice, 31(2), 132-41.

 

Bolimia, D. (n.d.). Context for understanding for Educational Learning Theories Retrieved October 5, 2012: http://staff.washington.edu/saki/strategies/101/new_page_5.htm

National Council of Teachers of English (2008). National Council of Beliefs About Writing. Retrieved October 12, 2012: http://www.ncte.org/positions/statements/writingbeliefs

 

Epstein, P. & Herring-Harris, L (2011).Honoring Dialect and increasing Student Performance in Standard English. Retrieved October 12, 2012: http://www.nwp.org/cs/public/print/resource/3655