STEP THREE: 1. What is the title of the project?
Parents and an After School Web-Enhanced Program 2. What is the Question?
What happens to mathematical achievement scores when fifth grade students and their parents interact in an after school web-enhanced tutorial program? 4. What strategy is being used to address?
21st Century Skills (Web-enhanced programs) 5. What evidence is presented that the strategy will work?
Simulations and Games 6. How will data be collected to determine if the strategy will work?
A parent survey was sent home for the parents to fill out; it was based on student math attitudes. 7. How was the data analyzed?
Data collection was based on the students’ scores achieved on their quarterly math grades. 8. What were the results?
Overall there was an average gain of about 9.2% for the students’ fourth grading period math scores. All students involved showed great interest in learning math skills and strategies. 9. How do the results inform teacher practice?
If enough computers are provided in the classroom, a web-based program can be very beneficial to struggling students. It requires individualized work on the student's part and is very student and teacher- friendly.
STEP FOUR: 1. What is the problem?
Recognizing rhyming and word families in text.
2. What is the rational for the project?
Students and teachers focus too much on phonics, and not word family and rhyme recognition.
3. What strategy will be used to address the problem?
A variety of rhyming games will be used.
4. What is the question?
How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?
5. What evidence is presented that the strategy will work?
Wylie and Durrell revealed that students learn words more easily using "rhyming phonograms" as opposed to complicated decoding rules.
6. How will data be collected?
A checklist will evaluate students' ability, along with careful observation. Student participation will be reviewed, along with whole group reading. It will be recorded in a teaching journal.
What is formative Assessment?
A formative assessment is a type of assessment that measures where the students are and how they are doing with the learning process. What is the CENTRAL purpose of formative assessment?
The central purpose is student learning and improving it. Connect a best practice in formative assessment to one research-based strategy.
Providing feedback is a research-based strategy that is one in the same with formative assessment. Timely feedback leads to motivation and overall improvement. Give an example of how a specific assessment can be used formatively and summatively.
A rubric is a great example because it provides clear instructions and feedback, and can be used to grade a final product. Give an example from your field placement related to formative assessment and timing.
My host teacher does a good job of providing timely feedback when the students turn in written work. The teacher leaves comments on the rough drafts and allows students to reflect on their work based on the comments. It really seems to help and gives the students confidence when they turn in their final paper. What are some strategies to help formative assessment be more effective when providing students with feedback?
The feedback needs to be timely and encouraging to prevent the feeling of failure. Formative assessment allows for students to feel motivated and encouraged, so positive comments and advice are key. Name two advantages to high quality formative assessment.
One advantage is that the teacher can see from the start what problems the students are having and jump at the first signs by giving timely feedback and motivators. Students can also use the feedback to keep on track, which is another advantage. Building this relationship should (over time) allow the students to be more independent with school work. What are some challenges to implementing high quality formative assessment?
Linking assessment to instruction so that both teachers and students benefit is a challenge. Another challenge is adjusting assessment to that students move beyond just completing the work to actually excelling at it. It all leads back to confidence and motivation. Once these are built within the student, the student will become more independent and will improve academically.
Resource:
NCTE. (2010). Fostering high-quality. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0201-sep2010/CC0201PolicyBrief.pdf
Today I conducted a student observation. Due to an early dismissal, I had limited observation time. I guess I should tell you why I chose to observe this child. Having been in this classroom for a few weeks now, I have become aware that this student never turns in any assigned work. I got a chance to view this child's planner and there is not one page without the teacher's red markings. (The teacher marks her students' planners when a child doesn't complete an assignment) This makes me wonder, what's going on here?
I started by observing the posture of the struggling student. While the teacher held a discussion with the class, this student was somewhat slumped in his chair, never raising his hand to any of the teacher's questions (as most of the class did). He didn't really seem to be paying attention to anything the teacher had to say.
After the brief discussion, all of the students were given a worksheet to be completed as a class to build on the discussion. The teacher read the first question and asked for volunteers to give the answer. After an answer was given, all of the students (except the struggler) wrote the answer on the sheet. My student was stretching while just staring at the paper. By the time the class had gone over about 3 questions and answers, my student struggler decided it was time to start writing. But having been so far behind, he had to ask the teacher for the answers to questions 1-3.
The end of the worksheet was near, and the teacher had the students answer the last question on their own and then turn in the paper. All the students completed the worksheet, except for the student I was observing. It was at this point when the class was dismissed to go home due to power outages. I would really like to get to the bottom of why this student refuses to complete work and turn it in. In some cases, I can witness that the work is actually complete, but he just doesn't turn it in. I think there is definitely something going on here.
The WebQuest that Patty and I would like to work on is actually one that I completed in Instructional Technology many semesters ago. The topic is Geography, and students will use Google Earth to complete the given tasks. My WebQuest can be found here on Google Sites. It still needs a lot of work, and all forms of assessment need to be re-done. Some of the wording on the site could be updated as well. We will be keeping Google Earth as the main source in this WebQuest.
The CSO's we are thinking of using are: SS.O.4.4.2 Analyze and assess the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water) on the following:
Interactions with others (local, national, global)
SS.S.4.4 interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms).
"Kindergartners are now under great pressure to meet inappropriate expectations, including academic standards that until recently were reserved for first grade." I was pretty shocked when I read this statement. I think it's crazy that teachers and administrators "do not value" play in the classroom or say there is no time. If students do not play, teachers are losing the opportunity to allow students to release energy. Children are becoming more angry and aggressive today and this could possibly be one of the leading factors.
"They invent scenes and stories, solve problems, and negotiate their way through social roadblocks. They know what they want to do and
work diligently to do it."
This statement was said in regards to children working hard at play. Play is a form of social enrichment. Children build social skills, language skills, and tend to be less aggressive when given the chance to play. Why take this away? Children put so much effort into relationships when playing, that it would be unjust to remove play from a child's life. “If I give the children time to play, they don’t know what to do.They have no ideas of their own.” I totally agree with this quote. Whenever I would babysit my neighbors, they would always ask me what to do or say there was nothing to do. I find that this is a real problem with children today. Children don't know how to be creative and use their imagination. We really need to encourage kids to get their hands dirty and explore.
Miller, E., & Almon, J. (n.d.). Crisis in the kindergarten: Why children need to play in school. Retrieved from http://earlychildhoodcolorado.org/inc/uploads/Crisis_in_Kindergarten.pdf
Pappas, S. (2011, August 14). All school, no play?. Retrieved from http://today.msnbc.msn.com/id/44123365/ns/today-parenting_and_family/t/all-school-no-play-kids-learning-suffers-without-recess-experts-say/
What are some challenges to inquiry approaches to learning? Some challenges to inquiry approaches to learning are the fact that inquiry approaches are very complex. Teachers may not fully understand how to use this approach in the classroom. Due to this misunderstanding, students won't be given proper scaffolding and assessment of projects given.
Make connections between project-based learning and three research-based strategies. Give a brief explanation of the connections. Setting objectives- Project-based learning is all about setting objectives. The teacher needs to come up with objectives, then the students solve the problem and create a project to reach the given objective.
Cooperative grouping- In project-based learning, students are solving real-world problems in small groups. Students learn to work in cooperative groups which means they are learning how to work together and be a member of a group. There is a strong connection between cooperative grouping and project-based learning.
Simulations and games- As stated before, in project-based learning, students are solving real-world problems. Simulations can be used to provide examples of how to react in these real-world situations. As with any group or whole-class activity, discipline must be set in place in order for this strategy to work properly.
Reference:
Research-based strategies. (n.d.). Retrieved from http://www.netc.org/focus/strategies/
1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
The instructional knowledge provided by the teacher and textbook through lectures and discussion are showing signs of wear.
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 supports student learning better than traditional approaches. It develops higher order thinking skills in the students and develops students who are critical thinkers and students who speak and write effectively. (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005)
Students involved in Project-based learning benefit from factual learning that are equivalent to students who engage in traditional learning instruction. (Thomas, 2000)
Finally, another benefit to Project-based learning is the students are given opportunities to use multimedia in the classroom. Students in this study performed better on content, design, and reaching the audience. (Penuel, Means, Simpkins, 2000)Communication, research, and presentations are the key aspects of this benefit.
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
One benefit to Problem-based learning is that students are given problems where there is not one exact answer. It allows students to use their creativity and understanding to find a solution to a problem. (Dochy, Segers, Van den Bossche, & Gijbels, 2003)
Another benefit is that students are better able to generate a hypothesis and explain the hypothesis. (Hmelo, 1998b; Schmidt et al, 1996)
Lastly, students can support their hypothesis with well-reasoned arguments. (Stepien et al, 1993)
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
One of the benefits to this approach is students are able to become experts on the content they are working with. Students have to do research on the artifact they are creating. (Hmelo, Holton, & Kolodner, 2000)
Another benefit is that students are able to better understand complex systems. (Perkins, 1986)
Finally, students have the chance to design artifacts that display understanding. Students relate the artifact with a real-world concept. (Fortus and colleagues, 2004)
5. What are the differences between the three approaches?
There are a few differences between the three approaches. Project-based leads the class to produce an actual project. Problem-based has the students working in small groups to solve a given problem. Finally, the Learning by Design approach has the students creating an artifact that will be presented based on understanding and application of the material at hand. Although the three approaches are different, they go hand-in-hand.
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 believe the most important benefit to learning that is common across the three approaches is that students are actually engaged in the lesson and not just being lectured to or reading from a book. I believe this because I personally learn best when I am engaged in a lesson. I still remember lessons that involved group problem solving and hands-on activities.
Reference: Baron, , B., & Darling-Hammond, L. (1991). Teaching for meaningful learners. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Our PowerPoint Quiz activity supported Non-linguistic Representation. The definition of this strategy is the way students learn through visual imagery, kinesthetic, and auditory experiences. The article states, "computer simulations also encourage exploration and experimentation by allowing learners to manipulate their learning experience and visualize results." This means that our computer simulation activity in class today allowed us to experiment with new technology (for some of us) and visualize the results we came up with. Non-linguistic Representation is simply that, a representation; it is a way of representing knowledge. Students today are used to learning through the linguistic approach, when in fact they would learn so much more if given the opportunity to learn non-linguistically. Due to the fact that a lot of students aren't used to this approach, teachers need to scaffold student learning when introducing computer simulations such as today's activity. A modification would be to allow more time for those students who are new to the non-linguistic approach in order for them to really grasp this new activity.
Reference: Nonlinguistic representation. (2005). Retrieved from http://www.netc.org/focus/strategies/nonl.php
First Speaker
1. Why is this video helpful for teaching in West Virginia? Being as most of West Virginia’s dialect is informal, this video would be helpful for teachers.
2. What evidence is presented that supports the credibility of the speaker? She is an English professor at a University and also works with the National Council of English.
3. Describe the traditional approach to responding to student writing? The traditional approach is to simply correct the student when they do not write properly.
4. Why does the traditional approach not work in improving student writing? If the traditional approach worked, it is thought that students would change the way they write, but this obviously isn’t happening.
5. Name the three strategies associated with the linguistic approach to writing instruction? Scientific Knowledge of Grammar, Contrastive Analysis, and Code-switching.
6. How do you know the cat and Taylor go together? The owner of what they own are right next to each other. Taylor and cat were directly next to each other in the statement, making the cat and Taylor go together.
7. What is different between the two patterns of possessives for informal and formal English? An apostrophe “s” is next to the owner in formal English. In the informal possessives, no apostrophe is added.
8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English? Code-switching is being used.
9. Describe how the scientific method is used to teach students to code switch. Teachers collect data and have the students compare and describe patterns in the language being used. Students can then check their hypothesis and modify accordingly.
10. What question is being asked to engage students in the comparison and contrast strategy? What changed?
11. How does code switching support metacognition? Students are reminded that there is a time and place for everything. They think about where they are and adjust their writing accordingly.
12. What evidence is presented the code switching approach works? Describe one of the studies? In 2000 in New York, African American classrooms were tested. Students were tested based on the amount of vernacular features in their writing. Traditional English methods showed no improvement, whereas the comparison and contrast approach showed nearly 100% improvements.
Second Speaker
1. How did the students respond when asked how they felt about being corrected when they talked? They felt stupid, angry, and confused.
2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? The teacher compared formal clothing and informal clothing to show the difference between informal and formal language.
3. What are some added benefits aside from raising test scores that stem from using contrastive analysis? Students will be able to adjust their writing to the setting in which they are placed. They will also look more professional in a professional setting when using their formal writing.
On Your Own: Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies: Generating and Testing Hypothesis and Identifying Difference and Similarities.
Generating and Testing Hypothesis is an example of contrastive analysis because students are comparing and contrasting things. Students then form rules and test or experiment in other situations. Identifying Difference and Similarities is an example of contrastive analysis because it allows the students to make connections through the use of patterns. Students use the differences and similarities of language to make categories for information that fits and doesn’t fit with the patterns.
References:
Teaching standard english in urban classrooms. (2007). [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
1. What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?
Teacher's attitudes affect every student. Negative teacher attitudes can lead to students being misdiagnosed as having language disorders. Teacher's lack of knowledge in a students' ethnicity and language variation can cause the student to feel "insecure and confused." Teachers need to provide a positive attitude to these children in order for them to feel comfortable in the classroom.
2. What are some assessment pitfalls?
Assessment pitfalls occur because a child's cultural background is being overlooked. Teachers need to take into account where the child came from and incorporate this into the assessment. Without knowing who the child is and where they came from, the child is not being properly assessed.
3. What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).
The three approaches that can be used to transform student's dialectal diversity into an asset rather than liability are the awareness approach, critical pedagogy, and the critical awareness approach. Awareness approach is allowing students to use their native dialect as they complete classwork and homework. In this approach, students should also be able to compare and contrast their native dialect to Standard English. Critical pedagogy is when the teacher gives the students a voice in the classroom. It allows students to compare different cultures and languages. By accepting a language, you are accepting the culture. Finally, the critical awareness approach combines both the awareness approach and critical pedagogy. Students are given the change to use their native language in the classroom, all the while thinking critically about the standard language of today.
4. How prepared do you feel to teach in a culturally diverse classroom?
Being from a high school where there are many cultural differences, and graduating with over 2700 students, I am familiar with culturally diverse settings. However, after having learned how to provide a culturally diverse classroom in college, I find that my high school did nothing to create this kind of atmosphere. I believe my college classes have made me more aware of how to create this kind of classroom environment. I feel prepared to teach in a culturally diverse classroom because I can take into account the kinds of cultures I experienced having lived outside a large city.
I am from the Shire in Hunters Run, from Mom’s apple crisp and Holly’s delicious crab dip.
I am from the white colonial suburban corner house with the bright red door, from every house in the neighborhood looking like the other.
I am from the land of the black-eyed Susan, land where trees are taken over by buildings and neighborhoods. I am from the city lights stealing the stars in the sky.
I am from Christmas’ and laughter, from muttonheads and jokesters. I’m from soccer and softball games for as long as I can remember.
I am from the strength of women from generations alike, who taught me to stay strong in everything I do, and believe in myself when no one else believes.
From lessons about school and life; I am from the love of a Marine who taught me to love whether near or far.
I am from backyard football, basketball, and go-carts in the yard.
I am from Dawn and Bob’s branch, from the back house light going on when dinner was ready.
From the family jokes that I was adopted from Mexico, to the biggest Ravens and Orioles fans you’ll ever meet.
I am from lectures from my older sister not to do what she did after she got in trouble.
I’m from the Chesapeake Bay, from blue crabs and Bob’s barbeque.
I am from a family that travels far and wide, from upstate New York, to North Carolina, to the hills of West Virginia, and the cold winters of Vassar, Michigan.
I am from traveling hours to school and the beach; making new friends and saying goodbye to the old; always remembering those I lost along the way.
I am from the present, past, and future, history in the making.
(2007). The great debaters. (2007). [Web Graphic]. Retrieved from http://en.wikipedia.org/wiki/The_Great_Debaters
(2008). Race. (2008). [Print Photo]. Retrieved from http://thinkprogress.org/security/2008/07/03/175151/racial-profiling-fbi/
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Teaching literacy development is the key to success for students' future. There are three things I learned from the article that support this theory. The first is to allow your students to speak their native language in the classroom. The student's dialect is what they are comfortable with and what they know. Why change that? Allow the students to see the difference in the way they speak and the Standard English.
The second thing is teaching students about the structural differences and similarities of the languages to allow the students to "code switch" or move back and forth between their language and Standard English. Students should be able to convert these two languages into any conversation, depending on the audience. To summarize, there is a time and place for native language, and students should be shown how to decipher the differences. "Code Switching" will give students better opportunities in school and in the work force as they get older and enter a professional world.
Finally, allow the students to be interested in their native dialect and Standard English. I liked the idea that "students interview parents and grandparents and find out how their Appalachian English has changed over time." This gives the students a chance to learn about the heritage of family members and languages that evolved within the family line.
I honestly cannot think of a schooling experience where there was effective or even ineffective literacy instruction for speakers of non-standard dialects. I come from an area in Maryland where everyone pretty much spoke the same, with exception to a few students. I experienced ineffective literacy instruction when I came to West Virginia for college, though, which I would like to talk about here.
I have realized that a few of my friends have terrible spelling and grammar techniques when they write. They stick to how words sound, and spell the words accordingly. Recently, I realized that my group of friends all came from the same county and same school. It made me wonder, what are these teachers teaching? Is it just a coincidence that four people who went to the same school during different years have the same horrible spelling and grammar habits? These students were not taught the difference between Standard English and native dialect, therefore native dialect is all they know. If my friends were taught this distinction, I believe they would have encountered better work opportunities, and a professional lifestyle that would benefit them in the future.
I believe the teaching of literacy and inclusive practices are directly linked. Inclusive practices means including every student, no matter the differences. Students with different native dialect should be included and embraced in the classroom. It is important that students see the differences and similarities between these dialects and Standard English. Every student, no matter what dialect they speak, should be included in the classroom to ensure their success in the future.
I chose this picture because I think it is great symbolization for different dialects. Even though we all have different dialects and come from different parts of the world, we are still human and that makes us come together. Dialect is only something that makes us unique and we should all embrace that.
References:
Collins, J. (Artist). (2005). Where are you. [Print Drawing]. Retrieved from http://www.rps.psu.edu/probing/dialect.html Epstein, P., & Herring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655
As Soon As She Opened Her Mouth
Literacy knowledge is simply the concepts that children acquire in the early school years. Reading, writing, and printed language are some of the concepts that children learn early on. In the chapter, a little girl wants her mother to read to her but the mother refuses because they are in church. The daughter proceeds to beg her mother to read, and when the mother denies the daughter after a few attempts, the daughter reaches up and moves the mothers' lips. This demonstrates the daughter's knowledge that in order to read out loud, lips must be moving. This is an example of non-print literacy knowledge. An example of printed literacy knowledge is when children can realize that making marks on a piece of paper signifies some form of writing. Also, being able to read what is written on the paper is a key aspect in literacy knowledge.
Stereotypes greatly interfere with literacy instructions. As teachers, we are sometimes guilty of stereotyping, which we have to watch and be aware of. If a child's parents are illiterate, it doesn't necessarily mean that the child should be put into a remedial class. Students like Leah should not be judged from the first instant she is introduced. All students should be given a chance from the get-go, and not stereotyped because of the home-life from which they come.
Unfortunately, schools and teachers contribute to poor literacy instruction in school. Due to stereotypes and other related issues, students aren't given a chance to learn what is essential in their young lives. Social class seems to be the major issue today. Being from a majority "upper-class" school myself, I am definitely familiar with teachers stereotyping students based on class. Teachers would give attitude and give easier homework to the students who appeared "middle or lower class", and assumed they were not capable of completing more difficult assignments. The students were characterized in the teachers' minds as "slower learners" and deprived of good literacy instruction. Students should be accepted and taught as "equals" from the beginning, instead of stereotyping at the start.
There is a compelling relationship between language, social class, and denial of educational opportunity. On the very first page, a teacher is quoted saying, "I knew she was ignorant just as soon as she opened her mouth!" The mother's language was recognized, the teacher assumed social class, and the child was denied an educational opportunity because of this. We, as teachers, need to realize that students cannot be judged based on social class, language, or lack-there-of. Students can't be denied reading and writing educational opportunities simply because they cannot speak "Proper English".
Schools and teachers can greatly improve literacy instruction by getting rid of all stereotypes. Students perceived as "lower class" or poverty stricken need to be given a chance from the start. Stereotypes need to stop in order for all students to be given the educational opportunity they deserve.
I feel everyone, to some extent, should use "Proper English" in their daily lives. In the writing sense, I am guilty of judging people for not using proper basic grammar and spelling. I am aware, though, that certain cultures in the world do not emphasize grammar as being a key to success. There should be some basic grammar that everyone embraces to be involved in an engaging conversation.
I really liked the quote on page 13 stating, "First, and most obvious, teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn." I truly do believe that students want to learn, even if they don't always say or show it. Once a student finds something they are interested in, they are more likely to show some engagement in learning.
Here is a lesson plan that has to do with teaching stereotypes in the classroom. Students pop a balloon to demolish a stereotype being read. I think this is a fun activity for students to be engaged in and learn about stereotypes in the classroom. Students (and teachers) should be aware after this activity that stereotypes are wrong and everyone should be given equal chance. Note: It would probably be best to complete this lesson outside. :)
Tall Tales of Appalachia
"Not long ago, one of the student counselors at West Virginia University told me that the most persistent problem she encounters is a lack of self-esteem. Bright, capable, young men and women do not think they belong in college because they are hillbillies." (pg 2)
The quote above made me feel sympathetic for the West Virginians that feel they are not worthy of going to college because of their lifestyle. Many colleges in the state are home to students from out of state, making some West Virginians that go to the school feel minuscule in their own state. As an "out-of-stater" myself, I find it sad to hear that students from their home state feel self-conscious because of the stereotypes "outsiders" place on them. This is the kind of thing that needs to change in society if we truly do want a "better" world.
I chose "Country Roads" because it's a true West Virginia song. When I first came to West Virginia, my mom and sister had me listen to this song as we were going through the great mountains. When I think of West Virginia, I think of this song!
John denver country roads. 2008. Web. 20 Jan 2012. <http://www.youtube.com/watch?v=oN86d0CdgHQ>. <http://www.youtube.com/watch?v=oN86d0CdgHQ>.
Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power.
Quote: "The classroom, not the trench, is the frontier of freedom, now and forevermore." -Lyndon Baines Johnson
Research Review for Inclusive Practices
Inclusive Education is simply the process of including all the different types of learning styles, beliefs, and attitudes in the classroom. Everyone contributes and has an important role in the success of the classroom and its community.
Three examples of students Inclusive Education is meant to serve are special education students, bilingual, and minority students, along with the general education students. This shows that the inclusive process enhances service to all students and families in the community.
Two important characteristics of Inclusive schools are creating a sense of community and students as problem solvers. Creating a sense of community is important because each and every student needs to feel that they belong. Through my experiences, I observed that students learn to respect others when they receive respect and learn how to properly give respect.
Problem solving is something that we have been learning about immensely in our Education courses at Fairmont State. Not only should problem solving be used in the classroom, but in the community as well. Outside the classroom, students can and should be used as peer mediators, peer tutors, cooperative learners, and in buddy systems (to name a few). This strategy also helps students become more responsible and effective in the inclusive process.
**The video above is a video of teachers talking about using the inclusion process in the classroom. I liked this video because it gave multiple examples of inclusion being used. It was also nice hearing opinions about inclusion from teachers who use the process every day.
References: Inos, R. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
McCullagh, S. (Videographer) (2008). The inclusive classroom [Web]. Retrieved from http://www.youtube.com/watch?v=o5WCX-998vs
