Student Observation (5th Grade)

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.

Webquest

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:

• Transportation routes
• Settlement patterns and population density
• Culture (e.g., jobs, food, clothing, shelter, religion, government)
• 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).

Double Entry Journal #9

"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.


Here is a link to a related MSN article.

Reference:

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/

Double Entry Journal #8

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/ 

Double Entry Journal #7

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

Research Based Strategies

Non-linguistic Representation


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

Double Entry Journal #6

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

Final Where I Am From Video!

Double Entry Journal #5

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.   

Where I am from Video

Here is my video!! :)

Where I am from

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.