Double Entry Journal #14

1. What was the most interesting idea you encountered as you read the chapter?

 

That while academic language used in many different worlds and institutions, it is only learned in school. Unlike other forms of language and literacies, it isn't incorporated very much in everyday life, especially for young people. This underexposure might make us question whether it is the most important language to focus on and at the very least should make us question using it as our sole language we teach in school.

2. What connections can you make between Gee's critique and Sir Ken Robinsons' critique of traditional schooling?

 

They both focus on the inevitable fact that we need reform in school and we need to embrace all different kinds of learners. Also, they focus on reaching students by using experiential learning and taking advantage of the cultural capital students bring to the classroom.

3. How did this book change or support your understanding of good teaching?

 

It supported my view that all teachers need to focus on reaching all learners and be willing to think outside of the box and teach 21st century skills. Just the example of how young people learn from video games and how they learn and acquire specialized language really reinforces for me that we need to take advantage of the technology young students are connected to.

Do Schools Kill Creativity?

3 Ideas you agree with
*That everyone has very passionate emotions tied to education. It is something that shapes us and affects us our entire lives. Teachers need to realize that we can either encourage students and give them a positive view of education or we can leave them with lasting negative feelings towards school and learning.

*We have alot of students, espescially teens and young adults that are afraid to be wrong. They are missing valuable opportunities to grow and achieve due to their fear of failure. We have polarized failure to such a point that it leaves such scarring with people who have failed and been embarassed by how the world treats them because of certain failure.

*There are certain kinds of learners that will only thrive in the areas which they have passion for and can think effectively. Some learners will only respond and think properly when their bodies are moving, some when they are hearing things that connect the learning, some who are seeing visual examples tied to the learning, etc. Schools need to be more specialized in reaching all different types of learners.

2 Ideas that surprised you
*I have never really through about it, but it is true that every country around the world follows the same hierarchy of subjects. Math and Language are always the most important. You would think that certain cultures might place more importance on other areas.

*How some of the advice we were given when we were younger and in school was not helpful for most of us. We were told that certain subjects, interests, and skills will not be able to provide us with job opportunities. Alot of students are continually guided into directions they do no want to go, directions in which they have absolutely no interest or passion. I can't describe to you how much this bothers me as it is something I have experienced personally as well. Countless college students spend a fortune to obtain a degree in which they later find out they truly don't love or don't want to use. They were led in the wrong direction by opinions and advice they took in throughout their schooling.

1 Idea that you confused you or you disagree with
*Everyone has ideas of what is wrong with school and why students are failing, but it never seems like anyone is coming up with reasonable, feasibly ways to help students succeed. We always seem to have all these solutions and plans but none of them seem like they can actually be done in the real world in a classroom full of 25 students. Education is in desperate need of reform and we need to come up simple, real solutions they can implement into the classroom right now.

Double Entry Journal #13

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

 

Bible studies on Sunday and Friday nights. We share insights  and opinions as we learn the scripture. Having others there to share and give insight really helps the learning experience. It is great to have study time on your own but it is also crucial to share with others and to hear what others are learning and experiencing.

 

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

 

Space might be better to find people who are sharing the same environments and experiences. Just picking random groups won't guarantee that the people are coming from the same community, culture, experience, etc.

3. What is a "generator"? What is it's counterpart in school?

Helps identify what a space is. Students know what environment or subject they are in based on generators. Counterparts are things that go along with certain environments and subjects.

 

 

4. What is a "content organizer"? What is it's counterpart in school?

Information that goes along and is organized in that context. The knowledge students gain in all different ways is organized together to help sequential learning.

 

 

5. What is a "portal"? What is it's counterpart in school?

Interactions to generators. Can be accomplished in many ways in school such as activities, science labs, group work, teacher collaboration, etc.

 

 

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

People have affinites to things they enjoy and have passion for. Or things they know will help them in the future or help them accomplish current goals. Our teaching should always be useful to students in the real world for their future and current goals. We should be doing things that students can experience and enjoy so they can develop a passion for certain subjects or topics.

 

 

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

 

It helps develop a sense of community by allowing students to engage in experiential learning. Students who work together and solve problems together will share a common bond and experience that will help build community and friendship. Students as partners is another characteristic used in affinty spaces as students appreciate and understand when teachers care about their future and know that the teachers are trying to make the learning experience enjoyable and exciting.

Double Entry Journal #12

1 What is the main argument the author is making in Chapter 5.

Video games can teach us how to learn and helps students learn. The complex thinking required and difficulty of video games can really help students adapt to a similar environment and challenge in schol. Playing video games will engage a child's brain and should expand their vocabulary as they play all different types of games.

2. What constitutes a theory of learning?

That learning happens in segments and is usually not an all or nothing process at any given time. Students should have a much wider knowledge base at the end of every school year in every subject.

3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?

  The task was way over his ability level and caused him to feel overwhelmed and unable to play the game because of his lack of experience. For students to be successful in the classroom the tasks should not be so hard that the students feel they have little chance of succeeding. This will cause students to either give up or give less effort and the learning process will suffer.

4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?

This can lead students to head down a slippery slope of failure and produce a lack of confidence that will hinder them throughout the learning process. Teachers need to make sure they don't overwhelm students who struggle and give them the extra attention they require.

5 What kind of learning experience might be better suited for at risk students?

Find ways to involve all students and make sure they all have success, any activity that you can be sure the students will all succeed together and also feel that they contributed is a perfect way to help at risk students. They need this special attention, extra help, and confidence builder to help as they prepare to learn even more difficult things.

6. Why does the school-based interpretation of "at risk" lead to bad learning?

They usually assume it is the student's problem or fault if learning isn't taking place instead of looking more critically at the teacher or the learning process being used.

7. What do schools need to do to function more like a good game?

They need to start off slowly and start off with activities and concepts that students can be guided through and have success with. This will help the students become engaged in the learning and give them a feeling of confidence to continue on. It will really help the motivation of students who may have a more difficult time with the learning process.

8. What is different about how good games and school assess learners?

Games assess by their ability to complete tasks and then give them a chance to try again and practice if they can not complete the task. Schools assess learners and move on with more difficult tasks even if they can not perform the current tasks.

9. What are the attributes of a fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?

Students will succeed in a fish tank tutorial but they may not always succeed in school settings.

10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?

Students can feel like they are not in over their heads, while they may be experiencing new or more difficult tasks or real world applications; it is being done in a setting where they are comfortable and will feel like they can succeed.

11. What is a genre? Why is it important for good learning?

Words that have different meanings in different contexts. The more students can learn across these contexts and learn the meanings of words, the more students will be able to adapt to different learning experiences.

12. According to the author, what do learning and play having in common?

 

They are both more successful when the individual has choice, feels involved, and engaged.

13. How are the skills test in good games different from skills tests in school?

There is more pressure to do well on tests in school because students know it is their only chance to do well. Video games always give the player another chance to succeed. Players know they will be rewarded for their hard work and perseverance which is not always the case with school.

14. How does RoN support collaborative learning?

The player just like the student will always need help getting started and learning new concepts, once they start learning and experiencing these new concepts they will be able to expand their knowledge and go across other areas.

15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:

High Quality Formative Assessment

1.) What is formative assessment? Assessment that focuses on giving students specific, timely, task-based feedback and comments but does not give students a grade. It focuses on reaching each student individually and not comparing them to a grade scale or other students.

2.) What is the CENTRAL purpose of formative assessment?
Student learning, to have students learn more effectively by receiving crucial and constructive feedback based on their performance or work.

3.) Giving students specific feedback based on their work will help students recognize their effort will directly affect their learning and performace in any subject. This feedback is crucial to get certain students to realize that they are struggling only because of a lack of effort.

4.) These assessments can be done in both ways by giving students the specific feedback and suggestions to improve without a grade on their work, but still give them a grade based on their work and performance.

5.) My classroom has not incorporated any formative assessments. He does give his students proper time to prepare notes and review for their tests during class.

6.) What are some strategies to help formative assessment be more effective when providing students with feedback? Make sure you have students talk to you specificly about the feedback and make sure they understand what they did right and what are the things they can do to improve. Structure assessment in such a way that students understand they are important in the process and the teacher-student relationship should be viewed as teamwork towards effective learning.

7.) Advantages are that it helps improve student motivation, on task behavior, and self awareness. It also helps the teacher identify students who are struggling or have misconceptions about the material causing them to struggle.

8.) What are some challenges to implementing high quality formative assessment?
Education is always looking for concrete ways to assess student performance. Without grades, departments of education, administrators, principals, etc. may feel students will not try or do their work without the motivation of grade.

Double Entry Journal #11

1.)  When people learn something as a cultural process their bodies are involved because cultural learning always involves having specific experiences that facilitate learning, not just memorizing words. Learners must have connections and experiences through their bodies, their can't be a disconnect.

2.) Students learn large vocabularies by having experienced the "worlds" which the words connect to meaning. Students have learned different words through specialized contexts through adults, experiences, etc.

3.) Words have different and specialized meaning for the different contexts or situations they are used in.

4.) a. no longer required, responsibility is lost
     b. they are special or awesome
     c. crazy, exciting

5.) What is the "work" of childhood?
The author claims play is the proper work of childhood and helps learning.

6.) Why would you not read the instructions before you play a game?
You need to have the proper experience from playing the game to understand the text and learn new vocabulary according to the author.

7.) He is talking about situations where we have to act a certain way and play by the rules in that specific environment. Different "games" I play in are being an education student, being an umpire, and being a sunday school teacher. Each different context has different rules I am suppose to play by to be considered an appropriate player. My identity comes through successfully following those rules and being a player in each different "game".

8.) Learning that allows students to apply and follow rules for different contexts and use their backgrounds to translate meaning to new areas and build on their existing knowledge base.

Double Entry Journal #10

Chapter 3

1.) What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?
There are alot of features of language that are spoken at home that align with academic varieties of language. Students hear and use the language that they here spoken in the household, the majority of the time parents have had formal language experience and eductation.

2.) What are the features of Leona's specialized form of language?
Story telling from her different culture and background. Her language uses different forms of parallel patterns and other poetic qualities.

3.) Why is Leona's specialized form of language not accepted in school?
Teachers are used to hearing and expecting the same form of language they teach. They often will fail to recognize and value the different complex forms of language used by students from different cultures and backgrounds.

4.) Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).
Honestly, I am having trouble finding the contradiction.


5.) What other factors besides early skills training will make or break good readers?
Situations where people from different levels of power or different cultures actually feel a severe bias or pressure from stereotypes. This unfair treatment can cause students to perform severely less efficiently in school or on tests.

6.) Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
In my experience, I have always found that students respond much better to teachers who embrace how young people talk. I am sure this would also apply to people with different cultures and backgrounds, as long as their specialized form of language is embraced and valued, they should perform well in the classroom and be motivated to succeed.

Double Entry Journal #9

1.) The strange fact is that students from poor or minority groups who have faced a history of oppression and prejudice are the students who usually have difficulty learning to read. Author finds this strange because they are not at a disadvantage based on ability and he reminds us that the education system is suppose to provide a level playing field for these students.

2.) It is strange because there is no difference in ability to read from these students to any other. The difference is how students are taught and how certain groups get neglected or disregarded based on cultural differences.

3.) There is no connection to with the way they are taught at school and the experiences they have at home. There is no effort made by most teachers and schools to use a students culture and experience to create meaningful learning.

4.) Traditionalists believe that it should be taught the same way with the same basic steps and principles that have been used for hundreds of years to teach people how to read.
The other side of the spectrum are educators who believe that students will learn to read more effectively if they relate it to a subject or interest and apply it to their learning.

5.) It is not a natural process, it is completely different from learning a language. Reading is a skill that must be acquired.

6.) Reading is a cultural process because it is something that everyone feels is important to learn in that culture in order to function and succeed in that community and culture. Learning that specific language and being able to read it will allow a person to have every opportunity to pursue anything they desire.

7.) We all learn best through cultural processes and things we can relate to in our own personal world. Reading is typically taught through instructional processes which is usually very different than anything a student has experienced in their past.

8.) They have not been taught to apply critical meaning to the things they are reading and adapt to the new concepts and vocabulary they are exposed to.

9.)Their early way with words. How well a student communicates to family or adults and relates to their culture is a better predictor of later reading success.

10.) Vernacular- "Go run down the street to Adam's house"

Specialized Variety- "You must drive with your opposite leg and leap upward while taking the ball in your dominant hand and laying the ball of the backboard to make a layup."

11.) Early language ability develops from experiences children have with people of higher language ability and experiences where students hear and learn new words.

12.) He believes the traditional approach is very superficial and creates larger problems later. We identify certain students as learners who can read proficiently but it is such a superficial understanding of reading that they are not able to survive when reaching later grades and facing more difficult material.

13.) I personally think a family has a huge responsibility to help their child learn to read and communicate and make it a part of their early childhood. People can't expect schools to work miracles if there is no experience or help being provided at home but schools also have to make sure they help these students who do not have families preparing them to read.

14.) I am a proficient reader and can adapt to different styles and texts. I had no problem reading this material.

Double Entry Journal #8

The main challenge is helping students from all backgrounds and experiences to be successful in school and for all of these children to be able to learn, think, and adapt according to the global, high-tech world that we live in.

This phrase describes the different types of meanings and tones that can be presented by using different ways than words. One of the main issues addressed is having students adapt to the new way with words in education today.

Traditional schooling is being disintegrated before us as education leaders are deciding new ways to teach students how to be problem solvers, to be able to think in different ways, and adapt to changing environments.
Students need to be prepared for the new schooling environment that uses different ways with words to help these students be able to adapt to the new global high-tech environment they will be asked to work and succeed in.

There are different languages and different meanings for different activities or interests we may have. Some of these activities may have a very unique culture with many words that have different meanings that someone who does not participate in these activities may know. There are countless examples from playing baseball that can be used. Someone who hasn't played and isn't familiar with the terminology may not understand when you say drive the ball that it means to hit the ball hard into the outfield. They may think of driving a car or handling a steering wheel when they hear the word drive.

The author makes it very clear that people must have meaningful experiences that they can tie in to their learning and relate to the new vocabulary. Interest and experience cultivate people to easily pick up specialized languages.

The author explains that people must have a wide variety of experiences to be able to problem solvers in the world we live in today. They must have a wide base of knowledge and experiences to be able to adapt and think progressively in an ever changing, technology driven world.

 I agree, people must be able to learn all different ways with words other than the traditional academic languages learned and used in school settings. People must be able to use that language they have learned and be able to adapt to specialized languages in all different types of situations.

I think this author relates to the reader by not trying to talk over their head. He does use vocabulary that is very advanced but isn't trying to jumble academic words together so the reader can pick up the meanings even if they don't know the meaning of every word they read.

Student Interview

Interview of a high-performing student and a struggling student while doing my 75-hour clinical observation at East Fairmont Junior High School. I picked the specific struggling student because I have observed quite a few days where he has had a meltdown and just can't seem to cope with anything going wrong and seems to be in over his head trying to get work done and learn. The high-performing student was not hard to find as there were many in the class and my host teacher gave me quite a few candidates to pick from.

Interview of Struggling Student
Question- Do you enjoy school?
Student Response- Yeah, I have fun sometimes
Question- What kind of student are you?
Student Response- I am a good worker but just struggle with laziness sometimes
Question- What do you for fun outside of school?
Student Response- I love to skateboard and play basketball sometimes
Question- How would your classmates describe you?
Student Response- Weird, Alot different than regular kids. I cry alot and that really puts a target on myself for other kids to pick on me and think I am weird.
Question- Who are you friends with?
Student Response- My friends are alot like me, crazy and different than the crowd
Question- What do you and your friends do together?
Student Response- Talk and hang out
Question- Tell me a good memory about school?
Student Response- I don't have one yet
Question- Tell me a bad memory from school?
Student Response- All the times I have been bullied
Question- Can you describe a good teacher or one of your favorite teachers?
Student Response- He was fun and gave us some freedom in the classroom
Question- What is one thing you wish teachers knew about you?
Student Response- Nothing, I feel like they know me pretty well

Interview of High Performing Student
Question- Do you enjoy school?
Student Response- Yes
Question- What kind of student are you?
Student Response- I am a good student, I try to study when I need to and I care about doing well and making good grades
Question What do you do for fun outside of school?
Student Response- Basketball
Question- How would your classmates describe you?
Student Response- I am a good friend, I will help people if they need it
Question- Who are you friends with?
Student Response- Everybody, I try to be friends with everyone but I typically hang out with people who have similar interests
Question- What do you and your friends do together?
Student Response- Play sports together
Question- Tell me a good memory about school.
Student Response- First day of school is always exciting, I get to meet new friends
Question- Tell me a bad memory from school.
Student Response- I hate WestTest week, it is so boring
Question- Can you describe a good teacher or one of your favorite teachers.
Student Response- One of my math teachers, they were always there to help, cared for me on a deeper level than a normal teacher and cared about my life outside of school
Question- What is one thing you wish teachers knew about you?
Student Response- Nothing

Double Entry Journal #7

What are some challenges to inquiry approaches to learning?

"Thomas (2000) identifies five key components of effective project-based learning. It is: central to the curriculum, organized around driving questions that lead students to encounter central concepts or principles, focused on a constructive investigation that involves inquiry and knowledge building, student-driven (students are responsible for designing and managing their work), and authentic, focusing on problems that occur in the real world and that people care about."

Teachers have to be able to think on their feet and know their subject matter in a very up to date manner. This kind of learning forces us to have the proper information to solve problems and come up with the best ways to go about it. In order to do this we have to keep up with all the global information that can be shared on our specific subject or project. This information changes constantly with new technologies, studies, etc. We have to be able to feel comfortable with the projects the students select and we have to acquire a very wide knowledge base to be able to help our students.

It can also be hard to fit the types of approaches of learning and have them match up with the CSO's mandated by our state boards of educations. Teachers are constantly under pressure to keep up with test scores and cover CSO's, some feel if they take any extended time away from focusing on preparing the students for these tests then they will not succeed when it comes time to take these tests. Most teachers are not prepared or comfortable to teach outside of the normal style of giving information to the student and the student receiving the information and trying to draw meaning and remember the information. Also, teachers will have to be very aware of all the different learners in their classes and be able to help them through inquiry approaches to learning. This can be very hard as there is usually only one teacher to go around a classroom and provide feedback and assistance.

Source
Baraon, B. (2003, August 01). www.edutopia.org. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry Journal #6

The dominant paradigm showing signs of wear is the old style of teaching and learning that focuses on the teacher delivering information and the student memorizing and retaining that information. Today, students need to be learning skills and contributing to the learning process themselves so they can be able to adapt, problem solve, and think critically for their future work environment and the world we live in today.

Project based learning allows students to learn by doing, they have an active involvement in the learning and now have a real life experience to relate that learning to. These students have to use different brain functions and different parts of the brain to problem solve and complete tasks. This helps their ever developing brains continue to grow and get denser. Here is a quote cited from the article

"Shepherd (1998) studied the results of a unit in which a group of fourth and fifth graders completed a nine-week project to define and find solutions related to housing shortages in several countries. In comparison to the control group, the students engaged in project-based learning demonstrated a significant increase in scores on a critical-thinking test, as well as increased confidence in their learning. "

Students can learn better through problem based learning because they understand how to ask critical questions that will help guide them to solve problems and adapt to situations. This type of learning also causes them to collaborate to find other viewpoints for possible solutions and helps them understand that every assignment or task isn't always going to have an easy, clear-cut formula to solve a problem.

Learning by design seems to help students who are different learning levels progress based on their individualized plans and ideas. I think allowing students to learn this way helps encouarage that their ideas are important and students can contribute to a class or society just as much as a teacher or anyone else. Our main goal should always to help students feel empowered and build their self-efficacy.
 
Design-Based Instruction -
Students create, assess, and redesign products through stages of revisions. The work often requires collaboration and specific roles for individual students, enabling them to become experts in a particular area.
Project-Based Learning -
Students explore real-world problems and challenges, developing cross-curriculum skills while working in small collaborative groups. Also known as project learning.
Problem-Based Learning-
Students learn through the process of solving a problem. The approach is also inquiry-based when students are active in creating the problem.

*All three ways help empower students and help their brains think and learn in different ways which allows the brain to grow and become more dense and capable of higher levels of thinking.

I think the most common benefit to all of these learning approaches is that it helps build students confidence in themselves and builds self-efficacy. Also, I think it is very important to use these styles to break out of the normal routine. Anyone can lose focus, passion, and excitement if things become routine, predictable, mundane. Learning and education is no different. Students need to be challenged and taught in all different ways if they are to ever reach their full potential.

Double Entry Journal #5

Reverent listening refers to our ability to listen and give the respect and admiration the person we are listening to deserves. To know that we are not able to be all knowing, all powerful, or to have any sort of extreme supernatural quality. We can all become better and more knowledgeable people by reverent listening.

I think the quote refers to the fact that you are not just listening because you are being forced to or because that person has more powere or influence than you so you have to listen. It refers to the fact that you are listening to be respectful, and to gain something from listening to someone else's knowledge or insight.

I think the laundry list of value ethics refers to what teachers feel to be most important and the values and ethics they want children to learn and focus on in the classroom. I always felt that most of my teachers throughout school didn't have to broad of a perspective outside of their passion, teaching, or moral standards. I think in school we need to look at other people's perspectives and passions to help them relate to ours and what we are teaching.

I would definitely say I have experienced more of these types of teachers throughout college. Most professors will make sure the class feels involved, respected, and that their input and knowledge is useful and necessary. Most students would certainly thrive in this type of teaching environment because it does not allow the student to be passive and it builds their self-efficacy. Allowing students to believe they can achieve anything they work hard at and have a passion for is so important in today's culture.

Toxic culture's in school can be many different things such as allowing bullying to go on, favoring certain students, not having fair policies or policies not being followed through the same way for all students. Also,  teachers only focusing on teaching CSO's and making good test scores does not necessarily mean students are gaining useful knowledge and are going to be able to take that knowledge out into the world.

"Children are like wax, not iron, and can be molded."
This is definitely a part of my philosophy already but as we have learned more about inclusive education and cultural capital in this class, I have definitely been more motivated to make sure I have more of a passion and make more of an effort to reach all students and understand that no matter what they can learn and be changed for the better through effective teaching.


http://www.sugardoodle.info/Reverence/Some%20Reverence%20Ideas.shtml
I hope even if it is in a simple way, I can teach all students how to be better listeners and show more respect to others. That respect will be reciprocated back to them.

Culturally Responsive Teaching Reflection

The Where I'm From project is so important to help us realize everyone has a beautiful story and everyone is valuable and equal. Every student that comes into our classroom will have differences to a wide variety of extents based on their culture, family environment, etc. All students need to be believed in and taught based on their individual needs.

It is very important to realize relationships between literacy, language, and power. As teachers, we should feel responsible for giving every student a fair and equal opportunity to learn. A quote from one of the articles we read said this, "Some children bring literacy knowledge to school with them." Being able to identify students who bring different levels of literacy knowledge with them to the classroom is very important. Each students' experience and knowledge needs to be embraced, nurtured, and furthered. We need to use different strategies to make sure students with different dialects and backgrounds are not left with a poor educational experience because we refused to teach in any other way than the way people who have control and power dictate. Moll contends that "existing classroom practices underestimate and constrain what Latino and other children are able to display intellectually." (Moll, 1992) We should never judge students or assume they won't be able to learn just because they come from a different experience or come to our classroom with a different type of literacy knowledge. We should believe in ALL of our students!

I think teachers have contributed to poor literacy instruction over the years by neglecting how well we learn from working together and using each other's knowledge, experience, insight, etc. to relate to the material or skill we are learning. Teachers for too long have taught literacy skills in a straight-forward by the book way, refusing to break out of the typical ways of teaching that just want to achieve certain standardized testing scores and cover all their CSO's. We need more interactive work in the classroom with groups and activities. "Teachers, parents and students involved admitted that they had gained insights from the process of sharing information across groups." (Bolima, n.d.)

In this article, teachers used the fact that their students had cultural capital from their own heritage and funds of knowledge that could be valued and used to help them succeed and transition their own dialect into complete literacy."Collaboratively, these teacher-researchers compiled the rules and structures of their local dialect as a tool for transitioning young writers into Standard English." The students dialect and culture was embraced and was a big help for the teachers in transitioning them to write in Standard English. I plan on using many ways to reach all cultures in my classroom. Teaching health and physical education I will have many opportunities to relate the material to the different cultures in my classroom. I could be an inclusive teacher by teaching a sport or dance from different cultures in physical education or giving a cultural background to the foods eaten in those cultures and the healthy byproducts of eating those foods in my health class.


Sources
1.)
https://docs.google.com/file/d/0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk/edit

2.) Moll, L. (n.d.). Funds of knowledge: A look at luis moll. In Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE/edit

3.)  Bolima , D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

4.)  Epstein P., H. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655

5.)  The National Counsel of Teachers of English. (2007). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

Double-Entry Journal #4

Reading this article, a few things stood out. All of the articles we are reading seem to have people who truly care about reaching students who are getting left behind, forgotten, or suffering from some sort of an educational disadvantage. This is a really good thing. The article also talked about strategies that will help students with an appalachian dialect code-switch more efficiently. I also learned that there is no perfect or easy way to teach when it comes to literacy. We have to be open and willing to search for new ways to help our students.

They definitely used the principle of using a wide variety of instructional strategies to reach different learners. Allowing them to use their own language and to be accepting of it really seemed to help. Students could feel comfortable in themselves and were still able to code-switch properly when writing. The teaching strategies also allowed the students to feel pride in their heritage and culture they were brought up in. Confident learners and students who have high self-esteem will always perform better in the classroom. As teachers, we need to embrace this approach and continually build up our students.

Honestly, I can not remember being taught besides one specific way. Students who had special needs had to adapt to how it was being taught or they were sent to a specialist outside of the classroom.




Here is a link to a video with a good philosophy on literacty instruction

http://www.youtube.com/watch?v=fEV5GTwR0z4

Where I'm from

 

Here is my Where I'm From photostory

 

http://www.youtube.com/watch?v=Vxiz5vOewdE 

 

 

 

Where I am From Poem

I am from snowy winters, from the home of the pepperoni roll and beauty most people have never seen.
From the rolling hills and beautiful streams and where everything is green.
I am from the Bible belt, where families act like families and God comes before selfish ambitions.
I am from big thanksgiving dinners and snowball fights and summer days by the pool, from grandparents who taught us songs about the Lord and parents who worked to give us everything they never had and loved us like they wouldn't see us tomorrow. 
I am from the place that no matter where you go to chase fame, fortune, and glory.......... will always call you back home.
A place that will melt your heart and test it a time or two as well. 
From never giving up on a person or a dream and always taking the time to help someone in need.
I'm from parents with multiple nationalities, who embrace and love diversity, from chocolate chip cookies and lasagna.
From the place where you love and protect your siblings, and family comes first, even if you never got the brother you always wanted.
I am from open fields waiting to be played on, from baseball and football until you fell asleep, and manhunt with neighborhood friends.
There's no trading where I'm from!!!

Double Entry Journal #3

  Some problems can develop later is that the ongoing reading process is ignored or diminished as kids go through school. Reading is a skill that must be practiced and used throughout our lives in order for us to be efficient and effective readers. Our brains work just like any other muscle and it has been proven the more they are used the better they work, and this directly relates to reading

It has been found that elementary schools hinder later reading by only focusing on the mechanical process of reading instead of the ideas and concepts necessary for reading comprehension which is crucial at later levels.

 

Reading test scores give us some sort of concrete evidence to determine how a student is doing in this area. I don't believe it tells the whole story but it can be very helpful to teachers and people coming up with policies and guidelines to improve reading in our children. It shows teachers what areas students are excelling at and what areas students need more attention and practice with.

I was most surprised that literacy performance isn't standard for students across subjects and that some might have much higher literacy levels in one subject compared to another. This does make alot of sense because a student who is math-oriented will have a much higher literacy reading a math book compared to a social studies or english book.

I know that it is important to teach the vital vocabulary that relates to the specific content area. Students have to know the basic language of the subject area to be able to connect and learn ideas presented to them later on. I always wondered when I was in school why every class seemed to make us do vocabulary assignments and take vocabulary tests but now I understand why knowing the vocabulary for each subject matter is crucial.

Social media is a good example of a discourse community. They are ways of communicating with established norms in ethnic, online, or popular culture. Students can become discouraged or even completely withdrawn if their multiple literacies are ignored. All educators should understand that the way students comprehent different literacies are very important to helping them across other literacies they may struggle with.

I had teachers when I was younger let us pick things to read that interested us. We would have free time where we could read Sports Illustrated for Kids. This helped us be excited about reading and use that experience across other areas of reading. If we were forced to read things we weren't interested in all the time it would hinder the learning experience because students would not be as engaged.

I went to a school that was pretty diverse and I had all types of friends. I do remember taking a sociology class in high school for college credit called race, class, gender. It helped us be exposed to some deeper issues and give us more knowledge on diversity.

      Sources

The National Counsel of Teachers of English. (2007). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ReserachBrief.pdf

 

Bolima , D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Journal #2

"Having spent virtually my entire life in West Virginia, I can say with some authority that the strange, woebegone place called Appalachia and the hillbillies who inhabit it are a myth -- one devised a century ago to justify outsiders' condescension and exploitation."

I chose those quote because I agree whole-heartedly that most thoughts my outsiders are based on exaggerations and lack of experience with what people are really like from this region. You can go to any state or region and find people just like the ones perceived only in Appalachian regions. The stereotypes and opinions lead you to believe that "hillbillies" only exist in this area and that they are to be treated as lesser because of those stereotypes and opinions which are based on misconceptions, lack of knowledge and lack of experience. I have traveled this country and the world abroad and no one seems to think I have some distinct quality of someone from this region only because their knowledge is based on what the world presents to them. I hope eventually people will realize that the people from this region are much more like the rest of the world than the way they are viewed.

http://www.youtube.com/watch?v=syUwFmYeSVw

Source
O'Brien, J. (2003, May 10). Tall tales of appalachia. . Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html


ABC news. (Photographer). (2009). A hidden america: Children of the mountains. [Print Photo]. Retrieved from http://www.youtube.com/watch?v=syUwFmYeSVw

Journal #2

"I had to ask what the school was doing about this. How were they dealing with this experiential difference so that his learning could proceed? Nothing. Absolutely nothing."

I chose this quote because I think it the main problem well. Schools have not adapted very well to educating those who come in with a deficit in knowledge or different experiences. It seems like schools, administrators, teachers don't feel like it is their responsibility to alter their plans and methods of teaching to accomodate learners who come from different backgrounds based on their experience. We are being prepared as teachers right now to be inclusive and give every student an unbiased and equal opportunity to learn and succeed throughout their schooling no matter what their differences are from society's view of a normal and typical student. I love that we are now starting to focus on teaching those who need the most help or just need to be taught and gain experiences in a different manner.

Literacy knowledge is the basic knowledge of concepts that are the building blocks to reading and writing. There are definitely numerous stereotypes that interfere with literacy instruction and most are from judgemental views from administrators and teachers that certain types of children will not be able to learn to read and write based on disabilities, cultural differences, socio-economic status, parents who can't read, etc. These stereotypes prevent children from receiving an equal right to read and learn, they get passed over and given up on.

I described how schools and teachers allow stereotypes, conflicts, and boundaries to contribute to poor literacy instruction in school. They are only prepared to teach one way and that is to learners who are cut from the same mold and have the same experiences and knowledge about literacy. There is no effort to adapt or adjust instruction based on students with special needs or differences or experiences. It is obvious by research and actual experience and knowledge witnessed by myself that certain types of children who come from higher social classes are treated differently and given more opportunities and chances to be taught and become literate. Children from low social classes or who have parents who cannot read or write are usually passed over and thought of as hopeless and thought of as too time consuming to try to help.

Schools can advocate teachers to get training in different methods of instructing literacy. Many teachers have not been introduced and trained to practice inclusion education. Sometimes it is not their fault, they just haven't been exposed to the practice just like some of their students have not been exposed to the experience necessary to be literate. Once schools and teachers realize the importance of reaching all students no matter what the background and believing that all students can become literate using the right methods and giving them the appropriate time, then we will have much more efficient and effective literacy instruction.

Source
Victoria Purcell-Gates. "As Soon As She Opened Her Mouth!": Issues of language, literacy, and power.

Double Entry Journal #1

Inclusion Education is a way educators and schools adjust, adapt, and innovate to come up with effective ideas and teaching methods to reach all students. It is meant to reach everyone and give every student an equal opportunity to learn despite disabilities, culture differences, race, gender, etc. It is an important issue for education reform through this country. Inclusion is meant to benefit students who may not previously had the opportunity to learn in a regular classroom environment the same as all the other students. It allows students with all different physical, mental, social abilities to be included and receive a fair and equal education experience.

Students with Learning disabilities, physical handicaps, and behavior disorders all benefit from schools who value inclusion education.
Inclusive schools value individuals and make them feel like they are part of a community. They stress achievement and help students reach their full potential. A good inclusive school should have strong involvement between teachers, parents, students, paraprofessionals to make the inclusion and education process be as smooth and successful as possible.

Students who understand the inclusion process and are well-informed and prepared to take advantage of all the resources available to them will succeed in the inclusion education process.

Here is a video on global strategy for inclusion education. It gives alot of information on the subject from a global perspective and level.
http://www.youtube.com/watch?v=IRIxcfwN-2E





Source
Inos , R. H. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm

Blackboard link

https://ilearn-fsu.wvnet.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_1_1

Course website Link

https://sites.google.com/site/fsueduc3352/home