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.
Wednesday, October 31, 2012
Friday, October 26, 2012
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.
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.
Saturday, October 20, 2012
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.
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.
Friday, October 12, 2012
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.
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.
Wednesday, October 10, 2012
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
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
Tuesday, October 2, 2012
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
"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
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