Action Research Proposal Questions

1. What is the problem?

 The problem is that basic literacy skills need improvement in these kindergartners and these students struggle with recognizing rhyme and word families in text.

 

2. What is the rational for the project?

The rational is that research shows that implementing a range of rhyming games can help students improve their recognition of rhyme and word families in text.

 

3. What strategy will be used to address the problem?

A variety of rhyming games will be introduced during reading instruction. These games will require the students to use basic elements of phonetic analysis.

 

4. What is the question?

"How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?"

 

5. What evidence is presented that the strategy will work?

A study performed by Bradley and Bryant in 1983 is presented. This study documented a strong relationship between rhyme and reading.

 

6. How will data be collected?

Pre and post test results will be given to the students and the results will be compared, a reading attitude survey will be given to the students prior to and after the project, small groups observations with checklists, observation of participation and performance (recorded in a teaching journal), and work samples will also be used to asses student progress.

Questions from Action Research Summary

What is the title of the project? The title of the project was “Using Readers Theater to Show Off Good Reading”

What is the Question? The main question is how can one effectively utilize Reader’s Theater to improve the fluency and reading comprehension skills of my students? Other questions that follow along these lines are:

• What does Readers Theater look like in the classroom?
• What is the impact of Readers Theater on students’ levels of fluency?
• What is the impact of Readers Theater on students’ levels of comprehension?
• What changes in students’ level of interest in reading and reading behaviors are noted following the use of Readers Theater?

What strategy is being used to address? Simulation and games

What evidence is presented that the strategy will work? Caluris noted that The National Reading Panel in 2000 identified fluency as a key ingredient to successful reading instruction because of its effect on students’ reading efficiency and comprehension.

How will data be collected to determine if the strategy will work?  Data was collected through surveys, observations of student performances, and student fluency assessments.

How was the data analyzed? Data was analyzed by breaking it into the four major groups that were represented in her classroom: academically talented, general education, bilingual and special needs. Caluirs learned that the academically talented group showed no gain because they were already fluent readers with great comprehension. She saw about the same percentage of gains in word recognition for the remaining groups. She noted that overall comprehension was greater for the general education and special needs students than the bilingual students

What were the results? Readers Theater improved the students’ reading rate, word recognition accuracy and use of expression while reading as well as their attitudes toward reading.

How do the results inform teacher practice? These results could help teachers of struggling students realize that utilizing Readers Theater will provide their children with an enjoyable opportunity to engage in rereading texts to improve fluency and comprehension levels. Teachers will also find that fluency instruction can be incorporated through the teacher creation of Reader’s Theater scripts across the curriculum.

Double Journal Entry # 11 Fostering High Quality Formative Assessment

What is formative assessment?

 Formative assessment is a type of assessment that actually takes place during the teaching process. It is on-going and it enables teachers (as well as students) to monitor progress made. Results can then be used to modify instruction as needed. Formative assessments may include, but are not limited to: observations, questioning, discussion, journals, graphic organizers, and entrance/exit slips



What is the CENTRAL purpose of formative assessment? 

The central purpose of formative assessment is student learning and feedback into the learning process.


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

Providing feedback is not only a best practice in formative assessment, it is essential. This is also a research-based strategy. Feedback needs to be specific, instructive, and timely. Best practices in formative assessment suggest that timing is an important consideration when providing feedback.


Give an example of how a specific assessment can be used formatively and summatively.

When you use a rubric which specific lists criteria for evaluating a work, it can be used formatively to help students understand what is expected. Then it can be used summatively to assign a grade.



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

When constructing their structures for my PBL, my students will be assigned the task through a series of steps. Each step will require some form of assessment and feedback (such as conferencing or turning in drafts) in order to ensure student success and the success of subsequent steps.


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

Focus on a few, selective features of the task and provide clear and detailed ideas about how to proceed. Highlight the areas of strength, but also let students know that mistakes are ok (they are a natural part of the learning process).


Name two advantages to high quality formative assessment.

 1). It helps teachers by helping them to identify struggling students. 2) It can help students by increasing motivation, confidence, and challenging them to think on a higher level (it challenges them).


What are some challenges to implementing high quality formative assessment?

 One challenge is that it may be difficult to distinguish between high-quality formative assessment and assessment that is under-conceptualized or not fully developed. Another challenge the need to develop mechanisms of support for teachers who employ high-quality formative assessment in their classrooms. In other words, we as teachers need to be able to “on the ball” when implementing formative assessments. We need to be able to show it, how it works, and how it is documented.

Double Journal Entry # 10

Why is it the responsibility of all teachers to provide writing instruction for their students?

First of all, the Common Core State Standards require this, since the shift in focus on reading and writing across the curriculum. Writing skills are not only essential across all curricula, they foster learning but serve to demonstrate the degree of student learning. Writing instruction needs to help students meet the challenges of writing effectively for many purposes. These types of skills enhance overall achievement, not only in the school setting but in real life. Therefore, students who do not acquire these skills are at a severe disadvantage. If these skills are practiced and perfected by all educators involved, the student's chance of success in school and life are greatly multiplied.

Name and describe 4 research-based strategies to support writing instruction for students.

1. Use low-stakes writing assignments- With this strategy, students are given shorter assignments. These assignments may ask the students to focus on or explain key concepts, outline a procedure, or summarize arguments on a given topic. if this strategy is employed regularly, it can serve to strengthen student connections to the reading done within the course.


2. Provide multiple forms of feedback- There are many ways to provide feedback; it does not necessarily mean that the teacher sits for hours grading stacks of papers. Feedback can come in the form of peer review, whole class discussions of student writing samples, students’ reflection on their own writing,

and brief one-on-one conferences.

3. Employ a variety in texts and their presentation- The argument here is that the textbook does not have to be the sole source of information. Using a variety of texts (essays, primary sources, fiction, scientific reports, inventories) increases interest and concept development. They also help students develop as readers by varying style, length, and difficulty.

4. Employ a variety of levels of reading difficulty- Students who cannot read the text easily are likely to give up or lose interest quickly. Students who are not reading at grade level need to have access to quality materials that they can easily "digest". Learning needs to be scaffolded in order to be effective for everyone.

Wordle

This Wordle was created as a result of my 2nd grade Interest Survey.

WebQuest changes

The WebQuest my partner and I have chosen is Lions, Tigers, and Bears, Oh Yes! We chose this WebQuest because we really like the premise of it and the students are likely to have a whole lot of fun completing it. Plus, it was very applicable to situations that students may encounter in the "real world". I would like to make mention of the changes that we have decided to make so far.


We would like to make this WebQuest more aesthetically pleasing. We would do this by changing the background and adding more graphics. 


We noticed there is an overabundance of grammatical and spelling errors that need to be addressed.


Further, we decided to make the groups larger, given the complexity of the tasks. It seemed like an overwhelming amount of work for just 2 people to do. Each group will consist of 4 students. 


Instead of every group planning a trip to the Cincinnati Zoo, we decided to have each group research a different zoo. This way, the class can come together at the end of the project and decide which zoo is the most practical and feasible (given location, cost, and so on).


At this point, we have only made it through the introduction and task portion of the WebQuest. We rewrote the introduction to make it more interesting and get the students more engaged in the work.


Finally, in the task portion, we noticed that, even though the introduction mentioned that the students would be locating the zoo, it was not part of the actual task. We had the students find the zoo on a map, determine its distance from the school, estimate travel time, and print a map.
We also added/subtracted a few things from the task, as they pertained to how we wanted each task completed. 


Those were all of the changes that we have made so far.


The WV CSOs we are considering include:


 RLA.O.4.1.16 use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).

SC.O.4.2.2 associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or season


 M.O.4.1.7 add and subtract whole numbers(up to five –digit number) and decimals to the 1000th place, multiply (up to three digits by two-digits, and divide(up to a three digit number with a one and two-digit number).

Struggling Student Observation

I have observed one child in the class, a boy, who sits by himself at the very front of the classroom. I am unclear to what degree this child struggles academically. He does not have an IEP, but he has been selected for Title 1 assistance by the SAT.

I selected this student because it has been mentioned that he is lazy. He does not do his homework and, when in class just sits and has to be urged over and over to stay on task. It has been mentioned to me that this child’s mother may have recently taken herself out of the picture.

I saw this boy presumably struggling with a math worksheet one day. I offered to help him, as I did the other students but he would not respond to me at all. A few days later, I was able to carry on a fairly extensive conversation with him.

I found this child to be very personable and articulate. He seemed very open when he was not in a classroom setting.

The teacher says that, although he may struggle some in other areas, he is very good at math. He just seems uninterested in completing his work. This seems to be the case with class work and homework as well. The teacher has spoken to his parents but no changes have been made.

The result is frustration on the part of the teacher. I think this child is bright. He may have emotional issues that are affecting him, but I am not sure I would call him lazy. My heart goes out to him but I am unsure how a teacher could remedy a situation like this without support from parents.

Double Journal Entry # 9

“In an increasing number of kindergartens, teachers must follow scripts from which they may not deviate.”

This really shocked and saddened me. I have always wanted to teach kindergarten. One of the greatest things I remember about kindergarten is how fun it was. I just cannot imagine what kind of impression kindergarten would have made on me if I were forced to prepare for and take tests as a daily activity. I would have hated school right from the beginning! Standardized testing in kindergarten? The way I see it, this is essentially robbing children of an essential part of childhood. They have to grow up too fast as it is.

“Young children work hard at play. 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. Because their motivation comes from within, they learn the powerful lesson of pursuing their own ideas to a successful conclusion.”

I have no doubt that there is much benefit to play. This quote struck me because it does an excellent job of summing up a set of essential life skills that have a foundation in play. Play fosters growth and stimulates cognitive development in ways that drill and kill and/or standardized testing cannot. It also serves as a sort of “release”. As children, we call this play, but as adults, we call them hobbies. I feel that all of us, even as adults, need an outlet. These outlets cleanse the mind and relieve stress. Play is intrinsically rewarding at any age. I feel we would be doing our students a great disservice if we squelched it right from the very beginning.

“Many affluent children now need help entering into creative play because of the surfeit of media and organized activities in their lives.”

I totally agree with this quote. However, I really don’t think it is just limited to affluent children. Children in general these days do not engage in play the way we did as kids. We were always outside, we were playing, we were using our imaginations, and so on. Children these days don’t have to do this. Video games, television, computers, iPods, etc. have taken the place of good old fashioned play. Our children don’t have to be creative anymore. We have relied on other things to do this for them. My children, for example, don’t really know how to play. If I were to ask them to play outside and give them nothing to use but their imaginations, they wouldn’t know where to begin.

“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.”

-Leo Buscaglia, author, educator

This Blog is full of great ideas and wonderful quotes about the importance of play. 

Sources:

Math Tutor Beverly Hills. (2010). Quotes on why children need play.

      Retrieved from

 http://www.mathtutorbeverlyhills.com/blog/2010/12/04/Quotes-on-Play-and-Learning.aspx Beverly Hills. (2010). Quotes on why children need play.

Miller, E., & Almon, J. (n.d). Crisis in Kindergarten: Why children need to play in school.

      Retrieved from:

https://online.fairmontstate.edu/webct/urw/lc1505011.tp0/cobaltMainFrame.dowebct

Double Entry Journal # 8

What are some challenges to inquiry approaches to learning?


One big challenge to inquiry approaches to learning is that the teachers do not always necessarily have the knowledge and the skills that are necessary to implement them. Educators must truly make an attempt understand logistics and complexities of these approaches and must not simply dismiss them as unstructured and therefore not useful. Teachers must support and model these approaches if they are to be of any use to the students.

Another challenge facing teachers when implementing these approaches is finding the time for extended inquiry and the development of new classroom management and techniques which may, essentially, require restructuring the way lessons are designed and lessons are approached.

Make connections between project-based learning and three research based strategies.


Cooperative learning is an important aspect of project-based learning because it allows students to work together to build on collaborative skills. They will learn decision making skills and the importance of interdependence as well as how to provide valuable and insightful feedback.

Simulation and games can offer students the opportunity to participate in authentic tasks which address real-world issues that may be relevant to them individually. “Serious games” may be used to help students develop a sense of what it is like in the real-world, allowing them to take train and hone necessary skills in a safe setting.

Non-linguistic representation allows students to demonstrate their understanding to a greater depth. This strategy affords students another way to acquire and store knowledge. It helps them to recognize related topics, generate and organize ideas, and recall what they have learned.

 Sources: 

Barron, B. (2208). Teaching for meaningful learning. Retrieved from

      http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-  

      learning.pdf

Focus on effectiveness: research-based strategies. (2005). Retrieved Feb. 26, 2012, from

   http://www.netc.org/focus/strategies/summ.php

Double Journal Entry # 7

What "dominant paradigm" is showing signs of wear?  The old pattern or idea that the ideal instructional model is: teachers and textbooks (the source of all information) convey the information through lecture reading, discussion etc. Any type of innovative learning is absent in this environment.

 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 helps students develop the higher order thinking skills by requiring them to engage in more meaningful and complex tasks that reflect authentic experiences that they will encounter in the real world. Three benefits of Project-Based Learning are: gains in factual learning that are equivalent or superior to those of students who engage in traditional forms of instruction (Shepherd Study), students perform better with conceptual problems (Boaler study), it enables students to transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situation and increases in students’ ability to define problems (Gallagher, Stephen, & Rosenthal).

  According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies. Problem-Based Learning supports student learning better because the problems are more realistic allowing students to solve problems in a variety of ways. Students can also reflect upon their work from multiple perspectives. Problem-Based Leaning supports flexible problem solving, application of knowledge, and hypothesis generation. Three benefits of Problem-Based Learning are: Case-based approaches help students learn to analyze complex and multifaceted situations, they help guide decision making, and they help learners apply theory to practical knowledge. Studies within the medical field, business, law, and teacher education bring these benefits to light.

 According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.  Learning by design supports student learning better than traditional approaches because it supports repetition and revision and it allows students to create, assess, and redesign their projects. It promotes collaboration and specific roles for students that allow them to “shine” in particular areas. Three benefits of Learning by Design are: Better learner outcomes, better understandings of complex systems (Hello, Holton, and Colander), a positive effect on motivation and sense of ownership over designs among both individuals and groups (Fortes and colleagues).

 What are the differences between the three approaches? Project-Based Learning- designed with a project or product in mind, requires research and designing and creating an end product. Problem-Based Learning- Students are presented with a problem and must plan, call upon prior knowledge and organize new information. Learning by Design- Students design and create an artifact, revising as necessary with the goal of becoming “experts”.

In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches? I feel the most important benefit to learning that is common across all three types is the allowing for real-world practice and application. This will only serve to benefit students in the future. Often, students complain don't see a connection between what they are being taught and how they will ever use it in the future. This is very discouraging for them. Real-world application is great for building both skills and confidence.

Source:

Barron, B. (2208). Teaching for meaningful learning. Retrieved from

      http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

                                              

Research Based Strategies: Summarizing and Note Taking

          I feel that summarizing and note taking are truly essential to the success of students. I take notes meticulously. I find it extremely helpful when I can look at my notes and find the essential information needed to either prepare for a test or just familiarize myself with the concepts discussed.  

          I do not think that these are skills that come automatically for most students. Summarizing and note taking, for the most part, requires the student to be able to discern and pull out the most important bits of information from a text or a lecture. Then they must learn how to make these notes meaningful to them in a personal way.

          The article states that summarizing and notes taking “includes analyzing information, identifying key concepts, and defining extraneous information”. (“Summarizing and Note Taking”, 2005) What does a student do, however, if he/she is not an effective note taker? What if he/she was never instructed on how to take notes? The student, unfortunately, would most likely get lost in the quagmire of information and just give up. This article asserts that teachers should be instilling these valuable skills in their students. Sadly, however, most teachers just assume that students can do this on their own and these skills are never addressed.

          The PowerPoint activity did not really support the strategy of summarizing and note taking. If we are assuming that this is a new activity for the students, then the students should have received some instruction ahead of time on how to use PowerPoint and should have been allowed to take notes throughout the whole process to which they could refer (or even study and practice with). Yes, the students were presented with notes (instructions really) that the teacher had developed; but if the students had been allowed to use their own notes on how to navigate and use PowerPoint, perhaps they would not have felt so lost and confused.

          How could this activity have been modified to reflect the research based strategy of summarizing and note taking? The teacher could have given one or more very similar activities to the students and walked them through each step, allowing the students to take notes as needed. The students could have used their notes and modify them each time they went through the process. As stated in the article, the teacher should be encouraging the students to review and refine their notes and even encourage the students to use pictures, symbols, and diagrams when taking notes. These techniques would have been particularly effective for this assignment.

Summarizing and note taking. (2005). Retrieved Feb. 19, 2012, from

   http://www.netc.org/focus/strategies/summ.php

Double Journal Entry # 6

Speaker 1

1. Why is this video helpful for teaching in West Virginia? This video is helpful for teaching In West Virginia because the research-based strategies mentioned in the video extend to anyone who speaks and writes in everyday language different than Standard English.

2. What evidence is presented that supports the credibility of the speaker? Rebecca Wheeler is an Associate Professor of English Language and Literature and co-author of the book “Code Switching”. She is a literacy consultant for the National Council for Teachers of English; she has a BA from the University of Virginia and an MS from Georgetown, and a PHD for the University of Chicago in linguistics.

3. Describe the traditional approach to responding to student writing. The traditional approach is to respond by finding and correcting errors in student writing. Teachers often focus on what the student is not doing

4. Why does the traditional approach not work in improving student writing? The traditional approach does not work because with this approach the teacher is too busy looking at what they are not doing and not really looking at what the student IS doing. However, these issues are following the students up through the grades; therefore it obviously does not work.

5. Name the 3 stages associated with the linguistic approach to writing instruction? Applying the scientific method to grammar discovery, contrastive analysis (comparing and contrasting in order to discover the pattern of formal English), and using code switching as Meta cognition

6. How do you know the cat and Taylor go together? The pattern of the owner and what they own. The pattern is owner + what they own (informal) or owner + ‘s + what they own (formal)

7. What is the difference between the two patterns of possessives for informal and formal English? The difference is that the pattern for formal English requires another step  ( + and ‘s)

8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English? Comparing and contrasting or looking for what changed between the two patterns.

9. Describe how the scientific method is used to teach students to code switch. The students look at the pattern, collect data, observe data and seek a pattern, hypothesize and then check and revise

10. What question is being asked to engage students in the comparison and contrast strategy? The teacher asked them “What has changed?”  The students will recognize a pattern by realizing elements of the pattern that are different.

 11. How does code switching support Meta cognition?  When students begin to think about what they know, they begin to realize what they need to do. They use this Meta cognition to learn code switching. They will own the language and chose the language to fit the setting.

12. What evidence is presented that the code switching approach works? Describe one of the studies.  (Taylor 1991) In this study where Taylor built two composition classrooms during the course of one semester.  One used the traditional approach and there was an 8% increase in vernacular features. The other used the comparison approach and produced a 59% decrease.

Speaker 2

1. How did the students respond when asked how the felt about being corrected when they talked? Mostly they felt angry, stupid and confused. They did not feel they were being helped at all.

2. Give an example of a “fund of knowledge” the teacher drew on to help students learn to code switch. The teacher used the idea of dressing up (formal) and not dressing up (informal) or formal and informal places to help them understand the connection to code switching.

3. What are some added benefits from raising test scores that stem from using contrastive analysis? Some added benefits include student realization that though we may all speak differently, it does not reflect their intelligence.  Students will also begin to identify patterns in everyday life and use comparative/ contrastive skills to recognize differences.

Now:

Explain how contrastive analysis for writing is an example of each of these research-based strategies.

Generating and testing hypothesis:  Contrastive analysis is used to generate good questions, make predictions, and look at the results, identify patterns and use the results to solve/correct.

Identifying difference and similarity: Contrastive analysis is used to compare things that are similar and contrast things that are different. This allows them to make more complicated cognitive connections.

PhotoStory Where I am from rough draft

Double Journal Entry # 5

What does research say about the impact of negative teacher attitudes about students’ ethnicity and language variations on student learning?

Studies show that the attitudes that a teacher has toward students from different ethnicities and students whose are “linguistically diverse”, whether intentional or not, is not only conveyed to his/her students but it also affects the way the teacher teaches and assesses the students and performance of the students themselves. That is to say, a positive and open attitude can lead to positive outcomes and performances from the students. Negative attitudes on the other hand, can lead to lack of interest/enthusiasm for learning and poor attitudes from the students.

What are some assessment pitfalls?

First of all, teacher stereotypes affect how they choose to assess their students. This means that attitudes toward students can affect how assessments are prepared, how they are carried out, what the teacher may or may not expect of the students etc. Also, teachers may lack the confidence that he or she is capable of preparing adequate assessments. Ultimately, this becomes quite a problem for the students.

What 3 approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit)?

1. The Awareness Approach: This approach attempt to study dialects and their origin and encouraging expression in areas such as music composition. Also, this dialect is examined in comparison to “standard English”.

2. Critical Pedagogy: This approach asserts that language is tightly intertwined with the culture of the student. Therefore, the focus is on changing the social order instead of expecting the student to make changes that will allow them to blend in to the current social order.

3. The Critical Awareness Approach: This approach is a combination of the first two approaches. While students are taught “standard English”, they are also taught to celebrate their non-standard dialect as a reflection of their culture and are given the opportunity to find constructive ways to play on the strengths of that dialect.

How prepared do you feel to teach in a culturally diverse classroom?

I feel like I keep telling myself that this will not be as much of an issue in this particular area. I realize, however, that cultural diversity in the classroom is on the rise. Though I may not feel like I have ALL of the training that I need in this area, I am planning on treating every one of my students the same, not labeling or stereotyping them but attempting to teach each and every one of them in a way that is best to help them learn. In other words, I want every child to succeed and I am open to trying whatever it takes to make that happen

First Draft of "Where I am From" poem

I am from the old dairy farm
I am from rolling hills and lush valleys
and watching summer storms from my back porch

I am from a long dirt road
I am from honeysuckle days and firefly nights
and a dog named Kitty, who was my best friend


I am from Billy Joel, "The Outsiders" and "The Color Purple"

From Barbies and Big Wheels
and my mother's crazy Halloween costumes

I am from Price and Vincent
From the strength and dignity of my mother
and the quiet morality of my father

I am from cops and robbers with my brother
Superman and Wonder Woman together
Worst enemies ant yet great friends
I am from aunt Paula
Who always loved me like her own

I am from heartbreak.....and loss
But I am also from triumph
and discovering new talents

I am from my children and they are from me
I am from faith
and the promise of a better love

I am from everything
Everyone who has touched my life
and shaped who I am

I am from continuing to grow......

Double Journal Entry # 4 Cultural Deficit and Cultural Capital

Resources:

Bolima, Donna. (n.d.).  Contexts for understanding: educational learning theories. Retrieved

      January 29, 2012 from

      http://staff.washington.edu/saki/strategies/101/new_page_5.htm

JENNIPHER. (2011, June 3). The power of our own voice. Retrieved January 29,2012 from

      http://jenipherpeter2011.blogspot.com/

Lifehacker. (2011). Retrieved January 29,2012, from

      http://lifehacker.com/5831343/everyone-is-a-genius

Educ. 3351  Double Journal Entry # 3

3 things I learned about teaching literacy development.

I learned that teaching literacy development can be challenging in the Appalachian culture and since it contradicts so many rules of “proper English”, teachers are challenged with finding ways to embrace  the culture while properly educating the students I also learned about something called “code switching”. I have never heard of this technique before but it makes sense. Code switching is the concurrent use of more than one language, or language variety in conversation. I can see how this technique would allow students to make more solid connections between how they speak and what they write and how the two are interrelated. Finally, I learned that this type of contrastive analysis can be very successful and I would certainly  be willing to give it a shot in my classroom

2 examples from my schooling experience that reflected effective or ineffective instruction for speakers of non-standard dialects.

I knew several teachers when I went to school who refuse to speak to or answer the questions of a student until they used “proper English”. Most of the time this was embarrassing and frustrating to the student. Some students would hesitate to speak up after something like that happened to them.

Also, many of my teachers would automatically place students in an LD class when they heard a student with a strong and pronounced Appalachian dialect under the presumption that these students could not grasp English as well as the rest of the class.

Explain 1 relationship between the strategies for the teaching of literacy.

One relationship I noticed was that the was Instruction rooted in the awareness of dialect and the idea that it CAN be used to the benefit of the student as well as the teacher.




CHECK THIS OUT! Ever heard of "mountain talk"?

References:


Dingus, Kathy. (n.d.). Mountain talk. Dancing on the mountains. Retrieved January 25, 2012, from
http://www.dancingonmountaintops.com/mountaintalk.htm


Epstein, P. & Harris, L.H. (September 15, 2011). Honoring dialect and increasing student performance in standard English. In National Writing Project. Retrieved January 25, 2012, from http://www.nwp.org/cs/public/print/resource/3655.

Educ. 3351 Double Entry Journal #2 (Part Two)

" Bright, capable, young men and women do not think they belong in college because they are hillbillies". (O' Brian 2003)


Not wishing to take this quote out of context, I should mention that O'Brian is paraphrasing the words of a student counselor at West Virginia University. I assume this counselor was speaking of the students there. In any case, I am in personal disagreement with this notion. I have done some traveling. I have never come across anyone who stereotyped me or spoke negatively of me because of where I am from. I am not ashamed of my background. Yes, I am a "typical" West Virginian. I am a coal miner's daughter. I grew up in a "holler". I ate ramps (still do). However, I know who I am, I am confident in my education and my upbringing and I believe that my sense of self confidence has dispelled any stereotypes that others may wish to put upon me. I am not ashamed of where I am from and I do not use my heritage as an excuse or a crutch. Do I believe stereotypes about West Virginians exist? Absolutely. But I also believe that they can be ignored and overcome. We may in fact be a product of the situation in which we are raised but it is no reflection on our ability to grow and learn.




My husband told me about this. Shame on you, Jay Leno!

   Resources:


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


tbug666 (poster). Jay Leno trashes WV (Video). (2012 6 January). Retrieved from
        http://www.youtube.com/watch?v=DXvynSN9Jtc&feature=related

Educ. 3351 Double Entry Journal #2


"The degree to which you do not experience these extensive uses of print in your young life is the degree to which you do not know/understand the concepts that are so crucial to making sense out of beginning reading and writing instruction in school".


This portion of the text really hit home to me. I read the entire section over several times. I cannot believe that I never thought of it that way, that I never made that connection. Though I am well aware that our experiences shape who we are and who we grow up to be, I never thought about how our experiences shape and prepare us as learners. This makes complete sense. I loved the Driver's Education analogy. It made me realize that until I reach the realization that our culture, our experiences, our world as only we know it shapes us and prepares us as learners, I am not going to reach my full potential as a teacher.




What is literacy knowledge?
 Literacy knowledge is the knowledge that children have essentially absorbed relating to literacy in their developmental years before any type of formal literacy training takes place (i.e. in a classroom). For example, a child may see his or her mother and father read the newspaper daily, perhaps even sharing articles aloud to each other. This simple act, though not necessarily intentional, impacts the child. These types of experiences may be a crucial component in the child's schema. They also enable the child to make connections will prove beneficial when formal literacy instruction begins.

What are some example of both print and non print literacy knowledge?
Print: Literacy knowledge is developed through experiences related to reading and writing such as observing others reading, writing or immersion in a variety of situations/circumstances where these activities are prevalent ( such as church, story hours, parents reading to their children, etc.)
Non print: Literacy knowledge is developed through experiences related to such things as listening to the way people talk, observing and gleaning meaning from signs or pictures, television shows, or other non print sources.

How do stereotypes interfere with literacy instruction?
When we stereotype any potential learner, we are effectively conveying to them that they cannot learn like those in the "mainstream" and then we lower our expectations for them. This, in turn lowers their sense of self confidence and desire for accomplishment. In essence, we give up on them then they give up on themselves.

How do schools and teachers contribute to poor literacy instruction in school?
Schools and teachers may do this in a variety of ways, including stereotyping the students as well as their parents (as mentioned in the article) and making the assumption that they cannot learners. Further, schools and teachers may not take the steps necessary for open communication between parents/caregivers, the students, the school, and sometimes even the community at large. Sometimes, students from families who are "better off" or have "better backgrounds" are given the bulk of the attention. Finally, schools and teachers are not always providing learners with the variety of experiences that help them make literacy connections.

What is the relationship between language, social class, and the denial of educational opportunity?
Often one's language, the words that they use or their dialect is viewed as an indication of their intelligence. If  they not the "norm" or it it doesn't sound right (often based on social or political standards) then stereotypes often ensue. Why is this? Could it be that our attitudes towards how a person is supposed to speak or act are clouding the fact that each individual must be given the opportunity to learn? Is it not possible that some individuals need to approach literacy from an angle other than the accepted norm? This does not mean that they are not intelligent, that they cannot learn. It just means that they need to be given the opportunity to go about it in a way that is most beneficial to them.

What are some misconceptions about the relationship between language and literacy?
Often, people think that students cannot read, write, speak orally, etc. unless they use a  more acceptable type of language. In other words, if a child has a distinctly Appalachian dialect, he or she may be forced into speaking in a way other than that which they are accustomed. Otherwise, he/she will not succeed in the formation of adequate literacy skills. Also, a connection is sometimes made between dialect and intelligence in general. Some may assume that the "hillbilly" accent automatically indicates stupidity. Is the English language learner stupid if he/she speaks only in their own language while in class? Of course not! How we speak has not bearing on our potential as learners.

What can schools and teachers do to improve literacy instruction?
First of all, schools and teachers need to have an open mind, clear of any misconceptions. Each student is to be viewed as an individual, on an even plane with all of the others. The desire to serve each and every child equally and to help them reach their full potential must exist. Schools and teachers must understand and accept the student's language in whatever form and help the student use it to their own individual advantage.

How do you feel about use of the term "Proper English"? 
I do not believe that the majority of people use "proper English" when speaking. Does that mean that we are no educated? No. I, for one, know how I am expected to speak. I know and understand many of the rules for grammar. Do I use them when I speak? Not always. Do I use them when I write? Usually. The situation often dictates. This is true whether I am speaking or writing. For example, If I were in a job interview or some kind of formal event, I would be very conscience of how I was speaking. If I were writing a paper for school or a letter to someone important, I would do my best to write correctly. However, in a different social setting (such as a party) or a different context (such as texting), grammar rules may not apply.

Typical West Virginia stereotype. Portrays extreme ignorance.

Resources:

Purcell Gates, V. (2002). As Soon as she opened her mouth. In L. Delpit & J.K. Dowdy (Eds.), In The 

      skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)

Cartoon a day.com. Retrieved January 22, 2012 from:

      www.cartoonaday.com/tag/hillbilly/

      

Educ. 3351 Double Blog Entry #1

What is Inclusive Education?
 Inclusive Education means that we as educators are aware that our students are diverse on many different levels and we are therefore actively addressing and responding to the needs of all learners. How is this accomplished? We should strive to give all children to opportunity to succeed using their strengths and individual abilities. We need to develop and facilitate learning environments where teachers and students embrace and welcome all kinds of diversity and the challenges/contributions included therein. Most importantly, this needs to take place (as much as possible) within the school/classroom that the student would otherwise be in. Thus including the student rather than excluding him or her from their peers.

What kinds of students will benefit from Inclusion?
Students with varied ethnic, linguistic, socioeconomic, and ability components will benefit from inclusion as they will not be excluded from the general population. However, one could easily argue that all students and teachers will benefit from the common features that characterize the success of inclusive schools  (i.e., a sense of community, a common vision, effective problem solving, flexibility, partners in education, and so on).

 3 types of students Inclusive Education is meant to serve:
Inclusive Education serves can serve many types of students including those from various socioeconomic backgrounds, those from another country who have different cultures and speak different languages, and also students who have varied ability levels.

2 characteristics of inclusive schools:
Inclusive school tend to share common characteristics or features. One of which is a sense of community. This makes complete sense. How do you establish and foster a sense of community? Give everyone common goals, treat everyone as equals, have everyone work together for the common good, and foster a sense of belonging in each and every individual. Another characteristic inclusive schools share is partnering. Schools can only benefit from including students parents, teachers, paraprofessionals, and community members in the educational process. This serves to lay a wonderful foundation for education and support for the students, especially for those who struggle in one way or another.

1 strategy that helps students become more responsible and effective in the inclusive process:
Students can become more responsible and effective in the inclusive process by active participation and partnering in the school community. They can do so in a variety of ways, including: peer mediation, peer tutoring, cross-age tutoring, cooperative learning, and buddy systems.

I found this amazing blog and would love to share it. Please take the time to read it. I am sure you will be touched by it. I chose to include this in my personal blog because this wonderful teacher not only shares but promotes something that should be a common goal for all of us as educators: access to education for all students.

http://overcomingbarriers.wordpress.com/



Resources:

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

Den Ouden, Vicky. (n.d.). Overcoming barriers: understanding and promoting inclusive education.
      Retrieved from http://overcomingbarriers.worldpress.com/