Schunk, D. & Zimmerman, B. Self-Regulation & Learning Performing Issues and Educational Applications, “Self-regulation of self-efficacy and Attributions in Academic settings”, 1994, Lawrence Erlbaum Associates, New Jersey,
This chapter focuses on defining and differentiating between the two terms. Self-regulation has two types of motives, self-efficacy and attributions. Self-efficacy refers to one’s belief about their capabilities to learn. Attribution refers to beliefs concerning causes of the outcomes of learning. The study discusses a theoretical approach based on social cognitive theory.
The chapter discusses and researches student’s ability to regulate themselves. There are three primary factors involved in this; self-observation, self-judgment and self-reaction. The study finds that students show most improvement in their academic performance when they observe their own study habits, and have been provided clear performance goals that they can use to guide their progress. Student’s self-reactions tie into motivation when they evaluate themselves and their need for improvement. Most of the time, they will reward themselves tangible, purchasing something or giving a break from work, when they see improvement.
The research study used four different methods of feedback to monitor student’s self-efficacy and attributions. While working in small groups, teachers would provide feedback to students regarding their performance in the various ways; ability only, effort only, ability plus effort, and none. The findings show that students who received ability plus effort feedback showed the highest self-efficacy. The ability and effort alone showed some self-efficacy, when compared to no feedback. Findings also showed students with highest self-efficacies are more likely to solve problems correctly and spend more time attempting unsolvable problems than students with low self-efficacy. The research shows the correlation between self-efficacy and attribution while they also suggest more longitudal studies are necessary in order to be more valuable.
Tuesday, December 15, 2009
Sunday, December 13, 2009
Final Report: Results from Accessing Curriculum Through Technology Tools (ACTTT), a Model Development Project.
Johanson, J. Clark, L. Daytner, K. and Robinson, L. (2009). Final Report: Results from Accessing Curriculum Through Technology Tools (ACTTT), a Model Development Project. Retrieved from ERIC (ED504739).
Summary/Analysis
This article reports a study that was conducted in Canton, Illinois. The Center for Best Practices in Early Childhood, a research and development unit within the College of Education and Human Services at Western Illinois University. The center used a model development project called Accessing Curriculum through Technology Tools (ACTTT). The main goal of the ACTTT was to demonstrate and evaluate a technology model for students with disabilities in primary elementary school classrooms (K-2) and have all be successful in the general curriculum. The technology tools used in ACTTT included hardware, such as computers, digital cameras, digital microscopes, video cameras, printers, scanners and adaptive devices; software used for writing, graphing, mapping, authoring, graphics, and concept development; and the Internet. The six objectives that guided the development and testing of the project were to develop, test, and demonstrate the ACTTT model in randomly-selected classrooms, provide training on the ACTTT model to site teachers, collect data on participating children and teachers, provide information to families, to develop ACTTT products based on tested classroom technology-based activities, and to disseminate information about ACTTT.
The amount of technology used in these elementary school classrooms were fantastic. I know as kindergarten teacher I would love the training and support that the teachers received to assist their students with learning how to use different technology tools. One strength of the project was the realistic expectations of the researchers. They set goals for students to learn and use the technology tool with success that were not unreasonable. All teachers and principles saw positive results from the study.
Relevant Quotes/Concepts
“Both literature and practice point to the important benefits of integrating technology into the K-2 curriculum. A single computer can be used by an individual child, two or three children, or a
larger group of children, thereby leading to increased positive social interactions. Adding technology tool applications to an array of children's educational experiences enhances access, learning, attention, communication, and social skills.” (4)
“Using a computer and appropriate software can help children develop critical thinking,
problem solving, creativity, and mathematical thinking.” (5)
“Technologies can assist children with moderate to severe disabilities function in inclusive settings and hold a key to promote active learning skills rather than passive attendance or absorption of knowledge.” (6)
“Technologies can assist children with moderate to severe disabilities function in inclusive settings and hold a key to promote active learning skills rather than passive attendance or absorption of knowledge.” (6)
Text Sources
Clements, D. H. (1999a). The effective use of computers with young children. In J. V. Copley (Ed.), Mathematics in the early years. Reston, VA: National Council for Teachers of Mathematics.
Clements, D. H. (1999b). Young children and technology. In Dialogue on Early Childhood Science, Mathematics, and Technology Education. Washington, DC: American Association for the Advancement of Science, Project 2061.
Retrieved October 14, 2005, from the World Wide Web: www.project2061.org/publications/earlychild/online/experience/clements.htm
Higgins, K., & Boone, R. (1997). Technology for students with learning disabilities: Educational applications. Austin, TX: Pro-Ed.
Lewis, R., Graves, A., Ashton, T., & Kieley, C. (1998). Word processing tools for students with learning disabilities.
Learning Disabilities Research and Practice, 13(2), 95-108.
Friday, December 11, 2009
Contrasting Paths to Small-school Reform: Results of a 5-year Evaluation of the Bill & Melinda Gates Foundation’s National High Schools Initiative.
Shear, L., Means, B., Mitchell, K., House, A., Gorges, T., Joshi, A., Smerdon, B., & Shkolnik, J. (2008). Contrasting paths to small-school reform: Results of a 5-year evaluation of the Bill & Melinda Gates Foundation’s national high schools initiative. Teachers College Record, 110(9).
Summary: This article reports the results of a five-year study on the Bill & Melinda Gates' Foundation's efforts to bring about small school reform in U.S. high schools. Specifically, the researchers examined two strategies that the foundation used: starting new small high schools and converting larger schools into smaller communities. Data indicate that the new small schools produced positive attendance rates and some (limited) student achievement increases, whereas the converted schools showed no evidence of these positive results, at least not within the timeframe allotted for the study. These results might be explained by the finding that the new schools were able to build strong and supportive school climates more quickly than the converted schools.
Evaluation: To collect their data, the researchers used a variety of strategies. They gathered surveys of teachers, students, and school leaders. They also conducted case study visits that allowed the researchers to collect qualitative data. The researchers also examined teacher-created assignments and accompanying student work samples. Finally, they studied district attendance records and standardized test data. This article would be of use to anyone interested in the promise and limitations of the small schools movement. For follow-up studies, the researchers should focus on achievement results beyond standardized test scores and examine more closely the curriculum and instruction taking place in these schools.
Reflection: I found this article fascinating because I am interested in building my own small school. This article suggests that changes or innovations in school structure are likely to lead to changes in school climate but don't necessarily translate into dramatic gains in student achievement. School leaders need to focus not just on how their schools are structured but also on what is happening inside the classroom at the curriculum and instruction level. Structural changes alone do not bring about school reform.
Summary: This article reports the results of a five-year study on the Bill & Melinda Gates' Foundation's efforts to bring about small school reform in U.S. high schools. Specifically, the researchers examined two strategies that the foundation used: starting new small high schools and converting larger schools into smaller communities. Data indicate that the new small schools produced positive attendance rates and some (limited) student achievement increases, whereas the converted schools showed no evidence of these positive results, at least not within the timeframe allotted for the study. These results might be explained by the finding that the new schools were able to build strong and supportive school climates more quickly than the converted schools.
Evaluation: To collect their data, the researchers used a variety of strategies. They gathered surveys of teachers, students, and school leaders. They also conducted case study visits that allowed the researchers to collect qualitative data. The researchers also examined teacher-created assignments and accompanying student work samples. Finally, they studied district attendance records and standardized test data. This article would be of use to anyone interested in the promise and limitations of the small schools movement. For follow-up studies, the researchers should focus on achievement results beyond standardized test scores and examine more closely the curriculum and instruction taking place in these schools.
Reflection: I found this article fascinating because I am interested in building my own small school. This article suggests that changes or innovations in school structure are likely to lead to changes in school climate but don't necessarily translate into dramatic gains in student achievement. School leaders need to focus not just on how their schools are structured but also on what is happening inside the classroom at the curriculum and instruction level. Structural changes alone do not bring about school reform.
Tuesday, December 8, 2009
Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards.
Levy, Holli M. "Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards." The Clearing House 81.4 (2008): 161+.
Summary: The main focus of this article is differentiation. The author provides a small definition or explanation of the various aspects of differentiation. She begins her article with a hypothetical description of an average classroom population. She goes on to discuss the importance of upholding standards for all students, and explains the function of differentiation in the classroom.
Levy briefly discusses the concept of “Content, Process, Product,” and iterates that differentiation can be on any of these three aspects.
She also incorporates the many various levels of grouping strategies that may be effective as you attempt to organize your classroom in a way that supports the needs of your unique learners. These groupings include: ability, learning styles, and interest.
Analysis: Although Levy succinctly highlights the different ways one can differentiate, I did not feel enlightened about how to use this in my classroom when she had concluded. Many phrases like, “Teachers can use tiered lessons,” leave you with the question, Oh, really? How? Nevertheless, if you are looking for a quick overview of the various aspects of differentiation, this would be a good resource. I could imagine this serving as a good article to begin a discussion on differentiation, as the author does define each term efficiently.
Summary: The main focus of this article is differentiation. The author provides a small definition or explanation of the various aspects of differentiation. She begins her article with a hypothetical description of an average classroom population. She goes on to discuss the importance of upholding standards for all students, and explains the function of differentiation in the classroom.
Levy briefly discusses the concept of “Content, Process, Product,” and iterates that differentiation can be on any of these three aspects.
She also incorporates the many various levels of grouping strategies that may be effective as you attempt to organize your classroom in a way that supports the needs of your unique learners. These groupings include: ability, learning styles, and interest.
Analysis: Although Levy succinctly highlights the different ways one can differentiate, I did not feel enlightened about how to use this in my classroom when she had concluded. Many phrases like, “Teachers can use tiered lessons,” leave you with the question, Oh, really? How? Nevertheless, if you are looking for a quick overview of the various aspects of differentiation, this would be a good resource. I could imagine this serving as a good article to begin a discussion on differentiation, as the author does define each term efficiently.
Monday, December 7, 2009
Case Against Using Letter Grades
Kohn, Alfie. "From Degrading to De-Grading." High School Magazine, March 1999. http://www.alfiekohn.org/teaching/fdtd-g.htm
In this article, Kohn makes a case against using letter grades in schools. He expresses that the arguments for grades as necessary for student motivation are incorrect. Grades should not be used as bribes or "...an instrument of control..." (5) because they do not really tell us "...about what a student can do, what she understands, where she needs help." (2) Instead, students should be motivated by the work for "...what matters is how students are motivated. It is the type of motivation that counts, not the amount." (4) For if the students are motivated by grades, then they will choose the option that allows them to achieve the better grade not more knowledge. He suggests that instead of using grades, teachers should devise criteria for excellence with their students and use these as discussion points with the students when evaluating the work. One alternative to grades is for students to receive written comments from the teacher about the work or have student-lead conferences. In short, Kohn feels that the way students are evaluated should change so that it is not a competition.
This article made some great points that challenge the age old practice of grading. However, the data used was never fully explained. Kohn would state that a study found a specific finding however no numbers were shown and the study itself was not explained. There would just be an in-text citation to the study. Thus, the information appeared to be more like generalizations to support his point. Also, the findings presented to represent the opposing point of view were always quickly debunked.
Tuesday, December 1, 2009
Better Learning Through Structured Teaching
Fisher, D. and Frey, N. (2008). Better Learning Through Structured Teaching. Alexandria, Virginia: ASCD.
Summary:
This book gives teachers a guide to instruct students so they can develop stronger learning skills. “It is a framework for the Gradual Release of Responsibilities.” The authors walk teachers though process of modeling (or focus lessons), guided practice, collaborative learning, and independent practice. These four approaches to a single lesson help meet many critical challenges teachers face like differentiation and time management. Each step is important for students to see in a series of lessons. The Focus Lesson establishes the purpose of the lesson. This is where the teacher needs to do explicit modeling for the class. Students may have many questions at this time. During Guided Instruction the teacher will use prompts to facilitate learning as students increase participation in the lesson. Students may begin to understand the expectations at this time but are still not ready to complete the task independently. Collaborative Learning is a vital step in the process. They must work together, with the teacher nearby, to create independent work. The teacher has not back away completely yet but is slowly handing more responsibility to the students. The Independent Practice is when the teacher has stepped away for running the lesson and the students are now in control of their own learning. Throughout the book there are examples and dialogues from across grade levels.
Analysis:
I have actually had this book sitting on my shelf for a while now. I got it while in the BTSA program for Chula Vista Elementary School District. CVESD is a big participant in Gradual Release of Responsibility (GRR). One of the authors, Douglas Fisher, provided many professional development meeting through the year. I understand the idea of GRR and like the concept. I think it is a natural way of teaching, starting with modeling and setting the expectations then slowing giving control to of learning to the students until finally they are working independently. There was just one part that I could never wrap my head around. AS CV administration preached GRR they explained that the framework was linear and that every lesson had to have all components every time. I never understood why exactly. I didn’t understand why you couldn’t start at a different step. Now that i read the book, I understand that I can. Not all lessons will have all parts of GRR at one time in one setting. It makes so much more sense to me after reading the book. I enjoyed the reading. It was quick and provided lots of examples. Most of the book is just good teaching practice and nice to hear reiterated from time to time.
Quotes:
“All focus lessons should establish a purpose for learning...setting objectives and providing feedback. That is critical to the success of English Language Learners.” (21)
“Guided instruction is not ability grouping. A hallmark of guided instruction is that the dialogue between teacher and learners is carefully crafted following the principles of scaffolding.” (40-41)
“Independent learning is not simply photocopying worksheets for students to complete.” (86)
“Independent learning should allow students a ‘direct encounter’ with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.” (89)
“Learning occurs through one of the following four ways and that each person probably learns best through just one way: concrete experience, observation and reflection, abstract conceptualization, and active experimentation.” (90)
“Although we have presented this framework in a sequential manner, implementation is not a linear process. We rarely march lockstep through a focus lesson, followed immediately by guided lessons for all students, then collaborative learning, holding independent learning for the very end of the unit. Instead, we view these components as recursive and iterative.” (110)
Class Sizes Rise, Mostly Due to Budget Cuts
Otterman, S. (2009). Class Sizes Rise, Mostly Due to Budget Cuts. New York Times. pp A30.
This article discusses the what New York City has experienced in the last year of the rise in class size. On average class size has only increased by one student per class. High school English classes increased from 24.7 students to 26.4 students and high school science classes increased from 26.1 and 27.4. The other grade that has seen the greatest lift in enrollment is kindergarten. “This is very sad since most experts believe that these are the two most important grades to keep class size.” The main increase in class size was due to budget cuts. With the increase in class size and the budget cuts there were 1,650 less teaching positions this year than the year before. The city had been decreasing class size regularly over the past decade. The ironic part of the report was that the increase occurred the same year that the state gave millions of dollars for a program called Contracts of Excellence, which was supposed to reduce class size.
Children’s Museums “Exhibit” Educational Outreach
Bafile, C. (2009). Children’s Museums “Exhibit” Educational Outreach. Retrieved October 10, 2009 from Educational World. http://www.education-world.com/a_curr/profdev/profdev169.shtml
This article was exciting for me to stumble across. My school has a partnership with the Rueben H. Fleet Science Center. The Fleet is an amazing resource for teachers and schools. Museums are not only a place for classrooms to visit on a field trip but a place where teachers can check out educational learning kits, units of study, and online resources. Most teachers are unaware that their local children’s museums can be so helpful. This article gave many examples of how museums are getting involved with schools in their area. Boston’s Children’s Museum, The Children’s Museum of Indianapolis, The Kid’s Space Museum, and The Children’s Museum and Theatre of Maine are leading the way with their school outreach programs.
Helping Your Child With Homework
Paulu, N. (1995). Helping Your Child With Homework. Retrieved October 10, 2009 from The Kid’s Source Website. http://www.kidsource.com/kidsource/content/homework.html
Homework remains at major battle in schools today. Students don’t complete homework, may not understand homework, fight with parents to get homework completed, and the list continues. This article starts off by saying that homework is a project for the whole family. Everyone becomes involved in each night’s assignments. Then The author gives many reasons for why teachers assign homework and why homework can help students. Then it provides many suggestions for families about how to help. Things like picking a place and keeping it consistent, remove distractions, and provide all supplies and resources, be a good example and show interest. The article also gave suggestions about how teachers can help parents that are unable to speak English fluently or do not understand the curriculum. I found this article more informative for parents than for teachers. However there was quite a bit of information for teachers. Homework is such a big issue for elementary school children. I do not believe in giving homework in kindergarten. My students are in school for many more hours everyday than is required by law. By the end of the day most 5 year olds are tired and are unable to do any type of homework that would be meaningful. They get enough instruction at school that it is more important for them to spend time with their family, play a game, go for a walk, or read a book.
Gladwell, M. (2008). Outliers: The Story of Success. Boston: Little, Brown.
Summary:
In Outliers: The Story of Success, Malcolm Gladwell looks at all of the factors that must come together if one is to become a true “outlier.” He defines an outlier as a person whose success falls outside normal experience, and looks at many different examples of just such people. Some of the deciding factors include:
• A person’s birthdate, which can affect the age in which they start school, sports, etc...
• A person’s willingness to practice- ten thousand hours for expertise.
• A person’s ability to have a combination of both general intelligence and “practical intelligence.”
• A person’s social status, in particular, coming from a middle or upper class family who parent in a style that fosters a child’s talents and abilities.
• A person’s cultural background.
• A person’s persistence and willingness to work much harder than others.
• Being in the right place at the right time, and seizing the opportunities that are presented.
Reflection:
I was completely intrigued by Gladwell’s findings on success. He uses an exhaustive list of resources to meld together many factors that contribute to success. Although the book is not written specifically for use in education, there are many examples in the book from education, and many more applications for his theories for education. Some of the factors are inherent, but there are many factors that can be cultivated by reform in education.
Relevant Quotes/Concepts:
“A boy who turns ten on January 2, then, could be playing alongside someone who doesn’t turn ten until the end of that year--- and at that age, in preadolescence, a twelve-month gap in age represents an enormous difference in physical maturity.” 24.
The same can be said of the December 1st cut-off date for entry to Kindergarten in California. Students born on or after Dec. 2nd will be in a classroom with students who may have up to a twelve-month gap in physical, emotional, and intellectual maturity.
“But most parents, one suspects, think that whatever disadvantages a younger child faces in kindergarten eventually goes away. But it doesn’t. … It locks children in to patterns of achievement and underachievement, encouragement and discouragement, that stretch on and on for years.” 28
“Elementary and middle schools could put January through April-born students in one class, the May through August in another class, and those born September through December in a third class. They could let students learn with and compete against other students of the same maturity level.” 33
“The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.” 39-40
“To Sternberg, practical intelligence includes things like “knowing what to say to whom, and knowing when to say it for maximum effect.” …And, critically, it is a kind of intelligence separate from the sort of analytical ability measured by IQ. … the presence of one doesn’t imply the presence of the other.” 101
“Lareau calls the middle-class parenting style “concerted cultivation.” It’s an attempt to actively “foster and assess a child’s talents, opinions, and skills.” Poor parents tend to follow, by contrast, a strategy of “accomplishment of natural growth.” They see their responsibility to care for their children but to let them grow and develop on their own.” 104
“Alex has those skills because over the course of his young life, his mother and father--- in the manner of educated families--- have painstakingly taught them to him, nudging and prodding and encouraging and showing him the rules of the game, right down to that little rehearsal in the car on the way to the doctor’s office.” 108
“The As overwhelmingly came from the middle and upper class. Their homes were filled with books. Half the fathers of the A group had a college degree or beyond… The Cs on the other hand, ere from the other side of the tracks.” 112
Here Gladwell is discussing the cultural differences of students who were determined to have exceptionally high IQs at the age of five or six. He tracked them in to adulthood and divided them in to three groups: As: The top twenty percent, he success stories, college graduates, lawyers, doctors, etc.. Bs: The middle 60 percent who were doing “satisfactorily” Cs: The bottom 150 who had done the least with their “superior mental ability.”
“The most important consequence of the miracle of the garment industry, though, was what happened to the children growing up in those homes where meaningful work was practiced. … [They learned that] if you work hard enough and assert yourself, and use your mind and imagination, you can shape the world to your desires.” 151
“We took them out of their cultural and re-normed them. …That is an extraordinarily liberating example. “ 220
“it turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. …That difference means that Asian children learn to count much faster than American children. …American children are already a year behind their Asian counterparts in the most fundamental of math skills. … When it comes to math, in other words, Asians have a built-in advantage.” 229-230
“Success is a function of persistence and doggedness and the willingness to work hard for twenty-two minutes to make sense of something that most people would give up on after thirty seconds.” 246
“When it comes to reading skills, poor kids learn nothing when school is not in session. The reading scores of rich kids, by contrast, go up by a whopping 52.49 points” [during the summer.] 258
“Everything we have learned in Outliers says that success follows a predictable course. It is not the brightest who succeed. …Nor is simply the sum of the decisions and efforts we make on our own behalf. It is a gift. Outliers are those who have been given opportunities--- and who have had the strength and presence of mind to seize them. …They were born at the right time with the right parents and the right ethnicity.” 267-268
In Outliers: The Story of Success, Malcolm Gladwell looks at all of the factors that must come together if one is to become a true “outlier.” He defines an outlier as a person whose success falls outside normal experience, and looks at many different examples of just such people. Some of the deciding factors include:
• A person’s birthdate, which can affect the age in which they start school, sports, etc...
• A person’s willingness to practice- ten thousand hours for expertise.
• A person’s ability to have a combination of both general intelligence and “practical intelligence.”
• A person’s social status, in particular, coming from a middle or upper class family who parent in a style that fosters a child’s talents and abilities.
• A person’s cultural background.
• A person’s persistence and willingness to work much harder than others.
• Being in the right place at the right time, and seizing the opportunities that are presented.
Reflection:
I was completely intrigued by Gladwell’s findings on success. He uses an exhaustive list of resources to meld together many factors that contribute to success. Although the book is not written specifically for use in education, there are many examples in the book from education, and many more applications for his theories for education. Some of the factors are inherent, but there are many factors that can be cultivated by reform in education.
Relevant Quotes/Concepts:
“A boy who turns ten on January 2, then, could be playing alongside someone who doesn’t turn ten until the end of that year--- and at that age, in preadolescence, a twelve-month gap in age represents an enormous difference in physical maturity.” 24.
The same can be said of the December 1st cut-off date for entry to Kindergarten in California. Students born on or after Dec. 2nd will be in a classroom with students who may have up to a twelve-month gap in physical, emotional, and intellectual maturity.
“But most parents, one suspects, think that whatever disadvantages a younger child faces in kindergarten eventually goes away. But it doesn’t. … It locks children in to patterns of achievement and underachievement, encouragement and discouragement, that stretch on and on for years.” 28
“Elementary and middle schools could put January through April-born students in one class, the May through August in another class, and those born September through December in a third class. They could let students learn with and compete against other students of the same maturity level.” 33
“The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.” 39-40
“To Sternberg, practical intelligence includes things like “knowing what to say to whom, and knowing when to say it for maximum effect.” …And, critically, it is a kind of intelligence separate from the sort of analytical ability measured by IQ. … the presence of one doesn’t imply the presence of the other.” 101
“Lareau calls the middle-class parenting style “concerted cultivation.” It’s an attempt to actively “foster and assess a child’s talents, opinions, and skills.” Poor parents tend to follow, by contrast, a strategy of “accomplishment of natural growth.” They see their responsibility to care for their children but to let them grow and develop on their own.” 104
“Alex has those skills because over the course of his young life, his mother and father--- in the manner of educated families--- have painstakingly taught them to him, nudging and prodding and encouraging and showing him the rules of the game, right down to that little rehearsal in the car on the way to the doctor’s office.” 108
“The As overwhelmingly came from the middle and upper class. Their homes were filled with books. Half the fathers of the A group had a college degree or beyond… The Cs on the other hand, ere from the other side of the tracks.” 112
Here Gladwell is discussing the cultural differences of students who were determined to have exceptionally high IQs at the age of five or six. He tracked them in to adulthood and divided them in to three groups: As: The top twenty percent, he success stories, college graduates, lawyers, doctors, etc.. Bs: The middle 60 percent who were doing “satisfactorily” Cs: The bottom 150 who had done the least with their “superior mental ability.”
“The most important consequence of the miracle of the garment industry, though, was what happened to the children growing up in those homes where meaningful work was practiced. … [They learned that] if you work hard enough and assert yourself, and use your mind and imagination, you can shape the world to your desires.” 151
“We took them out of their cultural and re-normed them. …That is an extraordinarily liberating example. “ 220
“it turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. …That difference means that Asian children learn to count much faster than American children. …American children are already a year behind their Asian counterparts in the most fundamental of math skills. … When it comes to math, in other words, Asians have a built-in advantage.” 229-230
“Success is a function of persistence and doggedness and the willingness to work hard for twenty-two minutes to make sense of something that most people would give up on after thirty seconds.” 246
“When it comes to reading skills, poor kids learn nothing when school is not in session. The reading scores of rich kids, by contrast, go up by a whopping 52.49 points” [during the summer.] 258
“Everything we have learned in Outliers says that success follows a predictable course. It is not the brightest who succeed. …Nor is simply the sum of the decisions and efforts we make on our own behalf. It is a gift. Outliers are those who have been given opportunities--- and who have had the strength and presence of mind to seize them. …They were born at the right time with the right parents and the right ethnicity.” 267-268
Preparing Tomorrow's Teachers
Preparing Tomorrow's Teachers
Greenberg, J. and Jacobs, S. (2009). Preparing Tomorrow’s Teacher’s. National Council on Teacher Quality.
This article came about because administrators in Wyoming were concerned that the new wave of entering teachers were not as qualified to teach reading and math to their students. The thought of this is a little scary. If teachers are not prepared to do the job that they were hired for the students’ and their test score will be greatly affected. And in this time of NCLB where test scores are extremely important the council decided to investigate how the university were preparing their teachers. The programs that were used in the study produce over 70% of the nation’s teachers. “It found that the University of Wyoming College of Education: (1) does not screen applicants to ensure that teacher candidates are academically proficient; (2) does not prepare candidates to teach the science of reading. Coursework only includes exposure to two of the five components of effective reading instruction. Further, although the program uses better textbooks than is common throughout the country, the texts do not cover all of the components; (3) has improved its mathematic s preparation program since we rated it in our national study (June 2008) and now satisfactorily provides the mathematic s content preparation that elementary teachers need, although textbooks could still be improved; and (4) does not ensure that aspiring elementary teachers know the science of reading instruction and understand elementary mathematics content at a depth that is sufficient for instruction.” In the end the council only could give recommendations for what to do to improve teacher education programs but was unable to actually implement anything and left it up to the Professional Teaching Standards Board to establish any changes.
After School Programs in Public Elementary Schools
After School Programs in Public Elementary Schools
Basmat Parsad, B. Lewis, L. Tice, P. (2009) After School Programs in Public Elementary Schools. National Center for Education Statistics.
This article explores how elementary students across the country spend their time in after school programs. There are four categories that the researchers grouped the after school programs: fee-based stand-alone day care programs, stand-alone academic instruction/tutoring programs, the 21st Century Community Learning Centers (21st CCLCs), and other types of formal stand-alone or broad-based after-school programs. The researchers arranged statistics by enrollment size, school locale, region, and minority percentage. The findings were interesting but not shocking. It was interesting for me to see because as a new charter we are trying to implement some after school programs. Currently we are only able to offer the free-based stand-alone day care program but in the future we would love to include after school programs that offered more enrichment.
Monday, November 30, 2009
Deciding to Teach Them All
Tomlinson, C.A. (2003). Deciding to Teach Them All. Educational Leadership 61(2), 6-11.
Summary:
This article explained one teacher’s method in finding out how to best meet the individual needs of each student, and how Tomlinson feels one can foster equity and excellence in a classroom of mixed ability learners.
This particular teacher came from a gifted program and wanted to use the skills and curriculum she had learned while working with gifted children in a classroom with varied skills and levels. Many adaptations had to be made, but ultimately a successful year emerged.
She was willing to accept responsibility for each individual child’s success, despite circumstances of each child’s life. To do this she asked herself questions of each student that would not limit their academic achievement but rather expand it. Examples of her questions were:
• What are their strengths?
• What can I do to ensure that each student works at the highest level of thought and production possible?
• What releases the motivation born in all humans?
• How might I adapt the agenda to work for the student?
• What circumstances will be the most effective catalyst for this student’s development?
It was through these types of questions that this teacher was able to find equity and excellence for each learner in her classroom. She taught each student from his or her point of entry into the curriculum, therefore all students had quality teaching that challenged them.
After presenting this teacher’s experience and questioning technique, Tomlinson went on to share that differentiation can reinforce status, or it can liberate students from stereotypical expectations. She suggests six principles to foster equity and excellence in academically diverse learners:
1. Good curriculum comes first.
2. All tasks should respect each learner.
3. When in doubt, teach up!
4. Use flexible grouping.
5. Become an assessment junkie.
6. Grade to reflect growth.
Tomlinson believes that it is through these principles teachers will be able to maximize each student’s full potential.
Quotes:
“Instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver, and producer.”
“Asking the right questions has an enormous impact on how we pursue equity and excellence in our classroom.”
“Do I intend to teach each individual child?”
Summary:
This article explained one teacher’s method in finding out how to best meet the individual needs of each student, and how Tomlinson feels one can foster equity and excellence in a classroom of mixed ability learners.
This particular teacher came from a gifted program and wanted to use the skills and curriculum she had learned while working with gifted children in a classroom with varied skills and levels. Many adaptations had to be made, but ultimately a successful year emerged.
She was willing to accept responsibility for each individual child’s success, despite circumstances of each child’s life. To do this she asked herself questions of each student that would not limit their academic achievement but rather expand it. Examples of her questions were:
• What are their strengths?
• What can I do to ensure that each student works at the highest level of thought and production possible?
• What releases the motivation born in all humans?
• How might I adapt the agenda to work for the student?
• What circumstances will be the most effective catalyst for this student’s development?
It was through these types of questions that this teacher was able to find equity and excellence for each learner in her classroom. She taught each student from his or her point of entry into the curriculum, therefore all students had quality teaching that challenged them.
After presenting this teacher’s experience and questioning technique, Tomlinson went on to share that differentiation can reinforce status, or it can liberate students from stereotypical expectations. She suggests six principles to foster equity and excellence in academically diverse learners:
1. Good curriculum comes first.
2. All tasks should respect each learner.
3. When in doubt, teach up!
4. Use flexible grouping.
5. Become an assessment junkie.
6. Grade to reflect growth.
Tomlinson believes that it is through these principles teachers will be able to maximize each student’s full potential.
Quotes:
“Instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver, and producer.”
“Asking the right questions has an enormous impact on how we pursue equity and excellence in our classroom.”
“Do I intend to teach each individual child?”
Leading to change: effective grading practices
Reeves, B.D., (2008). Leading to Change: Effective Grading Practices. Educational Leadership, 65(5), 85-87.
Summary:
Written for school administrators, Douglas Reeves makes a case for radical changes in school grading policies. In an effort to reduce the student failure rate, Reeves proposes the change does not lie in a new curriculum, new leadership or new technology: he argues schools need a “better” grading system. In this proposed system, is the elimination of zeros for missing work, using averages of scores throughout the semester and the implementation of heavily weighted tests, projects, etc. and the end of the semester. Reeves argues that when grading policies change, in addition to decreased failure rates, schools also see improved discipline and morale in students and teachers. The article outlines three steps for administrators to follow when creating change in grading systems: define a sense of urgency, identify teacher leaders to share grading practices and reassure the community that most grading practices will stay consistent.
Analysis:
When discussing differentiation in the classroom, the topic of differentiated grading must be addressed. While this article does not specifically address the issue of grading when differentiating instruction, it does refer to the concept of re-defining grading in association with specific student needs. Certain students (for many reasons) cannot complete homework at home. Reeves’ proposal differentiates grading by not giving zeros for missing work, therefore different student needs are met. I feel there are many issues with this form of grading, for example it addresses the heart of the grading issue: what do grades really represent? If grades reflect student learning and knowledge, then perhaps missing work should not significantly affect a grade. If grades reflect learning and work ethic then leaving out missing assignments do not accurate. We also need to consider the impact of grades, especially in the high school setting. Most often, a student ‘s GPA are a large part of college entry consideration and inconsistencies in policy can create inequality in admissions. The Reeves article serves as a possible solution to student failure and poor morale, however it makes huge assumptions about the value of grades in general. One must first buy into the argument that grades do not accurately reflect student learning and that grades are a significant motivator in student achievement and behavior. I would challenge Reeves to examine the affect of making changes to policy in the long term and how it affects students in college.
Relevant Quotes/Concepts:
“Grading seems to be regarded as the last frontier of individual teacher discretion” (Reeves, 86).
“Ask your colleagues to calculate the final grade for a student who receives the following 10 grades during a semester: C, C, D, C, B, B, A, F, F. I have done this experiment with thousands of teachers and administrators. Every time- bar none- I get the same results: the final grades range from F to A and include everything in between” (Reeves, 85).
“The difference between failure and the honor roll often depends on the grading policies of the teacher” (Reeves, 85).
“The benefits of effective grading practices are not limited to a reduced failure rate- although that benefit alone is sufficient to justify change” (Reeves, 86).
Other sources:
Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin.
Marzano, R.J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.
Reeves, D.B. (2004). The case against zero. Phi Delta Kappan, 86(4), 324-325.
Summary:
Written for school administrators, Douglas Reeves makes a case for radical changes in school grading policies. In an effort to reduce the student failure rate, Reeves proposes the change does not lie in a new curriculum, new leadership or new technology: he argues schools need a “better” grading system. In this proposed system, is the elimination of zeros for missing work, using averages of scores throughout the semester and the implementation of heavily weighted tests, projects, etc. and the end of the semester. Reeves argues that when grading policies change, in addition to decreased failure rates, schools also see improved discipline and morale in students and teachers. The article outlines three steps for administrators to follow when creating change in grading systems: define a sense of urgency, identify teacher leaders to share grading practices and reassure the community that most grading practices will stay consistent.
Analysis:
When discussing differentiation in the classroom, the topic of differentiated grading must be addressed. While this article does not specifically address the issue of grading when differentiating instruction, it does refer to the concept of re-defining grading in association with specific student needs. Certain students (for many reasons) cannot complete homework at home. Reeves’ proposal differentiates grading by not giving zeros for missing work, therefore different student needs are met. I feel there are many issues with this form of grading, for example it addresses the heart of the grading issue: what do grades really represent? If grades reflect student learning and knowledge, then perhaps missing work should not significantly affect a grade. If grades reflect learning and work ethic then leaving out missing assignments do not accurate. We also need to consider the impact of grades, especially in the high school setting. Most often, a student ‘s GPA are a large part of college entry consideration and inconsistencies in policy can create inequality in admissions. The Reeves article serves as a possible solution to student failure and poor morale, however it makes huge assumptions about the value of grades in general. One must first buy into the argument that grades do not accurately reflect student learning and that grades are a significant motivator in student achievement and behavior. I would challenge Reeves to examine the affect of making changes to policy in the long term and how it affects students in college.
Relevant Quotes/Concepts:
“Grading seems to be regarded as the last frontier of individual teacher discretion” (Reeves, 86).
“Ask your colleagues to calculate the final grade for a student who receives the following 10 grades during a semester: C, C, D, C, B, B, A, F, F. I have done this experiment with thousands of teachers and administrators. Every time- bar none- I get the same results: the final grades range from F to A and include everything in between” (Reeves, 85).
“The difference between failure and the honor roll often depends on the grading policies of the teacher” (Reeves, 85).
“The benefits of effective grading practices are not limited to a reduced failure rate- although that benefit alone is sufficient to justify change” (Reeves, 86).
Other sources:
Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin.
Marzano, R.J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.
Reeves, D.B. (2004). The case against zero. Phi Delta Kappan, 86(4), 324-325.
Saturday, November 28, 2009
Differentiation in Practice
Tomlinson, C. (2003) Differentiation in practice, Virginia: Association for Supervision and Curriculum Development
Summary:
Carol Anne Tomlinson’s Differentiation in Practice is a resource guide for differentiating curriculum for grades 5 through 9. This book consists of a “brief primer” offering an explanation of differentiated instruction via content, process, products, affect and learning environment. Students’ readiness, interest and learning profile must also be taken into account when designing curriculum. The strength of this guide lies in the models, or differentiated units of study, that comprise the majority of the book. In depth lessons written and implemented by teachers in science, social studies, language arts, pre-algebra and French are provided. Each lesson contains an introduction giving background information on the unit, teacher reflection, a list of addressed standards and objectives, instructional strategies, and support materials. The lesson is then presented via graphic organizer illustrating whole class components and differentiated components. There is enough detailed information on the lesson, including teacher commentary, to enable a teacher to implement it in their own classroom.
Reflection:
I found this book tremendously helpful because of the units provided. It allowed me to see differentiation on a large scale and it seemed less daunting than I previously believed. I realized that I do differentiate my curriculum, but I don’t plan for it as these teachers had done, I do it on a by needs basis.
Summary:
Carol Anne Tomlinson’s Differentiation in Practice is a resource guide for differentiating curriculum for grades 5 through 9. This book consists of a “brief primer” offering an explanation of differentiated instruction via content, process, products, affect and learning environment. Students’ readiness, interest and learning profile must also be taken into account when designing curriculum. The strength of this guide lies in the models, or differentiated units of study, that comprise the majority of the book. In depth lessons written and implemented by teachers in science, social studies, language arts, pre-algebra and French are provided. Each lesson contains an introduction giving background information on the unit, teacher reflection, a list of addressed standards and objectives, instructional strategies, and support materials. The lesson is then presented via graphic organizer illustrating whole class components and differentiated components. There is enough detailed information on the lesson, including teacher commentary, to enable a teacher to implement it in their own classroom.
Reflection:
I found this book tremendously helpful because of the units provided. It allowed me to see differentiation on a large scale and it seemed less daunting than I previously believed. I realized that I do differentiate my curriculum, but I don’t plan for it as these teachers had done, I do it on a by needs basis.
Tuesday, November 17, 2009
Problem-Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom
This book uses the multiple intelligences to discuss the curriculum models: Problem-Based Learning, Case Studies, Thematic Learning, Project Learning, Service Learning, and Performance Learning. For each, it provides the following: what the type of learning is, what it looks and sounds like, how it works, why it works, the key players and their roles, when it can be used effectively, and where to find more information.
Tuesday, November 3, 2009
Response Styles and Ways of Knowing
Anson, Chris M. (1989) Response Styles and Ways of Knowing. In C. Anson (Ed.), Writing and Reponse: Theory, Practice, and Research (pp. 332-366). Urbana, IL: National Council of Teachers of English.
Topic: The main focus of this essays is instructional ideology, a relatively unexplored topic with regards to educative theories. Anson analyzes teacher responses to student writing, and discusses how the responses reflect the reader's epistemology.
Methods: Anson exercised a very thoughtful way of collecting data for this investigation. He first gathered essays from a group of incoming Freshman at a special summer program at a large midwestern university. This was part of an arrangement for these Freshman, who needed remediation in certain basic skills. Anson chose basic skills writers intentionally. The essay prompt was distributed to 8 different classrooms of 10-15 students. The samples went through a normative process, where Anson and two associates categorized the essays. Discrepancies were thrown out. The 6 essays with the most common scores representing their categories were then distributed to 16 teachers of moderate experience teaching basic writing courses in universities. Responses were also checked against the teachers' typical comments for accuracy.
Evaluation: The methods matched the inquiry proposed, and I believe Anson contributed to the literature on instructional ideology in a profound way. However, there are certain assumptions that Anson makes along the way, which are debatable. For example, the categories that Anson uses were first established by William Perry's Forms of Intellectual and Ethical Development in the College Years: A Scheme (1970), and Perry's conclusions are hotly criticized for several reasons. Nevertheless, even with the assumptions made, I think that Anson's findings have merit, and his methods used help establish a consistent framework for analysis.
Anson first discusses Perry's discussion of how worldview can be observed in student writings. There are several stages, but the essential three are dualistic, relativistic and committed, or reflective. Generally, the dualistic perspective is seen in student writing which assumes there is a right and a wrong way to approach writing. These students are very concerned with rule-following, and pay close attention to Authority, who are assume to have access and knowledge of the rules. However, students can begin to challenge dualistic processes and move towards relativism. During this stage of development, students do not see knowledge as absolute, and feel that everyone is entitled to his or her own opinion. They feel they cannot disagree with people, because there is no basis for disagreement. Everything becomes merely a matter of opinion. However, after muddling through relativism, students may decide to commit to their own personal point of view, and reject others. A committed, or reflective, type of writer will be unafraid of tentativeness, able to consider many different viewpoints, and will eventually settle on a balanced point of view that he or she feels can be argued strongly.
When beginning this exploration, Anson felt that teacher responses would recognize these various points of view on writing, and would vary accordingly. However, Anson found instead that teacher responses themselves reflect the same kinds of ideologies.
Dualistic responses tended to treat the student writing very textually, focused on grammatical or structural problems which needed to be "fixed." Relativistic responses did not focus on the text at all, but were more like detached notes or casual responses to the text. They did not provide direction for revision, but were solely focused on the ideas generated through the essay prompt. Finally, reflective responses included somewhat a mixture of both, in that they focused on the ideas, but did not hesitate to express preference. Generally, reflective responses put the focus back on the writer as authority, but encouraged the writer to pursue certain courses and provided options for revision.
Anson concludes with thoughts about the importance of focusing not just on the students, but also on the teachers as learners. He recognizes that responses to student writing have become a "private" and "unscrutinized" domain, but teachers tend to be very interested in how other teachers perform the same tasks. Although response to student writing is critical for continued literacy and cognitive development, we do not often put the spotlight on teachers.
Reflection
I appreciate Anson's focus on teacher responses, and concur that this would be a valuable focus on inquiry for any campus. If we believe that we are lifelong learners, why do teachers get so insecure about finding ways of improving our practices? with admitting that we could be doing something better? with admitting, even, that we are doing something wrong or very harmful to the goals we profess to seek?
Throughout this article, I recognized the development of my own intellectual capacity, both as a student and as a teacher. I know that I have made dualistic, relativistic and reflective responses to student writing. I struggle to determine what is the most effective and beneficial way to interact with students in the writing process.
Topic: The main focus of this essays is instructional ideology, a relatively unexplored topic with regards to educative theories. Anson analyzes teacher responses to student writing, and discusses how the responses reflect the reader's epistemology.
Methods: Anson exercised a very thoughtful way of collecting data for this investigation. He first gathered essays from a group of incoming Freshman at a special summer program at a large midwestern university. This was part of an arrangement for these Freshman, who needed remediation in certain basic skills. Anson chose basic skills writers intentionally. The essay prompt was distributed to 8 different classrooms of 10-15 students. The samples went through a normative process, where Anson and two associates categorized the essays. Discrepancies were thrown out. The 6 essays with the most common scores representing their categories were then distributed to 16 teachers of moderate experience teaching basic writing courses in universities. Responses were also checked against the teachers' typical comments for accuracy.
Evaluation: The methods matched the inquiry proposed, and I believe Anson contributed to the literature on instructional ideology in a profound way. However, there are certain assumptions that Anson makes along the way, which are debatable. For example, the categories that Anson uses were first established by William Perry's Forms of Intellectual and Ethical Development in the College Years: A Scheme (1970), and Perry's conclusions are hotly criticized for several reasons. Nevertheless, even with the assumptions made, I think that Anson's findings have merit, and his methods used help establish a consistent framework for analysis.
Anson first discusses Perry's discussion of how worldview can be observed in student writings. There are several stages, but the essential three are dualistic, relativistic and committed, or reflective. Generally, the dualistic perspective is seen in student writing which assumes there is a right and a wrong way to approach writing. These students are very concerned with rule-following, and pay close attention to Authority, who are assume to have access and knowledge of the rules. However, students can begin to challenge dualistic processes and move towards relativism. During this stage of development, students do not see knowledge as absolute, and feel that everyone is entitled to his or her own opinion. They feel they cannot disagree with people, because there is no basis for disagreement. Everything becomes merely a matter of opinion. However, after muddling through relativism, students may decide to commit to their own personal point of view, and reject others. A committed, or reflective, type of writer will be unafraid of tentativeness, able to consider many different viewpoints, and will eventually settle on a balanced point of view that he or she feels can be argued strongly.
When beginning this exploration, Anson felt that teacher responses would recognize these various points of view on writing, and would vary accordingly. However, Anson found instead that teacher responses themselves reflect the same kinds of ideologies.
Dualistic responses tended to treat the student writing very textually, focused on grammatical or structural problems which needed to be "fixed." Relativistic responses did not focus on the text at all, but were more like detached notes or casual responses to the text. They did not provide direction for revision, but were solely focused on the ideas generated through the essay prompt. Finally, reflective responses included somewhat a mixture of both, in that they focused on the ideas, but did not hesitate to express preference. Generally, reflective responses put the focus back on the writer as authority, but encouraged the writer to pursue certain courses and provided options for revision.
Anson concludes with thoughts about the importance of focusing not just on the students, but also on the teachers as learners. He recognizes that responses to student writing have become a "private" and "unscrutinized" domain, but teachers tend to be very interested in how other teachers perform the same tasks. Although response to student writing is critical for continued literacy and cognitive development, we do not often put the spotlight on teachers.
Reflection
I appreciate Anson's focus on teacher responses, and concur that this would be a valuable focus on inquiry for any campus. If we believe that we are lifelong learners, why do teachers get so insecure about finding ways of improving our practices? with admitting that we could be doing something better? with admitting, even, that we are doing something wrong or very harmful to the goals we profess to seek?
Throughout this article, I recognized the development of my own intellectual capacity, both as a student and as a teacher. I know that I have made dualistic, relativistic and reflective responses to student writing. I struggle to determine what is the most effective and beneficial way to interact with students in the writing process.
Wednesday, October 28, 2009
The Fingertip Effect: How Information-Processing Technology Shapes Thinking.
Perkins, D. N. (1985). The fingertip effect: how information-processing technology shapes thinking. Educational Researcher, 14, 11-17, http://edr.sagepub.com/cgi/content/abstract/14/7/11, DOI: 10.3102/0013189X014007011
Summary/Analysis
As the title suggests the article discusses how the brain processes various types of information while using technological devices. The author focuses on the aspects of hand written information versus the introduction of word processing. He discusses how the thinking process is affected very differently between the two approaches. In conjunction the text goes on to explore the effects of how technology, particularly programming languages (the writing language of computers), may or may not affect critical and cognitive thinking. The piece proposes that that the brain will adapt to various uses of technology and change in certain basic ways. The author goes on to compare the adaptation of literacy in print and how society reacted to it years ago to how society reacts to technology today.
The thought comes across that we all still need the basic reading and writing skills before moving on to higher levels of thinking. For example if one does not know how to communicate well or has very limited literacy skills he or she will not advance in the area through technological resources alone. I would have to agree on this level that if we do not acquire basic learning and thinking skills it is impossible to advance through technology alone, with maybe exception to speech impediment software, medical conditions, etc.
The article had some valid points about technology and the affects on the thought process. Yet I thought the article was outdated at this time. I also would have liked to read more concrete research facts and focus group studies to back up the author’s ideas. Overall the text contained some interesting facts and thoughts but not enough evidence to support the main idea.
Resources/Quotes
“This study showed that when factors such as composing time, topic, and composing procedures are held constant, sustained change in revising strategy depends on instruction (i.e. by the prompting program) more than on a writing instrument like the word processing program that could facilitate revising. It also takes more than a school year, even with typing instruction, for junior high school students to become as fluent with the computer as they are with pen. The evidence for this conclusion is that students' texts on the computer include fewer words than those in pen, and these texts on the computer receive lower holistic quality ratings” (12-13).
“For what such "data" are worth, it seems that students have trouble coming up with really interesting questions to ask of the data base” (13).
Summary/Analysis
As the title suggests the article discusses how the brain processes various types of information while using technological devices. The author focuses on the aspects of hand written information versus the introduction of word processing. He discusses how the thinking process is affected very differently between the two approaches. In conjunction the text goes on to explore the effects of how technology, particularly programming languages (the writing language of computers), may or may not affect critical and cognitive thinking. The piece proposes that that the brain will adapt to various uses of technology and change in certain basic ways. The author goes on to compare the adaptation of literacy in print and how society reacted to it years ago to how society reacts to technology today.
The thought comes across that we all still need the basic reading and writing skills before moving on to higher levels of thinking. For example if one does not know how to communicate well or has very limited literacy skills he or she will not advance in the area through technological resources alone. I would have to agree on this level that if we do not acquire basic learning and thinking skills it is impossible to advance through technology alone, with maybe exception to speech impediment software, medical conditions, etc.
The article had some valid points about technology and the affects on the thought process. Yet I thought the article was outdated at this time. I also would have liked to read more concrete research facts and focus group studies to back up the author’s ideas. Overall the text contained some interesting facts and thoughts but not enough evidence to support the main idea.
Resources/Quotes
“This study showed that when factors such as composing time, topic, and composing procedures are held constant, sustained change in revising strategy depends on instruction (i.e. by the prompting program) more than on a writing instrument like the word processing program that could facilitate revising. It also takes more than a school year, even with typing instruction, for junior high school students to become as fluent with the computer as they are with pen. The evidence for this conclusion is that students' texts on the computer include fewer words than those in pen, and these texts on the computer receive lower holistic quality ratings” (12-13).
“For what such "data" are worth, it seems that students have trouble coming up with really interesting questions to ask of the data base” (13).
Tuesday, October 27, 2009
Kovalik, S. J., & Olsen, K. D. (2005). Exceeding Expectations: A User's Guide to Implementing Brain Research in the Classroom. Federal Way: Susan Kovalik & Associates, Inc..
Summary:
Chapter 1- Intelligence as a Function of Experience: After an insightful overview of the ITI Model, which lays the foundation for the rest of the book, Kovalik and Olsen present the “biology of learning.” They explain the fundamental changes that take place in the learning brain and refute the idea that genetics determine one’s ability to learn. Quoting Dr. John Ratey, “We are not prisoners of our genes or our environment. Poverty, alienation, drugs, hormonal imbalances, and depression do not dictate failure. Wealth, acceptance, vegetables, and exercise don’t guarantee success. Our own free will may be the strongest force directing the development of our brains, and therefore our lives… the brain, [child and adult] is both plastic and resilient, and always eager to learn. Experiences, thoughts, actions, and emotions actually change the structure of our brains.” The brain becomes measurably more dense and heavier in response to rich sensory input from an enriched environment, and conversely one’s brains can measurably shrink in a reduced enrichment. Kovalik and Olsen go on to translate all of this research into action in the form of nine “body-brain compatible elements.” (1.6)
Summary:
Chapter 1- Intelligence as a Function of Experience: After an insightful overview of the ITI Model, which lays the foundation for the rest of the book, Kovalik and Olsen present the “biology of learning.” They explain the fundamental changes that take place in the learning brain and refute the idea that genetics determine one’s ability to learn. Quoting Dr. John Ratey, “We are not prisoners of our genes or our environment. Poverty, alienation, drugs, hormonal imbalances, and depression do not dictate failure. Wealth, acceptance, vegetables, and exercise don’t guarantee success. Our own free will may be the strongest force directing the development of our brains, and therefore our lives… the brain, [child and adult] is both plastic and resilient, and always eager to learn. Experiences, thoughts, actions, and emotions actually change the structure of our brains.” The brain becomes measurably more dense and heavier in response to rich sensory input from an enriched environment, and conversely one’s brains can measurably shrink in a reduced enrichment. Kovalik and Olsen go on to translate all of this research into action in the form of nine “body-brain compatible elements.” (1.6)
- Enriched Environment
- Meaningful Content
- Collaboration
- Movement
- Choices
- Adequate Time
- Immediate Feedback
- Mastery
- Absence of Threat/Nurturing Reflective Thinking
Each of the nine elements is then described fully with connections to curriculum development and instructional strategies for the classroom. To provide the most sensory input, and therefore the greatest amount of learning, students should be given real world opportunities and connections to their learning. They should be working in groups based on skills and interests, have the opportunity to move around, and be given choice to enhance their intelligence. Students need time, positive and immediate feedback, and a nurturing environment to achieve mastery of the skills and knowledge that we expect of them.
Reflection:
Linking brain research with good teaching practices and effective curriculum design makes too much sense. In public education, so much time and money is thrown at the next big thing, but it seems like very little time or money is spent finding out what is really going to be effective in ensuring that every child learns and succeeds. The idea that an impoverished brain has the capability for growth once immersed in an enriched environment must be the cornerstone in developing curriculum for students who are less than proficient. According to their research, everything we do at our school for these students is in direct opposition to the recommendations for optimal learning. We are giving them nothing but secondhand input, content that has no connection or meaning to their real lives, and little opportunity to work together or make choices about their learning.
Quotes:
“[Our brains] grow many more connections than they need and then get rid of those that are not used.” (1.5)
“…20 words used in a real-world conversation at a being there location. Inviting the brain to associate words meanings in multiple locations in the brain makes the learning and recall easier, faster, and increased the number of memory “hooks” that can be used to recall.” (1.5)
“The two kinds of input least used in classrooms, being there and immersion, provide the most sensory input. Conversely, the two most commonly used, secondhand and symbolic, provide the least sensory input.” (1.7)
“The only way to overcome the disparity of experiences that students bring to the classroom is to provide the sensory input that leads to concept development through being there experiences. If we were truly committed to leveling the playing field for students, we would focus time and resources on those subjects that allow us to overcome gaps in students’ prior experiences most quickly.” (1.14)
Teaching ESL Students To Read and Write Experimental-Research Papers
- Teaching ESL Students to Read and Write Experimental-Research Papers
- Susan S. Hill, Betty F. Soppelsa and Gregory K. West
- TESOL Quarterly, Vol. 16, No. 3 (Sep., 1982), pp. 333-347
This article talks about how to teach writing ESL students by focusing on subject area specific English.
Student Co-researchers: How principals can recruit, train and enlist the help of students to examine what works and does not work in their schools.
Yonezawa, S & Jones, M. (2007), “Student Co-researchers: How principals can recruit, train and enlist the help of students to examine what works and does not work in their schools”, NAASP Bulletin, Vol 9 No. 4, 322-342.
Summary
The research focuses on 11 high schools in San Diego whose principals, looking for ways to improve teaching and learning, worked in conjunction with UCSD’s CREATE (Center for Research on Educational Equity) program to use students as co-researchers in order to provide ways for teachers and administrators to actively engage in school reform. The research took place over a 2 year period where high school students worked alongside university researchers to interview teachers and gather data then debriefed with principals. The students groups which participated as co-researchers consisted of a variety of backgrounds, ethnicities, and academic backgrounds. The students were chosen as represented of each schools demographics. The purpose was to help educators develop a deeper understanding of the role student voices can play in teaching, learning, engagement and social justice.
Students gathered information in a two primary methods; some conducted interviews with teachers, while others participated in class observations. All finding were presented directly back to the school principals in a debrief session where principals were given opportunities to ask deeper more clarifying questions regarding the findings. Some of the findings that students reported on where less student engagement in large classes, inequitable class size in various classes and a better appreciation for teachers efforts. Student researchers were also encouraged to offer suggestions, which some principals welcomed.
In conclusion, the researchers at the CREATE program realized the design and implementation o student co-research teams need to be very carefully planned out by principals and teachers. Teachers need to be briefed about the purpose and students must be carefully trained on how to collect data. Overall, the findings showed that student voice is an important contribution when principals and administrators are considering reform.
Summary
The research focuses on 11 high schools in San Diego whose principals, looking for ways to improve teaching and learning, worked in conjunction with UCSD’s CREATE (Center for Research on Educational Equity) program to use students as co-researchers in order to provide ways for teachers and administrators to actively engage in school reform. The research took place over a 2 year period where high school students worked alongside university researchers to interview teachers and gather data then debriefed with principals. The students groups which participated as co-researchers consisted of a variety of backgrounds, ethnicities, and academic backgrounds. The students were chosen as represented of each schools demographics. The purpose was to help educators develop a deeper understanding of the role student voices can play in teaching, learning, engagement and social justice.
Students gathered information in a two primary methods; some conducted interviews with teachers, while others participated in class observations. All finding were presented directly back to the school principals in a debrief session where principals were given opportunities to ask deeper more clarifying questions regarding the findings. Some of the findings that students reported on where less student engagement in large classes, inequitable class size in various classes and a better appreciation for teachers efforts. Student researchers were also encouraged to offer suggestions, which some principals welcomed.
In conclusion, the researchers at the CREATE program realized the design and implementation o student co-research teams need to be very carefully planned out by principals and teachers. Teachers need to be briefed about the purpose and students must be carefully trained on how to collect data. Overall, the findings showed that student voice is an important contribution when principals and administrators are considering reform.
Goal-Setting and Self-Assessment Activities in a Tertiary Education Environment
Kato, Fumie (2009). Language Teaching Research. Student preferences: Goal-setting and self-assessment activities in a tertiary education environment. 13(177). doi:10.1177/1362168809103447
This article reports the results of student preferences with respect to intervention students integrated into college level Japanese language cources in two consecutive years. The inital students was entitle 'Goal List Project'; the subsequent amended study was entitled 'Self-Assessment Project'. The former project requred the students to set indivdiual goals and to commit to the goals in a written document. On the basis of the analysis of the students' responses, the second study excluded the written goal ist requirement. Both projects contained common elements of student reflection, self-assessment, documentation of problems/commonets and written instructor feedback. (Kato summary)
This article reports the results of student preferences with respect to intervention students integrated into college level Japanese language cources in two consecutive years. The inital students was entitle 'Goal List Project'; the subsequent amended study was entitled 'Self-Assessment Project'. The former project requred the students to set indivdiual goals and to commit to the goals in a written document. On the basis of the analysis of the students' responses, the second study excluded the written goal ist requirement. Both projects contained common elements of student reflection, self-assessment, documentation of problems/commonets and written instructor feedback. (Kato summary)
Blending "Hand Work" and "Brain Work": Can Multiple Pathways Deepen Learning?
Rose, M. (2008). Blending “hand work” and “brain work”: can multiple pathways deepen learning? In J. Oakes & M. Saunders (Eds.) Beyond tracking: multiple pathways to college, career, and civic participation (pp. 21-35). Cambridge: Harvard Education Press.
The first chapter of Beyond Tracking explores the common understandings and misconceptions of Multiple Pathways. This article focus on perspectives of CTE (Career and Technical Education) and provides an alternative discussion about Multiple Pathways and student learning. Mike Rose discusses the key features of good career and technical education programs and concludes the following are essential:
1. Many tasks students do are authentic with consequences
2. Tasks are rich in opportunities to develop knowledge, solve problems, make discussions, reflect on practice, etc.
3. Tradition academic pursuits are embedded in these tasks.
4. Student assessment is authentic
5. Learning environments are real world work based
6. Blended with the cognitive and technical are craft values, ethical concerns and aesthetics
7. Good teachers share predictable characteristics
In addition to the essential components of CTE, Rose also introduces the barriers to achieving the goals of CTE. His discussion hi-lights many of the challenges to Multiple Pathways including rethinking our definition of intelligence and accommodating student interests.
The purpose of Rose’s contribution to the greater book, is to give more clarification to the goals and purpose of Career and Technical Education. His article serves as an introduction to the rest of the book that includes discussions about Multiple Pathways and societal benefit, the future of democracy, and improved student outcomes.
“The effect is to depict CTE as cognitively inferior not only in its practice (which, sadly, t can be) but also in its essence. This depiction inflames long-standing subject area battles between CTE and academic folk and reinscribes cultural biases and simplifications about manual versus mental activity, blue-collar work versus white-collar, hand versus brain” (Rose, 24).
“The first challenge must be to the concept of intelligence itself: its definition, the limits of our standard measures of it, and our lack of appreciation for its manifestation in the everyday” (Rose, 31).
“Our notion of intelligence is strongly influenced by the IW test and traditional verbal and quantitative school tasks… but what about all the other ways that intellectual ability reveals itself” (Rose 31).
J. Oakes, Keeping Track: How Schools Structure Inequality (New Haven, CT: Yale University Press, 1985); S. Lucas, Tracking Inequality: Stratification and Mobility in American High Schools (New York: Teachers College Press, 1999).
J. Oakes, “Can Tracking Research Inform Practice?” Educational Researcher 21, no. 4 (1992): 12-22.
The first chapter of Beyond Tracking explores the common understandings and misconceptions of Multiple Pathways. This article focus on perspectives of CTE (Career and Technical Education) and provides an alternative discussion about Multiple Pathways and student learning. Mike Rose discusses the key features of good career and technical education programs and concludes the following are essential:
1. Many tasks students do are authentic with consequences
2. Tasks are rich in opportunities to develop knowledge, solve problems, make discussions, reflect on practice, etc.
3. Tradition academic pursuits are embedded in these tasks.
4. Student assessment is authentic
5. Learning environments are real world work based
6. Blended with the cognitive and technical are craft values, ethical concerns and aesthetics
7. Good teachers share predictable characteristics
In addition to the essential components of CTE, Rose also introduces the barriers to achieving the goals of CTE. His discussion hi-lights many of the challenges to Multiple Pathways including rethinking our definition of intelligence and accommodating student interests.
The purpose of Rose’s contribution to the greater book, is to give more clarification to the goals and purpose of Career and Technical Education. His article serves as an introduction to the rest of the book that includes discussions about Multiple Pathways and societal benefit, the future of democracy, and improved student outcomes.
“The effect is to depict CTE as cognitively inferior not only in its practice (which, sadly, t can be) but also in its essence. This depiction inflames long-standing subject area battles between CTE and academic folk and reinscribes cultural biases and simplifications about manual versus mental activity, blue-collar work versus white-collar, hand versus brain” (Rose, 24).
“The first challenge must be to the concept of intelligence itself: its definition, the limits of our standard measures of it, and our lack of appreciation for its manifestation in the everyday” (Rose, 31).
“Our notion of intelligence is strongly influenced by the IW test and traditional verbal and quantitative school tasks… but what about all the other ways that intellectual ability reveals itself” (Rose 31).
J. Oakes, Keeping Track: How Schools Structure Inequality (New Haven, CT: Yale University Press, 1985); S. Lucas, Tracking Inequality: Stratification and Mobility in American High Schools (New York: Teachers College Press, 1999).
J. Oakes, “Can Tracking Research Inform Practice?” Educational Researcher 21, no. 4 (1992): 12-22.
Recursive Processes in Self-affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G.L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.
Summary:
This journal article presents the results of a multi-year study focusing on an educational intervention to reduce the minority achievement gap. The intervention was a series of brief but structured writing assignments that asked students to reflect on an important personal value. The researchers found that this subtle intervention reduced the racial achievement gap. Over two years, the grade point average of African Americans was, on average, raised by 0.24 grade points. Low achieving African American students' GPA improved by 0.41 points, and their rate of remediation or grade repetition was reduced from 18% to 5%. This study illustrates the powerful effect of self-affirmation interventions in reducing minority students' psychological threat related to being negatively stereotyped in school.
The results of this study are highly reliable because the researchers set up a randomized field experiment and followed up on the results over several years to determine the long-term impact of a psychological intervention. This article would be useful to teachers who are interested in strategies for addressing the achievement gap in their classrooms. Evidence that psychological threats about negative stereotypes can be reduced through self-affirmations also has implications for school leaders interested in building a culture of equity within their schools.
Summary:
This journal article presents the results of a multi-year study focusing on an educational intervention to reduce the minority achievement gap. The intervention was a series of brief but structured writing assignments that asked students to reflect on an important personal value. The researchers found that this subtle intervention reduced the racial achievement gap. Over two years, the grade point average of African Americans was, on average, raised by 0.24 grade points. Low achieving African American students' GPA improved by 0.41 points, and their rate of remediation or grade repetition was reduced from 18% to 5%. This study illustrates the powerful effect of self-affirmation interventions in reducing minority students' psychological threat related to being negatively stereotyped in school.
The results of this study are highly reliable because the researchers set up a randomized field experiment and followed up on the results over several years to determine the long-term impact of a psychological intervention. This article would be useful to teachers who are interested in strategies for addressing the achievement gap in their classrooms. Evidence that psychological threats about negative stereotypes can be reduced through self-affirmations also has implications for school leaders interested in building a culture of equity within their schools.
Monday, October 26, 2009
An Ethic of Excellence
An Ethic of Excellence
Berger, R. (2003) An ethic of excellence. New Hampshire: Heinemann.
Summary:
I read the Introduction and first chapter of Ron Berger’s book An Ethic of Excellence. In this book Berger uses his experience as a veteran teacher and carpenter to illustrate how he has built a classroom with an ethic, or culture, of excellence. In the Introduction he describes his life long passion for strong, accurate, beautiful work. Berger explains that beautiful work goes beyond aesthetics. Beautiful work is the product of craftsmen. A craftsman, like a student, he believes, is “someone who has integrity and knowledge, who is dedicated to his work and who is proud of what he does and who he is. Someone who thinks carefully and does things well.”
In the second chapter, Berger explains his experiences as an archiver of excellence and details how models of student drafts that lead up to final drafts have helped other educators understand that all students are capable of beautiful work. His models also serve as starting points for new assignments. Berger writes, “When my class begins a new project, a new venture, we begin with a taste of excellence. I pull out models of work by former students, videotapes of former students presenting their work, models of work from other schools, and models of work from the professional world. We sit and we admire.”
Reflection:
Having heard about Berger from a classmate in the HTH GSE class I was anxious to get my hands on his book. His twenty-five years of experience as an elementary school teacher and numerous classroom anecdotes create a convincing and admirable proposition to teachers. Can we create a culture of excellence in our classrooms and schools that “transcends race, class and geography”?
Quotes:
“In the classroom or on the building site my passion is the same: If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it.”
“Some schools are very good; some are not. Those that are good have an ethic, a culture, which supports and compels students to try and to succeed.”
“High expectations guarantee nothing: they are simply the starting place.”
“The key to excellence is this: It is born from a culture.”
Berger, R. (2003) An ethic of excellence. New Hampshire: Heinemann.
Summary:
I read the Introduction and first chapter of Ron Berger’s book An Ethic of Excellence. In this book Berger uses his experience as a veteran teacher and carpenter to illustrate how he has built a classroom with an ethic, or culture, of excellence. In the Introduction he describes his life long passion for strong, accurate, beautiful work. Berger explains that beautiful work goes beyond aesthetics. Beautiful work is the product of craftsmen. A craftsman, like a student, he believes, is “someone who has integrity and knowledge, who is dedicated to his work and who is proud of what he does and who he is. Someone who thinks carefully and does things well.”
In the second chapter, Berger explains his experiences as an archiver of excellence and details how models of student drafts that lead up to final drafts have helped other educators understand that all students are capable of beautiful work. His models also serve as starting points for new assignments. Berger writes, “When my class begins a new project, a new venture, we begin with a taste of excellence. I pull out models of work by former students, videotapes of former students presenting their work, models of work from other schools, and models of work from the professional world. We sit and we admire.”
Reflection:
Having heard about Berger from a classmate in the HTH GSE class I was anxious to get my hands on his book. His twenty-five years of experience as an elementary school teacher and numerous classroom anecdotes create a convincing and admirable proposition to teachers. Can we create a culture of excellence in our classrooms and schools that “transcends race, class and geography”?
Quotes:
“In the classroom or on the building site my passion is the same: If you’re going to do something, I believe, you should do it well. You should sweat over it and make sure it’s strong and accurate and beautiful and you should be proud of it.”
“Some schools are very good; some are not. Those that are good have an ethic, a culture, which supports and compels students to try and to succeed.”
“High expectations guarantee nothing: they are simply the starting place.”
“The key to excellence is this: It is born from a culture.”
Sunday, October 25, 2009
Starting With Stories: Engaging Mulitple Intelligences Through Children's Books
Schiller, P.B., & Phipps, P. (2006). Starting with Stories: Engaging Multiple Intelligences Through Children’s Books. Beltsville, MD: Gryphon House.
Summary/Analysis
This book is a comprehensive, literature-based curriculum that actively engages all eight multiple intelligences using multi-curricular activities. These support the four basic literacy skills:
• Oral language development
• Phonological awareness
• Letter knowledge
• Print awareness
There are 100 stories that act as a springboard for over 1,200 activities that provide practice in these literacy skills. It offers six ideas per story that can be used as learning centers or in small group interactions. They are aligned with the eight intelligences. Integrating the curriculum by applying the multiple intelligences provides meaningful and appropriate instruction.
Teaching strategies and descriptions of what learners like to do are included for each intelligence. It is through these strategies and the use of learning centers that children have meaningful learning experiences.
The book is set up to enhance your existing curriculum. There are a variety of choices for each story that make finding connections for children easier and therefore increases comprehension.
Relevant Quotes/Concepts:
“A teacher who knows the many ways children can express their abilities (multiple intelligences) and who teaches in an environment where best practices are guided by the research, ensures that all children enter school ready to learn.” (9)
“The best curriculum plans offer young children numerous opportunities to make meaningful connections, not only to academic content, but also to their daily lives.” (10)
“One of the best ways to provide appropriate, meaningful learning experiences for children is to integrate the curriculum by applying a multiple intelligences approach.” (10)
“- the more connections children make to what they learn, the more fluid and complex their comprehension.” (12)
Text Sources:
Armstrong, T. (1994). Multiple Intelligences in the classroom. Alexandria, VA:ASTD
Phipps, P. (2003). Integrating multiple intelligences throughout the curriculum (a chapter in the DLM Early Childhood Express Research Booklet). Columbus, OH: SRA/McGraw-Hill.
Summary/Analysis
This book is a comprehensive, literature-based curriculum that actively engages all eight multiple intelligences using multi-curricular activities. These support the four basic literacy skills:
• Oral language development
• Phonological awareness
• Letter knowledge
• Print awareness
There are 100 stories that act as a springboard for over 1,200 activities that provide practice in these literacy skills. It offers six ideas per story that can be used as learning centers or in small group interactions. They are aligned with the eight intelligences. Integrating the curriculum by applying the multiple intelligences provides meaningful and appropriate instruction.
Teaching strategies and descriptions of what learners like to do are included for each intelligence. It is through these strategies and the use of learning centers that children have meaningful learning experiences.
The book is set up to enhance your existing curriculum. There are a variety of choices for each story that make finding connections for children easier and therefore increases comprehension.
Relevant Quotes/Concepts:
“A teacher who knows the many ways children can express their abilities (multiple intelligences) and who teaches in an environment where best practices are guided by the research, ensures that all children enter school ready to learn.” (9)
“The best curriculum plans offer young children numerous opportunities to make meaningful connections, not only to academic content, but also to their daily lives.” (10)
“One of the best ways to provide appropriate, meaningful learning experiences for children is to integrate the curriculum by applying a multiple intelligences approach.” (10)
“- the more connections children make to what they learn, the more fluid and complex their comprehension.” (12)
Text Sources:
Armstrong, T. (1994). Multiple Intelligences in the classroom. Alexandria, VA:ASTD
Phipps, P. (2003). Integrating multiple intelligences throughout the curriculum (a chapter in the DLM Early Childhood Express Research Booklet). Columbus, OH: SRA/McGraw-Hill.
Civics Education, Community Norms and Political Indoctrination
Litt, Edgar. (1963). Civic Education, Community Norms and Political Indoctrination. American Sociological Review, 28 (1), 69-75.
Summary: This text explores the effects of a civic education course on political attitudes and involvement. The researcher uses three groups, Alpha, Beta and Gamma to explore this contingency. The groups are divided based on their socio- economic standing in relationship to the greater community. In short, Litt concludes that formal civics education training has little affect in changing the attitude of its citizenry. Only in more affluent "Alpha" groups do citizens feel a part of the decision making process and able to facilitate its eventual change.
This article is useful for those interested in how to sub- divide/ streamline civics education courses; but monumentally useless to those interested in learning the intricacies or underpinnings of those divisions.
Summary: This text explores the effects of a civic education course on political attitudes and involvement. The researcher uses three groups, Alpha, Beta and Gamma to explore this contingency. The groups are divided based on their socio- economic standing in relationship to the greater community. In short, Litt concludes that formal civics education training has little affect in changing the attitude of its citizenry. Only in more affluent "Alpha" groups do citizens feel a part of the decision making process and able to facilitate its eventual change.
This article is useful for those interested in how to sub- divide/ streamline civics education courses; but monumentally useless to those interested in learning the intricacies or underpinnings of those divisions.
Sunday, October 11, 2009
Media, Information Communication Technologies, and Youth Literacy
Alverman, Donna E. (2004). Media, information communications technologies, and youth literacies: A Cultural Studies Perspective. American Behavioral Scientist, 48 (78), 78-83, http://abs.sagepub.com/cgi/content/abstract/48/1/78, DOI: 10.1177/0002764204267271
Abstract Review
Summary:
This article discusses the connection to informational communication technologies (ICT’s), internet, videos, multimedia, interactive devices, etc. and how youth literacy is affected. The study states that youth are extremely vulnerable to many types of ICT’s and are extremely media literate. The article also discusses the affects of how youth in middle and high school now have various points of view versus only a printed textbook, which in some cases tend to be one sided.
The study also incorporates the idea of hypermedia-an amalgam of hypertext and multimedia. Hypermedia is part of the youth culture all around us. As for students they can not only create and manipulate movable text but also images sounds, movies, etc. The article suggests that most teachers are uncomfortable with untraditional media and do not utilize it to the varying potentials and are missing out tapping in on a part of the youth’s culture in the classroom.
Evaluation:
There did not seem to be conclusive piece of evidence derived from this study. It did not mention groups tested, questioned, surveyed, etc. The exact focus of the study was also unclear. The author speaks little about the affect on teachers, students, and the use of hypermedia. It does make some mention to the fact that most teachers are resistant to the use of media in the classroom. But the author never states any concrete data or evidence to back up this idea. The relationship and the importance of literacy, media, and student learning is unclear and vague. Overall I did not find the article to be very helpful or useful.
Reflection:
I would have to agree with the authors point that tapping into youth’s media environment is useful and can reinforce additional points of view, resources, and research values. Yet I also believe that sometimes the youth of today is so inundated with media that their needs to be some another means to the end if you will. I think youth still need to be challenged in a variety of instructional ways. This allows the students to have a variety of options available when solving various problems.
Abstract Review
Summary:
This article discusses the connection to informational communication technologies (ICT’s), internet, videos, multimedia, interactive devices, etc. and how youth literacy is affected. The study states that youth are extremely vulnerable to many types of ICT’s and are extremely media literate. The article also discusses the affects of how youth in middle and high school now have various points of view versus only a printed textbook, which in some cases tend to be one sided.
The study also incorporates the idea of hypermedia-an amalgam of hypertext and multimedia. Hypermedia is part of the youth culture all around us. As for students they can not only create and manipulate movable text but also images sounds, movies, etc. The article suggests that most teachers are uncomfortable with untraditional media and do not utilize it to the varying potentials and are missing out tapping in on a part of the youth’s culture in the classroom.
Evaluation:
There did not seem to be conclusive piece of evidence derived from this study. It did not mention groups tested, questioned, surveyed, etc. The exact focus of the study was also unclear. The author speaks little about the affect on teachers, students, and the use of hypermedia. It does make some mention to the fact that most teachers are resistant to the use of media in the classroom. But the author never states any concrete data or evidence to back up this idea. The relationship and the importance of literacy, media, and student learning is unclear and vague. Overall I did not find the article to be very helpful or useful.
Reflection:
I would have to agree with the authors point that tapping into youth’s media environment is useful and can reinforce additional points of view, resources, and research values. Yet I also believe that sometimes the youth of today is so inundated with media that their needs to be some another means to the end if you will. I think youth still need to be challenged in a variety of instructional ways. This allows the students to have a variety of options available when solving various problems.
Thursday, October 8, 2009
Using the technology of today, in the classroom today
ABSTRACT
The Education Arcade (2009). The Education Arcade white paper on the
using technology of today, in the classroom today: the instructional power of digital games, social networking, and simulations and how teachers can leverage them [White paper]. Retrieved from edu.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Klopfer, Osterweil, Groff, and Haas point out the effectiveness and usefulness of using digital games, social networking, and simultations in the classroom. The findings of the white paper discuss how different games, simulations, and social networking build critical skills in this generations' students and a foundation for what they call a new social constructivist pedagogy in the classroom. Through case studies and citing various other reports on gaming and media influence on student learning, the authors at the Education Arcade, a MIT gaming research facility aim to prove the effectiveness of using these technologies in the classroom. They claim that "over 154 million Americans play video games(over half of the population)", therefore signaling a shift in digital culture and a new emerging generation of gaming minds. Teachers need to tap into the fact that students are already entering classrooms wired with the skills that gaming has taught them: problem solving, conflict resoultion, overcoming challenges, competitive play, interactivity, goal setting, and feedback. Through gaming, students are able to be immersed in the context for which educators can then use to manipulate learning outcomes. In the case of a 7th grade teacher, his use of the game "Civilization" was a launching point to teach students in his class about history. With simulations, students are more able to interact in the classroom through real-world role-play. These "real-life" simulations, such as SimCity, offer students a chance to place themselves in a context without having to actually do what is being asked of them in the real world. They can manipulate land-use city planning without actually having to build a city, and yet gain the valuable skills attained at this kind of real-worl problem solving. And, in social networking, the authors conclude that through using sites such as Facebook, MySpace, Ning, and others, students create a student database where they guide and control the interactions between them and carry on conversations outside of the classroom that would otherwise end in the classroom. Through the networking sites, they learn to collaborate and interact with others in a context that makes it safer for some students to express themselves.
Overall, the case studies were interesting and predicatably biased accounts of the positive uses of these technologies in the classroom. The factor I appreciated most was that the authors followed up on the same teachers in the case studies a few years after to discuss how using these technologies has changed and adapted over the years. They also claim that they have no idea what future the students who are using these technologies will enter, however, their point is that we as teachers must learn to keep up with this generation's students and engage them with the technologies that they are using on a day to day basis if we are to keep student motivation high. If we can find value in using the mainstream media to teach important concepts that they need to learn, we can engage them quicker and more effectively in the content.
The specific implications in my own teaching practice came to light when I read the case study about a teacher's use of Ning, a social networking site that limits traffic to teacher monitored invites only. I had already collaborated with a colleague on the idea of using Ning to connect our classrooms. I think that it could be a powerful tool yet the implications of using these medias, while exciting and new, also have to be regarded with a certain critical eye. Computers in the classroom have certainly revolutionized the way teachers teach today, however, misuse or misappropriation of the technology can have negative impacts as well on student learning and engagement. I think that it is important to read these kinds of studies, but also to assess how it's value in my own classroom will affect the ways students learn and engage. The ideas and links to different games and their uses were helpful, and offered insight into how to integrate this technology in the classroom. Especially relevant were quotes from teachers, such as this 7th grade teacher, "games teach students the conceptual knowledge and sets the environment for you to teach what you want."
The notion of a new pedagogy arising out of a constructivist approach, social constructivism, interest me very much with regard to my own teaching practice. I have been thinking repeatedly about the ways in which students are learning today with the rise of so many new technologies entering their frame of mind. I believe collaborative processes are essential for our students to learn how to engage in the real world situations they will be faced with for the rest of their lives. I also believe that real world simulations in situated learning experiences can be beneficial. The idea which struck me the most was the acceptance of "you and the kids become partners in learning." I am both swayed and intimidated by this kind of statement. It seems bold to me to say that we are now allowing students to become partners, equals in the playing field of education because of the facility of technology and digital media arriving in the hands of students who are now in a position of power. What's at stake is that teachers are playing a constant game of catch-up in a world where they no longer have what it takes to stay ahead of a media-raised net-gen kid. If we are to be "partners in learning", this can be empowering for students but perhaps detrimental to society. It means a shift in control and a changing of roles. Perhaps this could mean that kids grow up faster, enter business earlier, skate through college faster, and become overly-productive, and more prone to losing a sense of human quality, emotiveness, and value that once made us who we are. I think there is still more to question as we continue and watch more digital generation kids enter the "real world."
The Education Arcade (2009). The Education Arcade white paper on the
using technology of today, in the classroom today: the instructional power of digital games, social networking, and simulations and how teachers can leverage them [White paper]. Retrieved from edu.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Klopfer, Osterweil, Groff, and Haas point out the effectiveness and usefulness of using digital games, social networking, and simultations in the classroom. The findings of the white paper discuss how different games, simulations, and social networking build critical skills in this generations' students and a foundation for what they call a new social constructivist pedagogy in the classroom. Through case studies and citing various other reports on gaming and media influence on student learning, the authors at the Education Arcade, a MIT gaming research facility aim to prove the effectiveness of using these technologies in the classroom. They claim that "over 154 million Americans play video games(over half of the population)", therefore signaling a shift in digital culture and a new emerging generation of gaming minds. Teachers need to tap into the fact that students are already entering classrooms wired with the skills that gaming has taught them: problem solving, conflict resoultion, overcoming challenges, competitive play, interactivity, goal setting, and feedback. Through gaming, students are able to be immersed in the context for which educators can then use to manipulate learning outcomes. In the case of a 7th grade teacher, his use of the game "Civilization" was a launching point to teach students in his class about history. With simulations, students are more able to interact in the classroom through real-world role-play. These "real-life" simulations, such as SimCity, offer students a chance to place themselves in a context without having to actually do what is being asked of them in the real world. They can manipulate land-use city planning without actually having to build a city, and yet gain the valuable skills attained at this kind of real-worl problem solving. And, in social networking, the authors conclude that through using sites such as Facebook, MySpace, Ning, and others, students create a student database where they guide and control the interactions between them and carry on conversations outside of the classroom that would otherwise end in the classroom. Through the networking sites, they learn to collaborate and interact with others in a context that makes it safer for some students to express themselves.
Overall, the case studies were interesting and predicatably biased accounts of the positive uses of these technologies in the classroom. The factor I appreciated most was that the authors followed up on the same teachers in the case studies a few years after to discuss how using these technologies has changed and adapted over the years. They also claim that they have no idea what future the students who are using these technologies will enter, however, their point is that we as teachers must learn to keep up with this generation's students and engage them with the technologies that they are using on a day to day basis if we are to keep student motivation high. If we can find value in using the mainstream media to teach important concepts that they need to learn, we can engage them quicker and more effectively in the content.
The specific implications in my own teaching practice came to light when I read the case study about a teacher's use of Ning, a social networking site that limits traffic to teacher monitored invites only. I had already collaborated with a colleague on the idea of using Ning to connect our classrooms. I think that it could be a powerful tool yet the implications of using these medias, while exciting and new, also have to be regarded with a certain critical eye. Computers in the classroom have certainly revolutionized the way teachers teach today, however, misuse or misappropriation of the technology can have negative impacts as well on student learning and engagement. I think that it is important to read these kinds of studies, but also to assess how it's value in my own classroom will affect the ways students learn and engage. The ideas and links to different games and their uses were helpful, and offered insight into how to integrate this technology in the classroom. Especially relevant were quotes from teachers, such as this 7th grade teacher, "games teach students the conceptual knowledge and sets the environment for you to teach what you want."
The notion of a new pedagogy arising out of a constructivist approach, social constructivism, interest me very much with regard to my own teaching practice. I have been thinking repeatedly about the ways in which students are learning today with the rise of so many new technologies entering their frame of mind. I believe collaborative processes are essential for our students to learn how to engage in the real world situations they will be faced with for the rest of their lives. I also believe that real world simulations in situated learning experiences can be beneficial. The idea which struck me the most was the acceptance of "you and the kids become partners in learning." I am both swayed and intimidated by this kind of statement. It seems bold to me to say that we are now allowing students to become partners, equals in the playing field of education because of the facility of technology and digital media arriving in the hands of students who are now in a position of power. What's at stake is that teachers are playing a constant game of catch-up in a world where they no longer have what it takes to stay ahead of a media-raised net-gen kid. If we are to be "partners in learning", this can be empowering for students but perhaps detrimental to society. It means a shift in control and a changing of roles. Perhaps this could mean that kids grow up faster, enter business earlier, skate through college faster, and become overly-productive, and more prone to losing a sense of human quality, emotiveness, and value that once made us who we are. I think there is still more to question as we continue and watch more digital generation kids enter the "real world."
Wednesday, October 7, 2009
Asking the Experts: Engaging Students in Self-Assessment and Goal Setting Through the Use of Portfolios
Wagner, L. & Lilly, D. H. (1999). Asking the Experts: Engaging Students in Self-Assessment and Goal Setting Through the Use of Portfolios. Assessment for Effective Intervention, 25(1), 31-43. doi:10.1177/073724779902500105
ABSTRACT
Wagner and Lilly discusses the positive attributes toward engaging students through portfolios. The purpose of this article is to propose the use of implementing student portfolios to encourage self-assessment and individualize goal setting. Wagner and Lilly focus on several questions to analyze their topic: How do students view their own competencies and learning process? How can teachers engage students in self-assessment and goal setting? How does involving student in self-assessment and goal setting benefit students? How can teachers provide support and structure to help students self-assess and set goals? Wagner and Lilly offers a process to approach this method in a successful manner. First they discuss the importance of allowing students to become experts in their field. Students will demonstrate their expertise by viewing their own learning, sharing their ideas and demonstrating what they know and what they want to learn. Students will then use artifacts and evidence of reflection to support their point of views. Students analyzing their work will then promote student responsibility of their own learning development. This will allow them to engage themselves in self-assessment and individual goal setting. Goal setting will be accomplished by teacher modeling, parent involvement, and peer feedback.
Wagner and Lilly redefines the use of portfolios as a process of collecting, selecting, reflecting, conferencing, sharing, and projecting goal. This process will allow students to develop a meaningful connection towards their own thought process and recognizing their strengths and weaknesses through their learning. In the end, students will be able to set goals in order to strength their weaknesses. Students will then be motivated to become self-monitors and strategic learners.
This article does not provide data or concrete evidence that displays the success of implementing portfolios in the classroom. However, the authors do provide positive quotes from students from various grades and are able to site several resources to support their findings. I feel that this article is accurate and useful to be implemented in the classroom on a daily basis and be utilized for curriculum development. The authors provide an organized guideline towards applying the use of portfolios in the classroom.
This article allowed me to reevaluate the process I use when my students reflect on their work in my class. I have come to my own conclusion that the reflection method I am currently using does not allow them to develop a deeper understanding of their learning process. I have also started reflecting on how I incorporate Digital Portfolio’s in my classroom. In 7th grade, it is not required for students to display their DP’s during their Presentations of Learning (POL). However, it is recommended for students to update their DP’s throughout the year and showcase the work they have completed in their classes. Last year, my students updated their DP’s one week prior to the last POL of the year. This was not enough time for them to update the work they accomplished that year. I would like to further investigate strategies I can use towards motivating students with their learning development through self-assessment. “Self-assessment that reveals such insights and that leads to goal setting is more likely to occur with a teacher who is sensitive to the needs of the students, who actually teachers students how to engage in the process, and who provides time and structure to support the process” (Wagner & Lilly, 1999).
Tuesday, October 6, 2009
A Fresh Look At Brain-Based Education
User’s Abstract:
Jenson, Eric P.. "A Fresh Look at Brain-Based Education." (2008). 6 Oct. 2009.
Eric Jenson, a doctoral student in the field of media psychology and a leader in the field of brain-based education, writes about the need to continue the research and extend the understanding of the interdisciplinary nature of the brain and education. Jenson cites many sources to consolidate his findings that there are several powerful connections that educators can make when looking at brain research.
“Schools present countless opportunities to affect students' brains. Such issues as stress, exercise, nutrition, and social conditions are all relevant, brain-based issues that affect cognition, attention, classroom discipline, attendance, and memory. Our new understanding is that every school day changes the student's brain in some way. Once we make those connections, we can make choices in how we prioritize policies and strategies.” Jenson (2008)
He concludes that while there are still those who criticize the role of brain research in education, brain-based education is here to stay.
Jenson is very clear that brain-based education is only one aspect of education, and that it should not be looked at as a solution to all of the problems in education. However, he does argue that the brain is involved in everything we do at school, and to ignore that would be irresponsible. In his list of connections of real world brain research to educational practices, he makes a convincing argument that the brain should not be overlooked when making decisions about curriculum, teaching strategies, and even in the classroom environment.
I have read several articles by Eric Jenson, and have long been a firm believer that research in the function of the brain can and will have an important impact on the way we teach and the way that students learn. I am definitely interested in reading more about the research that has been done so far, and the implications on teaching and learning that have already been published. I am quick to connect these ideas to the training I have had through Quantum Learning, and the many brain-based activities that they promote for optimal student learning. It serves as a reminder to me to go back to some of the books I have on my shelf and reconnect with some of the research there.
Jenson, Eric P.. "A Fresh Look at Brain-Based Education." (2008). 6 Oct. 2009
Eric Jenson, a doctoral student in the field of media psychology and a leader in the field of brain-based education, writes about the need to continue the research and extend the understanding of the interdisciplinary nature of the brain and education. Jenson cites many sources to consolidate his findings that there are several powerful connections that educators can make when looking at brain research.
“Schools present countless opportunities to affect students' brains. Such issues as stress, exercise, nutrition, and social conditions are all relevant, brain-based issues that affect cognition, attention, classroom discipline, attendance, and memory. Our new understanding is that every school day changes the student's brain in some way. Once we make those connections, we can make choices in how we prioritize policies and strategies.” Jenson (2008)
He concludes that while there are still those who criticize the role of brain research in education, brain-based education is here to stay.
Jenson is very clear that brain-based education is only one aspect of education, and that it should not be looked at as a solution to all of the problems in education. However, he does argue that the brain is involved in everything we do at school, and to ignore that would be irresponsible. In his list of connections of real world brain research to educational practices, he makes a convincing argument that the brain should not be overlooked when making decisions about curriculum, teaching strategies, and even in the classroom environment.
I have read several articles by Eric Jenson, and have long been a firm believer that research in the function of the brain can and will have an important impact on the way we teach and the way that students learn. I am definitely interested in reading more about the research that has been done so far, and the implications on teaching and learning that have already been published. I am quick to connect these ideas to the training I have had through Quantum Learning, and the many brain-based activities that they promote for optimal student learning. It serves as a reminder to me to go back to some of the books I have on my shelf and reconnect with some of the research there.
Teaching High Ability Learners in an Authentic Middle School
Tomlinson, C.A., & George P.S. (2004). Teaching high ability learners in an authentic middle school. Middle School Journal, 7-11.
Tomlinson and George seek to share combined beliefs about issues that both drive and challenge middle level educations with particular emphasis on differentiation and accommodating gifted learners in the regular classroom. Although the article seems to be more of a “statement of beliefs” than a research article, Tomlinson and George refer to their methodology of as research gathered from career-long data collecting and practice. The authors conclude the following:
-Equity and excellence ought to govern educational decisions
-Schools must work to develop educational environments that affirm and extend the possibilities of students
-Schools must focus on providing all students with curriculum and instruction that reflect their best understanding of quality
-Schools must support each student in developing his or her capacity as fully as possible.
While this article is not totally related to action research and findings, Tomlinson and George rest on their professional expertise and reputation when writing this statement. There is no specific references to any schools that have been involved in case studies and while the research was completed over “career-long practice”, it gives little credibility to the authors. Had I not recognized the authors and known that both are well known in differentiation circles, this article would be of little use.
As I think about my own classroom and differentiation, I believe I am working towards what Tomlinson and George have concluded to be “best practice in an authentic middle school”. I feel slightly disappointed by the generalities this article makes about the goals of middle schools and the assumed knowledge of differentiation, however I feel that I should have known it would lack specifics due to the large topic as stated in the title of the article. In the future, I will explore the topic of differentiation with more specific questions and ideas to prevent another “statement of belief” article. I still have wonderings about successful differentiated classrooms; how exactly do they operate? How do parents feel about heterogeneous groupings? How is differentiation managed with 180 + students?
Tomlinson and George seek to share combined beliefs about issues that both drive and challenge middle level educations with particular emphasis on differentiation and accommodating gifted learners in the regular classroom. Although the article seems to be more of a “statement of beliefs” than a research article, Tomlinson and George refer to their methodology of as research gathered from career-long data collecting and practice. The authors conclude the following:
-Equity and excellence ought to govern educational decisions
-Schools must work to develop educational environments that affirm and extend the possibilities of students
-Schools must focus on providing all students with curriculum and instruction that reflect their best understanding of quality
-Schools must support each student in developing his or her capacity as fully as possible.
While this article is not totally related to action research and findings, Tomlinson and George rest on their professional expertise and reputation when writing this statement. There is no specific references to any schools that have been involved in case studies and while the research was completed over “career-long practice”, it gives little credibility to the authors. Had I not recognized the authors and known that both are well known in differentiation circles, this article would be of little use.
As I think about my own classroom and differentiation, I believe I am working towards what Tomlinson and George have concluded to be “best practice in an authentic middle school”. I feel slightly disappointed by the generalities this article makes about the goals of middle schools and the assumed knowledge of differentiation, however I feel that I should have known it would lack specifics due to the large topic as stated in the title of the article. In the future, I will explore the topic of differentiation with more specific questions and ideas to prevent another “statement of belief” article. I still have wonderings about successful differentiated classrooms; how exactly do they operate? How do parents feel about heterogeneous groupings? How is differentiation managed with 180 + students?
What do they Really Want? Student Voices and Motivation Research
Abstract
The purpose behind wanting to read the research study “What do they really want? Student voices and Motivation Research” by Daniels and Arapostathis was to see what students had to say regarding their own participation, or lack of, and try to find ways I could incorporate student voices into my class curriculum. Since the beginning of my career as an educator, I have always worked with a population that was labeled a “struggling learner” but from what I read I would redefine some of those students as reluctant rather that struggling based on the definition given in the research.
The researchers define the term reluctant learner as a “student who possesses the ability, but chooses not to participate in school learning experiences.” (Daniels, 2005) The data for this research was collected from students who attend a small alternative high school. The criteria used to determine which students were considered possible participants was a low GPA combined with a proficient state tests scores in English Language Arts and mathematics. These 9th to 12th Hispanic grade boys from low socioeconomic background did not reflect the demographics of the community but were an overrepresentation of young Hispanic males. From the pool of 116, only 9 students even qualified through the criteria set. From those 9, only 4 were randomly chosen to participate.
The researcher used a “grounded theory” approach to begin the collection of their data. The used a combination of student interview and researchers observations to base finding on. When interviewing, researchers presented each question in the same order each time. Follow up interviews were not collected from the students. Observation data was based on 10-20 hours of observing students behaviors. Both were conducted during school hours in the school environment. All of the data presented reflects each students own “voice” to maintain authenticity.
The findings presented were based directly on the information provided by the students in the study and supported by previous research studies. One of the most interesting finding was that the students did not refer to nor did they blame their social environment for their educational disengagement. Rather, they put the responsibility onto the classroom teacher stating that they were responsible for creating a classroom environment that would engage students. Another interesting finding was that students were more willing to perform a task when they are both interested in it and see the value within it for themselves. External factors such as fear of failure, low grades or detention did not impact their decision making process. It was the intrinsic worth and high interest level combined that motivated them to engage. A final finding was that the students felt teachers could change student levels of engagement if they did find ways to connect to student interest levels.
The conclusions resulted in the researchers finding that students felt a need and a want to have a voice in their learning and this will lead to improved engagement, which will then lead to student achievement. Intrinsic motivators are more valuable to students than those external rewards or punishments set by teachers and schools.
I found the student opinions interesting to read. Over the years I have struggled to identify with, and connect to and understand this particular group of students. I question the ability to generalize these students’ statements to all reluctant learners because the participant pool was too specific and narrow. I would like to read other research similar to this conducted with a variety of different ethnic, racial and socioeconomic student groups in order to compare the student responses. Reading this article as had me more focused on how I can generate feedback from my own students and incorporate those findings directly into the curriculum.
The researchers define the term reluctant learner as a “student who possesses the ability, but chooses not to participate in school learning experiences.” (Daniels, 2005) The data for this research was collected from students who attend a small alternative high school. The criteria used to determine which students were considered possible participants was a low GPA combined with a proficient state tests scores in English Language Arts and mathematics. These 9th to 12th Hispanic grade boys from low socioeconomic background did not reflect the demographics of the community but were an overrepresentation of young Hispanic males. From the pool of 116, only 9 students even qualified through the criteria set. From those 9, only 4 were randomly chosen to participate.
The researcher used a “grounded theory” approach to begin the collection of their data. The used a combination of student interview and researchers observations to base finding on. When interviewing, researchers presented each question in the same order each time. Follow up interviews were not collected from the students. Observation data was based on 10-20 hours of observing students behaviors. Both were conducted during school hours in the school environment. All of the data presented reflects each students own “voice” to maintain authenticity.
The findings presented were based directly on the information provided by the students in the study and supported by previous research studies. One of the most interesting finding was that the students did not refer to nor did they blame their social environment for their educational disengagement. Rather, they put the responsibility onto the classroom teacher stating that they were responsible for creating a classroom environment that would engage students. Another interesting finding was that students were more willing to perform a task when they are both interested in it and see the value within it for themselves. External factors such as fear of failure, low grades or detention did not impact their decision making process. It was the intrinsic worth and high interest level combined that motivated them to engage. A final finding was that the students felt teachers could change student levels of engagement if they did find ways to connect to student interest levels.
The conclusions resulted in the researchers finding that students felt a need and a want to have a voice in their learning and this will lead to improved engagement, which will then lead to student achievement. Intrinsic motivators are more valuable to students than those external rewards or punishments set by teachers and schools.
I found the student opinions interesting to read. Over the years I have struggled to identify with, and connect to and understand this particular group of students. I question the ability to generalize these students’ statements to all reluctant learners because the participant pool was too specific and narrow. I would like to read other research similar to this conducted with a variety of different ethnic, racial and socioeconomic student groups in order to compare the student responses. Reading this article as had me more focused on how I can generate feedback from my own students and incorporate those findings directly into the curriculum.
Monday, October 5, 2009
Creative Alternatives for Service Learning: A Project- Based Approach
Turner, Roselyn M.; Grizzafii, Karen. (2003) Creative Alternatives for Service Learning: A Project- Based Approach. Paper presented at the Annual Meeting of the Campus Compact National Center for Community Colleges (12th, Scottsdale, AZ, May 21-23, 2003).
The article seeks to explore how service learning has developed into the active civic engagement we oftentimes find today. The consummate goal of such learning is to create learners that demonstrate fluency in writing, speaking, listening processes, and public speaking. Turner and Grizzaffi also believe increased motivation on the part of both teachers and students to be a by- product of service learning. Students and Teachers see fist hand the affect they can have on their communities.
Turner and Grizzafi use two distinct methods in deriving their conclusions. First, they define Service Learning as an "education common-" a pedagogical meeting place whose origins and principals are shared by a wide range of American and cultural communities." (Kielsmeier, 2000, pg.262). This nebulous, generalized definition serves as a precursor for the scattered methods to come. The first method uses key icons to promulgate their emphasis on service learning. They quote Martin Luther King Jr., John F. Kennedy and George Bush as all being advocates of service learning. The authors then utilize the method of observation. They note the effect service learning has on students' communication skills. Students after serving the community are said to improve in writing, speaking, listening processes, and public speaking. The participant demographics and sampling size are both left out of this study. The participants of the study are most likely "students" who took part in some kind of service learning.
The intended audience of the authors are teachers looking to conduct service learning projects of their own. The article uses persuasive elements to obtain this goal. Pulling on influential heads of state and Bloom's taxonomy for learning, Turner and Grizaffi make you wonder why you have never considered such wide scale service learning yourself. However, these over generalizations and emotional pleas at the same time paradoxically inhibit you from taking that first step forward. The benefit of service learning projects are "vast and significant," and "many educators and government leaders" believe it should be a "required component in the educational career of all students," yet not one of these students or leaders are included in the appendix. This kind of over generalization begs the question,
Who in the hell actually participated in this study?"
The conclusions are both rushed and poorly researched. The authors cite the benefits of service learning to be:
a. Increased fluency in communication
b. Improvement in "Math course concepts"
c. A greater ability to Problem Solve
d. Improvements in "self- concept" and "self- esteem"
The article seems all too emotional and all too un- substantiated. What is even more disappointing is the fact that at one point they actually did conduct a study. However, even when I traced that study (through the website provided) back to its origins, I found more generalizations and cliches.
Hopefully through my discourse you got a sense of my fascination with service learning. Overall I was disappointed with this article. I was hoping the article would allude more to the methodology and enactment of service learning projects; instead, it overstated the theory behind such projects. Here are my questions: What service learning projects could I take part in that teach students civic responsibility while also emphasizing civics education? What is the procedure/ timetable for completing a service learning project? What are some good community contacts/ resources? How is service learning different than community service?
The article seeks to explore how service learning has developed into the active civic engagement we oftentimes find today. The consummate goal of such learning is to create learners that demonstrate fluency in writing, speaking, listening processes, and public speaking. Turner and Grizzaffi also believe increased motivation on the part of both teachers and students to be a by- product of service learning. Students and Teachers see fist hand the affect they can have on their communities.
Turner and Grizzafi use two distinct methods in deriving their conclusions. First, they define Service Learning as an "education common-" a pedagogical meeting place whose origins and principals are shared by a wide range of American and cultural communities." (Kielsmeier, 2000, pg.262). This nebulous, generalized definition serves as a precursor for the scattered methods to come. The first method uses key icons to promulgate their emphasis on service learning. They quote Martin Luther King Jr., John F. Kennedy and George Bush as all being advocates of service learning. The authors then utilize the method of observation. They note the effect service learning has on students' communication skills. Students after serving the community are said to improve in writing, speaking, listening processes, and public speaking. The participant demographics and sampling size are both left out of this study. The participants of the study are most likely "students" who took part in some kind of service learning.
The intended audience of the authors are teachers looking to conduct service learning projects of their own. The article uses persuasive elements to obtain this goal. Pulling on influential heads of state and Bloom's taxonomy for learning, Turner and Grizaffi make you wonder why you have never considered such wide scale service learning yourself. However, these over generalizations and emotional pleas at the same time paradoxically inhibit you from taking that first step forward. The benefit of service learning projects are "vast and significant," and "many educators and government leaders" believe it should be a "required component in the educational career of all students," yet not one of these students or leaders are included in the appendix. This kind of over generalization begs the question,
Who in the hell actually participated in this study?"
The conclusions are both rushed and poorly researched. The authors cite the benefits of service learning to be:
a. Increased fluency in communication
b. Improvement in "Math course concepts"
c. A greater ability to Problem Solve
d. Improvements in "self- concept" and "self- esteem"
The article seems all too emotional and all too un- substantiated. What is even more disappointing is the fact that at one point they actually did conduct a study. However, even when I traced that study (through the website provided) back to its origins, I found more generalizations and cliches.
Hopefully through my discourse you got a sense of my fascination with service learning. Overall I was disappointed with this article. I was hoping the article would allude more to the methodology and enactment of service learning projects; instead, it overstated the theory behind such projects. Here are my questions: What service learning projects could I take part in that teach students civic responsibility while also emphasizing civics education? What is the procedure/ timetable for completing a service learning project? What are some good community contacts/ resources? How is service learning different than community service?