Daniels, E. & Aropostathis, M. (2005), What do they Really want? Student Voices and Motivation Research, Urban Education, 40, 34-59
Summary/ Analysis:
This article discusses the findings or Erika Daniels and Mark Aropostathis after conducting research with students considered to be reluctant learners. The clearly define this population and describe the high school setting in which their study took place. They provide detailed information regarding how students where chosen, how data was obtained and even provide information that clears up any bias’ in their study.
The strength of the article comes from the clear voice in which it is written. I easily understood and even identified with the audience they were addressing. I found it intriguing that they also included direct quotations from the students they interviewed. This allowed me to imagine faces with the voices. The study only included 4 students from a pool of 116, which, even though I identified with their ideas, seemed a rather small pool to truly measure reason from. Other esearch was used to support student comments.
This article intrigued me because I saw the faces of my students who I have struggled with over the years. I see potential in many, but am unsure of what I can do to re-engage them into wanting to learn. It is difficult to balance the job of needing to cover the curriculum while also allowing students more choice in order to engage them.
Relevant Quotes/concepts:
“In this article, the term reluctant learner describes the student who possess the ability to achieve…In spite their abilities, however, they choose not to participate in school learning experiences.” (35)
“One source of disengagement appears to stem from the disconnect between students’ interests and abilities and the skills and abilities that schools value”(37)
“ One of the most notable findings was that the participants rarely referred to poverty, violence, or other difficulties that can be a part of growing up in an urban setting, The students’ comments indicate that teachers can create classrooms that foster engagement regardless of any outside influences…” (44)
Wednesday, September 30, 2009
“The Mosaic Takes Shape”, Mosaic of Thought; Teaching Comprehension in a Reader’s workshop
Keene, O. & Zimmerman, S. (1997) “The Mosaic Takes Shape”, Mosaic of Thought; Teaching Comprehension in a Reader’s workshop, Portsmouth, New Hampshire, Heineman, 1-11
This chapter introduces the motivation behind the book. The writers reflect on their own experiences learning to read and how as adult readers, the way they comprehend changes. It gives background about the collaborative efforts that the Denver schools went through in their research.
This chapter introduces the motivation behind the book. The writers reflect on their own experiences learning to read and how as adult readers, the way they comprehend changes. It gives background about the collaborative efforts that the Denver schools went through in their research.
A Curriculum Study of Gifted-Student Learning in the Language Arts
VanTassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2002). A Curriculum Study of Gifted-Student Learning in the Language Arts.. Gifted child quarterly, 46(1), 30-44.
The use of an integrated literature and writing unit produced significant gains for gifted learners in key aspects of language arts as assessed by demonstration of high-level thinking on performance-based measures.
The use of an integrated literature and writing unit produced significant gains for gifted learners in key aspects of language arts as assessed by demonstration of high-level thinking on performance-based measures.
Annotation-Video Games and Education
Annotation by Riana Bucceri
09/28/2009
Summary/Analysis
DeAguilera, Miguel (2003, October). Video games and education. ACM Computers in Entertainment, 1 (1), 1-13.
The article Video Games and Education discusses the parallels of the video game industry and perceived norms. It also discusses the positive effects video games may have in the role of education and the reform that is needed in schools to keep up with advancing technologies. The text also explores past research and the lack of scientific data backing up ideas that video games can cause aggression, social disorder, addiction, etc.
How new technology and the video game genre relates to education is what I focused on in the piece. There has been evidence that video games can help develop cognitive skills, motor skills, critical/logical thinking, spatial geography, and strategic planning. The prospect of utilizing this gaming technology within the classroom and to what degree has yet to be identified in the public education system. As stated in the article many schools see implementing such programs as experimental and unsubstantiated as part of the daily curriculum.
There are many ways that video games can be effective in schools. The first barrier is to take the “video gamer” perception and leave it at the door when it comes to education. We need to change the norm that video games are only for leisure. If there is software and gaming technology that focuses on a particular aspect of learning and it opens up the door to further knowledge and understanding of the content then it should become a significant part of the educational system.
The authors sparked my interest in this particular subject matter and I would like to research further analogies and data. They have also listed many useful resources that I may use to further educate others and myself. These resources will also be valuable to use in my action research project that will include students and the use of technology in the classroom.
Resources/Quotes
“In adapting to the circumstances imposed by this new context society in general, as well as individuals, must make a serious attempt to acquire a comprehensive knowledge of the characteristics of change, in order to provide adequate solutions to today’s social problems. One of the most pressing of which is the reform of education and training. Hence, it is not enough to simply educate the population in the new media, its languages and the cultural universes to which it is connected. It is equally necessary to rethink, and even redefine, the educational system as a whole, its media, settings, methods, and the concepts on which it is based.” (4).
“Among other things, valid reform entails integrating electronic media, especially computers and the Internet, into school settings in order to correct the imbalance between students who have easy access to the Internet and those who don’t, depending on the economic and cultural capital they possess” (4).
“Mainly orientated towards written culture, a significant number of “experts” in the educational system still do not acknowledge, or accept, the positive potential of electronic media” (5).
“Nevertheless, the search for the most suitable strategies and actions to shape educational systems to the new era is an unavoidable task that is already being undertaken by public administrators, scholars, and educational leaders. Such an undertaking must be based on a sound understanding of social and cultural contexts, and of the new media that hold the key to potential educational reform” (5).
“…. in the last few years several initiatives have been developed with the sole purpose of exploring and experimenting on the relationship between video games and the academic curriculum; but these are isolated instances in their incipient stages, and are not incorporated into the educational teaching system” (5).
“Several authors proved that video games helped pupils to perceive their deficiencies and try to correct them. According to these researchers, the adaptability and versatility of video games, as well as the players’ control over them, motivate and stimulate learning, and make the games useful in cases of where children have difficulties concentrating. The immediate feedback provided by video games, and the need for a continuous response during play, challenge and a stimulate children and adolescents and arouse curiosity, which can be extremely useful in learning” (6).
“The first theory is related to classic platform, action, or arcade games, owing to their importance in the development and practice of motor skills. But the more elaborate video games require players to use their intellectual resources to the full. This, combined with the open character of the games, their difficult challenges, possibilities, and use of information, means the establishment of a real pedagogical constructivism” (9).
“Along these lines, Keller [1992] asserts that children who play video games obtain better results than non players in critical thinking, strategy development, and problem- solving tests. Based on this research, Bracey [1992] calls for the inclusion of video games in school curricula” (9).
“Knowing how the new media works and subjecting its values to a critical analysis is the best way of counteracting its influence. This is the objective of the studies conducted by Hepburn [2000; 2000], who suggests holding classroom discussions about the predominance of violence in the media and stresses how important it is to help pupils develop a critical attitude towards programs and video games” (10-11).
“These views are shared by Johnson and Reed [1996], who affirm the need to introduce media, both old and new, into school curricula and to normalize the relations pupils establish with it” (11).
Note to Educators: Hope Required When Growing Roses In Concrete.
M.R., D. J. (2009). Note to Educators: Hope Required When Growing Roses In Concrete. Harvard Educational Review, 79(2), 181-194.
Jeff Duncan-Andrade discusses hope as it relates to President Obama's campaign and it's implications on education. He discusses false hope, and turns the discussion to the idea of "critical hope" as the means to help students in underserved communities and schools.
Jeff Duncan-Andrade discusses hope as it relates to President Obama's campaign and it's implications on education. He discusses false hope, and turns the discussion to the idea of "critical hope" as the means to help students in underserved communities and schools.
Comments on Greenhow, Robelia, and Hughes: Digital Immersion, Teacher Learning, and Games
Owston, R. D. (2009). Comments on Greenhow, Robelia, and Hughes: Digital Immersion, Teacher Learning, and Games. Educational Researcher, 38(4), 270-273.
Greenhow, Robelia, and Huges began a discussion that Owston continues in his "comments." He discusses how student's immersion in digital media effects their development, what research questions cam improve professional development in this area, and which digital games for student learning should be further researched.
Greenhow, Robelia, and Huges began a discussion that Owston continues in his "comments." He discusses how student's immersion in digital media effects their development, what research questions cam improve professional development in this area, and which digital games for student learning should be further researched.
“ Fiction: Building a World of Possibilities”
Bomer, R.C. (1995) “ Fiction: Building a World of Possibilities”, Time for Meaning; crafting literate lies in middle & High School, Portsmouth, New Hampshire, Heineman 135-155
This chapter focuses on teaching the genre of fiction. She shares situations and concerns from her own teaching experiences. It then discusses techniques and strategies teachers can use to scaffold and help students develop well planned out fiction essays.
This chapter focuses on teaching the genre of fiction. She shares situations and concerns from her own teaching experiences. It then discusses techniques and strategies teachers can use to scaffold and help students develop well planned out fiction essays.
Motivating Struggling Readers in Middle School Through Engagement Model classroom practice
Guthrie, J. & Davis, M. (2003) Motivating Struggling Readers in Middle School Through Engagement Model classroom practice, Reading & Writing Quarterly, 19, 59-85
This article focuses on assisting educators with teaching struggling readers. It defines what makes a struggling reader and discusses motivational concerns and perceptions affecting middle school students. It also discusses factors that lead to student disengagement as well as offering strategies for teachers to use to meet the needs of these students.
This article focuses on assisting educators with teaching struggling readers. It defines what makes a struggling reader and discusses motivational concerns and perceptions affecting middle school students. It also discusses factors that lead to student disengagement as well as offering strategies for teachers to use to meet the needs of these students.
A Vision for Adolescent Literacy: Our or Theirs?
Santa, C. (2006) A Vision for Adolescent Literacy: Our or Theirs?, Journal of Adolescent & Adult Literacy, 49, 466-476
The journal article discusses the findings from the Reading Next report, a report conducted by the Carnegie Corporation by reading researchers. It discusses the need to improve middle and high school literacy programs through a variety of teaching strategies, classroom environment and professional development.
The journal article discusses the findings from the Reading Next report, a report conducted by the Carnegie Corporation by reading researchers. It discusses the need to improve middle and high school literacy programs through a variety of teaching strategies, classroom environment and professional development.
Literacy Scaffolding
Harmon, Janis M. and David S. Katims (May 2000). Strategic Instruction in Middle School Social Studies: Enhancing Academic and Literary Outcomes for At-Risk Students. Intervention in School and Clinic, volume 35, no.5, 280-289.
This article is about scaffolding techniques for social studies teachers that may help improve literacy in the classroom, specifically reading comprehension. After reading this article I was struck how they incorporated different techniques that I have used in the classroom into an easy, well flowing format called PEP. PEP stands for "Person, Event, Place" and is a great way to introduce new concepts while reinforcing previously learned materials.
"For example, if students predict from the title or subtitle that a passage is about a person, the pictorial representation of the man and woman in Figure 1 can trigger thoughts about the questions under this category. The who, what, when, and why questions guide literal comprehension by helping students differentiate between relevant and trivial information available in the text. The 'connect' question focuses on higher level thinking as students make associations with their own background knowledge and personal experiences." (Harmon 281)
By providing different mediums for the students to access material, it can engage students who may not have previously grasped the material. I myself am going to make a conscious effort to put "connect" questions in my lessons. I also feel that by having guided topics, students can start to learn how to pull out the important information from a text. When we read books, I am going to have the students begin to highlight the answers for different essay questions so they can start reading for content from day one. This article made me think about the order of my lessons and reflect on how I can better support my students when it comes to literacy in my classroom.
Training Students for Peer Revision
McGroarty, Mary E. and Wei Zhu. Triangulation in Classroom Research: A Study of Peer Revision (Mr 1997). Language Learning, volume 47, 1-43.
This article investigates the question:"What are the effects of training for peer revision in college freshman composition classes?". (McGroarty) It examines the different parts and processes of peer revision.
Concept of Peer Evaluation
Armstrong, Sonya L. and Eric J. Paulson (May 2008). Whitner "Peer Review"? Terminology Matters for the Writing Classroom. Teaching English in the Two-Year College, volume 25, no.4, 398-407.
This article talks about what the concept of peer evaluation has come to mean in the academic community focusing on peer review and its lack of commonality.
Peer Interaction for Problem-Centered Instruction
Merrill, David M. and Clark G. Gilbert (August 2008). Effective Peer Interaction in a Problem-Centered Instructional Strategy. Distance Learning, volume 29, no. 2, 199-207.
This article discusses how proper peer interaction makes problem centered learning more effective.
Critical Thinking
Anderson, Tony, John Halliday, Christine Howe, Jennifer Low, and Rebecca Soden (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29, 1-32. Netherlands.
A study about vocational college students to assess if critical thinking skills were taught. This study used peer critique and modeling to accumulate data.
Peer Reviewers versus Subject Matter Experts
Charney, Davida, Kwangsu and Christian D. Schunn (2006). Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts. Written Communication,23: 260-294.
A study that tries to answer the question: "How do comments on student writing from peers compare to those from subject-matter experts?" (Charney 260)
Tuesday, September 29, 2009
Apprenticing Adolescent Readers To Academic Literacy
Greenleaf, C., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing Adolescent Readers To Academic Literacy. Harvard Educational Review , 71 (1).
Summary/Analysis:In this article, the teacher researchers focus on the need to address the literacy learning needs of adolescents, and to that end, they discuss how they developed an alternative to remedial reading instruction. Their findings support the idea that basic, skills-focused programs for remediation in reading do not address the real academic issues facing teens but rather push students further away from the enjoyment of reading. In contrast, the program that they designed recognizes that most adolescents can execute the basic skills of reading, but they are inexperienced readers who need explicit teaching, modeling, and demystification of the strategies and practices of effective academic readers. The three main goals for their program were to increase engagement, fluency, and competency in reading. They followed 30 students, with a narrower focus on 8 particular students. In each case, students showed significant increases in fluency and range as readers, as well as their in their abilities to problem-solve and use good reading strategies.
I was intrigued by the direct and systematic approach that these teachers took to address an issue that faces all teachers of reading, as well as teachers of all content areas who also depend on a student’s ability to comprehend and interact with text. Their approach seems simple and straightforward, and yet it seems that approaches like theirs get overlooked for much more scripted interventions. Each 9th grade students was required to take this course, and each student came away with a better grasp of how to tackle difficult texts and, more importantly, how to be active participants in their own education. I will definitely take in to consideration many of the strategies and recommendations these thoughtful teachers have set forth in this article. As a reading teacher, I will reflect on the ways in which I explicitly teach and model the strategies that my students need to be successful academic readers.
Relevant Quotes/Concepts:
- “…for the vast majority of adolescents who can decode but not comprehend a variety of texts, a return to basic-skills instruction will only further distance them from that goal.”
- “…the assumption teachers often make is that early literacy instruction failed, that these students have weak decoding and word-level skills, and that specialized help is needed from someone who “knows how to teach reading” in a way that helps build basic skills.”
- “Yet reading researchers have long recognized the need to teach comprehension and reading to learn across the curriculum and its pervasive neglect in secondary classrooms.”
- “The majority of these inexperienced adolescent readers do not need further instruction in phonics or decoding skills. What many of them do need, however, is the opportunity and instructional support to read many and varied kinds of materials in order to build their experience, fluency, and range as readers. … what virtually all middle and high school students need- those who struggle academically as well as those who have been more successful- is the help acquiring and extending the complex comprehension processes that underlie skilled reading in the subject areas.”
- “… learning to read at early grade levels will not automatically translate into higher level academic literacy. Instead, literacy researchers have argued that for all students to learn to perform high-level, academically linked literacy tasks, teachers will need to make explicit the tacit reasoning processes, strategies, and discourse rules that shape successful readers’ and writers’ work.”
- “In an apprenticeship, an expert practitioner or mentor draws on his or her expertise to model, direct, and shape the apprentice’s growing repertoire of practice. Apprenticeship also generally involves learning while doing.”
Summary/Analysis:In this article, the teacher researchers focus on the need to address the literacy learning needs of adolescents, and to that end, they discuss how they developed an alternative to remedial reading instruction. Their findings support the idea that basic, skills-focused programs for remediation in reading do not address the real academic issues facing teens but rather push students further away from the enjoyment of reading. In contrast, the program that they designed recognizes that most adolescents can execute the basic skills of reading, but they are inexperienced readers who need explicit teaching, modeling, and demystification of the strategies and practices of effective academic readers. The three main goals for their program were to increase engagement, fluency, and competency in reading. They followed 30 students, with a narrower focus on 8 particular students. In each case, students showed significant increases in fluency and range as readers, as well as their in their abilities to problem-solve and use good reading strategies.
I was intrigued by the direct and systematic approach that these teachers took to address an issue that faces all teachers of reading, as well as teachers of all content areas who also depend on a student’s ability to comprehend and interact with text. Their approach seems simple and straightforward, and yet it seems that approaches like theirs get overlooked for much more scripted interventions. Each 9th grade students was required to take this course, and each student came away with a better grasp of how to tackle difficult texts and, more importantly, how to be active participants in their own education. I will definitely take in to consideration many of the strategies and recommendations these thoughtful teachers have set forth in this article. As a reading teacher, I will reflect on the ways in which I explicitly teach and model the strategies that my students need to be successful academic readers.
Relevant Quotes/Concepts:
- “…for the vast majority of adolescents who can decode but not comprehend a variety of texts, a return to basic-skills instruction will only further distance them from that goal.”
- “…the assumption teachers often make is that early literacy instruction failed, that these students have weak decoding and word-level skills, and that specialized help is needed from someone who “knows how to teach reading” in a way that helps build basic skills.”
- “Yet reading researchers have long recognized the need to teach comprehension and reading to learn across the curriculum and its pervasive neglect in secondary classrooms.”
- “The majority of these inexperienced adolescent readers do not need further instruction in phonics or decoding skills. What many of them do need, however, is the opportunity and instructional support to read many and varied kinds of materials in order to build their experience, fluency, and range as readers. … what virtually all middle and high school students need- those who struggle academically as well as those who have been more successful- is the help acquiring and extending the complex comprehension processes that underlie skilled reading in the subject areas.”
- “… learning to read at early grade levels will not automatically translate into higher level academic literacy. Instead, literacy researchers have argued that for all students to learn to perform high-level, academically linked literacy tasks, teachers will need to make explicit the tacit reasoning processes, strategies, and discourse rules that shape successful readers’ and writers’ work.”
- “In an apprenticeship, an expert practitioner or mentor draws on his or her expertise to model, direct, and shape the apprentice’s growing repertoire of practice. Apprenticeship also generally involves learning while doing.”
Teacher Education and Information and Communications Technology
Robinson, Heather-Jane (2003, September/October). Toward a theory of negativity: teacher education and information and communications technology. Journal of Teacher Education, 54 (4), 280-296, http://jte.sagepub.com/cgi/content/abstract/54/4/280, DOI: 10.1177/0022487103255499
This article discusses the question; “Does technology really affect student learning?” It also explores how technology, teacher education, and standard setting coexist in the classroom.
This article discusses the question; “Does technology really affect student learning?” It also explores how technology, teacher education, and standard setting coexist in the classroom.
Video Games and Education
DeAguilera, Miguel (2003, October). Video games and education. ACM Computers in Entertainment, 1 (1), 1-13.
This article discusses the complex yet useful understanding of video games and education. The content also discusses a critical review of previous research on the subject; and some conclusions on the advantages of using video games for educational purposes and as teaching and learning tools.
This article discusses the complex yet useful understanding of video games and education. The content also discusses a critical review of previous research on the subject; and some conclusions on the advantages of using video games for educational purposes and as teaching and learning tools.
Growing up in Technological Worlds
Tully, Claus J. (2003). Growing up in technological worlds: how modern technologies shape the everyday lives of young people. Bulletin of Science Technology Society, 23, 444-456, http://bst.sagepub.com/cgi/content/abstract/23/6/444, DOI: 10.1177/0270467603260812
The purpose of this article is to show how young people typically interact with technology. Young people take up modern technology and incorporate it in their everyday lives more rapidly and more unceremoniously than others. This article also reports on recent findings of how social relationships disintegrate because of new technologies and on how young people are challenged by it.
The purpose of this article is to show how young people typically interact with technology. Young people take up modern technology and incorporate it in their everyday lives more rapidly and more unceremoniously than others. This article also reports on recent findings of how social relationships disintegrate because of new technologies and on how young people are challenged by it.
Adolescents and the Media
Strasburger, V. C. (1995). Adolescents and the media. USA: Sage Publications Ltd.
Adolescents and the Media provides a review of research findings on the influence of media and youth in the content areas of television, movies, video games, print advertising, rock music, and music videos. The book also covers how media plays a role in shaping adolescent behavior that promotes violence, sexual activity, substance abuse, and eating disorders.
Adolescents and the Media provides a review of research findings on the influence of media and youth in the content areas of television, movies, video games, print advertising, rock music, and music videos. The book also covers how media plays a role in shaping adolescent behavior that promotes violence, sexual activity, substance abuse, and eating disorders.
Gaming Lives in the Twenty-First Century
Selfe, C., & Hawisher, G. (2007). Gaming lives in the twenty-first century. N.Y., N.Y.: Palgrave Macmillan.
This book offers an addendum to the work of James Paul Gee, by helping develop a methodology to teach digital literacy through video games. It examines the claim that good computer games can affect positive learning outcomes. Their research examines how students relate to video games and develop critical thinking, problem solving, resolve identity, and shows how achieving mastery connects to an extension of personal confidence. This book compiles the findings of case-studies of all kids from varied demographic backgrounds to explain this phenomenon of a new digital literacy through gaming.
This book offers an addendum to the work of James Paul Gee, by helping develop a methodology to teach digital literacy through video games. It examines the claim that good computer games can affect positive learning outcomes. Their research examines how students relate to video games and develop critical thinking, problem solving, resolve identity, and shows how achieving mastery connects to an extension of personal confidence. This book compiles the findings of case-studies of all kids from varied demographic backgrounds to explain this phenomenon of a new digital literacy through gaming.
Youth Media
Osgerby, B. (2004). Youth media. Routledge: USA.
This book explores youth culture and the media. It examines youth media in its economic, cultural, and political contents. Subculture, lifestyle, and identity are also discussed.
This book explores youth culture and the media. It examines youth media in its economic, cultural, and political contents. Subculture, lifestyle, and identity are also discussed.
Young People and New Media
Livingstone, S. (2002). Young people and new media. London: Sage Publications Ltd.
This book discusses how technology is changing the nature of young people’s leisure and social activities. It also explores the impact that new media has in the home, school, and in various economic classes.
This book discusses how technology is changing the nature of young people’s leisure and social activities. It also explores the impact that new media has in the home, school, and in various economic classes.
What Video Games Have To Teach Us About Learning and Literacy
Gee, J. (2003). What video games have to teach us about learning and literacy. N.Y., N.Y.: Palgrave Macmillan.
This book questions the ways in which video game culture can help reinforce learning and literacy with the digital natives. Gee realized that through his eleven-year old son, he could learn from him about the world of gaming and how this was promoting ideas of problem solving, critical thinking, and creative learning. He decided to compile his research in this book in an effort to share his experiences from Lara Croft and civil disobedience, to Sonic the Hedgehog and cultural models. He shows how video games are powerful learning modalities for shaping identities and what this means for a digital culture.
This book questions the ways in which video game culture can help reinforce learning and literacy with the digital natives. Gee realized that through his eleven-year old son, he could learn from him about the world of gaming and how this was promoting ideas of problem solving, critical thinking, and creative learning. He decided to compile his research in this book in an effort to share his experiences from Lara Croft and civil disobedience, to Sonic the Hedgehog and cultural models. He shows how video games are powerful learning modalities for shaping identities and what this means for a digital culture.
Media Unlimited: How the Torrent of Images and Sounds Overwhelms Our Lives
Gitlin, T. (2001). Media unlimited: How the torrent of images and sounds overwhelms our lives. N.Y., N.Y.: Metropolitan Books Henry Holt and Company.
Gitlin shows that the torrent of media has become the norm, and the effects of this is changing the landscape in which we live. Media has overcome our lives and this book is attempting to understand the difficulties associated with this.
Gitlin shows that the torrent of media has become the norm, and the effects of this is changing the landscape in which we live. Media has overcome our lives and this book is attempting to understand the difficulties associated with this.
Inquiry Co-operation
Alro, Helle and Ole Skovsmose. (2002) Inquiry Co-operation. Chapter 2 in Dialogue and Learning in Mathematics Education: Intention, Reflection, Critique (pp. 45-65). AH Dordrecht: The Netherlands, Kluwer Academic Publishers.
In this chapter, the authors describe a particular way of imagining student-teacher interactions. The notion of inquiry co-operation is a way that students and teachers navigate the landscape of investigation. It begins with getting in contact with one another, in order to co-operate. Secondly, teachers locate the students' perspectives on the problem or situation. Other steps include: identifying, thinking aloud, reformulating, challenging, and evaluating. This process attempts to facilitate a learner-centered classroom and deviate from the more autocratic classrooms of our teaching traditions.
In this chapter, the authors describe a particular way of imagining student-teacher interactions. The notion of inquiry co-operation is a way that students and teachers navigate the landscape of investigation. It begins with getting in contact with one another, in order to co-operate. Secondly, teachers locate the students' perspectives on the problem or situation. Other steps include: identifying, thinking aloud, reformulating, challenging, and evaluating. This process attempts to facilitate a learner-centered classroom and deviate from the more autocratic classrooms of our teaching traditions.
Using Reflection Documents to Assess Student Learning
Powell, Larkin A. (2009). Using Reflection Documents to Assess Student Learning. Journal of Natural Resources and Life Sciences Education, 38, 33-39.
This article concentrates on the use of student reflections to aid teacher evaluation of student learning. In this article, the author documents her findings which include the utilization of a pre and post-course responses.
This article concentrates on the use of student reflections to aid teacher evaluation of student learning. In this article, the author documents her findings which include the utilization of a pre and post-course responses.
Effects of High Level Prompts and Peer Assessment on Online Learners' Reflection Levels
Chen, Nian-Shing, et. al. (Feb 2009). Effects of High Level Prompts and Peer Assessment on Online Learners' Reflection Levels. Computer & Education, 52(2), 283-291.
This article examines reflection, and specifically, attempts to interpret how to improve reflection strategies in online learning environments at the tertiary level. The authors found the main factor that affects reflection level is high level prompts, while peer feedback had little influence.
This article examines reflection, and specifically, attempts to interpret how to improve reflection strategies in online learning environments at the tertiary level. The authors found the main factor that affects reflection level is high level prompts, while peer feedback had little influence.
From the Writing Process to the Responding Sequence: Incorporating Self-Assessment and Reflection in the Classroom
O'Neill, Peggy. (1998) From the Writing Process to the Responding Sequence: Incorporating Self-Assessment and Reflection in the Classroom. Teaching English in the Two Year College, 61-70.
This article explores the idea of using reflection to assist students in becoming more directive of the writing and refinement process. O'Neill's article stands in contrast to a lot of literature about teacher reflections on student work, and suggests that feedback should become more like a conversation than a monologue. As she writes, "If we desire more effective conversation with students, we need to disrupt the one-way communication from teacher to student that characterizes the notions of response."
O'Neill presents her classroom practices and gives two examples of student writing, using a memo and directives to the teacher to guide teacher responses to writing. These examples are compelling, because it really demonstrates the level of thoughtfulness that students have about the process of their own writing.
She also includes several very applicable suggestions for making this kind of writing strategy useful in your own classroom. For example, giving time in class to constructing the memo letter, and also giving time in class for students to read the teacher responses. I appreciate the way that O'Neill frames this discussion, and found myself very intrigued by the uses of student memos on writing as a way of helping students assess their work.
She writes, "Learning to accurately self-assess their writing cannot only help students succeed within a writing classroom but beyond it as well." This quotation and practice strike me as very effective ways to help students concentrate on the process of writing itself, and become more aware of their audience, style, and organization.
This article explores the idea of using reflection to assist students in becoming more directive of the writing and refinement process. O'Neill's article stands in contrast to a lot of literature about teacher reflections on student work, and suggests that feedback should become more like a conversation than a monologue. As she writes, "If we desire more effective conversation with students, we need to disrupt the one-way communication from teacher to student that characterizes the notions of response."
O'Neill presents her classroom practices and gives two examples of student writing, using a memo and directives to the teacher to guide teacher responses to writing. These examples are compelling, because it really demonstrates the level of thoughtfulness that students have about the process of their own writing.
She also includes several very applicable suggestions for making this kind of writing strategy useful in your own classroom. For example, giving time in class to constructing the memo letter, and also giving time in class for students to read the teacher responses. I appreciate the way that O'Neill frames this discussion, and found myself very intrigued by the uses of student memos on writing as a way of helping students assess their work.
She writes, "Learning to accurately self-assess their writing cannot only help students succeed within a writing classroom but beyond it as well." This quotation and practice strike me as very effective ways to help students concentrate on the process of writing itself, and become more aware of their audience, style, and organization.
A Horse Named Hans, a Boy Named Shawn: The Herr von Osten Theory of Response to Writing
Hunt, Russell A. (1989) A Horse Named Hans, a Boy Named Shawn: The Herr von Osten Theory of Response to Writing. In C. Anson (Ed.), Writing and Response: Theory, Practice, and Research (pp. 84-104). Urbana, IL: National Council of Teachers of English.
This chapter prefaces the concept of "whole language" pedagogy with a fascinating story about the development of literacy in a young boy named Shawn.
The author discusses the relevancy of the pedagogical practice in helping students develop meaningful writing and refinement skills. He points out, "We don't learn language by having our errors pointed out and corrected; we learn as a by-product of using language in order to do things we care about doing." (86-87)
The author then discusses a horse trained to calculate as a means of illuminating the power of social-linguistic cues. This further serves to illustrate his point that writing must occur holistically, if it is to have any meaning whatsoever. Additionally, Hunt admonishes teachers to be aware of the non-verbal ways that we respond to student writing, and how we can assist students in developing as language learners
Hunt concludes with some implications for the classroom, including helping to foster a comfortable classroom where students feel safe to take risks, share with wide audiences, and create meaning with one another. Above all, he writes, "The teacher's job becomes one of finding and creating occasions and situations in which writing and reading can serve real, instrumental purposes for students." He suggests the replacement of evaluation with writing for response to writing and use of it, and as I am currently facing (with dread) a stack of 25 papers-to-grade, I am liking this idea very much.
Also, I heart the following quotation, which was reflecting on how it was to review student writing (which was developing, and which many would have seen as grotesque examples):
"The teachers there didn't treat errors either as sins to be corrected or as something cute to be chuckled over; they treated them as evidence of principled, strategic thinking on Shawn's part, and as a promise that Shawn could continue his constructive, rational, active learning on the principles of written communication. They treated them, in other words, as hypotheses in the process of being tested." 86
This chapter prefaces the concept of "whole language" pedagogy with a fascinating story about the development of literacy in a young boy named Shawn.
The author discusses the relevancy of the pedagogical practice in helping students develop meaningful writing and refinement skills. He points out, "We don't learn language by having our errors pointed out and corrected; we learn as a by-product of using language in order to do things we care about doing." (86-87)
The author then discusses a horse trained to calculate as a means of illuminating the power of social-linguistic cues. This further serves to illustrate his point that writing must occur holistically, if it is to have any meaning whatsoever. Additionally, Hunt admonishes teachers to be aware of the non-verbal ways that we respond to student writing, and how we can assist students in developing as language learners
Hunt concludes with some implications for the classroom, including helping to foster a comfortable classroom where students feel safe to take risks, share with wide audiences, and create meaning with one another. Above all, he writes, "The teacher's job becomes one of finding and creating occasions and situations in which writing and reading can serve real, instrumental purposes for students." He suggests the replacement of evaluation with writing for response to writing and use of it, and as I am currently facing (with dread) a stack of 25 papers-to-grade, I am liking this idea very much.
Also, I heart the following quotation, which was reflecting on how it was to review student writing (which was developing, and which many would have seen as grotesque examples):
"The teachers there didn't treat errors either as sins to be corrected or as something cute to be chuckled over; they treated them as evidence of principled, strategic thinking on Shawn's part, and as a promise that Shawn could continue his constructive, rational, active learning on the principles of written communication. They treated them, in other words, as hypotheses in the process of being tested." 86
Writing and Response: Theory, Practice, and Research
Sommers, Jeffrey. (1989) The Writer's Memo: Collaboration, Response, and Development. In C. Anson (Ed.), Writing and Response: Theory, Practice, and Research (pp. 177-189). Urbana, IL: National Council of Teachers of English.
This chapter concentrates on showing how to solicit and encourage the student's authority on their own writing and refinement through the use of a "writer's memo." Sommers spends the majority of the time in this chapter discussing the effect of this method on the teacher as a collaborator and the student as a developing writer.
This chapter concentrates on showing how to solicit and encourage the student's authority on their own writing and refinement through the use of a "writer's memo." Sommers spends the majority of the time in this chapter discussing the effect of this method on the teacher as a collaborator and the student as a developing writer.
Improving student engagement in learning activities
Adams, N., Cooper, G., Johnson, L., & Wojtysiak, K. (1996) Improving student engagement in learning activities. Lincolnshire, IL: Saint Xavier University (ERIC Document Reproduction Service No. ED 400 076). Retrieved from http://www.eric.ed.gov/
The goal of this action research project was to involve students in their learning. The program used during this particular research involved cooperative learning in various subjects; goal setting taught through modeling and guided practice; and alternative assessment technique of teacher-student conference and self-assessment.
The goal of this action research project was to involve students in their learning. The program used during this particular research involved cooperative learning in various subjects; goal setting taught through modeling and guided practice; and alternative assessment technique of teacher-student conference and self-assessment.
Behavior Modification. Student-Teacher Contracting with Goal Setting for Maintenance
Kelley, M. L. & Strokes, T. F. (1984). Behavior Modification. Student-Teacher Contracting with Goal Setting for Maintenance, 8(223), 223-243.
This study evaluated the use of student goal setting as a strategy for maintaining the effects of student-teacher contracting on academic productivity of eight economically disadvantaged high school dropouts between the ages 16 and 21.
This study evaluated the use of student goal setting as a strategy for maintaining the effects of student-teacher contracting on academic productivity of eight economically disadvantaged high school dropouts between the ages 16 and 21.
Motivating Your Students: Before you can teach them, you have to reach them
McCarty, H., & Siccone, F. (2001). Motivating Your Students: Before you can teach them, you have to reach them. Massachusetts: Pearson Education Company
This is a handbook for teachers of K-12 and beyond. The authors describe key methods of both maximizing your powers of persuasion and engaging your students in spirited discussion. This is through various motivational tactics.
Summary/Analysis:
This summary pertains to a chapter titled “Motivating You Student”. This chapter discusses challenges of motivating students, how all humans are motivated in some sense, a teacher’s understanding of student motivation, and accepting the fact that students may not always be motivated at one time. McCarty and Siccone describes motivational teaching is not a paint job. Motivating students do not mean to give them something they don’t have or paint the motivation on the surface. Rather, reaching students require finding their major motivation or those most appropriate to his or her educational objectives. McCarty and Siccone states not every student is on the “same page”, as far as being motivated in school. Some will be “the good students,” motivated to do well in class and to please their teacher. Others may see academics as “boring” or may have a history of failure in the school. In conclusion, “speak to the heart” ends this chapter and discusses the importance of finding out student’s concerns, important feelings, issues, or values and will need to be spoken to directly. In other terms, this is the “art” of motivational teaching.
This resource truly goes in depth with the ideas of motivating students. This chapter emphasizes on the importance of understanding students as an individual and analyzing their own motivation. This has allowed me to start thinking about my action research question and how I can implement motivation through student goal setting. How will students achieve through their own motivation? What motivates them to succeed in school? What short term goals will encourage motivation in the classroom? I found out that Hanoch McCarty has actually written several stories for Chicken Soup for the Soul, this only shows how compassionate and heart-warming this author truly is. Even though McCarty and Siccone do not offer more concrete educational resources, I feel that this text is something I can refer to when looking deeper into motivating students.
Relevant Quotes/Concepts:
~ ”We don’t mean that the task of delivering a motivational lesson is impossible, we just believe that one cannot “give” motivation to someone else unless one can tap into the motivations already present in that person!” (2)
~ “If you can determine what the major motivations are in this class, you can become a motivational teacher” (5).
~”The paradox is to teach with the clear intention of inspiring each and every student to discover his or her love of learning and then to accept that some were moved and others were not. Then return to school tomorrow prepared for this to be the day when the awakening happens” (6)
~”The trick is going to be whether or not you learn to connect yourself, your words, and your ideas to their need, their background and experiences, their ways of seeing the world (7).
~”Speak to the heart. Find what is at the core of your student’s concerns. Keep your eyes and ears tuned to finding out those central, more important feels, concerns, issues, or values, and speak to them directly. That is the key, the foundation, the secret to the art of motivational speaking” (9)
Text Sources:
Hidi, S., & Harackiewics, J.M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70, 151-180
This is a handbook for teachers of K-12 and beyond. The authors describe key methods of both maximizing your powers of persuasion and engaging your students in spirited discussion. This is through various motivational tactics.
Summary/Analysis:
This summary pertains to a chapter titled “Motivating You Student”. This chapter discusses challenges of motivating students, how all humans are motivated in some sense, a teacher’s understanding of student motivation, and accepting the fact that students may not always be motivated at one time. McCarty and Siccone describes motivational teaching is not a paint job. Motivating students do not mean to give them something they don’t have or paint the motivation on the surface. Rather, reaching students require finding their major motivation or those most appropriate to his or her educational objectives. McCarty and Siccone states not every student is on the “same page”, as far as being motivated in school. Some will be “the good students,” motivated to do well in class and to please their teacher. Others may see academics as “boring” or may have a history of failure in the school. In conclusion, “speak to the heart” ends this chapter and discusses the importance of finding out student’s concerns, important feelings, issues, or values and will need to be spoken to directly. In other terms, this is the “art” of motivational teaching.
This resource truly goes in depth with the ideas of motivating students. This chapter emphasizes on the importance of understanding students as an individual and analyzing their own motivation. This has allowed me to start thinking about my action research question and how I can implement motivation through student goal setting. How will students achieve through their own motivation? What motivates them to succeed in school? What short term goals will encourage motivation in the classroom? I found out that Hanoch McCarty has actually written several stories for Chicken Soup for the Soul, this only shows how compassionate and heart-warming this author truly is. Even though McCarty and Siccone do not offer more concrete educational resources, I feel that this text is something I can refer to when looking deeper into motivating students.
Relevant Quotes/Concepts:
~ ”We don’t mean that the task of delivering a motivational lesson is impossible, we just believe that one cannot “give” motivation to someone else unless one can tap into the motivations already present in that person!” (2)
~ “If you can determine what the major motivations are in this class, you can become a motivational teacher” (5).
~”The paradox is to teach with the clear intention of inspiring each and every student to discover his or her love of learning and then to accept that some were moved and others were not. Then return to school tomorrow prepared for this to be the day when the awakening happens” (6)
~”The trick is going to be whether or not you learn to connect yourself, your words, and your ideas to their need, their background and experiences, their ways of seeing the world (7).
~”Speak to the heart. Find what is at the core of your student’s concerns. Keep your eyes and ears tuned to finding out those central, more important feels, concerns, issues, or values, and speak to them directly. That is the key, the foundation, the secret to the art of motivational speaking” (9)
Text Sources:
Hidi, S., & Harackiewics, J.M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70, 151-180
Essential Motivation in the Classroom
Gilbert, I. (2002). Essential Motivation in the Classroom. New York: RoutledgeFalmer.
This book is full of useful, practical advise, ranging from motivational research from leading theorists to philosophical influences. This book is a guide for teachers with want to know how to motivate children and how children can motivate themselves.
This book is full of useful, practical advise, ranging from motivational research from leading theorists to philosophical influences. This book is a guide for teachers with want to know how to motivate children and how children can motivate themselves.
Extreme Students: Challenging All Students and Energizing Learning
Babbage, K. J. (2006). Extreme Students: Challenging All Students and Energizing Learning. Marylan: Rowman & Littlefield Education.
This book is focuses on establishing classroom conditions and experiences that create, encourage, nurture, and challenge the traits of an extreme student.
This book is focuses on establishing classroom conditions and experiences that create, encourage, nurture, and challenge the traits of an extreme student.
Encouraging Children to Learn: The Encouragement Process
Dinkmeyer, D., & Dreikurs, R. (1963). Encouraging Children to Learn: The Encouragement Process. New Jersey: Prentice-Hall, Inc.
This book provides technical skills to become more effective in the classroom. All educators, teachers, and parents can learn how to encourage; doing so, they may find some of the most difficult issues in their classroom to be challenging and rewarding.
This book provides technical skills to become more effective in the classroom. All educators, teachers, and parents can learn how to encourage; doing so, they may find some of the most difficult issues in their classroom to be challenging and rewarding.
The Flickering Mind: The False Promise of Technology in the Classroom and How Learning Can Be Saved
Oppenheimer, T. (1983). The flickering mind: The false promise of technology in the classroom and how learning can be saved. N.Y., N.Y.: Random House.
Oppenheimer's discourse lays out the notion that schools today are reliant upon technology in such a way that it is quietly reshaping the culture of education and transforming the experience of student learning. His thesis based on real-world classroom and school case-studies outlines this breakdown of society, as the taking advantage of the digital culture we've created worsens the future climate students are growing into. Taking a look at the digital trends, the flickering mind is the loss of the human element of our youth, the one capable of emoting, feeling, listening, and being human is quite literally flickering away in the wake of the digital revolution.
Oppenheimer's discourse lays out the notion that schools today are reliant upon technology in such a way that it is quietly reshaping the culture of education and transforming the experience of student learning. His thesis based on real-world classroom and school case-studies outlines this breakdown of society, as the taking advantage of the digital culture we've created worsens the future climate students are growing into. Taking a look at the digital trends, the flickering mind is the loss of the human element of our youth, the one capable of emoting, feeling, listening, and being human is quite literally flickering away in the wake of the digital revolution.
Transforming Schools With Technology
Zucker, A. (2008). Transforming schools with technology. Cambridge, M.A.: Harvard Education Press.
This book describes the uses of technology in the classroom and how it's changed modern schools in the Digital Age. Zucker identifies the impacts of technology through case-studies and outlines guiding principles for schools to model in their decisions to use technology in the classroom. He explains how technology to be effective must follow the following six educational goals for success in transforming schools: Increasing student achievement; making schools more engaging and relevant; providing a high-quality education for all students; attracting, preparing and retaining high-quality teachers; increasing support fro children outside school; and requiring accountability for results.
Quotes/Concepts:
"Today after roughly two decades of significant computer use in schools, computers and other digital technologies are changing our assumptions about schooling, and the rate of change is accelerating...the positive impact of educational technology is not a foregone conclusion"(3).
"In a program focused on teaching writing using laptops...researchers documented gains in student achievement. And a "meta-analysis"...of more than two dozen studies of learning to write using computers concluded that 'computers are a valuable tool for helping students develop writing skills'"(54).
This book describes the uses of technology in the classroom and how it's changed modern schools in the Digital Age. Zucker identifies the impacts of technology through case-studies and outlines guiding principles for schools to model in their decisions to use technology in the classroom. He explains how technology to be effective must follow the following six educational goals for success in transforming schools: Increasing student achievement; making schools more engaging and relevant; providing a high-quality education for all students; attracting, preparing and retaining high-quality teachers; increasing support fro children outside school; and requiring accountability for results.
Quotes/Concepts:
"Today after roughly two decades of significant computer use in schools, computers and other digital technologies are changing our assumptions about schooling, and the rate of change is accelerating...the positive impact of educational technology is not a foregone conclusion"(3).
"In a program focused on teaching writing using laptops...researchers documented gains in student achievement. And a "meta-analysis"...of more than two dozen studies of learning to write using computers concluded that 'computers are a valuable tool for helping students develop writing skills'"(54).
The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes our Future (Or, Don't Trust Anyone Under 30)
Bauerlein, M. (2009). The dumbest generation: How the digital age stupefies young americans and jeopardizes our future (or don't trust anyone under 30) . N.Y., N.Y.: Penguin Group.
Mark Bauerlein daring thesis, seeks to expose the realities of the digital age and "blunt the techno-zeal" he feels is taking over the classroom and setting the tone for a dangerous lack of literacy and intelligence in today's youth. He shows in his book evidence pointing towards an unbalance between access to media in relationship to the intellect of kids today. Referencing studies from organizations such as NAEP (National Assessment of Educational Progress), NSSE (National Survey of of Student Engagement), Kaiser Family Foundation Program for the Study of Media and Health, Bauerlein attempts to make the case that too much screen-time, online learning, irreverance towards the past, and the betrayal of mentors is at the root of the problem of kids not becoming mature and mindful citizens and why we need to take a closer look at knowledge deficits and what this means for the future.
Quotes to ponder:
"As these young people forge their personalities in an uncertain world, they skirt from one of the customary means of dong so--that is, acquainting themselves with the words and images, the truths and beauties of the past--and nobody tells them they have overlooked anything"(172).
"The real problem is, by democratizing speech and the ability to post, we've lost the gradation for quality(159).
"With the read/write/film/view/browse/message/buy/sell Web, adolescent users govern their own exposure, and the didactic and artistic content of smarter sites flies by unseen and unheard"(159).
"Knowledge will reside less in the minds of people and more on the pages of Web Sites"(101).
Mark Bauerlein daring thesis, seeks to expose the realities of the digital age and "blunt the techno-zeal" he feels is taking over the classroom and setting the tone for a dangerous lack of literacy and intelligence in today's youth. He shows in his book evidence pointing towards an unbalance between access to media in relationship to the intellect of kids today. Referencing studies from organizations such as NAEP (National Assessment of Educational Progress), NSSE (National Survey of of Student Engagement), Kaiser Family Foundation Program for the Study of Media and Health, Bauerlein attempts to make the case that too much screen-time, online learning, irreverance towards the past, and the betrayal of mentors is at the root of the problem of kids not becoming mature and mindful citizens and why we need to take a closer look at knowledge deficits and what this means for the future.
Quotes to ponder:
"As these young people forge their personalities in an uncertain world, they skirt from one of the customary means of dong so--that is, acquainting themselves with the words and images, the truths and beauties of the past--and nobody tells them they have overlooked anything"(172).
"The real problem is, by democratizing speech and the ability to post, we've lost the gradation for quality(159).
"With the read/write/film/view/browse/message/buy/sell Web, adolescent users govern their own exposure, and the didactic and artistic content of smarter sites flies by unseen and unheard"(159).
"Knowledge will reside less in the minds of people and more on the pages of Web Sites"(101).
The Rationality Debate: Application of Cognitive Psychology to Mathematics Education
Leron, Uri. & Hazzan, Orit. (June 2006). The Rationality Debate: Application of Cognitive Psychology to Mathematics Education. Educational Studies in Mathematics. 62, 2, 105-126
This is a study that is seeking to show how understanding of cognitive psychology can help interpret results in mathematics education. In seeking to understand what has already been research, the authors seek to make new connections to current theories in mathematics education.
This is a study that is seeking to show how understanding of cognitive psychology can help interpret results in mathematics education. In seeking to understand what has already been research, the authors seek to make new connections to current theories in mathematics education.
What is Metacognition?
Martinez, Micheal E.(2006). What is Metacognition? Phi Delta Kappan. 87, 9, 696-699.
In this article Martinez explores the various metacognitive skills and offers suggestions for how they can be better used in teaching students. He begins by offering a definition of metacognition. The basics definition, which he admits is just the surface of metacognition, is that metacognition is “thinking about thinking.” Martinez focuses this definition be saying that metacognition is the monitoring and control of thought.
In this article Martinez explores the various metacognitive skills and offers suggestions for how they can be better used in teaching students. He begins by offering a definition of metacognition. The basics definition, which he admits is just the surface of metacognition, is that metacognition is “thinking about thinking.” Martinez focuses this definition be saying that metacognition is the monitoring and control of thought.
There are three major categories on metacognition: metamemory and metacomprehension, problem solving and critical thinking. Metamemory is the ability to determine if the one has the knowledge that is being questioned on them, it is more of a yes or no answer. You have the knowledge or you do not. Metacomprehension is the process of recognizing ones comprehension of the information one is taking in. It involves the ability to recognize that you do not understand what you just read or hear and consciously going back a rereading a passage or ask a question to gain comprehension.
Problem solving is what you do when you don't know what you are doing. To problem solve one needs to actively think about what is needed in a situation to come to a conclusion and then evaluating yourself during the process, making changes based upon observations. Problem solving involves active thinking. Critical thinking is similar and complimentary to problem solving. It is evaluating ideas for their quality. It involves processing the information you are taking in asking yourself questions about an ideas clarity, logic, rational. It requires a listener to be active and engaged, not just taking things at face value.
Metacognition is a “conscious and deliberate mental activity.” It is breaking away from the “automaticity” that comes so naturally and easily when we don't use our minds. There are times when automatic thinking are useful, such as driving home from work. It is nice not to need to think about your route, especially after a long day when your mind needs a break. But when a topic or situation require more thought, it takes a conscious effort not fall into the automatic process.
Martinez concludes this article with a discussion on how metacognition can be cultivated in the classroom. He states that it is the role of teachers to provide opportunities for students to use metacognition. He also states that metacognitive thought needs to be modeled. The class needs to be structured in a way for students to be able to process their thoughts, ask questions, and talk about what they are thinking. Teachers can model problem solving using think-alouds, helping students see into the mind of a more trained thinker. Students can also be guided to control and focus their self talk, in which they either encourage or discourage themselves through what they say to themselves in their mind.
Metacognition is slowing down and consciously acting, understanding what you are doing.
This article has numerous implications in the classroom. A classroom built around metacognitive ideas would develop incredible thinkers. Many students do not employ metacognition in their daily classroom activities. To many students fall under the”illusion of knowing” in which they think they comprehend when in fact they do not. In a math class when students encounter a problem they have not seen before they stop and shut down, instead of using problem solving to figure out what they know and what they need to find out. Metacognition is an overlooked subject in most classrooms.
This article has spark my interest about the topic of metacognition. I have heard it used many times, but have never really knew the definition of metacognition. I am interested to learn more about what other authors have to say about using metacognition in the classroom and what are proven methods for teaching students how to think. I am trying to develop problem solvers and now I am seeing that really I am trying to develop thinkers. So how does one go about doing this?
Open-start mathematics problems: an approach to assessing problem solving
Monaghan, John. Pool, Peter. Roper, Tom. & Threlfall, John. (2009). Open-start mathematics problems: an approach to assessing problem solving. Teaching Mathematics and its Applications. 28, 1, 21-31.
This article provides a brief review of problem solving and describes open-start problems in detail. The article then considers how open-start problems could address some important concerns in the teaching and assessment of mathematics and raises issues with regard to the future use of open-start problems in assessment.
This article provides a brief review of problem solving and describes open-start problems in detail. The article then considers how open-start problems could address some important concerns in the teaching and assessment of mathematics and raises issues with regard to the future use of open-start problems in assessment.
Summary
This article offers an alternative to traditional word problems that are used to teach and test a students ability to use problem solving techniques. There are two types of problems that are the focus of problem solving: open-ended problems and as the authors propose open-start problems. An open-ended problem has no definite answer. There are multiple ways to solve the problem and a student can come to a different result based upon the method of solution. These types of problems and this type of thinking prove to be difficult to assess and evaluate. If educators want students to be problem solvers and if they want to be able to test that ability on high-stakes test, then another type of problem needs to be posed. Open-start problems have a definite correct answer, but the means of starting the problem is open. A open-start problem could have an algebraic, geometric, or a hybrid approach (various strategies used within each of these approaches). Open-start problems are problems where the solution and the means of finding the solution is not immediately apparent. They are problems that the students have not seen before.Open-start problems depend upon a mastery of the prior knowledge needed to apply to the solution. This is where open-start problems become difficult, because they require a mastery and because of the demands to cover a large curriculum, many teachers do not have time to teach all students to mastery, let alone have them apply that mastery to creative thinking in problem solving. Open-start problems are best assessed using an authentic assessment, looking at the process, not just the correct answer. A challenge in using open-start problems is in the ability to write a problem and then consider the multiply ways in which a student can come to a solution. Teachers need to be trained to create problems, know which level of problems are correct for each student, and how to best assess in an authentic manner. Students need to have a level of insight so as to see what type of math can be used to begin the problem and how potentially several types of math can be put together to come to a solution. Students who are problem solvers is the goal and open-start problems are one way that educators can assess a students ability to problem solve.
Evaluation
The authors begin with posing the question: What is the use of a students learning mathematics if the cannot use it to solve problems? This statement rings true for every teacher of math as they work to develop problem solvers, those who can creatively approach a problem or situation they have not seen before and then apply what they already know to find the solution. I have seen both types of problems: open ended and open start, and both of them are a challenge for students. It is not a natural thing for students to work through a challenge, or to apply what they know to a different situation. In my experience, most students close up and shut down when they are confronted with a challenging problem, or more specifically a problem that challenges them. I like the idea of open-start problems versus open-ended question because, as the authors described, they are more easily assessed. Another thing that is attractive to open-start problems is that when a student completes to problem, the teacher can challenge the student to consider another approach. In contrast, open-ended problems have the same ability to challenge greater depth, because in open-ended problems there are many depths to the “solution” and there is not necessarily a final solution. Both of these problem types lend themselves to challenge students in their creative thinking, and they both require a mastery of prior knowledge needed to begin the solution process. As a teacher of mathematics the biggest barrier to problem solving is the willingness and the stick-to-it-ness of students to not give up when they are faced with a problem that challenges them, that does not have a defined beginning.
Reflection
As I reflect on this article I realize that my students are expected to do open-start problems more often then I realize. They are preparing for the SAT and in the math portion, much of what we have done so far this year are open-start problems that are based upon material they “should” have mastered. I have been repeatedly telling them in class that they have the prior knowledge, now they need to learn how to apply it to new situations. Lately it has been repetition as my means of teaching problem solving, but I know that is not an effective way to teach. The big question I have as I reflect on this is how does a teacher teach problem solving? What are the techniques that have been used to improve students abilities to problem solve, as describe in this article? I believe all students can be problem solvers if giving the right tools. What are those tools, and where is the “Home Depot” where I can get them for my students?
Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks
Fan, Liangho. & Zhu, Yan. (September 2007). Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks.Educational Studies in Mathematics. 66, 1, 61-75.
This article is the results of a study that examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level represent problem-solving procedures. Both similarities and differences in the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared.
This article is the results of a study that examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level represent problem-solving procedures. Both similarities and differences in the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared.
Unstructured Collaboration Versus Individual Practice for Complex Problem Solving: A Cautionary Tale
Yetter, Georgette. Gutkin, Terry. Saunders, Anita, Galloway, Ann M. Sobansky, Robin R., & Song, Samuel Y. (2006) Unstructured Collaboration Versus Individual Practice for Complex Problem Solving: A Cautionary Tale. The Journal of Experimental Education. 74, 2, 137-160
This article discusses a research study and results that was done to determine the effectiveness of unstructured collaborative practice versus individual practice on achievement on a complex well structured problem solving task.
This article discusses a research study and results that was done to determine the effectiveness of unstructured collaborative practice versus individual practice on achievement on a complex well structured problem solving task.
Problem solving in the mathematics classroom: the German perspective
Reiss, Kristina & Torner, Gunter (October 2008). Problem solving in the mathematics classroom: the German perspective. ZDM The International Journal of Mathematics Education. 39, 5-6, 431-441
This article is about the the roots of using problem solving in math education in Germany and it discusses what is being one to have problem solving a major topic taught in the classroom
This article is about the the roots of using problem solving in math education in Germany and it discusses what is being one to have problem solving a major topic taught in the classroom
Monday, September 28, 2009
How Service Learning Affects Students
Astin, Alexander W. (2000) How Service Learning Affects Students. Study done @ UCLA. Higher Education Research Institute.
Seeks to explore the effects of service learning and community service on society as a whole. Also seeks to enhance understanding of how learning is impacted by service.
Seeks to explore the effects of service learning and community service on society as a whole. Also seeks to enhance understanding of how learning is impacted by service.
Civic Education, Community Norms, and Political Indoctrination
Litt, Edgar. (1963) Civic Education, Community Norms, and Political Indoctrination. American Sociological Review, 28, 1, 69-75.
Describes the origins and development of civics and what it means to conduct oneself appropriately in society. Traces socio- economic traits in civics education.
Describes the origins and development of civics and what it means to conduct oneself appropriately in society. Traces socio- economic traits in civics education.
A Time to Serve, A Time to Learn: Service- Learning and the Promise of Democracy
Kielsmeier, J.C. (2008). A time to serve, a time to learn. Phi Delta Kappan, 81, 652-8.
Summary:
This Summary is in response to an article entitled "A time to serve, a time to learn." The article is written by the president of the National Youth Movement Organization to persuade Schools to take an even greater step towards Service Learning Training and Enactment. The author suggests that most youth when given the opportunity will take part in community service. This often includes feeding the homeless, teaching, the environment and health care. Students seem to be more disillusioned with the political realm of community service as they fail to see the immediate affect of such activism.
Other efforts have also fostered growth in service learning. Bills passed by Congress allocating both time and resources towards service learning has led to a sharp rise in participation. The NYLC (National Youth Leadership Council has also facilitated staff development, curriculum design and advocacy for state and national service. Major donations from Private Corporations have also led to a sharp rise in the service learning trend.
The author also points out that when students are actively involved in the decision making process for the school and curriculum design, they are more invested in the final outcome. For example, they feel more equipped to answer the question, "What are we going to do about it?"
For service learning to continue its popularity, it needs to do the following: emphasize "well- defined" practice, staff development, pre- service training for teachers and better research. Students, the author further contends need to be the "creators" of curriculum rather than "receptacles."
I agree for the most part with the assertions made by Mr. Kielsmeier. The time is ripe for service learning. With the mass dissemination and feasibility of global movements, it is simply irresponsible not to become involved. As society shifts towards mass production, we seem to have drifted away from active participation and citizenship. The central focus becomes more "what can you produce?" rather than "what can you preserve?" I believe preservation to be the cornerstone of affective citizenship. We need to ensure equity for all sectors of society- especially the disenfranchised. When service learning becomes embedded within the niches of school design, students will be more ready to solve the problems of the future.
Notable Quotes:
"Service- learning starts with the pre-supposition that the primary purpose of education can no longer be socialization, standardization, and synchronization- the shaping of students into clearly defined roles for a predictable future. Rather, in a world marked by pluralism, uncertainty, and variability, we need to move from the idea of students as receptacles, to students as creators, disseminators and iplemnters of knowledge." (657)
"Service- learning is the equivalent of an "education common"- a pedagogical meeting place whose origins and principles are shared by a wide range of American and international cultural communities." (655)
"Student- driven and locally flavored service- learning is a coalescing force for the cornucopia of American ethnic, spiritual, and cultural diversity." (654)
"As students enter classrooms to teach other students, as they research their past and make contributions to history, as they bring visibility and change to an environmental issue, they are citizens today." (652)
Text sources:
Michelle Collay et al. Learning Circles: Creating Conditions for Professional Development. Thousand Oaks, California: Corwin Press, 1998, pg. 31-61.
Freire, Paulo. Pedagogy of the Oppressed. New York: Seabury Press, 1973.
Summary:
This Summary is in response to an article entitled "A time to serve, a time to learn." The article is written by the president of the National Youth Movement Organization to persuade Schools to take an even greater step towards Service Learning Training and Enactment. The author suggests that most youth when given the opportunity will take part in community service. This often includes feeding the homeless, teaching, the environment and health care. Students seem to be more disillusioned with the political realm of community service as they fail to see the immediate affect of such activism.
Other efforts have also fostered growth in service learning. Bills passed by Congress allocating both time and resources towards service learning has led to a sharp rise in participation. The NYLC (National Youth Leadership Council has also facilitated staff development, curriculum design and advocacy for state and national service. Major donations from Private Corporations have also led to a sharp rise in the service learning trend.
The author also points out that when students are actively involved in the decision making process for the school and curriculum design, they are more invested in the final outcome. For example, they feel more equipped to answer the question, "What are we going to do about it?"
For service learning to continue its popularity, it needs to do the following: emphasize "well- defined" practice, staff development, pre- service training for teachers and better research. Students, the author further contends need to be the "creators" of curriculum rather than "receptacles."
I agree for the most part with the assertions made by Mr. Kielsmeier. The time is ripe for service learning. With the mass dissemination and feasibility of global movements, it is simply irresponsible not to become involved. As society shifts towards mass production, we seem to have drifted away from active participation and citizenship. The central focus becomes more "what can you produce?" rather than "what can you preserve?" I believe preservation to be the cornerstone of affective citizenship. We need to ensure equity for all sectors of society- especially the disenfranchised. When service learning becomes embedded within the niches of school design, students will be more ready to solve the problems of the future.
Notable Quotes:
"Service- learning starts with the pre-supposition that the primary purpose of education can no longer be socialization, standardization, and synchronization- the shaping of students into clearly defined roles for a predictable future. Rather, in a world marked by pluralism, uncertainty, and variability, we need to move from the idea of students as receptacles, to students as creators, disseminators and iplemnters of knowledge." (657)
"Service- learning is the equivalent of an "education common"- a pedagogical meeting place whose origins and principles are shared by a wide range of American and international cultural communities." (655)
"Student- driven and locally flavored service- learning is a coalescing force for the cornucopia of American ethnic, spiritual, and cultural diversity." (654)
"As students enter classrooms to teach other students, as they research their past and make contributions to history, as they bring visibility and change to an environmental issue, they are citizens today." (652)
Text sources:
Michelle Collay et al. Learning Circles: Creating Conditions for Professional Development. Thousand Oaks, California: Corwin Press, 1998, pg. 31-61.
Freire, Paulo. Pedagogy of the Oppressed. New York: Seabury Press, 1973.
Do Goals Affect the Structure of Students' Argumentative Writing Strategies?
Ferretti, R.P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students' argumentative writing strategies? Journal of Educational Psychology, 101(3), 577-589.
This journal article presents the results of an experimental study that examined students' persuasive writing after they received a general goal vs. a more detailed "elaborated" goal with subgoals. Students who received an elaborated goal wrote more persuasive essays that addressed alternative viewpoints compared with students who received the general goal.
This journal article presents the results of an experimental study that examined students' persuasive writing after they received a general goal vs. a more detailed "elaborated" goal with subgoals. Students who received an elaborated goal wrote more persuasive essays that addressed alternative viewpoints compared with students who received the general goal.
Teaching Writing as Reflective Practice
Hillocks, G. (1995). Teaching writing as reflective practice. New York: Teachers College Press.
This books focuses on teaching writing at the secondary and college freshman levels. The author discusses various theories for teaching writing, presents a model of the composing process, and explains the art of planning writing instruction, with a focus on sequencing.
This books focuses on teaching writing at the secondary and college freshman levels. The author discusses various theories for teaching writing, presents a model of the composing process, and explains the art of planning writing instruction, with a focus on sequencing.
Assessing the Portfolio: Principles for Practice, Theory, and Research
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Cresskill, NJ: Hampton Press.
This book discusses the theory and principles behind portfolio-based writing assessment. It also suggests concrete steps teachers and administrators can take to set up portfolio assessment in their schools.
This book discusses the theory and principles behind portfolio-based writing assessment. It also suggests concrete steps teachers and administrators can take to set up portfolio assessment in their schools.
Multiple Intelligences: New Horizons
Gardner, H. (2006) Multiple Intelligences: New Horizons. New York: Basic Books.
This book looks at the theory of multiple intelligences after 25 years and answers questions that have arisen. It includes information about the tool of Multiple Entry Points and assessment.
This book looks at the theory of multiple intelligences after 25 years and answers questions that have arisen. It includes information about the tool of Multiple Entry Points and assessment.
Multiple Intelligences: Best Ideas from Research and Practice
Kornhaber, M.L., Fierros, E.G. & Veenema, S.A. (2004) Multiple Intelligences: Best Ideas from Research and Practice. Boston: Pearson.
Summary:
This summary reviews chapter 1 called Tools for Putting MI into Practice. The theory of multiple intelligences and two other frameworks are discussed. These frameworks are used as tools for building learning environments that allow MI to be used to strengthen learning outcomes.
H. Gardner developed the theory of MI in 1983 as a response to the idea that intelligence cannot be measured solely by mental ability; rather that intelligence is “defined as a psychobiological potential to solve problems or fashion products that are valued in one or more cultures.” (Gardner, 1999) He has identified eight intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Understanding MI is one tool teachers can use to improve student learning. Garner states that all human beings (besides those with brain damage) have all the intelligences; it is the relative strengths of each intelligence that differs.
After MI was put into practice Gardner developed a framework that would be more appropriate for building curriculum. He looked at the different ways people learn and devised the Entry Points Framework tool. This framework gives educators different doors for students to enter to accomplish the subject being taught. All doors lead to the same room, but how they get there differs. This allows students to use their intellectual strength to accomplish the task; it also allows them to gain different perspectives.
Another tool discussed are the Compass Point Practices. Following these engages students’ multiple intelligences and can increase student outcomes. The practice includes looking at: culture, readiness, tools, collaboration, choice, and the arts. It is through understanding and using these practices educators can better meet the needs of students with different intellectual strengths.
Evaluation:
This chapter successfully outlines the three tools that can help educators in their classroom. It is well researched and presented in a way that makes it easy to gather the information, synthesize, and think about how to apply it in the classroom.
Reflection:
Although I have been familiar with Gardner’s Multiple Intelligences for some time, I have not always used the information for the benefit of the students I teach. Lessons are developed that touch on MI, but don’t give as much choice to the students. I tend to rotate the way lessons are presented or taught and yet as I read, I realized some intelligences are not given enough opportunities. As I do my lesson planning, I need to focus on meeting the differing intelligences in my classroom so that I have increased learning outcomes.
Summary:
This summary reviews chapter 1 called Tools for Putting MI into Practice. The theory of multiple intelligences and two other frameworks are discussed. These frameworks are used as tools for building learning environments that allow MI to be used to strengthen learning outcomes.
H. Gardner developed the theory of MI in 1983 as a response to the idea that intelligence cannot be measured solely by mental ability; rather that intelligence is “defined as a psychobiological potential to solve problems or fashion products that are valued in one or more cultures.” (Gardner, 1999) He has identified eight intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Understanding MI is one tool teachers can use to improve student learning. Garner states that all human beings (besides those with brain damage) have all the intelligences; it is the relative strengths of each intelligence that differs.
After MI was put into practice Gardner developed a framework that would be more appropriate for building curriculum. He looked at the different ways people learn and devised the Entry Points Framework tool. This framework gives educators different doors for students to enter to accomplish the subject being taught. All doors lead to the same room, but how they get there differs. This allows students to use their intellectual strength to accomplish the task; it also allows them to gain different perspectives.
Another tool discussed are the Compass Point Practices. Following these engages students’ multiple intelligences and can increase student outcomes. The practice includes looking at: culture, readiness, tools, collaboration, choice, and the arts. It is through understanding and using these practices educators can better meet the needs of students with different intellectual strengths.
Evaluation:
This chapter successfully outlines the three tools that can help educators in their classroom. It is well researched and presented in a way that makes it easy to gather the information, synthesize, and think about how to apply it in the classroom.
Reflection:
Although I have been familiar with Gardner’s Multiple Intelligences for some time, I have not always used the information for the benefit of the students I teach. Lessons are developed that touch on MI, but don’t give as much choice to the students. I tend to rotate the way lessons are presented or taught and yet as I read, I realized some intelligences are not given enough opportunities. As I do my lesson planning, I need to focus on meeting the differing intelligences in my classroom so that I have increased learning outcomes.
Integrating Differentiated Instruction & Understanding by Design
Tomlinson, Carol Ann, & McTighe, Jay (2006). Integrating differentiated instruction & understanding by design. Virginia: ASCD.
Tomlinson and McTighe combine the models of differentiated instruction (DI) and understanding by design (UBD) to provide teachers with an understanding of how to deliver meaningful content to students based on the standards.
Tomlinson and McTighe combine the models of differentiated instruction (DI) and understanding by design (UBD) to provide teachers with an understanding of how to deliver meaningful content to students based on the standards.
The Global Achievement Gap
Wagner, T. (2008). The global achievement gap. New York: Basic Books.
In The Global Achievement Gap, Tony Wagner, a Harvard education professor, argues that our schools are fast growing obsolete and are merely producing students who have memorized facts and can take multiple-choice tests. He explains how schools must reinvent themselves for the 21st century to prepare our students to think critically and problem solve in a global market.
In The Global Achievement Gap, Tony Wagner, a Harvard education professor, argues that our schools are fast growing obsolete and are merely producing students who have memorized facts and can take multiple-choice tests. He explains how schools must reinvent themselves for the 21st century to prepare our students to think critically and problem solve in a global market.
Creating Lesson Plans for All Learners
Lynch, Sharon A., & Warner Laverne (2008). Creating lesson plans for all learners. Kappa Delta Pi Record, 45(1), 10-15.
Lynch and Warner define differentiation and give a brief rationale followed by tips teachers can implement differentiation into their lesson plans. A sample second grade lesson plan is included.
Lynch and Warner define differentiation and give a brief rationale followed by tips teachers can implement differentiation into their lesson plans. A sample second grade lesson plan is included.
Myth 16: High-Stakes Tests Are Synonmous With Rigor and Difficulty
Moon, Tonya R. (2009). Myth 16: High-stakes tests are synonymous with rigor and difficulty. Gifted Child Quarterly, 53(4), 277-79.
In this article, Tonya R. Moon explains how high-stakes tests have led to the "adoption of instructional approaches that resemble testing methods and formats (Pedulla et al.,2003)" and "negative coaching where excessive amounts of time are spent on activities that focus on the test." Moon argues that approaches like this have taken away from the rigorous, high-quality curriculum all students deserve.
In this article, Tonya R. Moon explains how high-stakes tests have led to the "adoption of instructional approaches that resemble testing methods and formats (Pedulla et al.,2003)" and "negative coaching where excessive amounts of time are spent on activities that focus on the test." Moon argues that approaches like this have taken away from the rigorous, high-quality curriculum all students deserve.
Myth 12: Gifted Programs Should Stick Out Like a Sore Thumb
VanTassel-Baska, Joyce (2009). Myth 12: Gifted programs should stick out like a sore thumb. Gifted Child Quarterly, 53(4), 266-268.
VanTassel-Baska attempts to debunk the myth that programs for the gifted should be different from what other students receive, are similar to special education programs and are an elitist enterprise.
VanTassel-Baska attempts to debunk the myth that programs for the gifted should be different from what other students receive, are similar to special education programs and are an elitist enterprise.
Myth 18: It is Fair to Teach all children the Same Way
Cooper, Carolyn R. (2009). Myth 18: It is fair to teach all children the same way. Gifted Child Quarterly, 53(4), 283-285.
In this article, author Carolyn R. Cooper argues in favor of teaching that addresses the learning needs of each student as an individual learner.
In this article, author Carolyn R. Cooper argues in favor of teaching that addresses the learning needs of each student as an individual learner.
Looking in the Mirror: Helping Adolescents Talk More Reflectively During Portfolio Presentations
Fredrick, T. (2009). Looking in the mirror: Helping adolescents talk more reflectively during portfolio presentations. Teachers College Record, 111 (8), 1916-1929.
The author presents the results of an action-research study he conducted in his ninth grade English classroom. After students delivered their first-semester presentations, the teacher categorized the students’ statements into reflective and non-reflective categories. Using these categories, the teacher taught his students to speak more reflectively during their second semester portfolio presentations.
The author presents the results of an action-research study he conducted in his ninth grade English classroom. After students delivered their first-semester presentations, the teacher categorized the students’ statements into reflective and non-reflective categories. Using these categories, the teacher taught his students to speak more reflectively during their second semester portfolio presentations.
Beyond Writing Next: A Discussion of Writing Research and Instructional Uncertainty
Coker, D., & Lewis, W.E. (2008). Beyond writing next: A discussion of writing research and instructional uncertainty. Harvard Educational Review, 78 (1), 231-251.
Summary/Analysis:
This article reviews the current state of research in adolescent writing instruction. The authors emphasize the importance of aligning writing instruction in schools to the types of writing that students will face when they enter the workplace. While workplace writing requires flexibility in learning to write for different purposes and different audiences, most school writing assignments are highly rigid and lack an authentic audience. The most recent comprehensive meta-analysis of writing interventions found that “strategy instruction” is the most effective and “writing for content learning” is the least effective approach. However, this meta-analysis focused primarily on experimental research and did not give enough attention to qualitative studies. The authors exhort future researchers to bridge this divide in writing research between the scientific approaches that identify effective interventions and the more descriptive, qualitative approaches that demonstrate how real teachers use interventions in their classrooms.
Readers may find this article useful as an overview of the “state-of-the-art” in writing research. The research suggests that “explicit instruction in strategies for planning, revising, and editing” may be the most effective approach for teaching writing, and this article offers further resources to explore to investigate this approach. However, the overall message I take away from this article is that writing research still has a long way to go, especially if the goal is to help teachers prepare their students for workplace writing. There are still too few studies being done on adolescent writing, and the studies that do exist still leave too many questions unanswered, most notably, questions about how to support struggling writers from disadvantaged backgrounds.
Relevant Quotes/Concepts:
“Because of the varied and complicated tasks associated with workplace writing and the multiple settings in which it must occur, writing well requires employees to ‘research’ the practices, purposes, and values of their particular workplace discourse communities. Learning to clear these multiple hurdles—including the demands of quickly advancing technology, knowledge of multiple written genres, the communal nature of workplace writing, and writing ownership—can be very difficult indeed” (234-235).
“Although flexible writing—writing in different genres and for different purposes and audiences—should be the primary goal of writing instruction in the schools, school writing is often too rigid to accommodate this goal…If effective writing requires mastery of a variety of cognitive processes and must be carried out in multiple contexts for multiple audiences, then educators need substantive directives on how to teach the skills and strategies necessary to make this happen” (235).
“The hallmark of effective writers in the workplace is their ability to adapt to the demands of various writing tasks. This skill is necessary because much of the writing produced in the workplace has a practical communicative function, involves collaborative construction, and addresses a specific audience. Since these conditions are rarely static, writers must adapt their processes and products to the task…The decontextualized type of writing that is too often practiced in schools can leave students unprepared for the actual demands of the workplace” (244).
“The most problematic result of instituting writing assessments that ignore key features of writing, such as content, is its impact on instruction as teachers align their writing expectations to the state tests…Since writing assessment influences instruction and has real consequences for students, researchers need to turn their attention to the design of writing tests or alternate forms of evaluation to align these assessments with the goals of flexible and authentic writing” (247).
“Writing assessments should include various types of writing at varying levels of difficulty in order to approximate more closely the writing demands of the workplace” (248).
Text Sources:
Graham, S., & Perin, D. (2007a). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington, DC: Alliance for Excellent Education.
Beaufort, A. (2006). Writing in the professions. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 217-242). New York: Teachers College Press.
Summary/Analysis:
This article reviews the current state of research in adolescent writing instruction. The authors emphasize the importance of aligning writing instruction in schools to the types of writing that students will face when they enter the workplace. While workplace writing requires flexibility in learning to write for different purposes and different audiences, most school writing assignments are highly rigid and lack an authentic audience. The most recent comprehensive meta-analysis of writing interventions found that “strategy instruction” is the most effective and “writing for content learning” is the least effective approach. However, this meta-analysis focused primarily on experimental research and did not give enough attention to qualitative studies. The authors exhort future researchers to bridge this divide in writing research between the scientific approaches that identify effective interventions and the more descriptive, qualitative approaches that demonstrate how real teachers use interventions in their classrooms.
Readers may find this article useful as an overview of the “state-of-the-art” in writing research. The research suggests that “explicit instruction in strategies for planning, revising, and editing” may be the most effective approach for teaching writing, and this article offers further resources to explore to investigate this approach. However, the overall message I take away from this article is that writing research still has a long way to go, especially if the goal is to help teachers prepare their students for workplace writing. There are still too few studies being done on adolescent writing, and the studies that do exist still leave too many questions unanswered, most notably, questions about how to support struggling writers from disadvantaged backgrounds.
Relevant Quotes/Concepts:
“Because of the varied and complicated tasks associated with workplace writing and the multiple settings in which it must occur, writing well requires employees to ‘research’ the practices, purposes, and values of their particular workplace discourse communities. Learning to clear these multiple hurdles—including the demands of quickly advancing technology, knowledge of multiple written genres, the communal nature of workplace writing, and writing ownership—can be very difficult indeed” (234-235).
“Although flexible writing—writing in different genres and for different purposes and audiences—should be the primary goal of writing instruction in the schools, school writing is often too rigid to accommodate this goal…If effective writing requires mastery of a variety of cognitive processes and must be carried out in multiple contexts for multiple audiences, then educators need substantive directives on how to teach the skills and strategies necessary to make this happen” (235).
“The hallmark of effective writers in the workplace is their ability to adapt to the demands of various writing tasks. This skill is necessary because much of the writing produced in the workplace has a practical communicative function, involves collaborative construction, and addresses a specific audience. Since these conditions are rarely static, writers must adapt their processes and products to the task…The decontextualized type of writing that is too often practiced in schools can leave students unprepared for the actual demands of the workplace” (244).
“The most problematic result of instituting writing assessments that ignore key features of writing, such as content, is its impact on instruction as teachers align their writing expectations to the state tests…Since writing assessment influences instruction and has real consequences for students, researchers need to turn their attention to the design of writing tests or alternate forms of evaluation to align these assessments with the goals of flexible and authentic writing” (247).
“Writing assessments should include various types of writing at varying levels of difficulty in order to approximate more closely the writing demands of the workplace” (248).
Text Sources:
Graham, S., & Perin, D. (2007a). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington, DC: Alliance for Excellent Education.
Beaufort, A. (2006). Writing in the professions. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 217-242). New York: Teachers College Press.
Sunday, September 27, 2009
Community Connection and Change: A Different Conceptualization of School Leadership
Ainscow, M., Muijs, D., & West, M. (2006). Community connection and change: A different conceptualization of school leadership. Improving Schools, 9, 192-103.
This article explores changing dynamics in the relationship between a school and its community. This article does not seek to explain leadership within a school, instead it illustrates how a leadership team in Queensland, Australia engaged with the outside community to revitalize their school.
This article explores changing dynamics in the relationship between a school and its community. This article does not seek to explain leadership within a school, instead it illustrates how a leadership team in Queensland, Australia engaged with the outside community to revitalize their school.
Learning To Teach in an Age of Accountability
Costigan, A.T., & Smith Crocco, M. (2004). Learning to teach in an age of accountability. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc..
This book uses case studies based on educators in the New York City metropolitan area to explore the measures of accountability placed on teachers across the United States. The book aims to encourage discussion and further research about best practices and the future of urban education.
This book uses case studies based on educators in the New York City metropolitan area to explore the measures of accountability placed on teachers across the United States. The book aims to encourage discussion and further research about best practices and the future of urban education.
The Unschooled Mind: How Children Think and How Schools Should Teach
Gardner, H. (1991). The unschooled mind: how children think and how schools should teach. New York, NY: Basic Books.
Howard Gardner explores the theory of "Multiple Intelligences" and how to best utilize them in the classroom to ensure success for all students.
Howard Gardner explores the theory of "Multiple Intelligences" and how to best utilize them in the classroom to ensure success for all students.
A Study of Differentiated Instructional Change Over 3 Years
VanTassel-Baska, J., Xuemei Feng, A., Brown, E., Bracken, B., & Stambaugh, T. (2008). A study of differentiated instructional change over 3 years . Gifted Child Quarterly, 52(4), 297-312.
This study examines professional development on differentiated instruction over the course of three years. The authors seek to determine the time it takes for an instructional improvement to manifest its effectiveness.
This study examines professional development on differentiated instruction over the course of three years. The authors seek to determine the time it takes for an instructional improvement to manifest its effectiveness.
Beyond Tracking: Multiple Pathways to College, Career, and Civic Participation
Oakes, J. , & Saunders, M.(Ed.). (2008). Beyond tracking: multiple pathways to college, career, and civic participation. Cambridge, MA: Harvard Education Press.
Oakes and Saunders offer a solution to the current failing American high school: an innovative nation of multiple pathways that provides students the academic and real world foundations to succeed in both college and the community.
Oakes and Saunders offer a solution to the current failing American high school: an innovative nation of multiple pathways that provides students the academic and real world foundations to succeed in both college and the community.
The Socioaffective Impact of Acceleration and Ability Grouping: Recommendations for Best Practice
Neilhart, Maureen. "The socioaffective impact of acceleration and ability grouping: Recommendations for best practice." Gifted Child Quarterly 51, no. 4 (2007): 330-341.
Summary/Analysis:
Maureen Neilhart seeks to explore the effect of acceleration and ability groupings for gifted children. While most studies choose to focus on achievement as the primary focus for the research, Neilhart explores the social and emotional consequences of these practices. By using research conducted through a variety of studies, Neilhart concludes that grade acceleration should be routine for highly gifted children. She concludes that the research does not indicate any strong social or emotional benefits or consequences of this practice. Neilhart recommends candidates for grade acceleration be placed in a cohort so a student is not accelerating individually. She also adds that not all gifted students are good candidates for grade skipping. The evidence of negative social affective impact in peer ability grouping is less straightforward. Neilhart suggests that both mixed ability and ability grouping are beneficial to gifted students, but ultimately it depends on the child.
This article struck me as interesting because of the nature of gifted students and the hot debate about ability grouped classrooms. While the intention was to use this information in helping me group students in my classroom, due to the ambiguous results, I found more interest in the conclusions relating to acceleration. I have already began to utilize curriculum compacting as a way to accelerate gifted students, however this article confirmed my practice by concluding that there are many social and emotional benefits to students when they are accelerated. While I don’t’ think the research of Neilhart is directly applicable to my Action Research, I have taken note of her references and I intend to read more on the subject of ability grouping.
Relevant Quotes/Concepts:
“Although acceleration can take many forms, the three most commonly studied are early entrance to school, early entrance to college, and grade skipping. Studies of these forms of acceleration consistently fail to find evidence of any negative social or emotional effects for nearly all accelerants” (331).
“Peer ability grouping seems to have positive socioaffective effects for some gifted students, neutral effects for others, and detrimental effects on a few” (334).
“Educators should consider the possibility that a student who demonstrates low motivation, social withdrawal or isolation, and negative attitudes toward school or academic work might, in fact, be a good candidate for acceleration options” (336).
“We should also stress that any discussion about ability grouping must address the valid concern that grouping in the past has been associated with inequality of opportunity" (336).
Text Sources:
Oakes, J. (1985). Keeping Track. New Haven, CT: Yale University Press.
Rogers, K. (1993). Grouping the gifted and talented: Questions and answers. Roeper Review, 16, 9-12.
Summary/Analysis:
Maureen Neilhart seeks to explore the effect of acceleration and ability groupings for gifted children. While most studies choose to focus on achievement as the primary focus for the research, Neilhart explores the social and emotional consequences of these practices. By using research conducted through a variety of studies, Neilhart concludes that grade acceleration should be routine for highly gifted children. She concludes that the research does not indicate any strong social or emotional benefits or consequences of this practice. Neilhart recommends candidates for grade acceleration be placed in a cohort so a student is not accelerating individually. She also adds that not all gifted students are good candidates for grade skipping. The evidence of negative social affective impact in peer ability grouping is less straightforward. Neilhart suggests that both mixed ability and ability grouping are beneficial to gifted students, but ultimately it depends on the child.
This article struck me as interesting because of the nature of gifted students and the hot debate about ability grouped classrooms. While the intention was to use this information in helping me group students in my classroom, due to the ambiguous results, I found more interest in the conclusions relating to acceleration. I have already began to utilize curriculum compacting as a way to accelerate gifted students, however this article confirmed my practice by concluding that there are many social and emotional benefits to students when they are accelerated. While I don’t’ think the research of Neilhart is directly applicable to my Action Research, I have taken note of her references and I intend to read more on the subject of ability grouping.
Relevant Quotes/Concepts:
“Although acceleration can take many forms, the three most commonly studied are early entrance to school, early entrance to college, and grade skipping. Studies of these forms of acceleration consistently fail to find evidence of any negative social or emotional effects for nearly all accelerants” (331).
“Peer ability grouping seems to have positive socioaffective effects for some gifted students, neutral effects for others, and detrimental effects on a few” (334).
“Educators should consider the possibility that a student who demonstrates low motivation, social withdrawal or isolation, and negative attitudes toward school or academic work might, in fact, be a good candidate for acceleration options” (336).
“We should also stress that any discussion about ability grouping must address the valid concern that grouping in the past has been associated with inequality of opportunity" (336).
Text Sources:
Oakes, J. (1985). Keeping Track. New Haven, CT: Yale University Press.
Rogers, K. (1993). Grouping the gifted and talented: Questions and answers. Roeper Review, 16, 9-12.
Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement
Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S. & Rubin, C. (2004) Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement. New York: Teachers College Press.
The theory and practice of collaborative inquiry are introduced in this book. It includes case studies, so one can have a glimpse into collaborative inquiry. The book ends with a discussion regarding future explorations into collaborative inquiry as an important form of school improvement.
The theory and practice of collaborative inquiry are introduced in this book. It includes case studies, so one can have a glimpse into collaborative inquiry. The book ends with a discussion regarding future explorations into collaborative inquiry as an important form of school improvement.
Engaging Children's Minds: The Project Approach
Katz, L.G. & Chard, S.C. (2000). Engaging Children’s Minds: The Project Approach. Stamford, CT: Albex Publishing Corporation.
This book defines how project-based learning is different from themes or units of study. It details the benefits of PB learning for the students and defines the four categories of learning goals (knowledge, skills, dispositions, and feelings). The roles of the teacher and students are defined and it assists you in finding topics, planning, working through projects, and evaluating. There are also concrete examples of projects included in the appendix.
This book defines how project-based learning is different from themes or units of study. It details the benefits of PB learning for the students and defines the four categories of learning goals (knowledge, skills, dispositions, and feelings). The roles of the teacher and students are defined and it assists you in finding topics, planning, working through projects, and evaluating. There are also concrete examples of projects included in the appendix.
Challenge in Mathematics Classroom: Students' Motivation and Strategies in Project-Based Learning
Meyer, D.K., Turner, C.T., Spencer, C.A. (1997) Challenge in Mathematics Classroom: Students’ Motivation and Strategies in Project-Based Learning. The Elementary School Journal, 97(5), 501-521.
This research article looked at how motivation, volition, and affect played important roles in influencing decision making in challenge math. They found that the potential to challenge oneself can only be realized if teachers can tailor assignments to the individual response patterns that students bring to an activity.
This research article looked at how motivation, volition, and affect played important roles in influencing decision making in challenge math. They found that the potential to challenge oneself can only be realized if teachers can tailor assignments to the individual response patterns that students bring to an activity.
Motivating Project-Based Learning Sustaining the Doing, Supporting the Learning
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A. (1991) Motivating Project-Based Learning Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3-4), 369-398.
This article examines why project-based learning has the ability to help people learn. It looks at what motivates students, project design, and difficulties students and teachers may encounter when implementing project-based learning.
This article examines why project-based learning has the ability to help people learn. It looks at what motivates students, project design, and difficulties students and teachers may encounter when implementing project-based learning.