ABSTRACT
The Education Arcade (2009). The Education Arcade white paper on the
using technology of today, in the classroom today: the instructional power of digital games, social networking, and simulations and how teachers can leverage them [White paper]. Retrieved from edu.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Klopfer, Osterweil, Groff, and Haas point out the effectiveness and usefulness of using digital games, social networking, and simultations in the classroom. The findings of the white paper discuss how different games, simulations, and social networking build critical skills in this generations' students and a foundation for what they call a new social constructivist pedagogy in the classroom. Through case studies and citing various other reports on gaming and media influence on student learning, the authors at the Education Arcade, a MIT gaming research facility aim to prove the effectiveness of using these technologies in the classroom. They claim that "over 154 million Americans play video games(over half of the population)", therefore signaling a shift in digital culture and a new emerging generation of gaming minds. Teachers need to tap into the fact that students are already entering classrooms wired with the skills that gaming has taught them: problem solving, conflict resoultion, overcoming challenges, competitive play, interactivity, goal setting, and feedback. Through gaming, students are able to be immersed in the context for which educators can then use to manipulate learning outcomes. In the case of a 7th grade teacher, his use of the game "Civilization" was a launching point to teach students in his class about history. With simulations, students are more able to interact in the classroom through real-world role-play. These "real-life" simulations, such as SimCity, offer students a chance to place themselves in a context without having to actually do what is being asked of them in the real world. They can manipulate land-use city planning without actually having to build a city, and yet gain the valuable skills attained at this kind of real-worl problem solving. And, in social networking, the authors conclude that through using sites such as Facebook, MySpace, Ning, and others, students create a student database where they guide and control the interactions between them and carry on conversations outside of the classroom that would otherwise end in the classroom. Through the networking sites, they learn to collaborate and interact with others in a context that makes it safer for some students to express themselves.
Overall, the case studies were interesting and predicatably biased accounts of the positive uses of these technologies in the classroom. The factor I appreciated most was that the authors followed up on the same teachers in the case studies a few years after to discuss how using these technologies has changed and adapted over the years. They also claim that they have no idea what future the students who are using these technologies will enter, however, their point is that we as teachers must learn to keep up with this generation's students and engage them with the technologies that they are using on a day to day basis if we are to keep student motivation high. If we can find value in using the mainstream media to teach important concepts that they need to learn, we can engage them quicker and more effectively in the content.
The specific implications in my own teaching practice came to light when I read the case study about a teacher's use of Ning, a social networking site that limits traffic to teacher monitored invites only. I had already collaborated with a colleague on the idea of using Ning to connect our classrooms. I think that it could be a powerful tool yet the implications of using these medias, while exciting and new, also have to be regarded with a certain critical eye. Computers in the classroom have certainly revolutionized the way teachers teach today, however, misuse or misappropriation of the technology can have negative impacts as well on student learning and engagement. I think that it is important to read these kinds of studies, but also to assess how it's value in my own classroom will affect the ways students learn and engage. The ideas and links to different games and their uses were helpful, and offered insight into how to integrate this technology in the classroom. Especially relevant were quotes from teachers, such as this 7th grade teacher, "games teach students the conceptual knowledge and sets the environment for you to teach what you want."
The notion of a new pedagogy arising out of a constructivist approach, social constructivism, interest me very much with regard to my own teaching practice. I have been thinking repeatedly about the ways in which students are learning today with the rise of so many new technologies entering their frame of mind. I believe collaborative processes are essential for our students to learn how to engage in the real world situations they will be faced with for the rest of their lives. I also believe that real world simulations in situated learning experiences can be beneficial. The idea which struck me the most was the acceptance of "you and the kids become partners in learning." I am both swayed and intimidated by this kind of statement. It seems bold to me to say that we are now allowing students to become partners, equals in the playing field of education because of the facility of technology and digital media arriving in the hands of students who are now in a position of power. What's at stake is that teachers are playing a constant game of catch-up in a world where they no longer have what it takes to stay ahead of a media-raised net-gen kid. If we are to be "partners in learning", this can be empowering for students but perhaps detrimental to society. It means a shift in control and a changing of roles. Perhaps this could mean that kids grow up faster, enter business earlier, skate through college faster, and become overly-productive, and more prone to losing a sense of human quality, emotiveness, and value that once made us who we are. I think there is still more to question as we continue and watch more digital generation kids enter the "real world."
Thursday, October 8, 2009
Wednesday, October 7, 2009
Asking the Experts: Engaging Students in Self-Assessment and Goal Setting Through the Use of Portfolios
Wagner, L. & Lilly, D. H. (1999). Asking the Experts: Engaging Students in Self-Assessment and Goal Setting Through the Use of Portfolios. Assessment for Effective Intervention, 25(1), 31-43. doi:10.1177/073724779902500105
ABSTRACT
Wagner and Lilly discusses the positive attributes toward engaging students through portfolios. The purpose of this article is to propose the use of implementing student portfolios to encourage self-assessment and individualize goal setting. Wagner and Lilly focus on several questions to analyze their topic: How do students view their own competencies and learning process? How can teachers engage students in self-assessment and goal setting? How does involving student in self-assessment and goal setting benefit students? How can teachers provide support and structure to help students self-assess and set goals? Wagner and Lilly offers a process to approach this method in a successful manner. First they discuss the importance of allowing students to become experts in their field. Students will demonstrate their expertise by viewing their own learning, sharing their ideas and demonstrating what they know and what they want to learn. Students will then use artifacts and evidence of reflection to support their point of views. Students analyzing their work will then promote student responsibility of their own learning development. This will allow them to engage themselves in self-assessment and individual goal setting. Goal setting will be accomplished by teacher modeling, parent involvement, and peer feedback.
Wagner and Lilly redefines the use of portfolios as a process of collecting, selecting, reflecting, conferencing, sharing, and projecting goal. This process will allow students to develop a meaningful connection towards their own thought process and recognizing their strengths and weaknesses through their learning. In the end, students will be able to set goals in order to strength their weaknesses. Students will then be motivated to become self-monitors and strategic learners.
This article does not provide data or concrete evidence that displays the success of implementing portfolios in the classroom. However, the authors do provide positive quotes from students from various grades and are able to site several resources to support their findings. I feel that this article is accurate and useful to be implemented in the classroom on a daily basis and be utilized for curriculum development. The authors provide an organized guideline towards applying the use of portfolios in the classroom.
This article allowed me to reevaluate the process I use when my students reflect on their work in my class. I have come to my own conclusion that the reflection method I am currently using does not allow them to develop a deeper understanding of their learning process. I have also started reflecting on how I incorporate Digital Portfolio’s in my classroom. In 7th grade, it is not required for students to display their DP’s during their Presentations of Learning (POL). However, it is recommended for students to update their DP’s throughout the year and showcase the work they have completed in their classes. Last year, my students updated their DP’s one week prior to the last POL of the year. This was not enough time for them to update the work they accomplished that year. I would like to further investigate strategies I can use towards motivating students with their learning development through self-assessment. “Self-assessment that reveals such insights and that leads to goal setting is more likely to occur with a teacher who is sensitive to the needs of the students, who actually teachers students how to engage in the process, and who provides time and structure to support the process” (Wagner & Lilly, 1999).
Tuesday, October 6, 2009
A Fresh Look At Brain-Based Education
User’s Abstract:
Jenson, Eric P.. "A Fresh Look at Brain-Based Education." (2008). 6 Oct. 2009.
Eric Jenson, a doctoral student in the field of media psychology and a leader in the field of brain-based education, writes about the need to continue the research and extend the understanding of the interdisciplinary nature of the brain and education. Jenson cites many sources to consolidate his findings that there are several powerful connections that educators can make when looking at brain research.
“Schools present countless opportunities to affect students' brains. Such issues as stress, exercise, nutrition, and social conditions are all relevant, brain-based issues that affect cognition, attention, classroom discipline, attendance, and memory. Our new understanding is that every school day changes the student's brain in some way. Once we make those connections, we can make choices in how we prioritize policies and strategies.” Jenson (2008)
He concludes that while there are still those who criticize the role of brain research in education, brain-based education is here to stay.
Jenson is very clear that brain-based education is only one aspect of education, and that it should not be looked at as a solution to all of the problems in education. However, he does argue that the brain is involved in everything we do at school, and to ignore that would be irresponsible. In his list of connections of real world brain research to educational practices, he makes a convincing argument that the brain should not be overlooked when making decisions about curriculum, teaching strategies, and even in the classroom environment.
I have read several articles by Eric Jenson, and have long been a firm believer that research in the function of the brain can and will have an important impact on the way we teach and the way that students learn. I am definitely interested in reading more about the research that has been done so far, and the implications on teaching and learning that have already been published. I am quick to connect these ideas to the training I have had through Quantum Learning, and the many brain-based activities that they promote for optimal student learning. It serves as a reminder to me to go back to some of the books I have on my shelf and reconnect with some of the research there.
Jenson, Eric P.. "A Fresh Look at Brain-Based Education." (2008). 6 Oct. 2009
Eric Jenson, a doctoral student in the field of media psychology and a leader in the field of brain-based education, writes about the need to continue the research and extend the understanding of the interdisciplinary nature of the brain and education. Jenson cites many sources to consolidate his findings that there are several powerful connections that educators can make when looking at brain research.
“Schools present countless opportunities to affect students' brains. Such issues as stress, exercise, nutrition, and social conditions are all relevant, brain-based issues that affect cognition, attention, classroom discipline, attendance, and memory. Our new understanding is that every school day changes the student's brain in some way. Once we make those connections, we can make choices in how we prioritize policies and strategies.” Jenson (2008)
He concludes that while there are still those who criticize the role of brain research in education, brain-based education is here to stay.
Jenson is very clear that brain-based education is only one aspect of education, and that it should not be looked at as a solution to all of the problems in education. However, he does argue that the brain is involved in everything we do at school, and to ignore that would be irresponsible. In his list of connections of real world brain research to educational practices, he makes a convincing argument that the brain should not be overlooked when making decisions about curriculum, teaching strategies, and even in the classroom environment.
I have read several articles by Eric Jenson, and have long been a firm believer that research in the function of the brain can and will have an important impact on the way we teach and the way that students learn. I am definitely interested in reading more about the research that has been done so far, and the implications on teaching and learning that have already been published. I am quick to connect these ideas to the training I have had through Quantum Learning, and the many brain-based activities that they promote for optimal student learning. It serves as a reminder to me to go back to some of the books I have on my shelf and reconnect with some of the research there.
Teaching High Ability Learners in an Authentic Middle School
Tomlinson, C.A., & George P.S. (2004). Teaching high ability learners in an authentic middle school. Middle School Journal, 7-11.
Tomlinson and George seek to share combined beliefs about issues that both drive and challenge middle level educations with particular emphasis on differentiation and accommodating gifted learners in the regular classroom. Although the article seems to be more of a “statement of beliefs” than a research article, Tomlinson and George refer to their methodology of as research gathered from career-long data collecting and practice. The authors conclude the following:
-Equity and excellence ought to govern educational decisions
-Schools must work to develop educational environments that affirm and extend the possibilities of students
-Schools must focus on providing all students with curriculum and instruction that reflect their best understanding of quality
-Schools must support each student in developing his or her capacity as fully as possible.
While this article is not totally related to action research and findings, Tomlinson and George rest on their professional expertise and reputation when writing this statement. There is no specific references to any schools that have been involved in case studies and while the research was completed over “career-long practice”, it gives little credibility to the authors. Had I not recognized the authors and known that both are well known in differentiation circles, this article would be of little use.
As I think about my own classroom and differentiation, I believe I am working towards what Tomlinson and George have concluded to be “best practice in an authentic middle school”. I feel slightly disappointed by the generalities this article makes about the goals of middle schools and the assumed knowledge of differentiation, however I feel that I should have known it would lack specifics due to the large topic as stated in the title of the article. In the future, I will explore the topic of differentiation with more specific questions and ideas to prevent another “statement of belief” article. I still have wonderings about successful differentiated classrooms; how exactly do they operate? How do parents feel about heterogeneous groupings? How is differentiation managed with 180 + students?
Tomlinson and George seek to share combined beliefs about issues that both drive and challenge middle level educations with particular emphasis on differentiation and accommodating gifted learners in the regular classroom. Although the article seems to be more of a “statement of beliefs” than a research article, Tomlinson and George refer to their methodology of as research gathered from career-long data collecting and practice. The authors conclude the following:
-Equity and excellence ought to govern educational decisions
-Schools must work to develop educational environments that affirm and extend the possibilities of students
-Schools must focus on providing all students with curriculum and instruction that reflect their best understanding of quality
-Schools must support each student in developing his or her capacity as fully as possible.
While this article is not totally related to action research and findings, Tomlinson and George rest on their professional expertise and reputation when writing this statement. There is no specific references to any schools that have been involved in case studies and while the research was completed over “career-long practice”, it gives little credibility to the authors. Had I not recognized the authors and known that both are well known in differentiation circles, this article would be of little use.
As I think about my own classroom and differentiation, I believe I am working towards what Tomlinson and George have concluded to be “best practice in an authentic middle school”. I feel slightly disappointed by the generalities this article makes about the goals of middle schools and the assumed knowledge of differentiation, however I feel that I should have known it would lack specifics due to the large topic as stated in the title of the article. In the future, I will explore the topic of differentiation with more specific questions and ideas to prevent another “statement of belief” article. I still have wonderings about successful differentiated classrooms; how exactly do they operate? How do parents feel about heterogeneous groupings? How is differentiation managed with 180 + students?
What do they Really Want? Student Voices and Motivation Research
Abstract
The purpose behind wanting to read the research study “What do they really want? Student voices and Motivation Research” by Daniels and Arapostathis was to see what students had to say regarding their own participation, or lack of, and try to find ways I could incorporate student voices into my class curriculum. Since the beginning of my career as an educator, I have always worked with a population that was labeled a “struggling learner” but from what I read I would redefine some of those students as reluctant rather that struggling based on the definition given in the research.
The researchers define the term reluctant learner as a “student who possesses the ability, but chooses not to participate in school learning experiences.” (Daniels, 2005) The data for this research was collected from students who attend a small alternative high school. The criteria used to determine which students were considered possible participants was a low GPA combined with a proficient state tests scores in English Language Arts and mathematics. These 9th to 12th Hispanic grade boys from low socioeconomic background did not reflect the demographics of the community but were an overrepresentation of young Hispanic males. From the pool of 116, only 9 students even qualified through the criteria set. From those 9, only 4 were randomly chosen to participate.
The researcher used a “grounded theory” approach to begin the collection of their data. The used a combination of student interview and researchers observations to base finding on. When interviewing, researchers presented each question in the same order each time. Follow up interviews were not collected from the students. Observation data was based on 10-20 hours of observing students behaviors. Both were conducted during school hours in the school environment. All of the data presented reflects each students own “voice” to maintain authenticity.
The findings presented were based directly on the information provided by the students in the study and supported by previous research studies. One of the most interesting finding was that the students did not refer to nor did they blame their social environment for their educational disengagement. Rather, they put the responsibility onto the classroom teacher stating that they were responsible for creating a classroom environment that would engage students. Another interesting finding was that students were more willing to perform a task when they are both interested in it and see the value within it for themselves. External factors such as fear of failure, low grades or detention did not impact their decision making process. It was the intrinsic worth and high interest level combined that motivated them to engage. A final finding was that the students felt teachers could change student levels of engagement if they did find ways to connect to student interest levels.
The conclusions resulted in the researchers finding that students felt a need and a want to have a voice in their learning and this will lead to improved engagement, which will then lead to student achievement. Intrinsic motivators are more valuable to students than those external rewards or punishments set by teachers and schools.
I found the student opinions interesting to read. Over the years I have struggled to identify with, and connect to and understand this particular group of students. I question the ability to generalize these students’ statements to all reluctant learners because the participant pool was too specific and narrow. I would like to read other research similar to this conducted with a variety of different ethnic, racial and socioeconomic student groups in order to compare the student responses. Reading this article as had me more focused on how I can generate feedback from my own students and incorporate those findings directly into the curriculum.
The researchers define the term reluctant learner as a “student who possesses the ability, but chooses not to participate in school learning experiences.” (Daniels, 2005) The data for this research was collected from students who attend a small alternative high school. The criteria used to determine which students were considered possible participants was a low GPA combined with a proficient state tests scores in English Language Arts and mathematics. These 9th to 12th Hispanic grade boys from low socioeconomic background did not reflect the demographics of the community but were an overrepresentation of young Hispanic males. From the pool of 116, only 9 students even qualified through the criteria set. From those 9, only 4 were randomly chosen to participate.
The researcher used a “grounded theory” approach to begin the collection of their data. The used a combination of student interview and researchers observations to base finding on. When interviewing, researchers presented each question in the same order each time. Follow up interviews were not collected from the students. Observation data was based on 10-20 hours of observing students behaviors. Both were conducted during school hours in the school environment. All of the data presented reflects each students own “voice” to maintain authenticity.
The findings presented were based directly on the information provided by the students in the study and supported by previous research studies. One of the most interesting finding was that the students did not refer to nor did they blame their social environment for their educational disengagement. Rather, they put the responsibility onto the classroom teacher stating that they were responsible for creating a classroom environment that would engage students. Another interesting finding was that students were more willing to perform a task when they are both interested in it and see the value within it for themselves. External factors such as fear of failure, low grades or detention did not impact their decision making process. It was the intrinsic worth and high interest level combined that motivated them to engage. A final finding was that the students felt teachers could change student levels of engagement if they did find ways to connect to student interest levels.
The conclusions resulted in the researchers finding that students felt a need and a want to have a voice in their learning and this will lead to improved engagement, which will then lead to student achievement. Intrinsic motivators are more valuable to students than those external rewards or punishments set by teachers and schools.
I found the student opinions interesting to read. Over the years I have struggled to identify with, and connect to and understand this particular group of students. I question the ability to generalize these students’ statements to all reluctant learners because the participant pool was too specific and narrow. I would like to read other research similar to this conducted with a variety of different ethnic, racial and socioeconomic student groups in order to compare the student responses. Reading this article as had me more focused on how I can generate feedback from my own students and incorporate those findings directly into the curriculum.
Monday, October 5, 2009
Creative Alternatives for Service Learning: A Project- Based Approach
Turner, Roselyn M.; Grizzafii, Karen. (2003) Creative Alternatives for Service Learning: A Project- Based Approach. Paper presented at the Annual Meeting of the Campus Compact National Center for Community Colleges (12th, Scottsdale, AZ, May 21-23, 2003).
The article seeks to explore how service learning has developed into the active civic engagement we oftentimes find today. The consummate goal of such learning is to create learners that demonstrate fluency in writing, speaking, listening processes, and public speaking. Turner and Grizzaffi also believe increased motivation on the part of both teachers and students to be a by- product of service learning. Students and Teachers see fist hand the affect they can have on their communities.
Turner and Grizzafi use two distinct methods in deriving their conclusions. First, they define Service Learning as an "education common-" a pedagogical meeting place whose origins and principals are shared by a wide range of American and cultural communities." (Kielsmeier, 2000, pg.262). This nebulous, generalized definition serves as a precursor for the scattered methods to come. The first method uses key icons to promulgate their emphasis on service learning. They quote Martin Luther King Jr., John F. Kennedy and George Bush as all being advocates of service learning. The authors then utilize the method of observation. They note the effect service learning has on students' communication skills. Students after serving the community are said to improve in writing, speaking, listening processes, and public speaking. The participant demographics and sampling size are both left out of this study. The participants of the study are most likely "students" who took part in some kind of service learning.
The intended audience of the authors are teachers looking to conduct service learning projects of their own. The article uses persuasive elements to obtain this goal. Pulling on influential heads of state and Bloom's taxonomy for learning, Turner and Grizaffi make you wonder why you have never considered such wide scale service learning yourself. However, these over generalizations and emotional pleas at the same time paradoxically inhibit you from taking that first step forward. The benefit of service learning projects are "vast and significant," and "many educators and government leaders" believe it should be a "required component in the educational career of all students," yet not one of these students or leaders are included in the appendix. This kind of over generalization begs the question,
Who in the hell actually participated in this study?"
The conclusions are both rushed and poorly researched. The authors cite the benefits of service learning to be:
a. Increased fluency in communication
b. Improvement in "Math course concepts"
c. A greater ability to Problem Solve
d. Improvements in "self- concept" and "self- esteem"
The article seems all too emotional and all too un- substantiated. What is even more disappointing is the fact that at one point they actually did conduct a study. However, even when I traced that study (through the website provided) back to its origins, I found more generalizations and cliches.
Hopefully through my discourse you got a sense of my fascination with service learning. Overall I was disappointed with this article. I was hoping the article would allude more to the methodology and enactment of service learning projects; instead, it overstated the theory behind such projects. Here are my questions: What service learning projects could I take part in that teach students civic responsibility while also emphasizing civics education? What is the procedure/ timetable for completing a service learning project? What are some good community contacts/ resources? How is service learning different than community service?
The article seeks to explore how service learning has developed into the active civic engagement we oftentimes find today. The consummate goal of such learning is to create learners that demonstrate fluency in writing, speaking, listening processes, and public speaking. Turner and Grizzaffi also believe increased motivation on the part of both teachers and students to be a by- product of service learning. Students and Teachers see fist hand the affect they can have on their communities.
Turner and Grizzafi use two distinct methods in deriving their conclusions. First, they define Service Learning as an "education common-" a pedagogical meeting place whose origins and principals are shared by a wide range of American and cultural communities." (Kielsmeier, 2000, pg.262). This nebulous, generalized definition serves as a precursor for the scattered methods to come. The first method uses key icons to promulgate their emphasis on service learning. They quote Martin Luther King Jr., John F. Kennedy and George Bush as all being advocates of service learning. The authors then utilize the method of observation. They note the effect service learning has on students' communication skills. Students after serving the community are said to improve in writing, speaking, listening processes, and public speaking. The participant demographics and sampling size are both left out of this study. The participants of the study are most likely "students" who took part in some kind of service learning.
The intended audience of the authors are teachers looking to conduct service learning projects of their own. The article uses persuasive elements to obtain this goal. Pulling on influential heads of state and Bloom's taxonomy for learning, Turner and Grizaffi make you wonder why you have never considered such wide scale service learning yourself. However, these over generalizations and emotional pleas at the same time paradoxically inhibit you from taking that first step forward. The benefit of service learning projects are "vast and significant," and "many educators and government leaders" believe it should be a "required component in the educational career of all students," yet not one of these students or leaders are included in the appendix. This kind of over generalization begs the question,
Who in the hell actually participated in this study?"
The conclusions are both rushed and poorly researched. The authors cite the benefits of service learning to be:
a. Increased fluency in communication
b. Improvement in "Math course concepts"
c. A greater ability to Problem Solve
d. Improvements in "self- concept" and "self- esteem"
The article seems all too emotional and all too un- substantiated. What is even more disappointing is the fact that at one point they actually did conduct a study. However, even when I traced that study (through the website provided) back to its origins, I found more generalizations and cliches.
Hopefully through my discourse you got a sense of my fascination with service learning. Overall I was disappointed with this article. I was hoping the article would allude more to the methodology and enactment of service learning projects; instead, it overstated the theory behind such projects. Here are my questions: What service learning projects could I take part in that teach students civic responsibility while also emphasizing civics education? What is the procedure/ timetable for completing a service learning project? What are some good community contacts/ resources? How is service learning different than community service?
Implementing Reader's Theatere as an Approach to Classroom Fluency Instruction
Young, C. & Rasinski, T. (2009) Implementing Readers Theatre as an Approach to Classroom Fluency Instruction. The Reading Teacher 63(1), 4-13. doi:10.1598/RT.63.1.1
Rasinski states that reading fluency has once again become a goal in elementary reading curriculums. He defines fluency as the ability to read words in a text with accuracy, automaticity, and prosody. This means readers are accurate with reading words, automatic in recognizing and correctly pronouncing words, and use appropriate expression and phrasing. Rasinski (2009) states that fluent oral reading should simply sound like natural speech.
Based on current research, Rasinski identifies three methods that promote fluency in reading. They are: modeling fluent reading, assisted reading, and repeated readings. He states that research has demonstrated that assisted reading and repeated readings lead to improvements in fluency on the texts read by students that also generalizes to new texts (NICHD, 2000, Rasinski & Hoffman, 2003).
In this classroom action research study, Chase Young, a second grade teacher, looked at the overall effects of Reader’s Theatre in improving reading fluency. He hoped that by including Reader’s Theatre as a part of his balanced literacy program, an increase in fluency would occur.
First, participants were described. He had 29 second graders, including 8 girls and 21 boys. Nine ELL students were identified, and he gave a general idea about the reading levels of the students in his class at the beginning of the year (early K to mid 3rd grade). To document the fluency levels he employed two different assessments, the Developmental Reading Assessment (DRA) and the Texas Primary Reading Inventory (TPRI) at the beginning and towards the end of the school year.
Reader’s Theatre occurred daily in his classroom as a part of his balanced literacy program, since assisted and repeated readings are two ways to increase fluency. Young went on to describe his daily and weekly integration of Reader’s Theatre. Time ranged from five minutes to 25 minutes each day. Following the daily mini-lesson and independent reading, students engaged in workstations, and some directly related to Reader’s Theatre. The workstations he used were: Directed Reading – Thinking Activity, Creature Feature, Mental Images, Word Study, Synthesis, Reader’s Theatre, Poetry, Creative Response, Connections, and Social Studies. Each Friday, students performed their Reader’s Theatre to the class.
Based on his results, Young saw a remarkable progress by the students. A graph was included to show the scores in word recognition, automaticity (fluency), prosody, and DRA level from the beginning to the end of the year. Although he was primarily looking at increasing fluency, he saw gains in all areas, with significant gains (based on previous years students) both in automaticity and DRA levels.
I believe that Young’s method, research, and conclusion were truly authentic. He gave specific examples of how he used it in his classroom each day. Sites for scripts were also included. His data analysis could have been stronger by comparing the gains by gender, ELL status, or individual levels. How much was gained by the high readers vs. the low readers? Were there any other factors that might have influenced the gains?
Including Reader’s Theatre in the classroom is a great way to increase fluency. This seems like a reasonable way to help the students become motivated fluent readers.
This article grabbed me from the start. Reader’s Theatre doesn’t require costumes, sets, or props. What could be easier to integrate into a balanced literacy program? I have always looked at theatre in the classroom as a lot of work, making masks, costumes, and sets. After reading this article, and seeing the results, I believe I can incorporate it into my classroom seamlessly. The students love to perform, and besides increasing fluency, it also improves oral speaking and self-confidence.
Developing fluent readers and writers is very important to me as an educator. I work hard to find ways to motivate and encourage reading. Reader’s Theatre is a great way to do this and I hope to incorporate it into my classroom soon.
Rasinski states that reading fluency has once again become a goal in elementary reading curriculums. He defines fluency as the ability to read words in a text with accuracy, automaticity, and prosody. This means readers are accurate with reading words, automatic in recognizing and correctly pronouncing words, and use appropriate expression and phrasing. Rasinski (2009) states that fluent oral reading should simply sound like natural speech.
Based on current research, Rasinski identifies three methods that promote fluency in reading. They are: modeling fluent reading, assisted reading, and repeated readings. He states that research has demonstrated that assisted reading and repeated readings lead to improvements in fluency on the texts read by students that also generalizes to new texts (NICHD, 2000, Rasinski & Hoffman, 2003).
In this classroom action research study, Chase Young, a second grade teacher, looked at the overall effects of Reader’s Theatre in improving reading fluency. He hoped that by including Reader’s Theatre as a part of his balanced literacy program, an increase in fluency would occur.
First, participants were described. He had 29 second graders, including 8 girls and 21 boys. Nine ELL students were identified, and he gave a general idea about the reading levels of the students in his class at the beginning of the year (early K to mid 3rd grade). To document the fluency levels he employed two different assessments, the Developmental Reading Assessment (DRA) and the Texas Primary Reading Inventory (TPRI) at the beginning and towards the end of the school year.
Reader’s Theatre occurred daily in his classroom as a part of his balanced literacy program, since assisted and repeated readings are two ways to increase fluency. Young went on to describe his daily and weekly integration of Reader’s Theatre. Time ranged from five minutes to 25 minutes each day. Following the daily mini-lesson and independent reading, students engaged in workstations, and some directly related to Reader’s Theatre. The workstations he used were: Directed Reading – Thinking Activity, Creature Feature, Mental Images, Word Study, Synthesis, Reader’s Theatre, Poetry, Creative Response, Connections, and Social Studies. Each Friday, students performed their Reader’s Theatre to the class.
Based on his results, Young saw a remarkable progress by the students. A graph was included to show the scores in word recognition, automaticity (fluency), prosody, and DRA level from the beginning to the end of the year. Although he was primarily looking at increasing fluency, he saw gains in all areas, with significant gains (based on previous years students) both in automaticity and DRA levels.
I believe that Young’s method, research, and conclusion were truly authentic. He gave specific examples of how he used it in his classroom each day. Sites for scripts were also included. His data analysis could have been stronger by comparing the gains by gender, ELL status, or individual levels. How much was gained by the high readers vs. the low readers? Were there any other factors that might have influenced the gains?
Including Reader’s Theatre in the classroom is a great way to increase fluency. This seems like a reasonable way to help the students become motivated fluent readers.
This article grabbed me from the start. Reader’s Theatre doesn’t require costumes, sets, or props. What could be easier to integrate into a balanced literacy program? I have always looked at theatre in the classroom as a lot of work, making masks, costumes, and sets. After reading this article, and seeing the results, I believe I can incorporate it into my classroom seamlessly. The students love to perform, and besides increasing fluency, it also improves oral speaking and self-confidence.
Developing fluent readers and writers is very important to me as an educator. I work hard to find ways to motivate and encourage reading. Reader’s Theatre is a great way to do this and I hope to incorporate it into my classroom soon.
Teaching Disciplinary Literacy to Adolescents: Rethinking Content-area Literacy
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78 (1), 40-59.
Summary:
The authors present data collected during the first two years of a study on disciplinary literacy. In year one, the authors worked with specialists in math, chemistry, and history to identify the content-specific reading skills that would better enable students to succeed in these subject areas. In year two, they investigated strategies that would help students learn these skills. For each of the three disciplines, the researchers created teams of two "disciplinary experts" (university professors who were researchers in their discipline), two teacher educators who prepared teachers to teach that discipline in high school, two high school teachers who taught disciplinary content to students, and two literacy experts. Each team's members read various documents for the purpose of learning how they approached reading and what they saw as the challenges to students. The researchers also taped and transcribed the disciplinary experts as they read and thought aloud about their own reading process. In year two, each team proposed strategies that they thought could help students learn from their texts. The authors found that each of the disciplinary experts emphasized a different array of reading processes, which suggests that literacy at these levels is highly specialized.
Evaluation:
The methods used by the researchers do match the question. Since the authors wanted to identify specific reading strategies useful to different disciplines, it made sense to ask content experts to read specific texts in these subject areas and reflect on their reading process. It might have been helpful, though, if the authors had interviewed a larger number of content experts. Also, it might have been helpful to study high school students as they read content-specific texts and monitor the challenges they faced in comprehending the texts. Instead, this article focuses primarily on insight gleaned from disciplinary experts. This article would be useful to math, chemistry, and history teachers because it offers specific details about the reading demands of each field. Historically, instructional efforts in literacy have focused on highly generalizable skills, such as decoding, fluency, and basic comprehension strategies that can be applied to most texts across the content areas. However, this research study suggests that as students advance through the grades, reading instruction should become increasingly disciplinary, focusing on the kinds of texts and interpretive strategies that are needed in each specific subject.
Reflection:
This article inspires me to focus more closely on the types of texts students are required to read in the different content areas and how teachers scaffold these discipline-specific strategies. I am interested, broadly, in how literacy skills are addressed in project-based learning. This article expands my notion of literacy and makes me more attuned to the different demands placed on students by different genres of texts.
Summary:
The authors present data collected during the first two years of a study on disciplinary literacy. In year one, the authors worked with specialists in math, chemistry, and history to identify the content-specific reading skills that would better enable students to succeed in these subject areas. In year two, they investigated strategies that would help students learn these skills. For each of the three disciplines, the researchers created teams of two "disciplinary experts" (university professors who were researchers in their discipline), two teacher educators who prepared teachers to teach that discipline in high school, two high school teachers who taught disciplinary content to students, and two literacy experts. Each team's members read various documents for the purpose of learning how they approached reading and what they saw as the challenges to students. The researchers also taped and transcribed the disciplinary experts as they read and thought aloud about their own reading process. In year two, each team proposed strategies that they thought could help students learn from their texts. The authors found that each of the disciplinary experts emphasized a different array of reading processes, which suggests that literacy at these levels is highly specialized.
Evaluation:
The methods used by the researchers do match the question. Since the authors wanted to identify specific reading strategies useful to different disciplines, it made sense to ask content experts to read specific texts in these subject areas and reflect on their reading process. It might have been helpful, though, if the authors had interviewed a larger number of content experts. Also, it might have been helpful to study high school students as they read content-specific texts and monitor the challenges they faced in comprehending the texts. Instead, this article focuses primarily on insight gleaned from disciplinary experts. This article would be useful to math, chemistry, and history teachers because it offers specific details about the reading demands of each field. Historically, instructional efforts in literacy have focused on highly generalizable skills, such as decoding, fluency, and basic comprehension strategies that can be applied to most texts across the content areas. However, this research study suggests that as students advance through the grades, reading instruction should become increasingly disciplinary, focusing on the kinds of texts and interpretive strategies that are needed in each specific subject.
Reflection:
This article inspires me to focus more closely on the types of texts students are required to read in the different content areas and how teachers scaffold these discipline-specific strategies. I am interested, broadly, in how literacy skills are addressed in project-based learning. This article expands my notion of literacy and makes me more attuned to the different demands placed on students by different genres of texts.
What is the Impact on Participating Students of Real-time Video Monitoring of their Consultation Skills?
Dent, John and Paul Preece (2002). What is the Impact on Participating Students of Real-time Video Monitoring of their Consultation Skills? British Journal of Educational Technology, vol 33, no 3, 349-351.
This article conducted a study to see if seeing oneself and others on video helps junior medical students assess their clinical effectiveness. Though the study is a great idea, the findings are questionable due to validity of the study. To begin with, the sample selected where not current junior medical students. All we know is that they are “postgraduate healthcare workers studying for a master's degree in medical education” without a focus in dentistry. (Dent 349) Thus, this study which is done to determine effectiveness of video monitoring of junior medical students is not done on junior medical students. Also, there were only eleven subjects which I feel is hardly a representative number. Next, the field chosen for this exercise is dentistry. All we know is that none of the subjects have a mastery in dentistry. We do not know if they have been exposed to dentistry before or how else they were chosen.
In this study, the subjects took the history of a simulated patient for five minutes. While they did this, their co-subjects filled out a checklist on his or her performance. We do not know what the checklist is, only that it is based on the SEGUE questionnaire. Then when discussing the results no solid numbers or percentages are given, just vague wording such as majority. Overall, the subjects said they felt the video critiquing was very beneficial to their learning. Although, the quotes from the subjects about the experience are included but with no real substance. In short, I feel the results for this trial are ambiguous and invalid because of the study group.
I chose this article to assess what others have found about peer critique based on videos. Though I would not recommend this article to others, it did make me start thinking about how to use technology for critique. Currently, I am planning on doing an action research question based on peer critique. I am at a school that uses technology and wanted to explore ways of peer critique using technology. After reading this article, I think I might try videoing my students during their presentations to review with them what they did well and what they can improve. Also, I might show videos to the class of past presentations so they can come up with their own checklist on what makes a presentation beautiful.
Sunday, October 4, 2009
The Global Achievement Gap - a "User's" abstract
Wagner, T. (2008). The global achievement gap. New York: Basic Books.
I read the introduction and first chapter of Tony Wagner’s The Global Achievement Gap. Throughout the preface and introduction, Wagner argues that schools have remained stagnant for the last fifty years and are not changing at the pace that the business community and the world around them have changed. The result is students who are not prepared with the skills needed to compete in the twenty-first century global workplace. Wagner contends that even our nations top ranked schools are obsolete. (Top ranked by test scores.) The emphasis on standardized tests has to some degree created a state of affairs in schools where many educators teach to the test. According to Wagner and many business leaders, standardized tests, for the most part, do not test the skills we need to develop in our youth.
Wagner, a former high school humanities teacher, principal, businessman, Co-director of the Change Leadership Group at the Harvard Graduate School of Education and senior consultant to the Bill & Melinda Gates Foundation, has been studying school improvement for the last twenty years. He spends time in classrooms across the United States and in other countries on a monthly basis. The strength of his research comes not only from his history with and passion for education, but in the relationship he has forged with the business community in examining the skills our students need in order to compete in our fast changing world.
In the first chapter of The Global Achievement Gap, “The New World of Work and the Seven Survival Skills” Wagner describes the seven survival skills exiting high school students need in the global marketplace. Through interviews with CEO’s spanning a diversity of careers, Wagner documents the skills top companies are looking for in employees. Wagner compiles these conversations and anecdotes he has had with business leaders to build on each other and reveal a common theme. What the world needs now are people who:
1. are critical thinkers and problem solvers
2. collaborate across networks and lead by influence
3. are agile and adaptable
4. demonstrate initiative and entrepreneurialism
5. communicate effectively orally and in writing
6. access and analyze information
7. show curiosity and imagination
I found Tony Wagner’s description of the current state of affairs in education thought-provoking. Is it accurate? Considering his background, I believe that his description and his recommendations regarding the “survival skills” our school children need to develop, ring true. As an institution, education has changed little in the last fifty years. Our world has changed, yet education has not adapted to or prepared for change. The implications of Wagner’s research call for a complete re-thinking of how we teach. While I believe that individual teachers can make great strides in incorporating the seven survival skills in their curriculum, reform needs to happen on a larger scale than individual classrooms.
What I read in The Global Achievement Gap made me think about the kinds of instruction I give, the strategies I incorporate and what I am asking students to do. Am I providing enough opportunities for my students to think critically and problem solve? Do I provide to many scaffolds for this? How can I teach students to be flexible? What kinds of learning situations can I provide that will help my help my students understand the importance of flexibility? How can I inspire my students to take initiative, show curiosity and imagination? How can the writing assignments I give take on a more “real world” status? I am looking forward to reading the remainder of Wagner’s book. My principal is hosting a book club for this title. I can’t wait to have a dialogue with other colleagues at my school. I wonder how they will respond to the book and how reading and discussing it will affect our school.
I read the introduction and first chapter of Tony Wagner’s The Global Achievement Gap. Throughout the preface and introduction, Wagner argues that schools have remained stagnant for the last fifty years and are not changing at the pace that the business community and the world around them have changed. The result is students who are not prepared with the skills needed to compete in the twenty-first century global workplace. Wagner contends that even our nations top ranked schools are obsolete. (Top ranked by test scores.) The emphasis on standardized tests has to some degree created a state of affairs in schools where many educators teach to the test. According to Wagner and many business leaders, standardized tests, for the most part, do not test the skills we need to develop in our youth.
Wagner, a former high school humanities teacher, principal, businessman, Co-director of the Change Leadership Group at the Harvard Graduate School of Education and senior consultant to the Bill & Melinda Gates Foundation, has been studying school improvement for the last twenty years. He spends time in classrooms across the United States and in other countries on a monthly basis. The strength of his research comes not only from his history with and passion for education, but in the relationship he has forged with the business community in examining the skills our students need in order to compete in our fast changing world.
In the first chapter of The Global Achievement Gap, “The New World of Work and the Seven Survival Skills” Wagner describes the seven survival skills exiting high school students need in the global marketplace. Through interviews with CEO’s spanning a diversity of careers, Wagner documents the skills top companies are looking for in employees. Wagner compiles these conversations and anecdotes he has had with business leaders to build on each other and reveal a common theme. What the world needs now are people who:
1. are critical thinkers and problem solvers
2. collaborate across networks and lead by influence
3. are agile and adaptable
4. demonstrate initiative and entrepreneurialism
5. communicate effectively orally and in writing
6. access and analyze information
7. show curiosity and imagination
I found Tony Wagner’s description of the current state of affairs in education thought-provoking. Is it accurate? Considering his background, I believe that his description and his recommendations regarding the “survival skills” our school children need to develop, ring true. As an institution, education has changed little in the last fifty years. Our world has changed, yet education has not adapted to or prepared for change. The implications of Wagner’s research call for a complete re-thinking of how we teach. While I believe that individual teachers can make great strides in incorporating the seven survival skills in their curriculum, reform needs to happen on a larger scale than individual classrooms.
What I read in The Global Achievement Gap made me think about the kinds of instruction I give, the strategies I incorporate and what I am asking students to do. Am I providing enough opportunities for my students to think critically and problem solve? Do I provide to many scaffolds for this? How can I teach students to be flexible? What kinds of learning situations can I provide that will help my help my students understand the importance of flexibility? How can I inspire my students to take initiative, show curiosity and imagination? How can the writing assignments I give take on a more “real world” status? I am looking forward to reading the remainder of Wagner’s book. My principal is hosting a book club for this title. I can’t wait to have a dialogue with other colleagues at my school. I wonder how they will respond to the book and how reading and discussing it will affect our school.