1. At home, there are many stories that are being told. Also, vernacular language is used mostly.
2. Leona talks in stanzas. Her stanzas are full of complex repetition and parallelism. She uses "an" to start many of her sentences and also cuts the "g" out of "baking". When telling a story, her main goal isn't to cut straight to the point. The author of this book seems to think that there is meaning behind the way she tells the story. He says she is speaking in almost a poem. When reading Leona's story, all I hear is a little girl who can't get everything she wants to say condensed down to one paragraph.
3. This story would not be accepted in schools because it is too "poetic", as the author puts it. The teachers would rather here a "blow-by-blow" story which means step-by-step or event-by-event. Other students would not understand that she was speaking poetically and the teachers do not want children thinking that is how standard English is suppose to sound.
4. In the report by Snow et al, there is no difference between whites and blacks in their skills of reading and Americans seem to be doing very well in reading. Americans are even doing better in reading than in math or science. In the recommendation by Snow et al, students who live in areas of high poverty are falling further behind.
5. It is not only early skill training that makes or breaks good readers. It is a variety of other factors. Students need to feel a sense of belonging and are a valued part of the social group within where their learning takes place. This boosts their confidence and will help them branch out on their learning.
6. School language may be to complex and technical for the students. The "ways with words" in school may be uninteresting to them.
Tuesday, October 23, 2012
Sunday, October 14, 2012
Journal Entry #8
1. This book is written for those who feared reading and language arts. The thought of academic language made them queasy. The main problem is that those "big" words intimidated most people and made them frustrated by reading.
2. The "ways with words" the author is talking about is the new way of learning words we use today.
3. The author states that “The core argument of this book will be that people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling.” This means that people will learn new words if they find it interesting. I see it as like reading a book. I can only read books if I find them interesting and I'm sure a lot of other people are the same way. If the person finds what they are learning interesting to them, then they are more likely to hold onto the knowledge.
4. As a server, we have a different "ways with words". We don't necessarily use diner lingo but we do use "86" which means that we are out of something. And we tell other servers "you're up" which means you have food ready to be run and "you're down" which means that you have a table sat. I did not know many of these terms until I started as a server.
5. The author states that people learn "ways with words" best when they can tie the new words with experiences they've had that can stimulate their memory.
6. For people to be successful in the 21st century, they must be able to transform themselves to satisfy this ever changing society.
7. I am in the in between on this question. I do wish that I understood textbook language and could talk that way. I think it would have helped me out with school. When I read a textbook, I feel insufficient. I do not understand a single thing I read once I am done with a textbook. However, I know that many people feel this way and that we do not talk in that sense. I guess I feel that learning academic language is not sufficient to be successful in the modern world. We do not communicate in textbook language so if we cannot learn it we are not doomed.
8. I really enjoyed the beginning of the book. It really caught my attention. I feel as if I can relate to this book because I am one of those who sometimes feel as though I am in that black hole. The bulleted points helped me read the points the author wanted to get across. I'm looking forward to reading more of this book.
2. The "ways with words" the author is talking about is the new way of learning words we use today.
3. The author states that “The core argument of this book will be that people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling.” This means that people will learn new words if they find it interesting. I see it as like reading a book. I can only read books if I find them interesting and I'm sure a lot of other people are the same way. If the person finds what they are learning interesting to them, then they are more likely to hold onto the knowledge.
4. As a server, we have a different "ways with words". We don't necessarily use diner lingo but we do use "86" which means that we are out of something. And we tell other servers "you're up" which means you have food ready to be run and "you're down" which means that you have a table sat. I did not know many of these terms until I started as a server.
5. The author states that people learn "ways with words" best when they can tie the new words with experiences they've had that can stimulate their memory.
6. For people to be successful in the 21st century, they must be able to transform themselves to satisfy this ever changing society.
7. I am in the in between on this question. I do wish that I understood textbook language and could talk that way. I think it would have helped me out with school. When I read a textbook, I feel insufficient. I do not understand a single thing I read once I am done with a textbook. However, I know that many people feel this way and that we do not talk in that sense. I guess I feel that learning academic language is not sufficient to be successful in the modern world. We do not communicate in textbook language so if we cannot learn it we are not doomed.
8. I really enjoyed the beginning of the book. It really caught my attention. I feel as if I can relate to this book because I am one of those who sometimes feel as though I am in that black hole. The bulleted points helped me read the points the author wanted to get across. I'm looking forward to reading more of this book.
Monday, October 8, 2012
Clinical Observation and Interview
I have been watching some of the students for a few weeks now. There are a few that I am concerned with. Student #1 I did not decide to interview but he is clearly a struggling student and my host teacher thinks that the student has a learning exceptionality of some kind. I noticed that this student absolutely cannot write his letters. When the student spells their name, you cannot read it at all. The teacher ends up writing it up in the corner of the paper so we know whose it is. I tried teaching the student today how to write their S's but the student could not grasp the concept. When asked to draw an S while looking at the S I drew, the student made a circle. I was blown away. I am really concerned when I look at the student's paper and am not sure how to grade it because every letter looks like a T or an F.
Student #2 is a very bright student. I would consider this student one of the brightest in the class. This student also happens to be the youngest. The student's birthday was the day before Kindergarten cut off. This student can read so well even words that have not been taught yet. This student is very polite and knows the schedule of the day so well he/she reminds the teacher of when they are suppose to be going to lunch or the restroom. The only trouble with this student is the fact that he/she is so young. The student is a little immature and has a hard time following directions. The student often cannot stay in their seat or sit still on the carpet. The student often tattles on the other students and is bullied by the other students. The student also talks out of turn and often gets their name on the board. The student really just wants to be a teacher's pet and my host teacher believes he should have been held back just because of how immature he is.
Student #3 is one of the students I interviewed. This student is also extremely bright. The student is also very bright and physically bigger than the other students. Student #3 was not held back but you can tell he/she is more mature than the rest of the students. This student seems quite bored with school. He/she often does not like to color when the other students are and find the worksheets boring but not hard. He/she is also a bit of a bully. When interviewed, I asked who he was friends with and one student mentioned Student #2's name and Student #3 replied, "no, don't write that down". He/she picks on Student #2 and if it doesn't get stopped now, it will be a problem in the future.
Student #3's Interview:
When asked "Do you enjoy school?"
Student #3 replied: "No, because there is lots of work and math papers."
When asked: "What kind of student are you?"
Student #3 replied: "A good one"
When asked: "What do you do for fun outside of school?"
Student #3 replied: "Play with Student #4 and fireball"
When asked "How would your classmates describe you?"
Student #3 replied: Used the student's name here.
When asked :Who are you friends with? What do you and your friends do together?
Student #3 replied: This student named of few of the other students and even his/her teacher and they played fireball and punching brothers.
When asked: Tell me a good memory about school.
Student #3 replied: "First day of Kindergarten because I got to learn something new"
When asked: Tell me a bad memory you have about school.
Student #3 replied: "When _____ annoys me" (I'm not sure who this student is)
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #3 replied: "(my host teacher) because she is the funnest!"
When asked: What is one thing you wish your teacher knew about you?
Student #3 replied: "That we could drive motorcycles around the playground"
I had not really watched Student #4 too much until my host teacher suggested that I interview him/her as the struggling student. This student has a hard time getting out what he/she wants to say and often thinks really hard but doesn't really make much sense when he/she speaks. I will have to observe this student more to see more of the signs of struggling.
Student #4's Interview:
When asked "Do you enjoy school?"
Student #4 replied: "Yes, I like to play outside"
When asked: "What kind of student are you?"
Student #4 replied: no response for this one.
When asked: "What do you do for fun outside of school?"
Student #4 replied: "I like to electric scooter"
When asked "How would your classmates describe you?"
Student #4 replied: ."They are my friends" "I have a girlfriend, she's bad"
When asked :Who are you friends with? What do you and your friends do together?
Student #4 replied: "I can't tell you" This student named a few of the students "Play army, ninja soldiers, numchuck, firepower, motorcycles"
When asked: Tell me a good memory about school.
Student #4 replied: "Outside"
When asked: Tell me a bad memory you have about school.
Student #4 replied: "My girlfriend likes to hold hands with me. She follows me. If I yell at her, she just sits right on her bottom"
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #4 replied: This student mentioned me, my host teacher the aide, and the special education teacher.
When asked: What is one thing you wish your teacher knew about you?
Student #4 replied: "Me and (Student #3) like people"" ____ my girlfriend"
Student #2 is a very bright student. I would consider this student one of the brightest in the class. This student also happens to be the youngest. The student's birthday was the day before Kindergarten cut off. This student can read so well even words that have not been taught yet. This student is very polite and knows the schedule of the day so well he/she reminds the teacher of when they are suppose to be going to lunch or the restroom. The only trouble with this student is the fact that he/she is so young. The student is a little immature and has a hard time following directions. The student often cannot stay in their seat or sit still on the carpet. The student often tattles on the other students and is bullied by the other students. The student also talks out of turn and often gets their name on the board. The student really just wants to be a teacher's pet and my host teacher believes he should have been held back just because of how immature he is.
Student #3 is one of the students I interviewed. This student is also extremely bright. The student is also very bright and physically bigger than the other students. Student #3 was not held back but you can tell he/she is more mature than the rest of the students. This student seems quite bored with school. He/she often does not like to color when the other students are and find the worksheets boring but not hard. He/she is also a bit of a bully. When interviewed, I asked who he was friends with and one student mentioned Student #2's name and Student #3 replied, "no, don't write that down". He/she picks on Student #2 and if it doesn't get stopped now, it will be a problem in the future.
Student #3's Interview:
When asked "Do you enjoy school?"
Student #3 replied: "No, because there is lots of work and math papers."
When asked: "What kind of student are you?"
Student #3 replied: "A good one"
When asked: "What do you do for fun outside of school?"
Student #3 replied: "Play with Student #4 and fireball"
When asked "How would your classmates describe you?"
Student #3 replied: Used the student's name here.
When asked :Who are you friends with? What do you and your friends do together?
Student #3 replied: This student named of few of the other students and even his/her teacher and they played fireball and punching brothers.
When asked: Tell me a good memory about school.
Student #3 replied: "First day of Kindergarten because I got to learn something new"
When asked: Tell me a bad memory you have about school.
Student #3 replied: "When _____ annoys me" (I'm not sure who this student is)
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #3 replied: "(my host teacher) because she is the funnest!"
When asked: What is one thing you wish your teacher knew about you?
Student #3 replied: "That we could drive motorcycles around the playground"
I had not really watched Student #4 too much until my host teacher suggested that I interview him/her as the struggling student. This student has a hard time getting out what he/she wants to say and often thinks really hard but doesn't really make much sense when he/she speaks. I will have to observe this student more to see more of the signs of struggling.
Student #4's Interview:
When asked "Do you enjoy school?"
Student #4 replied: "Yes, I like to play outside"
When asked: "What kind of student are you?"
Student #4 replied: no response for this one.
When asked: "What do you do for fun outside of school?"
Student #4 replied: "I like to electric scooter"
When asked "How would your classmates describe you?"
Student #4 replied: ."They are my friends" "I have a girlfriend, she's bad"
When asked :Who are you friends with? What do you and your friends do together?
Student #4 replied: "I can't tell you" This student named a few of the students "Play army, ninja soldiers, numchuck, firepower, motorcycles"
When asked: Tell me a good memory about school.
Student #4 replied: "Outside"
When asked: Tell me a bad memory you have about school.
Student #4 replied: "My girlfriend likes to hold hands with me. She follows me. If I yell at her, she just sits right on her bottom"
When asked: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
Student #4 replied: This student mentioned me, my host teacher the aide, and the special education teacher.
When asked: What is one thing you wish your teacher knew about you?
Student #4 replied: "Me and (Student #3) like people"" ____ my girlfriend"
Wednesday, October 3, 2012
Double Journal Entry #7
What are some challenges to inquiry based approaches to learning?
Inquiry based learning is a new approach to most teachers and with their lack of knowledge on it, they aren't quite sure how to approach it themselves. Not only do teachers have the lack of information, they have lack of tools and support to fully integrate this new way of teaching and learning. The teachers aren't sure of the complexities and may find them unstructured. This will result in failure to provide proper scaffolding, assessment, and redirection.
The teacher isn't the only one at risk with this new way of teaching. The students have to learn a new way of learning as well. Students lack a prior knowledge of this approach and may not know how to manage their time or work together. They also have trouble posing meaning driven questions.
The teachers not only have to make more time for this extended inquiry driven activities but they have to change their management plan around as well. The key to making this new approach work is to plan carefully. Teachers need to do the research and develop new plans for classroom interaction , collaboration, and assessment.
Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Inquiry based learning is a new approach to most teachers and with their lack of knowledge on it, they aren't quite sure how to approach it themselves. Not only do teachers have the lack of information, they have lack of tools and support to fully integrate this new way of teaching and learning. The teachers aren't sure of the complexities and may find them unstructured. This will result in failure to provide proper scaffolding, assessment, and redirection.
The teacher isn't the only one at risk with this new way of teaching. The students have to learn a new way of learning as well. Students lack a prior knowledge of this approach and may not know how to manage their time or work together. They also have trouble posing meaning driven questions.
The teachers not only have to make more time for this extended inquiry driven activities but they have to change their management plan around as well. The key to making this new approach work is to plan carefully. Teachers need to do the research and develop new plans for classroom interaction , collaboration, and assessment.
Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
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