Action Research Project from a former university student

1. What is the problem?

Kindergarten students are have difficulty recognizing word families and rhyming words in text.

2. What is the rational for the project?

Instead of using an overdone version of phonics that will create many syllables to a word with few syllables, students can use rhyming games to recognize word families and rhyming words. Though this skill is not necessarily part of the WESTEST, it has been identified in the school's Strategic Plan.

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

The researcher wishes to implement a variety of rhyming games through group and independent practice. Some of the games include "Odd Word Out" and "Go Rhyme Fish". The researcher plans to select games that best match to their student's abilities and learning styles.

4. What is the question?

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

Will the rhyming strategies change student attitudes about reading instruction?

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

Using rhyme and word families are shown to have helped students decode new or difficult words. Games like "Odd Word Out" help students recognize patterns in literature. Studies have shown that many of the rhyming games mentioned do actually aid in helping students recognize rhymes and spelling patterns.

6. How will data be collected?

The researcher will use a checklist that assesses each student's progress while observing the students play the games. There will be a pre-test and a post-test to evaluate the impact the games have had. 

The students are to play the rhyming games for 20 minutes daily. Group read aloud and study of Dr. Seuss's books that emphasize rhyme will also occur daily. This group reading will be observed, and participation shall be noted. The researcher will use these observations to adjust the focus of their project as needed.

Action Research by Teachers

1. What is the title of the project?

Making Meaning Through Written Response

2. What is the Question? (two research questions in this case)

How do reading journals guide instruction to improve student learning?

How do readers with varying abilities respond to literature?

3. What strategy is being used to address?

 Noting similarities and differences between students and note taking were the two main strategies being used in this research project. The students were being assessed with the journals by practicing a note taking strategy and answering the prompts, which were questions..

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

Similarities and differences in high level readers and low level readers will provide data about what high level readers are achieving and how. Studies show that reading journals show evidence of student comprehension (versus multiple choice) and construction of meaning. 

Teacher journals were used by teachers performing the research as a scheduled reflective time to better discuss their findings with each other. In these teacher journals, the instructors could write down the similarities and differences in the reading levels as they observed them.

5. How will data be collected to determine if the strategy will work?

Data was collected and separated into categories,  such as summarizing the text, opinion, real life connections, etc. Summarizing the text was discouraged, but the wider variety of categories addressed in the journals was considered a good indicator of comprehension. 

The students were also separated into 3 categories from high to low levels of reading. This allowed teachers to compare students in the groups, so the differences between learning styles and how students responded to literature became apparent. 

Changing around subtle techniques like teacher prompts and student prompts caused teachers to better examine the effect that reading journals have on student learning. 

6. How was the data analyzed?

The data was analyzed by noting that average and lower level reading students were more likely to summarize the text and not justify their answers. The higher level reading students used opinion and real life connections along with a variety of other ideas in their reading journal. Higher level reading students were also more comfortable with creating their own prompts. 

7. What were the results?

Learning is guided by using reading journals to link real world scenarios to the written text. Higher level reading students used what researchers called "higher thinking skills". Teachers wondered if they could instruct lower lever reading students to use these methods and create these wide varieties of structures in their reading journals. 

8. How do the results inform teacher practice?

The teachers from this research project wish to implement reading journals every year, now that there is evidence that it does guide instruction. It also informs instructors about how their students react to literature and on what reading level. This instructional tool is possible to implement in many classrooms and this project shows that the data can be used to get to know your students and spot comprehension difficulties. 

My Webquest Process Page

Here is the link to my Process page that was downloaded onto a Google Doc.


Here is the link to my Process Page directly to my Webquest.

Double Entry Journal #17: Venn Diagram of Assessment

Related Art Webquests and Anchor Videos

To tell the truth, I did not find any particular pottery webquest in which students make pottery. I did find some webquests with interesting introductions I can reference though.
 (Link to a related webquest here)
Here is a pottery webquest about different cultures:
(Link to another pottery webquest here)
I find it sad that some webquests treat art as if it is not relevant to students. And it seems a shame to have to write so many papers about art instead of experiencing it hands on, which would make the material much more memorable.


Here are my anchor videos. They are also posted on my webquest. Though this video has examples of African Pottery, and not Indian, this has some examples of pattern. This video also shows how different cultures use clay to make amazing things, from decorative jugs to whole houses.

Schunior, A. (Producer). (2009).Crafts & culture: pottery. [Web Video]. Retrieved from http://www.youtube.com/watch?v=hgvmNzMQ_JI

This is a video I found of a class making pottery using coils of clay. They are using air-dry clay much like the class I am doing this pottery lesson with, hence there is no need to use a kiln.

Bradshaw, M. (Producer). (2010).Fun with coil pots. wee little arts class.. [Web Video]. Retrieved from http://www.youtube.com/watch?v=NDN6kQLvGpw

Double Entry Journal #15: Assessment and PBL

This article is referenced for this journal entry: (link right here)
1. Give an example of an authentic form of assessment the students engaged in a PBL performed well on?

 Eighth graders at a racially diverse, inner city school in Boston that had worked with a PBL had the second highest scores in the district on the Standard 9 Open Ended Reading Assessment (Thomas 2000).

2. How does project based learning promote intrinsic motivation?

Learning and motivation is sustained when students choose topics in which they are genuinely interested in and address real life topics. Students get the chance to explore problems that occur outside the small sphere of the classroom. Motivation can also be boosted by showing an audience of peers or adults student understanding of the project, though this is not necessarily intrinsic motivation.

3. What do students who experience PBL do better than student who receive traditional direct instruction?

Students who receive PBL instruction are able to apply strategies from one problem to the next to find a solution. The students are able to engage in critical thinking and create their own goals. Traditional direct instruction does not connect knowledge as well to real problems or situations, nor does it teach student cooperation and collaboration. PBLs also teach students about technology and communication through web design and interactive media like wikis and animated powerpoints.

4. How does PBL align with John Dewey's philosophy of education?

John Dewey wished for students to not go though mundane readings of the textbook, but to train for work that was current. He believes that teaching from just the text does not address student's individual educational needs. PBL actively engages students in what they are learning and provides skills for the current era. PBL also develops students' individual skills and areas for improvement.

5. Why do our assessment practices need to change if we are going to prepare students for the 21st century?

Assessment practices need to change because assessments are designed to gain certificates, not judge real world readiness. The questions are made to be easy to create and grade, because there is a right answer and wrong answers. Assessments are designed to save money and time by allowing them to be graded by machines and not people who are critiquing answers and working overtime. The current way of assessment has nothing to do with the students. (Though there are some exceptions)

Reference:
Thomas, J. W. 2000. A review of research on PBL. http://www.
bobpearlman.org/BestPractices/PBL Research.pdf (accessed Febru-
ary 28, 2009).

Not really a struggling student, but a student with a difference

Since my classmates are focusing on struggling students, I will blog about a student with a difference.
The PBL activity I am doing now is with a fourth grade art class. One of my students is blind. My host teacher does a lot of 2-dimensional artwork that requires lesson adjustment so the blind student can create something similar to everyone else. I am not sure if she likes or dislikes this.

This student works with an Aide while in the art room, and she and the host teacher collaborate to make paper projects with string instead of lines, and fabric pictures instead of drawn and shaded pictures.

By some lucky happenstance, my PBL involves kinesthetic artwork when I had no idea she was going to be in the class I was teaching (I see a variety of classes, Preschool-4th)
I am doing a pottery lesson, and by another stroke of luck I had brought both real examples that the students could pass around and touch, and visual examples.

She was completely elated about the project. Smiling, she explained to me all of her plans about what she was going to make, the handles were going to be wing-shaped like a bird, there were going to be human-like designs on the side of her pot, etc. She was so excited, explaining to me all the interesting things she was going to design. Normally, she and the Aide talk quietly in the corner while they do projects, so they seemed a bit isolated from the rest of the class. I was very happy for her that she was able to do the same project at the same time everyone else was. I think she liked that.

Teacher and Student Questions

All of the questions I heard in three class periods were guiding questions. I work in the art room, so many of these questions and answers were about the elements of art and observation

Host Teacher Questions during a perspective pumpkin patch drawing with third grade:

Teacher Q: Where are the shadows going to be?
Student A: On the ground.

Teacher Q: Where are the lighter areas going to be if the light is up here shining down on the pumpkin?
Student A: The middle and edge.

Teacher Q: Everyone see where it is 3-dimensional looking?
Student A: *nod*

Questions during and apple stencil rubbing project with preschool:

Teacher Q: What colors are good apple colors?
Students A: Green, red, yellow...blue
*debate over what colors an apple can be*

Teacher Q: (playfully) Have you seen a blue apple?
Student A: Yes!

Teacher Q: (playfully) Really?
Student A: No.

Student question during a paper weaving activity:

Student Q: How many lines do we draw? Four?
Teacher A: It depends on the size of your finger that we used for measuring. Some people may have drawn more lines than others.

In summary: Again, these were all guiding questions, and the one student question had to do with the directions that the teacher gave. It is interesting to note that he tried to guess the answer alongside his question. This makes me think that he has some measure of confidence in asking the question.
Let us not forget the debate over what colors apples can be. This is a reminder that not all guiding questions will get the answers the teacher was expecting.

Student Interest Survey

Though this may seem like an odd collection of interests that might seem hard to relate to teaching, I still can still incorporate these interests into my lessons. My survey asked things like who do the students admire? Where do you like to go? What is your favorite hobby or sport? What is your favorite book? What is your favorite food?...etc.

My teaching subject is art and I teach at an elementary school. Many of the students have hobbies outdoors, so I can teach more nature projects to interest them. Since the students like the new movie Dolphin Tale, I can teach them to draw underwater creatures and create an underwater scene. The most students liked Ghost Stories, so I could have them write and illustrate their own ghost story or do some Halloween projects. There are a lot of possibilities here. 

Double Entry journal #14: Group Work and Inquiry Approaches

Here is a link to the article referenced in this journal entry: (link to the article is right here)


What are some challenges to inquiry approaches to learning?


Inquiry approaches require a support group for the teachers and the students. There needs to be time to implement inquiry learning. Curriculum changes that are very new to teachers have to happen to implement inquiry learning. All of these factors can undermine the lesson of doing things with an understanding, and not just doing. 

What are the benefits of group work? Give two concrete examples from the reading.

1. Groups outperform individuals, but the level of productivity depends on the group structure and how students cooperate.

Barron (2000a,b; Barron 2003)

2. Students learn how to debate their differing opinions by working in groups (Amigues, 1988; Phelps & Damon, 1989).

 

Name one strategy to support group work and find an example of that strategy on the Internet and link me to it.

I found an interesting observation in this article: (link to the article is right here). This article points out that since students are not expected to do very much in groups, they tackle group work with very little enthusiasm. Students become used to this cycle of very little happening in groups. When given a creative and purposeful task, student participation will increase. 

Even if the teacher wishes for students to study together in groups, students can make a group list of important topics for the studying. There are always little tricks to ensure group productivity. 

(There is a list of strategies at the the bottom of page 12 and the top of page 13)

References:

Barron, B. (2000a). Achieving coordination 

in collaborative problem-solving groups. 

Journal of the Learning Sciences, 9(4), 

403–436

Amigues, R. (1988). Peer interaction in 

solving physics problems: Sociocognitive 

confrontation and metacognitive aspects. 

Journal of Experimental Child Psychology, 

45(1), 141–158.

Phelps, E., & Damon, W. (1989). Problem 

solving with equals: Peer collaboration as 

a context for learning mathematics and 

spatial concepts. Journal of Educational 

Psychology, 81(4), 639–646

Double Entry Journal #13: Learning Approaches

This double entry journal references this article: (link to the article right here)

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

The "dominant paradigm" is the attitude and practice of treating the teacher and the textbook as the main source of information. Schools are starting to give students open-ended projects and letting students explore more resources. Teachers are focusing more on becoming a learning coach rather than an exclusive learning manager. 

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

•  Students gain confidence and develop a better understanding of critical thinking. A study was done with a class that did a project based learning activtity involving solutions to housing shortages in several countries. These students scored higher on a critical thinking test (1998).
• Project based learning increases ability to define problems (Gallagher, Stepien, & Rosenthal, 1992).
• Studies show that both students and teachers experience more motivation, a better attitude toward learning, and better problem solving abilities though project based learning (Bartscher, Gould, & Nutter, 1995).

References:

Barron, B. J. S., Schwartz, D. L., Vye, N. J., 

Moore, A., Petrosino, A., Zech, L., et al. 

(1998). Doing with understanding: Lessons 

from research on problem- and project-based 

learning. Journal of the Learning Sciences, 

7(3–4), 271–311.

Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problembased learning on problem solving. Gifted 

Child Quar terly, 36, 195–200.

Bartscher, Gould, & Nutter, 1995. Increasing student motivation through project-based 
learning. Master’s research project, Saint 
Xavier and IRI Skylight. (ED 392549).

3.  According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

• During problem based learning, students receive more practice involving solving meaningful problems, identifying what needs to be learned, and practicing strategies for a solution (Barrows, 1996; HmeloSilver, 2004).
• For example, medical students who are enrolled in problem-based curricula score higher on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993). Practicing actively better prepared the students. 
• Students take a more active role in building their knowledge. Teachers arrange lectures to support inquiry. 

References:

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief over view. 

In New Directions for Teaching and Learning, 

no. 68 (pp. 3–11). San Francisco: JosseyBass.

Vernon, D. T., & Blake, R. L. (1993). Does 

problem-based learning work? A metaanalysis of evaluative research. Academic 

Medicine, 68(7) 550–563.

4.  According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

• Learning by design gives more open-ended opportunities to students. They are encouraged to talk to each other to create ideas. 
• Minority students benefit more from cooperative group work (see Slavin & Oickle, 1981).
• A research project involved designing a pair of lungs and a respiratory system. Students learned parts more systematically. Students were able to comprehend complex systems (Perkins, 1986).

References:

Slavin, R., & Oickle, E. (1981). Effects 

of cooperative learning teams on student 

achievement and race relations: Treatment 

by race interactions. Sociology of education, 

54(3), 174–180.

Peck, J. K, Peck W., Sentz, J., & Zasa, R. 

(1998). Students’ perceptions of literacy 

learning in a project-based curriculum. In 

5. What are the differences between the three approaches?

All of these approaches are so closely related, that students can complete several at the same time. Project based learning can focus on solving a problem, and so can design based learning. Project based focuses more on individual projects as well as group. Problem based focuses on a specific problem that students can find and research solutions for. Design based concentrates on generating ideas. There are no large differences between all three. 

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

In my opinion, cooperation and pursuit of interests are the greatest benefit to learning in these approaches. I find that what whatever I pursue outside of the classroom becomes a school and real world tool. Cooperation is important in the work place. It is a good idea to practice social tolerance early. 

Double Entry Journal #12: Questions and Social Activity

Three Things I Learned:
1. I learned that teachers evaluate answers rather than encourage inquisitiveness. I hope I do not do this.
2. Longer wait time for answering questions leads to more participation. I did notice this with one of the lessons I taught. I think this has do to with not rushing the students.
3. Getting the answer "right" to a question is overrated. When I was in grade school I feel like I learned more from students' "wrong" answers. It is fascinating to see how differently everyone thinks.

Two Things you Found Interesting:
1. I found the tone of this article to be interesting. It encourages radical thinking and an educational revolution, but the tactic of repeating the idea that it wants readers to take away (not every answer is "right" or "wrong") is an unwise method of persuasion.
2. What I find interesting is that the article condones learning from examples and not student intuition. In subjects like art or music, imitation is the best tool. If one wants to learn how to paint, learning to look at and imitate natural objects is a great learning experience. Referencing from your own head or from your students is not always the best method for every subject. These methods can vary from subject to subject.

One Question You Have:
There is a fine line between student and teacher learning. Is it fair to let your students get so off track that they get confused, though?
(My answer would be that a functional balance is best, not chaotic, but not too structured. By not too structured I mean that your creative ideas should not feel constrained or held back)

Reference:
Social significance of patterns of questioning in classroom discourse [Web log message]. Retrieved from https://docs.google.com/document/d/1E3TESoR0pOUE0bwVzNz3ShVR7ks1QghK7lMnH_t1scI/edit?hl=en_US&pli=1

How Asking Essential Questions in School Can Improve Learning:
Answering essential questions instead of just telling facts can improve memory.Though sometimes this depends on what essential question is being asked. Sometimes answers to essential questions can be a recitation of opinions not of your own. If a child is asked "what is friendship?" they might say the typical "caring, sharing, laughter, and love" because it is what they are taught to say.

So, my opinion is that teachers with unusual essential questions exercise the brain more and improve memory. Drawing knowledge from what students already know is a good practice when done the right way, so they are not giving you answers they think you want to hear.

Reference:
Learning to ask essentional questions [Web log message]. Retrieved from https://docs.google.com/document/d/165BCE1vIgTotWw49y5tMN2JAKVNdjH7aVTsaNZep7Js/edit?hl=en_US

Double Entry Journal #11: Project Based Learning and WV Content Standards

This article (link is here) is a reflection about a Project Based Learning activity.
Examples of why this was an exemplary PBL:

1. The academic rigor of this PBL was that students had to make their own criteria and make decisions about how they wanted to get the project done. They voted for two committees to help rank their top ten charts. There is a clear driving question about how they should rank their animals and they must provide evidence for their opinions.

2. The community and adult connections were approached via local media and worldwide. The students created projects that were made to be on par with an adult created website. The students created voting polls for a worldwide audience to vote on. Students learned how to present their data and advertise on their local news.

3. Students actively researched resources like Scholastic, The Discovery Channel, and websites. Students recorded data using graphic organizers and they collaborated together to discuss different opinions and questions about what they were learning. They used online programs like Voki and Wiki to present their data.

Resource:
Pilver, R. (n.d.). Wikis and 21st century literacy instruction. Retrieved from http://top10.sblc.wikispaces.net/file/view/wikisand21stcentury.pdf

Science Content Standards that were met with this PBL:
SC.S.4.1
Nature of Science

• demonstrate the abilities and understanding necessary to do scientific inquiry.
• demonstrate the ability to think and act as scientists by engaging in active inquiries and investigations, while incorporating hands-on activities.
  
  SC.S.4.2
  Content of Science
• demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories, and models as delineated in the objectives.
• apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.
  
  SC.S.4.3
  Application of Science
• observe and identify patterns of change, consistency or regularity within the environment.
• demonstrate the ability to utilize technology to gather and organize data to communicate designs, results and conclusions.
• demonstrate the ability to listen to, be tolerant of, and evaluate the impact of different points of view on health, population, resources and environmental practices while working in collaborative groups.
  
  Language Arts Content Standards that were met with this PBL:
  
  RLA.S.4.1
  Reading
• selecting a wide variety of literature and diverse media to develop independence as readers.
•   identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) 
  RLA.S.4.2
  Writing
•  selecting and evaluating information for research purposes.
• applying grammatical and mechanical properties in writing
  
  RLA.S.4.3
  Listening, Speaking and Media Literacy
• Students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes.
  
  
  (A lot of these content standards are about using technology, research, and collaboration in the classroom. This PBL meets many of the standards associated with these)
  
  
  Resources:
  Fourth grade science. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
  
  Fourth grade reading and english language arts. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm

Double Entry Journal #10: Culture and Observation

Kid watching is a critical practice for teachers to use because it is closely linked to every aspect of teaching. Do not know is students are understanding the lesson? Observe and listen. Do not know if materials are working  for your class? Observe and listen. Do not know if students have an interest in something that you have not been covering with your class? Observe and listen.
Observing and listening is a key tool for teachers to improve upon their lessons and find things to break down into simpler steps. This practice is useful anytime your teaching is hitting a rut, so to speak.

Kid watching informs the teacher of what sorts of things each child is used to, culturally. If the class is witnessing something completely different than the culture they grew up in, the glazed looks and confused expressions instead of excitement should tell you that this is unfamiliar material. Kid watching will also inform the observer about which children are reacting to situations differently, and this is sometimes due to culture. We often hear of countries where students are not to look teachers in the eye, for that translates as disrespect. Simply watching on occasion will give you information without as much biased opinion about certain cultures. Only when we cast away our opinions for a little while is when we can learn new unexpected things.

Resource:Getting to know students:developing culturally revelant practices for reading and writing [Web log message]. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1


This article (link is here) reminded me that students are not the only ones that are observed. Teachers are observed to see if they teach effectively. Students are observed in this teacher evaluation session too. 


Resource:
Clark, M. (2010, December 13). How to observe a classroom [Web log message]. Retrieved from http://www.ehow.com/how_7639098_observe-classroom.html

Technology Resources in Clinical II School

How many computers are in the classroom?

There is one computer in the art room, but there are about 25 computers available in the school library, and about 25 laptops in the school "resource room". The classroom computer is not hooked up to a printer.

Do they have internet access?

Yes, all of these computers have internet access.

Can you access Google tools?

Yes, many of these computers are very recent and come with the latest Google tools and upgrades.

Do you have access to a laptop cart? Can they get on the Internet?

Though the laptops are not transported room to room, the resource room allows teachers to reserve time for their class with the laptops. 

Is there a computer lab? Do the computers have Internet access? Can you access Google tools? How do you reserve it?

As stated in previous answers, there is a computer lab with internet access, Google tools, and reservation is by signing up on a paper for the time you wish to spend. 

How many of your students have computers with Internet access at home?

Are there locations in the community where students can access the computers and the Internet?

Marion County Public library has access to computers. There is a town center at my location with computers available. Computers at home are often not available to the younger students. I teach in an art room from grades preschool to 4th. The older students tend to work on the computers with teachers standing by, so they know how computers function, but the availability of technology likely depends on if they get parent permission. I have not seen a student with their own technological device. I would be hesitant in assigning take-home computer homework because of the parents. I would be able to show groups of students educational video clips with the classroom computer though. The school library classes teach multimedia lessons with text, visual media, and sound that I have been able to assist with. 

Double Entry Journal #9: Language, Dialects, and Reading

It is important for the student to use their primary language for literacy events. A child who speaks Spanish is more likely to understand the ideas expressed in a Spanish novel more quickly than trying to decipher English and understand the ideas at the same time. Young English language learners will also be more receptive to a book written in their language and will not become as frustrated. Students are capable of switching codes when talking to their peers after they understand the material.
I do not know if this situation applies to Appalachian dialects because I am not quite sure how different it is from regular English, and the degree of the dialect varies from person to person. I would not encourage students who have only a little bit of the accent to read an Appalachian dialect text. I guess this would depend on how far down south in the state you were teaching. In that situation I would encourage peers to read each other's writing more often.
The difference between reading aloud in a student centered perspective versus a teacher centered perspective is that not all resources are explored in a teacher centered perspective. Sharing student experiences creates enthusiasm, unifies your classroom, and draws from funds of knowledge other than the teacher.

Resource:
Getting to know students:developing culturally revelant practices for reading and writing [Web log message]. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1

This article (link is here) is an example of a student inspired by Appalachian literature. His instructors had told him to look into what he loved, which was his culture. If I taught in a college setting, I might show this webpage as an example of student enthusiasm about their heritage.

Resource:
Basile, J. (2011, April 05). Love of appalachian literature inspires student research [Web log message]. Retrieved from http://english.nd.edu/news/19157-love-of-appalachian-literature-inspires-student-research/

Double Entry Journal #8: Know Your Students

Students that use English as a second language should not be always grouped together. Bilingual students may feel like they are being excluded from the rest of the classroom or singled out for being different. These students need to spread cultural appreciation among their peers and both traditional and nontraditional English learners can benefit from exchange of knowledge. Students from the same countries or sharers of the same first language may not get along. The reading was about two Spanish speaking children who were put into a group by their teacher. These two did not talk much or connect about their heritage because they both held very different views of Mexico and their traditions. By putting these study partners together, the children may have been more alienated towards them, or they felt reluctant to interact with the two girls.

According to some internet searches, I found that a virtual backpack was a school-home interaction. Instead of sending multiple sheets of printed paper to parents, parents can just read school information online. This process relates to funds of knowledge by keeping parents aware of what their children are doing, and they can respond to the school by emailing ideas or volunteering for an event. Virtual backpacks connect the community to the school by announcing community activities the students engage in or contacting individuals to help create lessons.

Resource:
Getting to know students:developing culturally revelant practices for reading and writing [Web log message]. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1

This website (link is right here) is an advertisement for teachers teaching English as a second language. It is trying to sell a job that sounds easy. The article states that what the teacher needs the most is passion about the English language and there will be visual materials and learning tools provided to work with students. The advertisement does not stress how you are to act toward the students, it is a teacher-centered article.

Resource:
English as a foreign language teacher : job description [Web log message]. (2011). Retrieved from http://www.prospects.ac.uk/english_as_a_foreign_language_teacher_job_description.htm

Reflection on Digital Story and Peer Review 9/13

Digital Story Reflection

The digital story projects instilled a sense of cultural pride in me. Through digital medium I was able to express creativity and my own personal story. I felt like I was given cultural capital by the advantages of where I was from. In a society that exploits my culture in the media as being uneducated and dangerous, I can understand how important cultural pride can be for self-esteem (O’Brian 2003). I was able to upload pictures showing family crafts and traditions, like sewing and reading. I think that the project helped the class reach a better understanding of each other. Cultural deficits like negative assumptions about personality due to where someone was from would have been challenged in a classroom doing this project.  I find that I was impressed with my classmates’ accomplishments and their devotion to their family or friends.

 The project allowed me to explore different learning styles and use untraditional resources. I was allowed to use technology that I was familiar with by using a computer. Peer reviews were helpful to me and it allowed me a glimpse into other opinions and insights. Peers and family served as funds of knowledge to make my poem accurate and make a clear, organized digital story. I connected to the combination of visual, kinesthetic, and reading and writing learning styles, because I am proficient in learning through both visual and reading and writing. This project introduced me to a new way of writing, and a variety of writing styles are useful in school and out (2011).

Teachers can learn from assignments such as the digital story, and they can adjust material accordingly. Teachers would learn about their students’ interests through this lesson. It is also an indicator of what things students need to work on like writing or organization. This activity opened up the possibility for my class to have more open-ended projects, because the instructor now knows what the class is capable of (2006).

Sources:

<O'Brian, J. (2003, May 10). Tall tales of appalacia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?pagewanted=1>

<Ncte beliefs about the teaching of writing. (2011). Retrieved from http://www.ncte.org/governance/writing>

<Principles for culturally responsive teaching. (2006). Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml>

Double Entry Journal #6: Encouraging Culture In Art

(Link to the assigned article reading is here)
Art is very culturally responsive when it comes to studio classes. One assignment in my Watermedia 1 class gave the students the ability to incorporate their backgrounds into their work as long as the result was visually interesting. At the end of Watermedia, every student creates their own independent project. If one comes from a family of weavers, crocheters, or architects, you can come up with your own project to reflect that. One of the rules was that you had to use water in some way, and you may use water to dye materials, be put into a scene, or  paint with. The more unique the result, the better the class responds to it.

Some people like hands-on sculpture, so they made a painted paper sculpture. The student can take advantage of their family or community's skills by teaming up to create something to paint on. Students can go out and ask the school or community permission to display their final project somewhere in a certain environment. This would ensure that the students get feedback about their work. Someone from a crocheting family background made little animal crocheted pieces and put water into their presentation.

Article Resource:
Principles for culturally responsive teaching [Web log message]. (2006). Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

Related Resource:
This slideshare presentation, (Link is here), is a good visual representation of the article we read. It gives some very specific examples of what culturally responsive things one can teach. An example is assigning a journal to each student or working in small groups with independent projects. The quotes used in this presentation are interesting,

Slideshare Resource:
Foltz, S. C. (2009). Culturally responsive teaching [Web log message]. Retrieved from http://www.slideshare.net/JuicyUniverse.com/culturally-responsive-teaching

Double Journal Entry #5: Teaching Writing

(Link to the article is here)
Three Things Learned: 1. For some reason I had not figured out that children wrote in brief sentences because they were still figuring out the process of writing thoughts on paper. I do now, I suppose.
2. I did not know that it was The National Council of Teachers encouraging teachers to teach with a lot more technology.
3. The National Council of teachers is an organization that carefully talks about accents. They claim that they must widen every child's knowledge with standard English and talk with them about what way of speaking is appropriate for what setting. I've never heard this kind of strategy before.
Two Things I Found Interesting:1. This article talks about internet writers, which I find fascinating because writing on the internet used to be a source for teasing in the schools I attended. Writing stories or posting art online used to be outside the norm.
2. I am happy that this article mentions that visual illustrations are an important part of writing.I certainly depend a little on visual media to capture my attention so I read something. I can't seem to listen to the phrase that you cannot judge a book by its cover.
One Question about the Reading:
1. What I really want to ask is if The National Council of Teachers have an article about art, but I shall ask what are the statistics behind some of their methods? Edit: The NCTE does have several articles, one called Art as Literacy caught my eye, but I have to be a website member to view it. I'm trying to find it somewhere else now.
Reference:
English beliefs about the teaching of writing. (n.d.). Retrieved from https://docs.google.com/document/d/1kBob4rwoBfMr5KibZLGhE7RopH9ZVrXij2XWhbNzeVk/edit?hl=en_US&pli=1

Related Resource:

Well, for one I think the assigned reading proves this article (link is here) wrong in some ways. Writers have a tough time relating to their diverse audience, especially online. This does not allow you to make as much money as everyone wishes they could unless they have a steady job somewhere. It is funny that the advice the site gives is to put pictures into writing as much as possible like the assigned reading stated.Comments are welcome to prove me wrong on these points, because I am not confident I know a lot about this subject.
Resource:Stuart, (2011, May 28)Earn money writing online. Retrieved from http://writing.wikinut.com/Earn-Money-Writing-Online/1ul3qj7o/

Where I Am From Photostory

Double Entry Journal #4: Where I Am From

 "Where I Am From" poem template used by student.

I am from the hot south of Louisiana, the mountains and rivers of West Virginia, and the peace of wherever I call home at the time.

I am from the mixing bowl, from Hershey’s chocolate chips, and putting my heart into baking.

I am from the play times with my nephew and the work ethic of my father, from field trips with my boyfriend and get-togethers with my friends and meetings with the Girl Scouts.

I am from many art studios, and the joys of painting, pottery, and passed down crafts.

From the names of the birds and adventure fantasy stories I read.

I am from the freedom of religious choice and whatever path I spiritually want to follow.

I’m from Fairmont, West Virginia and the Hulsairs, the colorful Mardi Gras parades and the “king cakes”.

I am from the stacks of family photo albums and the family trees. 

Template Resource: 

Where are you from?. (2005, March 5). Retrieved from http://www.swva.net/fred1st/wif.htm

Article Quote:

"Notice the emphasis on the inquiry process, on the students becoming active learners, and on strategically using their social contacts outside the classroom to access new knowledge for the development of their studies."

If only more students had opportunities like this I would be happy. from what I remember of grade school parents were often the only ones to help with any projects. I loved the educational videos shown in classes, but even then my classmates had to do worksheets while watching them. Some teachers are finding the time to do such things as get out of the classroom at least, for the pottery room at my college is visited by grade school teachers and their students.
Active learning is the key to an enjoyable and memorable lesson. It makes sense that subjects like art, physical education, science, and music often grab children's attention. Unfortunately, humans have very short attention spans, and you need all of the help you can get to remember something. I am so glad that I am teaching an active education subject, well, at least one you are allowed to get active with. Yes, art teachers must guide, but the tools are what do the real hands-on teaching.
Resource:

Moll, L.C. (1992). Funds of knowledge. Theory into Practice, 31(2), Retrieved from http://www.jstor.org/pss/1476399

Related Resource:
Well, this picture should not be a surprise. I know I learn the most by teaching something or asking questions. This picture shows that active listening uses more parts of your brain, then, should we presume we are learning more by being active listeners? 
Resource:

Vannest, J.J. (2009). Comparison of fmri data from passive listening and active-response story processing tasks in children . Journal of Magnetic Resonance Imaging, 29(4), Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2763568/ DOI: 10.1002/jmri.21694