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