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