Double Journal Entry #6

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

Teachers are still using the same strategies as before and not implementing new types of learning. They seem to stick with the typical textbook, lecture approach.

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 need to learn the skills for their future in the work force. Careers today are built around collaboration, communication, and smart decision making. Project based learning allows students to experience these skills as well as gain experience with technology. It allows for higher order thinking skills. (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005). Studies show that students perform better when doing projects and activities that are authentic and real world. (Newmann, 1996).   

               

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 allows students to create, assess, and redesign their work and allows students to have different jobs and responsibilities. This inquiry-based approach allows students to gain critical twenty-first century skills such as developing plans and generating ideas.  Design based lessons also develop technical and subject matter knowledge. (Newstetter, 2000)

5. What are the differences between the three approaches?

                These approaches all have great benefits. In project based learning students are working together throughout the project while learning by design allows students to take on their own jobs while still collaborating with others. In Learning by Design students are actually creating something  rather than just solving a problem.

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

It is important that all three of these approaches allow for student collaboration and decision making. Students will have to gain these skills to survive in everyday like. Throughout life students will have to learn to work with others in their workforce as well as in life itself. This is a very important skill. If children are applying these skills in school it will better them in the future as adults.

Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Culturally Responsive Teaching Final Draft

The “Where I’m From” project is a perfect example of a culturally responsive strategy. It helps us understand the differences between people. We need to use projects like these to get to know students and where they come from. A person’s background has a lot to do with who you are and how they learn.

Language is the main focus on literacy instruction in schools today. Unfortunately teachers are more focused on students speaking and writing in what is known to be the correct way, “Standard English.” Educators need to focus more on using student’s backgrounds and dialect. They can do this by researching where their students come from and how their family’s dialects and cultures come through into the student’s language. Teachers need to show more acceptance to those who may speak differently than what they think is “correct.” Teachers who have students from the Appalachia region especially need to keep these things in mind. Student’s life experiences before school shapes how they learn and are perceived in school, so if their past experiences are incorporated and appreciated by their teachers they will be more successful in literacy development. Quote: “In fact, all children do not behave in ways that let us know that they have learned and are learning about written language when they are very young. That is because not all students learn about written language to the same extent during their pre-formal instruction years.” This reminds me of the thought that all students can learn and bring different experiences to the table. As teachers, we need to be more open to this in our classrooms. There are many successful ways that teachers can overcome cultural deficit perspectives in their classrooms. First, teachers need to have an open mind. They need to be able to work collaboratively with fellow teachers, students, families, and other people in the community. Luis Moll’s research is a perfect example of this. His “sociocultural” approach to literacy instruction seems to be a successful way to teach literacy in a diverse classroom. Quoted in the article, “Moll believes that the secret to literacy instruction is for schools to investigate and tap into the hidden home and community resources of their students.” If teachers take this advice they can get to know their students better, which will allow them to be more successful in teaching by altering their approaches and using new strategies.

Teachers and schools have contributed to poor literacy instruction by not giving students a chance to write about or discuss things they are actually interested in or know something about. Students have constantly been corrected for using what is known as “improper English.”  Instead of teachers thinking in a cultural deficit perspective, by setting lower standards for students who come from diverse backgrounds, they need to base their teachings on more of a cultural difference perspective. Students need more freedom to express themselves and what they are all about during literacy instruction. In a study by Shirley Brice Heath, teachers, parents, and students all gained progress when working together. There are successful strategies available for educators to use for literacy instruction of speakers of non-standard English. These strategies use cultural capital by providing every student with the same expectations of success. Also teachers can gain the funds of knowledge by simply listening to their students and becoming interested in where they come from. They can actually learn from the students.

The Where I Am From project supports culturally responsive teaching in many ways. It allows for students to express themselves and share with others their home experiences, culture, and family values. By sharing these within a classroom it teachers students to know and praise their own cultures as well as those of others. I plan on using all of the strategies I have learned through readings and activities to make my classroom more culturally responsive. I plan on collaborating with my fellow teachers and using community and family resources to learn more about where my students come from. I would love to be able to allow my students to express themselves by sharing their backgrounds and letting them write about what they are interested in. Students working together in groups and discussing with one another freely is another strategy I plan to use.

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Adolescent literacy. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Epstein, P., & Harring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print

Funds of knowledge: A look at luis moll's research into hidden family resources. (n.d.). Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE/edit

O'brien, J. (2003, May 10). Tall tales of Appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Double Jornal Entry #5

1.     What is reverent listening and how can it support culturally responsive teaching?

 

Reverent listening is not just hearing someone talk. It is showing interest in what that personal is saying and putting everything including your feelings and experiences into that person. If a teacher is a reverent listening he or she is defiantly a culturally responsive teacher. This can create a very positive and comfortable classroom community as well as make the students feel comfortable when expressing their thoughts and feelings.

 

2.      Give an example from your own schooling experience of what this quote means:

Reverent listening is not to be confused with humiliation and domination by others who force us to listen, and even less so, with the kind of incompetence that wants to be told what to do.

 

After reading this quote and thinking about my own experiences in school, I think about, as student, being told what to talk about or having to listen to lectures or presentations where neither the students or teacher were interested and actual feeling and thoughts were not being expressed. For example, being given a subject to research or speak upon instead being able to choose something your passionate about.

 

3.     What is meant by a "laundry list of value ethics"? Give an example from your own schooling experience. And then explain how this approach to character education can be NON-culturally responsive.

 

I believe that a “laundry list of value ethics” are the rules or values expected in the classroom are just written on the wall or on a poster. These things need to be modeled by the students and teacher not just listed on the wall. In my schooling experience it seemed this way most of the time. There was not much equality between student and teacher, which made it seem like the teachers were always above the students. This is non-culturally responsive for many reasons. Students do not feel important and their opinions are not valued causing them to not want to express interests or feelings.

 

 

4.     Have you ever had a teacher that at one time or another exhibited the traits of a reverent teacher? What did they do? How did they make you feel?

 

In this class, I feel as if our teachers model wonderful reverent listening in teaching. I feel as if my opinion will always be valued and listed to in verbally speaking it or writing it. I receive positive feedback on my work which makes me feel so great about myself. I also feel as if I could come to each teacher if I had a personal problem that I needed some advice on.

 

 

5.     What factors contribute to a "toxic" school culture?

 

Teacher who do not value their students opinion and listen to what they have to say are contributing to the “toxic” school culture. Teacher should realize that they can learn and become better teachers through what their students tell them.

 

6. Find a quote in this article that you would like to incorporate into your own philosophy of education and explain how it fits or changes your philosophy of education.

 

            “These teachers also have deep respect for their students while seeking to deserve their respect.”

 

This quote stood out to me because it is important to have equal respect between teachers and students. I do not want to be a teacher who thinks I have power over my students, but one who will model the respect that needs to be given and talk to children instead of telling them what to do.

 

7.     Find a strategy/activity conveyed in a video, blog posting, lesson plan, or online article that will help you become a teacher who cultivates a reverence in their classroom and school community.

 

 

 

 

In this video the teacher explains a strategy she uses every time she enters the classroom. “Expect Respect” and she challenges you to do this in your classroom. “ The quickest way to earn respect is show respect!”

 

Rud, A.G. & Garrison, J. (2010). Reverence and Listening in Teaching and Leading. Teacher College Record 112 (11) 2777-2792.

 

Activity #3

The Where I’m From project is a great example of a culturally responsive strategy. It helps us understand the differences between people. We need to use projects like these to get to know people and where they come from. A person’s background has a lot to do with who you are and can affect how you learn.

Language is the main focus on literacy instruction in schools today. Unfortunately teachers are more focused on students speaking and writing in what is known to be the correct way, “Standard English.” Educators need to focus more on using students backgrounds and dialect. They can do this by researching where their students come from and how their family’s dialects and cultures come through into the students language. Teachers need to show more acceptance to those who way speak differently than what they think is “correct.” Teaching who have students from the Appalachia region specially need to keep these things in mind. Student’s life experiences before school shapes how they learn and are perceived in school, so if their past experiences are incorporated and appreciated by their teachers they will be more successful in literacy development. Quote: “In fact, all children do not behave in ways that let us know that they have learned and are learning about written language when they are very young. That is because not all students learn about written language to the same extent during their pre-formal instruction years.”

There are many successful ways that teachers can overcome cultural deficits in their classrooms. First teachers need to have an open mind. They need to be able to work collaboratively with fellow teachers, students, families, and other people in the community. Luis Moll’s research is a perfect example of this. His “sociocultural” approach to literacy instruction seems to be a successful way to teach literacy in a diverse classroom. Quoted in the article, “Moll believes that the secret to literacy instruction is for schools to investigate and tap into the hidden home and community resources of their students.”

            Teachers and schools have contributed to poor literacy instruction by not giving students a chance to write about or discuss things they are actually interested in or know something about. Students have constantly been corrected for using what is known as “improper english.”  Instead of teachers thinking in a cultural deficit perspective by setting lower standards for students who come from diverse backgrounds, they need to base their teachings on more of a cultural difference perspective. Students need more freedom to express themselves and what they are all about during literacy instruction. In a study by Shirley Brice Heath, teachers, parents, and students all gained progress in working together.

There are successful strategies available for educators to use for literacy instruction of speakers of non-standard English. These strategies use cultural capital by providing every students with the same expectations of success and

            The Where I Am From project supports culturally responsive teaching in many ways. It allows for students to express themselves and share with others their home experiences, culture, and family values. By sharing these within a classroom it teachers students to know and praise their own cultures as well as their classmates. I plan on using all of the strategies I have learned through readings and activities to make my classroom more culturally responsive. I plan on collaborating with my fellow teachers and using community and family resources to learn more about where my students come from. I would love to be able to allow my students to express themselves by sharing their backgrounds and letting them write about what they are interested in. Students working together in groups and discussing with one another freely is another strategy I will use.

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Adolescent literacy. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Epstein, P., & Harring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print

Funds of knowledge: A look at luis moll's research into hidden family resources. (n.d.). Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE/edit

O'brien, J. (2003, May 10). Tall tales of Appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Where I Am From Photo Story

Double Journal Entry #4

1. Describe 3 things you learned about teaching and  literacy development.

• I learned to embrace the differences in students dialects and use them as a learning tool in the classroom.
• I learned to allow the students to use their own dialects in classroom discussion and not correcting them or making them feel that the way they speak is incorrect.
• I learned that their are many strategies available for teachers to use in the classroom to incorporate students different dialects in literacy instruction.

2. Give 2 examples of how the strategies for literacy instruction presented in this article reflect Culturally Responsive Teaching.

• Build bridges of meaningfulness between home and school experience.

The teachers worked as a team to come up with strategies for literacy instruction and based these off of the students background, home, and family dialects and cultures.

• Acknowledge the legitimacy of the cultural heritages as worthy content to be taught in the formal curriculum.

The teachers also aloud for students to use their own languages within the classroom. They used these as an important aspect in teaching the students literacy skills.

3. Give 1 example of literacy instruction from your own schooling experience and explain how it reflects or does not reflect Culturally Responsive Teaching.

I do not remember any culturally responsive teaching during literacy instruction in my own schooling. I can remember students being corrected when speaking incorrectly during school. I do know that when I was able to write what I wanted, instead of something the teacher chose for us, I was a better writer.

This video interested me because it is a kindergarten class, which is what I ultimately would like to teach. The teacher is using culturally responsive teaching by looking at similarities and differences of students through their own autobiographies.

Epstein, P., & Herring-Harris, L. (2011, Sept 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655

Culturally responsive teaching in kindergarten: Sharing autobiographies [Web]. (2011). Retrieved from http://www.youtube.com/watch?v=bwYDDq8x12w

Where I Am From

I am from the wild & wonderful, a small community, from a family owned business and iced sugar cookies.

I am from the cozy brick house filled with the laughter of two little girls.

I am from the pond and, dads garden in our awesome backyard.

I am from a Christmas Eve feast and lots of love, from Michele and Jimmy and the Paughs, Simmons, and Lopez families.

I am from the big get togethers and Steeler football Sundays.

From “Excepting Everyone” and “standing up for who you are and what you are passionate about.”

I am from a Catholic church just 2 blocks from my house.

I'm from Buckhannon, Stonewood, and Italy. Chicken and Dumplings and lots of pasta and meatballs.

From the trips to Myrtle Beach every summer, the sleepovers at Nan and Paps, and the sound of my aunts old record player.

I am from always having fun and cherishing the ones you love.

Double Journal Entry #3 Part 2 Own the Words