The most relevant part of Dr. Robert’s
presentation for me was simply the overall premise of how impacted our youth is,
and even us, by technology. Something that still resonates with me is the
concept of Media Multi-tasking. This is something I have done for years and
never realized the impact this had on me. There are so many different types of
technologies that exist; sometimes it is hard to keep up. After listening to
the findings obtained from his studies, I found myself feeling the need for a
balance of technology. Understanding that this is the way the world is moving,
it is still important to not over rely on the use of technology in the
classroom. As evident from the study, students in this era are getting plenty
of exposure to different types of technologies. I also agree with the notion
that we as teachers should reinforce positive technology etiquette but ultimately
I believe this should be left to parents. I really appreciated Dr. Roberts’
command of the subject, it was evident how much his studies and this topic
means to him.
I
am wondering what the data would show if this study was conducted in the
present day? Is there a way in which we can get the public to separate
from their devices to “get back to basics”, at least for the sake of education?
In reading the New York Times article, there were a few positives
pointed out that I can understand the reasoning behind. For example, offering
make up courses to students who fail a course (or other circumstances), and in some
places offer more elective classes. However, I find it hard to believe that
online classes, at the K-12 level, can take the place of actual class time.
Although administrators in Memphis say online classes are a way to “enhance
student learning”, I do not believe a computer screen can enhance the knowledge
of a student who is in remediation and using online courses as a means to
obtain “credit recovery”. Those students, who fail a course, especially, should
have to meet in person to truly help them understand the material.
Additionally, online classes seem to be another fad in saving money. In essence
cutting corners because there is not enough funding. It is an injustice to
students to cut corners in education, as is evident in many of our prior
readings. In my particular school community, I cannot see this type of learning
occurring in regards to remediation but for elective purpose this would be
useful for an after school enrichment. It would be extremely beneficial for the
students at Northern Light School to participate in something of this nature in
order to bridge any gaps in learning. In my own teaching, using online classes
can provide students extra support and bridge activities during the summer
months. It is also important to note this could be used to accommodate learners
who need more of a challenge.
·This website is multi-faceted and
I cannot wait to use this in my classroom. The resources are organized in an
easy to use fashion and make this site exciting every click of the mouse.
·This particular website was
extremely relevant in the fact that they offer resources in science,
technology, engineering, and mathematics. These are all fields of study that
can use additional positive promotion. This website is interesting and eye
catching, with LOTS of resources to use.
·Often I have the students make
flashcards in class. This website is useful in the sense that students can have
a means to make flashcards at home, with a parent (if they are not old enough),
a potential homework activity. I also liked how user-friendly this website is,
another motivator to get students and parents into making their own flashcards
at home.
·I used this website in the
credential program and forgot how useful it can be. Rediscovering this useful
site will be important to restructuring the assessment process in my class this
year. The way in which this site is organized makes it easy to navigate, which
is essential in an online resource.
As a Kindergarten teacher in the 21st
century, part of my curriculum includes getting students to write. As this is
often a terrifying task, students need ways in which they stay actively engaged
and motivated in writing. Additionally, this task can often be difficult in
students who are lacking a command of their fine motor skills.
A few years
back I started teaching about penguins and wanted to incorporate writing and art.
Using a technique I had learned about at the California Kindergarten
Conference, I decided to incorporate “interactive writing”. Interactive writing
is a way in which to involve students in the process of writing. Through the
use of interactive writing, students are able to hold the pen (marker) and be
the writer without fear because we are all acting together to create a piece of
writing. Before writing, as a class, we discussed what information we wanted to
include in our writing, much of this being what was learned. We used many
resources to build our knowledge. To start, we read non-fiction books on
penguins, watched Happy Feet and March of the Penguins, in which we
compared and contrasted reality vs. fantasy, and watched a live video feed from
the Monterey Bay Aquarium of real life penguins eating and playing. After
discussing and deciding what was most important information we wanted to
include, the writing process began. Each student took turns writing. Depending
on their academic level, students wrote either letters or entire words. This
activity is multifaceted, while a student is writing on the poster the teacher
can facilitate a mini-lesson on address handwriting skills to students who are
on the rug using a small whiteboard. After we were finished writing we chorally
read our piece, while tracking the print with a pointer. To foster student
pride in what they had accomplished we hung the chart paper up for all to see
when they entered the classroom. After the writing piece was finished, we made
small penguins, which incorporated the use of their fine motor skills. Students
did not use scissors to cut anything out; instead they tore the construction
paper to make a penguin.
Many
students in Kindergarten are excited to learn about animals. In the above case,
I found that after the first day of reading about them students were hooked and
were eager for more. Incorporating writing was useful in this particular
situation because the students were enthralled with the subject matter and the
writing portion was viewed as, “let’s look at what we know”. The interactive
writing process was so engaging that after this lesson, many of my students
would ask when the next writing time would be. Furthermore, art is a great way
for students to build on, or in some cases, enhance their fine motor skills by
cutting tearing and folding. Students created a penguin from sheets of
construction paper into a 3-D penguin that was part of a bulletin board. Through
the use of technology, I was able to provide students a well-rounded view of
penguins and open doors to other means of getting information, i.e.
documentaries.
The penguin
lesson that turned into a unit of study was one of my favorite lessons to this
day. I had a wonderful time planning and instructing this particular information.
I was especially happy when the students were demonstrating their understanding
through imitations on the schoolyard (huddling like penguins and articulating
the why, etc.). However, a challenge to this approach is that it takes a great
deal of planning and organizing to make sure the different parts are cohesive.
I feel the integration of other subject areas can be a bit overwhelming if
there are specific skills that some students are lacking. More often though, I
feel that interdisciplinary teaching makes it easier to incorporate elements in
the curriculum that may be skimmed over or deemed not a priority by others. The
length at which science curriculum is covered is difficult to accomplish with the
reading, writing, and math demands. With that said, interdisciplinary teaching
allows a teacher the opportunity to incorporate everything from physical
education to technology. More importantly, students can benefit from the
plethora of information they obtain through this type of learning. Interdisciplinary
teaching enables all students in some way, shape, or form to connect personally
to the material. It’s like a buffet of learning!
1. Chapter
one: In recounting her journey
through many educational reforms, Diane Ravitch makes a number of provocative
statements. Choose two, quote them, and personally respond.
The
first provocative statement that caught my eye was on page 3 when Ravitch
states, “I have tried to show in my work the persistence of our national
infatuation with fads, movements, and reforms, which invariably distract us
from the steadiness of purpose needed to improve our schools”. This statement
is one that begs for attention and notice. If someone who has worked among the
country’s top leaders in education can point out something, why are we still
experiencing problems, in the same areas nonetheless? I believe this can
somewhat be answered by Ravitch’s initial statement; our country is especially
concerned with the most popular idea any given time. If one person publishes an
article about it, more and more people are likely to jump aboard and go for
something, even if it does not make sense. It leaves me feeling as though we
are doomed to repeat (and already have to some extent) the events of the past.
“Doubt
and skepticism are signs of rationality. When we are too certain of our
opinions, we run the risk of ignoring any evidence that conflicts with our
views. It is doubt that shows we are still thinking, still willing to reexamine
hardened beliefs when confronted with new facts and evidence” (2). As one who
is constantly open to new ideas and ways of learning, I am left questioning why
more people are not in tune with this type of ideology? I find that some of the
colleagues I have or have had are unwilling to hear out or even try a certain
idea/thought that I may present. I have always believed this is harmful in the
effort of collaboration and building community among the school staff. For me,
Ravitch supports this idea in a way that simply points to the negative of being
unwilling to take a second look at the facts.
2. Chapter
two: On page 16, Ravitch gives a
brief definition of a well-educated person. How would you characterize a well-educated person? What
should any well-educated person know in today’s world?
I
would characterize a well-educated person as one who possesses a wide breadth
and depth of knowledge, on many subjects. Additionally, I agree with Ravitch in
that a well-educated person “has learned how to explain ideas and listen
respectfully to others” (16). Acquiring and retaining knowledge is just one
component to education, being able to articulate that knowledge after it has
been synthesized is vital. Even more, listening attentively to what others have
to say shows that you have a willingness to learn and having a dialogue about a
certain subject increases awareness of other viewpoints. Lastly, having some
type of personal experience related to the subject is important in gaining a
deeper knowledge. In essence, I believe a well educated person is one who is
not ignorant and if so, they seek the means to acquire that unknown.
In
today’s world, I think the above listed qualities are important even still. I
believe in today’s world, due in large part to technological advances, staying
current with any type of information is an active, constant progress. More
importantly, possessing knowledge of other cultures is a trait of a
well-educated person. I have a huge admiration for those people who have visited
many different places and cultures, as it deepens ones understanding and
knowledge on another level.
3. Thinking about the class discussion
on the book, what stands out for you?
What would you have liked to say that you did not say?
In
general, the fact that Ravitch reflected to the extent she did is what
resonates most with me. Something that is difficult for many people, being able
to admit when something you once believed in is not all it seems, she is ready
to stand up and point the finger at herself. She even says, “…my views changed
as I saw how these ideas were working out in reality” (2). I immediately was
struck by this admission, as it is not something I have encountered too much in
my readings. I feel as though much of what I see are “fads” not working
effectively and those in position to change them just move to the next fad and
try to use those methods to fix the former. If more people were willing to take
on this type of thinking I believe the issue of school reform would look very
different. I am strong-willed and do believe that I have the power to help in
the school reform movement. However, the issue of school reform leaves me
feeling somewhat discouraged about the direction of education, in that, there
does not seem to be a light at the end of the tunnel. I will remain to stay
focused on my goals in and around this topic area and hope for the very best,
for the sake of education.
4. Choose
one gap you listed from your subject area and identify 3 resources: a web site,
an article, and a book that can help you fill that gap. List these and discuss what you learned
from one of these.
The
following resources were obtained in collecting more information on spelling
development in grades K-2:
·National Association for the
Education of Young Children (http://www.naeyc.org)
·Word
Crafting: Teaching Spelling, Grades K-6 by Cindy Marten
·From Childhood Education, Spelling Development Research Necessitates
Replacement of Weekly Word List by Maryann Manning and Clark Underbakke
This
article gave me a perspective that is one I really appreciated. I felt as though
it really suited my philosophy on education and I plan to try out some suggestions
to see the outcomes in my own classroom. This article begins by painting
a portrait of how many young children in grades K-2 do not possess confidence
in themselves, particularly in the subject of literacy, due to the current
practices of spelling. Manning and Underbakke point out that educators play
a role in this by “insisting they use conventional spelling…” (236). Their arguments
for why this insistence is harmful immediately caught my attention. This
article speaks to the issue of why spelling development is one that has many levels,
all of which may occur at different times. Most importantly, Manning and Underbakke
conclude that educators have an array of strategies to use that will not
harm the confidence of our students.
5. Your
annotations of resources are meant to be both scholarly and brief. In the blog, discuss in detail why/how
any two of these articles were useful to your topic/question(s).
Resource
#1: “The Development of Children’s Orthographic Knowledge: A Microgenetic
Perspective” by Ann C. Sharp Ralph E. Reynolds and Gale M. Sinatra
After
reading this article, I was delighted to not only feel supported in my opinions
of spelling, but I was also enlightened. First off, this article was organized
in a way that made it an easy read and in a way that is clear and concise. In
general the study was conducted to examine a new perspective as it applies to
spelling development. The new terminology acquired through reading this left me
excited to delve even deeper into the issue of spelling development. In
addition, information was presented on past theorists and ideologies. For
instance, phase view (as it pertains to spelling development), overlapping-wave
perspective, Henderson, Frith, Ehri, Read, etc. Moreover, the authors point to
the fact that more research is necessary and the results, if conducted, could
be tremendous. I feel as though my philosophy of spelling coincides with their
findings and on which theorists they cite. From this I learned about theorists
I had never heard of before, which is promising as I continue on with my
research. Before reading this article I felt as though I might have bit off
more than I could chew, not knowing which direction to go in my research. I
finally feel some confidence in which way I am headed.
Resource
#2: “The Effects of an Adapted Interactive Writing Intervention
on Kindergarten Children’s Phonological Awareness, Spelling, and Early Reading
Development: A Contextualized Approach to Instruction” by Sharon A. Craig
In
this article, I was able to gain another perspective in the world of literacy.
One specific statement that still sticks with me is “Moreover,
children who learn to use phonological information to encode and decode print
consistently demonstrate the greatest gains in reading and spelling in the
first grade and maintain these gains in future years of schooling” (Byrne &
Fielding-Barnsley, 1995; Byrne, Fielding-Barnsley, & Ashley, 2000; NICHD,
2000) [715]. I am eager to further my research using some of sources this
author used, as I believe there are important connections that were made within
the article, that can help me further decipher the intricacy of spelling
development.
6. Question for Meg:
I am concerned with my guiding questions and feel they are too broad. Do you
have any suggestions? Is too broad a bad thing?
.jpg)
.jpg)