Double Journal Entry #8

What are some challenges to inquiry approaches to learning?

Because inquiry approaches are so complex, they present several challenges to teachers attempting to use them in their classrooms. When teachers do not completely understand how to use this approach in the classroom, it becomes stressful and unsuccessful. The confusion of the teacher filters down to students that don't receive proper scaffolding and assessment.

Make connections between project-based learning and three research-based strategies. Give a brief explanation of the connections.Simulations and games- In project-based learning, students solve real-world problems. Simulations are useful to help provide examples of how to react and what to do in real-world situations. Any group or whole-class activity requires specific discipline set in place so that this strategy to works properly. 


Setting objectives- Project-based learning requires goal and objective setting. The teacher should plan objectives, and then students solve the problem and create a project to achieve the set goal or objective. 

Cooperative grouping- Something vital to project-based learning is small groups. Students learn to work in small cooperative groups which requires them to work together and be an active participant in the group. The connection between cooperative grouping and project-based learning is an important one, in shich you cannot effectively have one without the other.

Reference:

Research-based strategies. (n.d.). Retrieved from http://www.netc.org/focus/strategies/ 

Double Journal Entry #7

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

Instructional knowledge from the teacher and text through lectures and discussion are showing signs of wear in the classroom.

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

Project-based learning enhances student learning more than traditional approaches because it develops higher order thinking skills, develops critical thinkers, and effective speakers and writers. (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005) It provides personal connections from students' work to real-life situations. Students involved in Project-based learning, benefit from factual learning that are equivalent to students who engage in traditional learning instruction. (Thomas, 2000) Project-based learning gives students opportunities to use multimedia in the classroom. Students in this study performed better on content, design, and reaching the audience. (Penuel, Means, Simpkins, 2000) Communication, research, and presentations are the key aspects of this benefit.

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

A benefit its that students are given problems where there is not one exact answer which allows them to use creativity, critical thinking and understanding to find answer a problem. (Dochy, Segers, Van den Bossche, & Gijbels, 2003) Students are better prepared to generate and explain hypotheses. (Hmelo, 1998b; Schmidt et al, 1996) They can also support their hypothesis with well-reasoned arguments. (Stepien et al, 1993)

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

Students are become experts on the content they are working with when using Learning by Design because they have research the artifact they create. (Hmelo, Holton, & Kolodner, 2000) Students better understand complex systems. (Perkins, 1986) Students have the chance to design artifacts that display their understanding and relate the artifact to a real-world concept. (Fortus and colleagues, 2004)

5. What are the differences between the three approaches?

Project-based learning produces an actual project from the students. Problem-based has the students working in small groups to solve a given problem. Learning by Design directs students to create an artifact that will be presented based on understanding and application of the material covered. Though the three approaches are different, they work nicely together and all stem from a higher order of thinking.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches? 
The most important benefit to these inquiry-based learning approaches is the fact that they are hands-on. They allow students to participate and take an active role in their learning rather than just listening. My mother used to tell me "You never know until you try," and that makes perfect sense in the classroom. Learning by experience is so much more beneficial than listening to a lecture.

Reference:
Baron, , B., & Darling-Hammond, L. (1991). Teaching for meaningful learners. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

PowerPoint Quiz Reflection

Reinforcing Effort was an instructional strategy that was not exhibited in the PowerPoint activity. In order for the activity to fall into that category, the instructor would have had to be more supportive and encouraging. This instructional strategy requires a supportive atmosphere and the students' belief that they can succeed. In order to achieve this type of environment, the teacher should simply be more supportive. For example they may have given some support to the students by proving that they believed in them, and encouraging them along the way.

Double Journal Entry #6

First Speaker
1. Why is this video helpful for teaching in West Virginia?   This video was helpful to West Virginia teachers because of the similarities of the informal languages. Both the Appalacia dialect and the Ebonics used by African Americans are informal.
2. What evidence is presented that supports the credibility of the speaker? The speaker is an English professor at a university and also works with the National Council of English.
3. Describe the traditional approach to responding to student writing? The traditional approach to respnding to student writing simply corrects the students when they do something wrong gramatically or structurally in their writing.
4. Why does the traditional approach not work in improving student writing? Students have trouble writing a different voice than what they speak. Therefore simply correcting their grammar is not productive, because that is not helpful.
5. Name the three strategies associated with the linguistic approach to writing instruction? Scientific Knowledge of Grammar, Contrastive Analysis, and Code-switching.
6. How do you know the cat and Taylor go together? The owner and their belonging are right next to each other. Taylor and cat were next to each other in the statement, making the cat and Taylor go together.
7. What is different between the two patterns of possessives for informal and formal English? An apostrophe before the letter s is next to the owner in formal English. In informal possessives, no apostrophe is added.
8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English? Code-switching.
9. Describe how the scientific method is used to teach students to code switch. Teachers collect data from students and have them compare, contrast, and describe patterns in language. Then students can check their hypothesis and modify it as necessary.
10. What question is being asked to engage students in the comparison and contrast strategy? What changed?
11. How does code switching support metacognition? Students come to a realization that there is a time and place for most things, and language is no acception. They must pick and choose carefully what languages is most appropriate in different situations.
12. What evidence is presented the code switching approach works? Describe one of the studies? In 2000 in New York, African American students were tested based on the amount of vernacular features in their writing. Traditional English methods showed no improvement, whereas the comparison and contrast approach showed nearly 100% improvements.


Second Speaker
1. How did the students respond when asked how they felt about being corrected when they talked? The students felt stupid, they were angry and embarassed.
2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? The teacher used clothing to show the difference between informal and formal language by comparing language to formal and informal attire.
3. What are some added benefits aside from raising test scores that stem from using contrastive analysis? Students will be able to adjust their writing to the setting in which they are placed. They will also look more professional when using formal writing.


On Your Own: Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies: Generating and Testing Hypothesis and Identifying Difference and Similarities.

Generating and Testing Hypothesis is an example of contrastive analysis because students are comparing and contrasting. They form rules and test or experiment in other situations.

Identifying Difference and Similarities is an example of contrastive analysis because the students to make connections through the use of patterns. Students use the differences and similarities of language to make categories for information that fits and doesn’t fit with the patterns.

References:
Teaching standard english in urban classrooms. (2007). [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms

Where I'm From Video

Double Journal Entry #5

What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?

Everything that a teacher does in a classroom affects the students. It is important the teacher creates an open, accepting and encouraging environment and maintains those same qualities in attitude. "All of these factors which can be loosely categorized as environment, personal factors, and behavior interact and play off each other in a cyclical way (according to the Reciprocal Determinism Model) (Woolfolk, 2007,pg. 330)."

What are some assessment pitfalls?

As we discussed in class, students may have trouble understanding the question due to the way it is worded or unintentional bias from the teacher. If the students do not believe they will do well, they will not succeed or score as high as possible. "...studies have shown that teacher mindset can affect the performance of linguistically diverse students through affecting the way assessments are given or looked at, the way the student reacts to school, where the student is placed for ability groups, and the psychological state of the student (Dooly, 2005). Teachers’ lack of knowledge in different dialectal rules and constant correction make the student feel “linguistically inadequate, insecure, and confused” (Fogel & Ehri, 2006, pg. 466). Unfortunately, in extreme situations negative teacher attitudes toward students using non-standard dialects can lead to those students being misdiagnosed as having language disorders (Fogel & Ehri, 2006)."

What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit)?

Instead of using the "othering-effect" teachers should make students feel welcome and secure. Students need to feel like they belong and have some support, they do not want to labeled as different from the other students in their class. Encourage students to be proud of their heritage and culture. They should feel like they are contributing to this heritage rather than betraying it. 

How prepared do you feel to teach in a culturally diverse classroom?

I feel like I have had a lot of training in this area from my education. In general, I am a happy and encouraging person and I think that those qualities are necessary to a diverse classroom. I've never lived in an extremely multicultural place, but I understand prejudices, labels and cultural differences, I've observed them and experienced them so it's important to me to make sure my classroom has a community atmosphere. 


References:
Teacher attitudes. (2009, September 4). Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes

Where I'm From

I am from a trunk full of dress-up clothes, from Barbies, baby dolls and Minnie Mouse.

I am from West Second Street, the white house with green shutters, carsick, weekend drives up country roads leading to the Wiles family farm.

I am from clothes hung outside on the line, crisp, fresh smelling sheets.

I am from a tire swing hung by a worn, yellow rope and Wiles family reunions every first Sunday in August, from Mawmaw’s 1960’s class and Grandma’s homemade bread and peperoni rolls, from Pawpaw Rose’s passionate prayer and Grandpa’s hard work and country roots.

I am from sleeping under burgundy church pews, Sunday school programs, church camp on Holy Hill, and powerful worship services.

From forts of quilts and clothespins, childish arguments and tears with my brother Ethan, that made him my best friend.

I'm from family dinners at the kitchen table, deer steak and gravy, and mashed potatoes from grandma’s garden.

From my dad’s eyes, strong will, and camouflage. From my mom’s smile, compassion and encouragement, and high heels.

I am from a family full of love, faith, and heritage that shaped the life I live now. From powerful role models who I hope are reflected in my daily life.

I am from the beauty of a family, state and country. From blessings beyond measure, and a life worth living.