1. What is the problem? Reading in Kindergarten
2. What is the rational for the project? Teachers and principals say that their students struggle in this area.
3. What strategy will be used to address the problem? Rhyming games to help students recognize rhyme and word families in text to expand their phonemic awareness. Assessing them before, during , and after the project.
4. What is the question? How can I use a variety of rhyming games to help my students recognize ryme and word families in text?
5. What evidence is presented that the strategy will work? Teaching students to decode words through word families, or “phonograms,” makes it possible for them to quickly identify unfamiliar words by using spelling patterns instead of sounding out letter by- letter. ( Wylie and Durrel (1970)
6. How will data be collected? Pre-test, model and demonstration, rhyme and memory, observation, literature reading,
https://docs.google.com/leaf?id=0B6DFAmexYq7vZmUyM2MwMjEtZjlkMS00MDc1LTkzMTQtOGI1OWRjNzRhMjFh&hl=en&pli=1
Monday, April 30, 2012
Evidence of understanding in an 8th grade classroom.
1. What is the title of the project? Evidence of understanding in an 8th grade classroom.
2. What is the Question? How do we know students are learning?
4. What strategy is being used to address? Assessments, through observation, dialogues, traditional quizzes and tests, performance tasks and projects, and students' self-assessments gathered over time
5. What evidence is presented that the strategy will work? Alfie Kohn describes as our propensity to do things "to" children rather than do things "with" children
6. How will data be collected to determine if the strategy will work? Discussed as a class what the students needed to show as evidence for their understanding. Once the students decided on the standards, they spent the next few days reading and working on their evidence of understanding the texts. Through observations, interviews and class discussion, He documented the data.
7. How was the data analyzed? Students then presented their evidence to the class and we discussed whether their work "met standards" or not. This provoked many interesting discussions about what’s good evidence of understanding and the challenges of assessing their learning.
8. What were the results? Students should be active, not passive. By being involved in the process, students were more focused on what they were supposed to be learning by providing evidence of what they learned rather than answering true or false.
9. How do the results inform teacher practice? This informs teachers that there needs to be balance and freedom to asses in unique ways.
2. What is the Question? How do we know students are learning?
4. What strategy is being used to address? Assessments, through observation, dialogues, traditional quizzes and tests, performance tasks and projects, and students' self-assessments gathered over time
5. What evidence is presented that the strategy will work? Alfie Kohn describes as our propensity to do things "to" children rather than do things "with" children
6. How will data be collected to determine if the strategy will work? Discussed as a class what the students needed to show as evidence for their understanding. Once the students decided on the standards, they spent the next few days reading and working on their evidence of understanding the texts. Through observations, interviews and class discussion, He documented the data.
7. How was the data analyzed? Students then presented their evidence to the class and we discussed whether their work "met standards" or not. This provoked many interesting discussions about what’s good evidence of understanding and the challenges of assessing their learning.
8. What were the results? Students should be active, not passive. By being involved in the process, students were more focused on what they were supposed to be learning by providing evidence of what they learned rather than answering true or false.
9. How do the results inform teacher practice? This informs teachers that there needs to be balance and freedom to asses in unique ways.
Thursday, March 1, 2012
Web Quest Rubric and CSO'S
1.4--Students will use technological tools and
other resources to locate, select, and organize information.
1.8--Students will organize data, information,
and ideas into useful forms for analysis or for presentation.
2.1--Students will plan and make written, oral,
and visual presentations for a variety of purposes and audiences.
4.6--Students will identify tasks that require a
coordinated effort and work with others to complete those tasks.
4.7--Students will identify and apply practices that
preserve and enhance the safety and health of self and others.
Overall visual appeal -2 points
Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.
Navigation and flow- 4 points
Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
Mechanical aspects- 2 points
No mechanical problems noted.
Motivational effectiveness of introduction- 1 point
The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.
Cognitive effectiveness of the introduction-2 points
The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
Connection of task to standards- 4 points
The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.
Cognitive level of the task 6 points
Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product
Clarity of process 4 points
Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
Scaffolding of process-6 points
The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.
Richness of process- 2 points
Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.
Relevance & quantity of resources- 2 points
Connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.
Quality of resources 4 points
Links make excellent use of the web's timeliness and colorfulness.
Varied resources provide enough meaningful information for students to think deeply.
Clarity of evaluation criteria-6 points
Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.
45/50 score
Wednesday, February 29, 2012
web quest
WEB QUEST IDEA
Students will take a virtual field trip to learn about how food and exercise can promote a healthy lifestyle. As they explore the online resources, they will collect information to include in a Health Camp brochure. They will collect images and graphs or use clip art to add interest to the brochure.
Sunday, February 26, 2012
Double entry #8
Meaningful Learning
Some challenges to inquiry approaches to learning
One of the most significant challenges to the successful implementation of inquiry approaches is the skills and knowledge of the teachers engaging in this alternative form of teaching and learning (Good & Brophy, 1986). If the teachers do not know how to impliment this syle of teaching it can can be very hard to keep up with it.
"When teachers don’t fully understand the complexities of inquiry-based learning, they may simply think of this approach "unstructured," and may, as a result, fail to provide proper scaffolding, assessment, and redirection as projects unfold" ( )
Teachers must also be able to design and support inquiry-based lessons that meet a variety of criteria, such as illuminating key subject matter concepts, balancing direct instruction with inquiry opportunities, scaffolding the learning of individual students through modeling and feedback, facilitating learning among multiple groups, and developing assessments to guide the learning process (Blumenfeld et al., 1991)
On the student side, the might not have the prior knowledge and expierence to learn with this style."With respect to general academic skills, students may have difficulty developing logical arguments and evidence to support their claims (Krajcik et al., 1998).
overall, there are many things that contribute to the diffuclties this style of teaching has. It is much easier for a teacher to watch movies, hand out worksheets, and give students test. As we saw in this reading that doesn't work anymore. We need to be more involved and more educated on how to teach meaningful learning.
2.Make connections between project-based learning and three research based strategies (Choose strategies you have not already been assigned to read about). Give a brief explanation of the connections.
Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. With working in groups known as cooperative learning, Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general.
Providing feedback- providing students with the right kind of feedback can help with their achievement in the classroom.Feedback has been shown to be one of the most significant activities a teacher can engage in to improve student achievement (Hattie, 1992). Rather than giving a letter grade in the grade book on a activity and giving it back to the student, active feedback on the students lets the student understand what they did well on and what they could do to make it better next time. Engaging with the student is a grate way to help a student succeed.
Cooperative grouping- Effective cooperative learning occurs when students work together to accomplish shared goals and when positive structures are in place to support that process (Johnson & Johnson, 1999).Students help each other learn and encourage individual team members' success and it also includes Interpersonal and small-group skills, including communication, decision making, conflict resolution, and time management.
This strategy works with project based learning because students get to be more engaged in a activity. They're not just sitting individually in their chair doing a worksheet they are working together to achieve a goal.
Simulations and games- this strategy helps students learn in a different way, since we know that children learn in different ways this stratgy should be used. Providing students the opportunity to visualize and model improves their chances for understanding. Simulations enhance this potential by making modeling dynamic. Games and modeling activities can elicit curiosity, create a demand for knowledge, and enable students to discover knowledge through exploration (Edelson, 1998).
Getting students up and moving around engages themselves into a activity to work with others,be active, have fun, and be more alive in class. Rather than a lecture and a test, getting students up and moving with a game or a simulation will allow for more knowlege gain.
Barron, D. B., & Darling-Hammond, D. L. (2008). Teaching for meaningful learning. San Francisco: Jossey-Bass, a Wiley imprint. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
Northwest Regional Educational Laboratory. (2005). Integrating technology into research-based strategies. Retrieved from http://www.netc.org/focus/
Tuesday, February 21, 2012
Identifying similarities and differences.
Instructional strategy, it includes various activities that help learners see patterns and make connections. For example, students compare things that are similar and contrast things that express differences
Most of our class has some type of previous knowledge with power point at some point in time in our lives. We are not however used to being pressured into doing something in a short amount of time. Along with the pressure of getting things done in a certain time, we are also not familular with being told exactly what to do. There was no freedom to explore the program therefore I do not think anything was learned.
Most of our class has some type of previous knowledge with power point at some point in time in our lives. We are not however used to being pressured into doing something in a short amount of time. Along with the pressure of getting things done in a certain time, we are also not familular with being told exactly what to do. There was no freedom to explore the program therefore I do not think anything was learned.
Wednesday, February 15, 2012
Double Entry #6
Why is this video helpful for teaching in West Virginia?
Though there are not many African American students in west Virginia, we still have children struggling with writing.
What evidence is presented that supports the credibility of the speaker?
Associate Professor of English of literacy of new port news of Virginia and co author of “code switching” also a literacy consultant for national council of teachers of English
Describe the traditional approach to responding to student writing?
Finding error. Response with correction.
Why does the traditional approach not work in improving student writing?
Correcting vernacular features . its obvious that correction does not work , because we have the same problem popping up 2nd grade- college
Name the three strategies associated with the linguistic approach to writing instruction?
1. Scientific method.
2. Contrastive analysis.
3. Code switching meta cognition
How do you know the cat and Taylor go together?
Informal.. Owner is Taylor and the cat is what she owns.
What is different between the two patterns of possessives for informal and formal English?
Informal paternal the owner + what they own.
Formal- Owner + ‘S plus + what they own.
What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
Describe how the scientific method is used to teach students to code switch. We collect data, similar issues cropping up in student writing. Observing and seak a pattern which is the hypothesis. Check every example to see if it conformed to the hypothesis
What question is being asked to engage students in the comparison and contrast strategy?
What changed between the informal side and the formal side? She led the students to compare and contrast to find the pattern of formal English. Raising the students awareness first is which is what they know and 2nd ,what we are trying to teach them.
How does code switching support meta cognition?
As students think about “ where I am “ or “what is my purposes “ and choosing the language to fit the setting When to use formal English and when to use informal English.
What evidence is presented the code switching approach works? Describe one of the studies?
Taylor: found that her African American students were continuing to struggle and failing, she used two different methods to help linguistics , the traditional approach and the other classroom she used contrast approach.. her results were dramatic, in the traditional approach students produced 8 % more vernacular features in their writing one semester. The contrast approach produced 59 % percent decrease in vernacular features.
Fogel and Erei- basically they looked at traditional techniques and contrast techniques. Basis was they had 30 percent vernacular features in a pre test. Traditional methods showed no change. Contrast group had a 100% improvement.
Second Speaker
How did the students respond when asked how they felt about being corrected when they talked?
Students felt stupid, and angry, confused. The children were not learning.
Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? What does it mean to be formal and what does it mean to be informal? Kids already know this. What do you wear when you dress up? Children knew that’s being formal. So she used clothes and different settings on what you wear. Comparing them to English
What are some added benefits aside from raising test scores that stem from using contrastive analysis?
Students use proper and formal English in a serious environment that help them sound more professional. This can go a long way in speeches, higher education school papers, and job selections.
Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:
Generating and Testing Hypothesis---Across content areas and grade levels, inquiry in the classroom turns native curiosity to the learner's advantage. Through active learning experiences, students deepen their understanding of key concepts” this practice of the scientific method helps students discover what the problem was and fix it. Not just correcting it from the start, but actually getting deep into it and why.
Identifying Difference and Similarities-As an instructional strategy, it includes various activities that help learners see patterns and make connections. For example, students compare things that are similar and contrast things that express differences. They classify when they identify features or characteristics of a group of objects or ideas, and then develop a scheme to organize those objects. This is an example of writing instruction because it explains to the student that helps a student see the difference in the two types of writing.
Though there are not many African American students in west Virginia, we still have children struggling with writing.
What evidence is presented that supports the credibility of the speaker?
Associate Professor of English of literacy of new port news of Virginia and co author of “code switching” also a literacy consultant for national council of teachers of English
Describe the traditional approach to responding to student writing?
Finding error. Response with correction.
Why does the traditional approach not work in improving student writing?
Correcting vernacular features . its obvious that correction does not work , because we have the same problem popping up 2nd grade- college
Name the three strategies associated with the linguistic approach to writing instruction?
1. Scientific method.
2. Contrastive analysis.
3. Code switching meta cognition
How do you know the cat and Taylor go together?
Informal.. Owner is Taylor and the cat is what she owns.
What is different between the two patterns of possessives for informal and formal English?
Informal paternal the owner + what they own.
Formal- Owner + ‘S plus + what they own.
What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
Describe how the scientific method is used to teach students to code switch. We collect data, similar issues cropping up in student writing. Observing and seak a pattern which is the hypothesis. Check every example to see if it conformed to the hypothesis
What question is being asked to engage students in the comparison and contrast strategy?
What changed between the informal side and the formal side? She led the students to compare and contrast to find the pattern of formal English. Raising the students awareness first is which is what they know and 2nd ,what we are trying to teach them.
How does code switching support meta cognition?
As students think about “ where I am “ or “what is my purposes “ and choosing the language to fit the setting When to use formal English and when to use informal English.
What evidence is presented the code switching approach works? Describe one of the studies?
Taylor: found that her African American students were continuing to struggle and failing, she used two different methods to help linguistics , the traditional approach and the other classroom she used contrast approach.. her results were dramatic, in the traditional approach students produced 8 % more vernacular features in their writing one semester. The contrast approach produced 59 % percent decrease in vernacular features.
Fogel and Erei- basically they looked at traditional techniques and contrast techniques. Basis was they had 30 percent vernacular features in a pre test. Traditional methods showed no change. Contrast group had a 100% improvement.
Second Speaker
How did the students respond when asked how they felt about being corrected when they talked?
Students felt stupid, and angry, confused. The children were not learning.
Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? What does it mean to be formal and what does it mean to be informal? Kids already know this. What do you wear when you dress up? Children knew that’s being formal. So she used clothes and different settings on what you wear. Comparing them to English
What are some added benefits aside from raising test scores that stem from using contrastive analysis?
Students use proper and formal English in a serious environment that help them sound more professional. This can go a long way in speeches, higher education school papers, and job selections.
Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:
Generating and Testing Hypothesis---Across content areas and grade levels, inquiry in the classroom turns native curiosity to the learner's advantage. Through active learning experiences, students deepen their understanding of key concepts” this practice of the scientific method helps students discover what the problem was and fix it. Not just correcting it from the start, but actually getting deep into it and why.
Identifying Difference and Similarities-As an instructional strategy, it includes various activities that help learners see patterns and make connections. For example, students compare things that are similar and contrast things that express differences. They classify when they identify features or characteristics of a group of objects or ideas, and then develop a scheme to organize those objects. This is an example of writing instruction because it explains to the student that helps a student see the difference in the two types of writing.
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