Action Research Posting

Action Research Summary by Janet Caluris

1) What is the title of the project?
"Using Readers Theater to Show Off Good Reading"

2) What is the Question?
How can I use Readers Theater to improve my students' comprehension and fluency levels?

3) What strategy is being used to address?
Readers Theater is the strategy being used to improve comprehension and fluency.

4) What evidence is presented that the strategy will work?
The National Reading Panel identified fluency as a key ingredient to successful reading instruction because of its effect on students' reading efficiency and comprehension. Evaluating the impact of Readers Theater and noting the patterns in performance will help effectively implement an instructional program to meet students' individual needs.

5) How will data be collected to determine if the strategy will work?
Data will be collected through surveys, observations, and student fluency assessments.

6) How was data analyzed?
The data was broken down and analyzed by four group: academically talented, general education, bilingual, and special needs.

7) What were the results?
Readers Theater improved student levels of fluency, reading comprehension, and attitudes toward reading.

8) How do the results inform teacher practice?
Teachers can use the results to guide future reading activities or incorporate Readers Theater in other subjects. Readers Theater provides students with the opportunity to actively engage in reading while improving their comprehension and reading skills.


Action Research Proposal by a former Fairmont State Student

1) What is the problem?
Kindergarten students have difficulties with rhyming words and word families

2) What is the rational for the project?
Research shows that implementing a range of rhyming games can help students improve their recognition of rhyme and word families in text ( Allen, 1998)

3) What strategy will be used to the address the problem?
Rhyming games will be used throughout the project to help students improve and recognize rhyme and word families in text.

4) What is the question?
How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?
Will the rhyming strategies change student attitudes about reading instruction?

5) What evidence is presented that the strategy will work?
"Wylie and Durrell (1970) reported that their studies of early literacy development revealed that children learn words more easily by the the use of "rhyming phonographs"  as opposed to learning complicated decoding rules that have many exceptions."

6) How will the data be collected?
*Pre-test (highlighting rhyming words in a a passage)
*Performance checklists
*Observations/teacher journal
* Work Samples

Double Entry Journal # 15

1. Give an example of an authentic form of assessment the students engaged in a PBL performed well on?

 

In one British study over the course of three years, students were taught using traditional math programs at one school and PBL at another. Three times as many PBL students achieved the highest possible grade on the national exam than students at a traditional school.

2. How does project based learning promote intrinsic motivation?

 

Project based learning promotes intrinsic motivation by allowing students to develop their own interests and get energized about it, regardless of where it brings an immediate reward.

 

 3. What do students who experience PBL do better than student who receive traditional direct instruction? 

 

Students who experience PBL instruction are better at problem solving, researching, planning, and  have higher order thinking skills than students who recieve direct instruction. Students who experience PBL instruction aslo perform better on standardized tests and are able to apply real-world application skills.

   

4. How does PBL align with John Dewey's philosophy of education?

 

Dewey proposed that learning by doing was one the best ways to learn. Project based learning is a student-centered approach that involves active learning, critical thinking, and problem solving.  Students are learning by doing in PBL's.

 

 5. Why do our assessment practices need to change if we are going to prepare students for the 21st century?

 

 

Double Entry Journal # 14

What are some challenges to inquiry approaches to learning?

Some of the challenges associated with an inquiry approach to learning is that many times the work falls on the teacher. Often times teachers struggle with this type of learning because they don't fully understand the complexities. In addition, many teachers don't have the skills or knowledge for successfully implementing inquiry approaches to learning. Another challenge is that students are often unfamiliar with this approach to learning and lack prior knowledge or experience.

What are the benefits of group work? Give two concrete examples from the reading.

Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they to take part in projects that require sustained engagement and collaboration.

Cooperative group work benefits students in social and behavioral areas as well, including improvement in student self-concept, social interaction, time on task, and positive feelings toward peers (Cohen et al., 1982; Cook et al., 1985; Hartley, 1977; Ginsburg-Block, Rohrbeck, & Fantuzzo, 2006; Johnson & Johnson, 1989).

Name one strategy to support group work and find an example of that strategy on the Internet and link me to it.

The think, pair, share strategy is a cooperative learning strategy that supports group work, in which students think through questions using three distinct steps, encouraging individual participation. This is an excellent method for promoting critical thinking and articulate communication in the classroom.For more information about the think, pair, share strategy click here

I found one example of the think, pair, share strategy on youtube. It wasn't the best example, but it gives you an idea.

Struggling Student

In my clinical observations, I have noticed that there are several students who seem to be struggling. But, the one I focused on in particular was a little boy. For starters, this little boy is extremely sweet and very well mannered. However, he has been labeled as one of the lower-level learners. After spending time with this little guy, I came to realize that he has many problems that may be attributing to his lack of understanding and academic success. He has a speech impairment and at times he is inaudible to understand. I think that he also has a hard time hearing. I noticed that he doesn't seem to hear you when you are talking to him. In addition, he wears glasses, and after much observation, I believe the prescription needs to be changed; because he places his face within an inch of the paper when he is reading or writing.

After completing the "Reading Interest Survey" I talked to him about some of his answers. I came to realize that he seemed to like books and going to library, he just didn't have any reinforcement at home. The only time he is exposed to books is at school. Also, my beliefs about his glasses were correct. He told me that reading was hard, because sometimes he couldn't see the words or letters. I really feel that this child could be successful if given the right opportunities and reinforcement. I also think that it would help if someone took the time to have his hearing and vision checked. It's obvious that he is not getting the support he needs from home.

However, on some levels I feel that the school is trying to meet his needs. He goes to RTI for about 25 minutes in the morning for additional help. But, I don't feel that RTI is enough to meet his needs in the classroom. Many of the activities are face-paced and the teacher moves from lesson to lesson and must keep to the daily schedule. The teacher does have a variety of centers, in which students move at intervals. However, without someone there to help him, I think it is defeating the purpose. I have to say that my host teacher does make an effort to try to work with the students who are struggling the most, at her center. But, usually students move through centers about every 10 minutes, which doesn't allot much time for the students who are struggling.

Also, I noticed that there are several times in the day, when students are watching TV. I feel that this is time wasted, especially for my struggling student. I think that it would be beneficial to use this time to help him and reinforce his letter and word recognition, or simply just allow him to look at books. I hope that while I am in the classroom this semester, I can help him. I have already talked to the RTI specialist about having his hearing and vision tested and she agreed that he could benefit from the testing. I am hoping that something happens soon, because the longer they wait, the more likely he is going to be behind.

Verbatim Questions

 For this week we were asked to write some verbatim questions that our host teacher asks and some verbatim questions that students ask. I have kindergarten for my 75 hour clinical. In general, I noticed that my host teacher asks questions that require basic recall of information, such as who, what, why when, and where. In addition, I noticed that there is more questions asked and discussion going on during guiding reading. Most of the students questions revolve around lunch and their shoes! However, I did observe that few students will ask for help when they don't understand something. 

Teacher Questions:
What's the weather today?
If today is Monday, and yesterday was Sunday, what will tomorrow be?
How many tens are 31? How many ones are in 31?
 What does the author of a book do? (Guided Reading)
What does the illustrator of the book do? (Guided Reading)
How is Maya and Julius alike? different? (Guided Reading)
What character would you be and why? (Guided Reading)
How is Julius different from other pigs on a farm? (Guided Reading)
How many ways can we show the number 10? (Math)
Who can go to the board and show me the word little, am, I....? (Sight words)

Student Questions:
When is lunch?
Can you tie my shoe?
Are we going outside for recess?
Can I go to the bathroom?
Can you help me?

Interest Survey

I created a reading interest survey for my kindergarteners. The results of the survey are posted in the graph below.

Double Entry Journal # 13

 What "dominant paradigm" is showing signs of wear?

The “dominant paradigm” that is showing signs of wear is the traditional approach to teaching, which is textbook driven and knowledge is conveyed generally through the teacher. The educational system needs to be moving toward project based learning which allows students to explore, collaborate, research and analyze information. 

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

The students engaged in project-based learning demonstrated a significant increase in scores on a critical-thinking test, as well as increased confidence in their learning (Shepherd, 1998).

Other short-term, comparative studies of traditional vs. project-based approaches have demonstrated several benefits from projects, such as an increase in the ability to define problems (Gallagher, Stepien, & Rosenthal, 1992), growth in their ability to support their reasoning with clear arguments (Stepien, Gallagher, & Workman, 1993) 

Shepherd (1998) studied the results of a unit in which a group of fourth and fifth graders completed a nine-week project to define and find solutions related to housing shortages in several countries. In comparison to the control group, the students engaged in project-based learning demonstrated a significant increase in scores on a critical-thinking test, as well as increased confidence in their learning.

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

Meta-analyses of studies have found that medical students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993) than peers who are not enrolled in such programs.

This approach has been found to be better, though, in supporting flexible problem solving, application of knowledge, and hypothesis generation (for a meta-analysis, see Dochy, Segers, Van den Bossche, & Gijbels, 2003)
 

Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996) and to support their claims with well-reasoned arguments (Stepien et al., 1993).

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

In one such study, however, Hmelo, Holton, and Kolodner (2000) asked sixth-grade students to design a set of artificial lungs and build a partially working model of the respiratory system. They found that the design project led to better learning outcomes than the traditional approach to instruction. They also noted that the design students learned to view the respiratory system more systemically and understood more about the structures and functions of the system than the comparison group. 

 

What are the differences between the three approaches?

• Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. The 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.
• Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. In a (PBL) students work cooperatively to investigate and resolve an ill-structured problem based on real-world issues or situations.
•  Learning by design is "backward design" which is the practice of looking at outcomes, in order to design curriculum units, assessments and instruction.

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

Double Entry Journal # 12

3 Things I learned:

1) A student who can provide an acceptable answer has not necessarily mastered the learning--it just means that the student has figured out what the teacher wants to hear and repeats it. The student hasn't internalized the knowledge or connected the "answer" to a larger context of meaning.

2) The failure to make any in depth exploration or additional insight communicates to student very simplistic views of knowledge and shows that the teacher is only interested in the scope of information that is a initiated by the teacher.

3) The kind of learning which lends itself to IRE patterns of instruction is limited to lower cognitive level processes which stress “recall of information” and questions aimed at producing accurate recall or simple identification “do little to promote any real thinking.”

2 Things I Found Interesting:

1) The best way to to approach establishing appropriate types of questions is to shift attention away from the questioning process and toward the learning.

2) Teachers typically wait one second or less for students to start a reply to their question before calling on another student or supplying information related to the question themselves. Interestingly, in studies where teachers were asked to incorporate longer than typical wait times, the action led to “more active participation in lessons by a larger percentage of the students.”

 1 question I have:

Why do so many teachers practice the method of asking questions, in which they seek only one correct answer?

How does asking essential questions improve learning in schools?

Asking essential questions improves learning in schools because it gives students opportunities to be challenged and wrestle the big ideas. By actively exploring essential questions, students can arrive at a deeper understandings and have greater coherence in their content knowledge and skills. 

Double Entry Journal # 11 (Top Ten Reflection)

The top ten project has many aspects of of an exemplary PBL. The first concrete example that I chose was the authenticity of the project. Through creation of their own wiki students were able to  communicate and make connections with an external audience such as their local community as well as a global audience through their online poll. The second example I chose to support the aspect of this project was applied learning. Students were able to use a variety skills such as communicating, questioning, researching, analyzing, and gathering information to rank data.The third example I chose was assessment practices. When students finished they had to present their final product in front of members of the board education. Students also created commercials for the school news. In addition, as students worked on the project they were able use self-assessment from the feedback of their teacher and peers.

4th Grade Content Standards for Science/Reading Language Arts met by PBL

Science Content Standards:
SC.O.4.1.04
demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
SC.O.4.1.05
recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.
SC.O.4.1.06
support statements with facts found through research from various sources, including technology.
SC.O.4.1.07
use scientific instruments, technology and everyday materials to investigate the natural world.
SC.0.4.2.01
describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.0.4.2.02
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).
SC.0.4.2.03
identify and classify variations in structures of living things including their systems and explain their functions (e.g., skeletons, teeth, plant needles, or leaves).
SC.0.4.3.04
given a set of objects, group or order the objects according to an established scheme.
SC.0.4.3.06
identify and explain a simple problem or task to be completed; identify a specific solution; and list task requirements.
SC.0.4.3.09
listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented from a variety of resources.

Reading and Language Arts Content Standards:
RLA.O.4.1.13
judge the reliability or logic of informational texts.
RLA.O.4.1.14
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.1.15
use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).
RLA.O.4.1.16
use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17
increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.
RLA.O.4.2.06
write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.
RLA.O.4.2.07
develop a composition that demonstrates an awareness of the intended audience using appropriate language, content and form.
RLA.O.4.2.08
create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals).
RLA.O.4.2.09
use editing strategies to correct errors in sentence structure (fragments and run-on sentences), capitalization, punctuation and gammar.
RLA.O.4.2.12
use strategies to gather and record information for research topics:
• note taking
• summarizing
• paraphrasing
• describing in narrative form
• gathering information from direct quotes, maps, charts, graphs and tables
RLA.O.4.2.13
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.2.14
use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
RLA.O.4.2.15
critically evaluate own and others’ written compositions.
RLA.O.4.3.04
create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose. 

Technology Survey

Technology Survey for Norwood Elementary

How many computers are the classroom? 3
Do they have internet access? Yes
Can you access Google tools? Yes
Do you have access to a laptop cart? Yes
Can they get on the internet? Yes
Is there a computer lab? Yes (32 computers in lab)
Do the computers have internet access? Yes
Can you access Google tools? Yes
How do you reserve it? Teachers write name on calendar located outside of computer lab
How many of your students have computers with internet access at home? 13 out of 23
Are there any locations in the community where students can access the computers and internet? Yes, the public library

Additional Information:

• All classrooms at Norwood elementary have Smart-boards, Projectors, and Elmo's
• All primary teachers have an i pad to administer dibels testing
• All intermediate teachers have tablets that interact with smart-boards 
• The school also has a cart of 24 i pods that can be checked out by teachers

Double Entry Journal #10 (Kid Watching)

Kid watching is a critical practice for teachers to use because it allows them to gain knowledge about their students. By watching and observing students, teachers can design instruction based on their needs. Kid watching also provides teachers with the opportunity to observe students in their own natural environment, and aids them in identifying students weaknesses and strengths.

Kid watching is informed by cultural difference theory because as a teacher you need to understand and realize that each student is uniquely different. Each student has their own "funds of knowledge" and experiences. Teachers need to draw on students knowledge and experiences to provide meaning and connection to the curriculum. In essence, kid watching helps teachers create a classroom environment that is more conducive to learning and meeting students’ developmental, emotional and academic needs.

Double Entry Journal # 9 (Getting to Know Your Students)

It is important to encourage learners to use their primary language or code switching during literacy events because it allows students to feel more comfortable with the reading and writing activities. It also provides the opportunity for language development. Code switching allows students to draw upon their own vernacular and broaden their language skills. It is important to allow students to use code switching because it is a great to tool to use for transference of meaning. I feel that this should apply to the students of Appalachian dialects. Drawing on students' backgrounds, knowledge, and language is important in that it gives students meaning and acceptance. Giving students the freedom of literacy allows them to express their ideas and beliefs without the fear of embarrassment.

Reading aloud from a teacher centered perspective is when students gather an understanding from the teacher during reading or listening activities. Students interact solely with the teacher. The teacher initiates interaction with students through questions. Reading aloud from a student centered perspective is much different than the teacher centered perspective. Students read or listen to stories and ask questions or have conversations to make connections to the book. 

Related Resource:
I found an article that discusses how teachers at the Appalachian Writing Project are studying Appalachian dialect and the ability to code-switch in student writing and how to support students. Click here to read the article

Double Entry Journal # 8 (Getting to Know Your Students)

Why is it a mistake to group all English as second learners together? 

It is a mistake to group all ELL students together, because they do not all have similar backgrounds. In the article "Getting to Know Your Students" the teacher placed two girls together because of the commonality of their language and the need to learn English. However, she did not take into consideration that they each had different backgrounds, academic levels, and experiences. For example, Bianca was able to speak both English and Spanish while Rosa was less proficient in speaking English. The two girls were also most likely from different parts of Mexico. Therefore, making their beliefs and experiences uniquely different. In the end grouping of the two girls did not work as planned. 


What is a virtual backpack and how does it relate to Funds of Knowledge?

A virtual backpack is a students knowledge and experiences that they carry with them. It is up to the teacher to reach into a students virtual backpack and pull out those resources into the classroom. A student’s Funds of Knowledge are culturally developed ideas that students bring to the classroom, such as their backgrounds, families, beliefs, values and experiences Funds of knowledge relates to a students virtual backpack, because they are all factors that teachers should draw upon in the classroom.


 Related Resource: 
I found an article from CAL (Center for Applied Linguistics) which really connected to the "Getting to Know Your Students" article. The article discusses how classroom practices can be developed, transformed, and enriched by drawing upon the existing funds of knowledge in minority students' households. Click here to read the article

Where I'm From Reflection

Where I’m From Reflection

Recently in class we were asked to create a digital story titled “Where I’m From.” The purpose of the digital story was to create a counter narrative about the perceived notions that people hold about certain cultures. Many of the students in our class are from West Virginia and have experienced cultural stereotyping. Most outsiders see us as having a “culture deficit” in that we are poor, uneducated, and backwoods. However, through the creation of the digital stories our class was able to showcase the “cultural capital” of being from West Virginia. Many of the digital stories spoke powerfully about the cultural values of independence, self-reliance, religion, music, families, farming, pride, and a love of place. I think that the digital stories also did more than portray our strong sense of culture, but it also allowed us to make deeper connections to our peers. Watching my peers’ videos allowed me the opportunity to dig deeper into their backgrounds and find that we each had many similarities as well as unique differences.

In the process of creating my digital story, I realized that it gave me the ability to tap into my funds of knowledge as well as my classmates. The term "funds of knowledge”, refers to the culturally developed ideas, skills, and beliefs that we carry from our families into the classroom. I think that creating the digital story provided me the freedom to express my beliefs, morals, and values in a non-traditional way. Outside of expressing myself, I feel that creating the digital story gave others the opportunity to get to know me as person, and not just as a name on a list. In m opinion, creating the digital stories demonstrated what culturally responsive teaching should like within the classroom. Creating the stories allowed each of us and our teacher to make connections from home to the classroom. I was able to communicate ideas and celebrate my own culture and gain insight into those of my peers. It was a two-way process of learning and communicating.

Overall, I really enjoyed the experience of creating the digital story. It was a fun and in depth way to get to know others. I also feel that it allowed for expansion of learning and creativity. The stories permitted students to reach a variety of learning styles, through pictures, music and text. As a future teacher, I definitely want to implement a project like this into my classroom. It is a great way to meet the needs of diverse learners. But, most importantly I feel it is a way that I can learn about my students intellectually and emotionally as human beings; and in the end, I think that this is going to have the greatest impact on student learning and performance.

Photostory Final Draft

Culturally Responsive Teaching

One activity I did at Fairmont State that was an example of culturally responsive teaching was that we each had to create a  "Me Book" for Dr. Berryhill's class.  The "Me Book" was similar to the photostory that we created. However, the "Me Book" was created liked a scrap book with pictures and text about ourselves. Many students included their interests, hobbies, families, pets, and future goals.  It was a really nice activity for getting to know your classmates. Dr. Berryhill also suggested that we keep our "Me Books" on hand when going out into the schools. Having our books would be a good way to introduce ourselves to students.

Related Resource:
I found this video on youtube that I really think connected well to the reading. It is about nine minutes long, but interesting to watch. It shows a teacher, who in my opinion really demonstrates what culturally responsive teaching should look like.



References:
Erker. (2011, February 11). Culturally responsive teaching and learning. [Web Video]. Retrieved from http://www.youtube.com/watch?v=_uOncGZWxDc&feature=related

Double Entry # 5

3 Things I learned:

I learned that usually takes place in the midst of relationships. Usually writers surround themselves with particular people, such as friends, family, or a particular community. Most writers usually write with an intended audience in mind.

All writers start in different places, and have different experiences. The goal of writing should be to allow flexibility, but to move students from the style of writing to a wider audience.

Writing is just more than mere pen and paper. In today's society, technology is rapidly changing the way we view writing. Thanks to the changes writing can come in many forms such as pictures, websites, still images, sound, and video. Writing should accommodate the explosion in technology.

2 Things I found Interesting:

 Students writing should should include adding language to what already exists, not subtracting from it.

Teachers need to have a wide range of technological knowledge in order to embrace new forms of writing and draw upon multiple modes of thinking.

1 Question I have:

How can we connect technology outside the realm of the classroom, when there are many students who still yet have internet access at home?

Related Resource:

I found the you tube video, which was really neat. It talked about how literacy is changing, and students need to be prepared in all forms of literacy. To be literate requires rapid decoding of print, non-print, text, pictures, music, and sound. 



Reference:
21st century literacy [Web]. Retrieved from http://www.youtube.com/watch?v=d9ZRDRPqoXo&feature=related

Journal Entry # 4 (Funds of Knowledge)

Quote:

"An important aspect of the teachers' participation in the household research became the more sophisticated understanding they developed about the children and their experiences. There is much teachers do not know about their students or families that could be immediately helpful in the classroom. ("Funds of Knowledge," 1992)

Reaction:

I picked this particular quote because I think it speaks directly to one of the many problems teachers face in education. I believe that it goes without saying that students come into the classroom with unique backgrounds and life experiences. I think that many teacher's overlook the individual characteristics and backgrounds of each student. It should be the teachers goal to figure out what students know and believe about certain topics or issues and how learners are likely to “hook into” the subject at hand. Learners are more likely to be engaged if the teaching is connected to their own experiences.  This type of teaching requires the teacher to become the learner and seek out the differences that may arise from their student's culture, family experiences, and life experiences in order to provide a meaningful learning experience. 
 

Reference:

Moll, Luis. Cultural Funds of Knowledge 1. Web. 3 Sep 2011.

 

Related Resource:

Below is a you-tube video that is narrated by a teacher. She shares her teaching philosophy, which is that you have to know your students and their backgrounds in order to create a foundation for learning.

Where I'm From Poem/ Photostory

Where I'm From

I am from where mountain rivers’ flow; from gentle summer evenings filled with fire flies glow.

I am from the valley of woodland shade; from where my kin folk are laid. I am from the where the rhododendron grows, and wildflowers build the meadows and gentle creeks flow.

I am from the sound of banjos and fiddles and sitting on porch stairs; from where the smell of homemade cornbread, fried chicken and mashed potatoes fill the air.

I am from where grace and thanks are always said and family ties are like precious threads.From where cousins run and play and stories and memories are told of yesterday.  

I am from the little white church where after Sunday services many hands help to prepare a feast. Adults gather around the table and children eat outside, on spread out sheets.

I'm from the small town of Burnsville where the rhythm has a slow care-free easy beat; where at night the stars and cool crisp air lull the folks to sleep. 

I am from my father’s heart and my mother’s love; from aunts, uncles, grandparents, character traits and personalities abound. But most importantly, I am from where love is found.  


Below is my Photostory

Double Entry Journal Entry # 3 (Own the word)

Below is my "Own the Word" for Cultural Deficit

 

Reference:

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

Double Entry Journal # 2 ("As Soon As She Opened Her Mouth")

Quote:

"Jenny and Donny belonged to a social underclass. They were members of a cultural group referred to as "urban Appalachian." "Poor Whites" from the mountains or hills, "hillbillies," "white trash." Donny's failure to learn was not considered worth of attention, and Jenny's inability to get herself heard was intimately related to this fact" (Purcell-Gates, 2002)

"First and most obvious, teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, and are ready to learn at anytime, and will learn."  (Purcell-Gates, 2002)

Reaction:

After reading this article I felt remorse and outrage at Donny's teacher, school, and principal. The total lack of any kind of compassion or willingness to help Donny learn was unbelievable. I feel  that the underlying problem in Donny's case stems from stereotyping learners as well as the lack of understanding that poverty plays in our education system and the barriers it presents. If we as educators believe that students are unable to achieve academic success based on economic status, then we are in essence not breaking the cycle of poverty. If we have low expectations of students based on their backgrounds, then we are saying their is nothing to gain, and yet in reality all is lost. An educators goal should be to overcome any and all obstacles in order to help both students and parents to achieve success.I wholeheartedly agree that all children are willing to learn and can learn, regardless, of race, social-class, or any other barrier. 

Reference: 
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.

Related Source:
Educational leadership is an online article that discusses the The Myth of the Culture of Poverty. The article begins with a classroom story. Then the goes into discussing and disputing the certain myths or stereotypes that people hold about individuals who are from low socioeconomic backgrounds.The articles highlights the culture of class-ism and ways to prevent it from happening. Click here to read the article. 

Gorski, P. (2008, April). The myth of the culture of poverty. Retrieved from http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx 

Lady Bird Johnson, former U.S. first lady

"Children are likely to live up to what you believe of them."

Double Entry Journal #1

Quote: 

"As the mountains were denuded, the industrialists portrayed the families they were robbing as ''backward people'' and themselves as the prophets of progress. The missionaries who often accepted large donations from the industrialists exaggerated the ''otherness'' of these strange people."(O'brien, May 10, 2003).

 Reaction:

According to an article posted in the New York Times, writer John O'brien believes that over industrialization of the land and the need for progress from outsiders has attributed to the over exaggeration and negative portrayal of Appalachian people. I chose this quote because I have witnessed and experienced first hand how Appalachian people are often seen as strange or "backwoods". I feel that Appalachian people don't fit into the norms of society because we do not conform to modernized ways of living. I firmly believe that we are a strong and self-reliant people who are determined to live by rooted traditions. We live off the land, do a little picking, and most importantly we go a country mile to help a friend or neighbor.

Reference:

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

Related Resources:

"The People of Appalachia" is a web based article that depicts two photographs, one of an Appalachian man, and one of the resources that people are so readily to exploit.The article depicts an Appalachian tragedy, a continuing story of a wanton exploitation of their people, their place, and their resources. Below is one of the pictures contained in the article. To read and view the article click here.

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Final/Portfolio

Today, was our official last day of class. We had to finish developing our professional portfolio, which we need  in order to graduate. The purpose of the portfolio is to document your growth as  professional educator and to demonstrate that you have achieved the competencies necessary to help children learn, while meeting the National Learning Standards and WV CSO'S. Each portfolio should provide evidence of your teaching ability to promote learning and curriculum planning. In addition your portfolio should move beyond the teaching and include reflection. I have created a reflection which illustrates the link between this class and standard four of the WVPTS (West Virginia Professional Teaching Standards). To view my portfolio click here.

Standard Four:Teachers persistently critically examine their practice through a continuous cycle of self‐improvement focused on how they learn, teach and work in a global and digital society. The teacher is responsible for engaging in professional, collaborative self‐renewal in which colleagues, as critical friends, examine each other’s practice in order to adjust instruction and practice based on analysis of a variety of data. Participation in this form of professional dialogue enables teachers to discover better practice, to be supported by colleagues in engaging in that practice and significantly contribute to the learning of others as members of a professional learning community. Teachers who contribute to the teaching profession through the implementation of practices that improve teaching and learning demonstrate characteristics of informal teacher leadership

Portfolio

Today, we worked on our professional portfolio. The purpose of the portfolio is to show growth, showcase teaching abilities, and to evaluate cumulative achievement. We created our electronic portfolio using Google sites. Using Google provided us with the opportunity to select from a variety of templates. Dr. Pierce suggested one that he particularly liked. Google sites allowed us the opportunity to create a more structured presentation of our work and it also allowed us to edit/select certain pieces to tailor our portfolio.

Photo Story

Today in class we had to upload our photo story to google docs. and then share our photo story on you tube. Click here to see my photo story or click the play button below.



Within this project we imported files into a variety of program
and used resources to create our digital story.

1. Facilitate and Inspire Student Learning and Creativity
   a. promote, support, and model creative and innovative thinking and inventiveness
2. Design and Develop Digital-Age Learning Experiences and Assessments
  a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote  student learning and creativity.
3. Model Digital-Age Work and Learning
  a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
  d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

Prezi

Today, for class we had to  create a prezi presentation and include a YouTube video within the presentation. Our Prezi presentation had to include our slides from our PowerPoint presentation that we created earlier this week.

Slavery on Prezi

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

 

2. Design and Develop Digital-Age Learning Experiences and Assessments 

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 

c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 

 

3. Model Digital-Age Work and Learning

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.  

 

Powerpoint 2

Today in class we learned how to change a PowerPoint into a pdf. file and into a JPEG. If you double click on the PDF file (acrobat reader) you can turn each slide into a page. In order to turn your PowerPoint into a JPEG all you have to is go to save as and select format. There are a variety of formats, just select JPEG and voila your done. We also learned that the difference between a PowerPoint and a show is that if a computer doesn't have PowerPoint the show will still work (if saved as a show.) If you have a plain old PowerPoint and try and open it on a computer without the PowerPoint program then it will not work. The show keeps the PowerPoint format as well. We also discussed how to make presentations into a photo story which is basically a digital movie.

Next we learned about Prezi. This is an online program that makes presentations much more interesting and enjoyable to view!

PDF/Power Point

Today, in class we had to edit a PDF document by saving it to our desktop, then open a word document and convert the PDF to the word doc and made corrections if needed. I noticed that when I converted it to word, my images turned black. Dr. Pierce stated not panic that I all I would need to do is go back to the original version and copy/paste. Before class ended we discussed power point presentations. We also viewed a power point about H2O.

Click here to see my Jing video of how to convert a PDF file.

click here to see my power point presentation

Powerpoint instructional tech

View more presentations from jbatten1.

Pop Quiz

2) In our blog post for today we had to briefly summarize some of what we learned about
a. Google documents in this exercise
*learned how to create/save a PDF file
*how to upoad a PDF file to google doc
*how to share PDF file in google doc

b. What did you learn about APA formatting?
*How to create cover page
*How to insert page numbers
*How to insert data/charts
*Indenting and formating in APA style
*Learned about the OWL Perdue website/citing sources
*Creating a Referecnce page

Click here to see a jing video of  how to install the analysis tool pack in Excel.
Click here to see a jing video of how to do a TTest in Excel.

My results concluded after using the Ttest that students improved with a siginifant difference of 3.14669E-75 (0.00).

APA Formating

We have been working on an Action Research Project for the last couple of class meetings and we have been using an APA formatting style which includes descriptive and inferential statistics. We have included charts and tables in our projects, and we have learned how to properly cite our sources using the APA formatting style. Overall I think that APA formating is rather easy  to use and could easily be adapted into future research projects.

Action Research Report

For our action research project, we learned  how to use proper APA formating  using the Purdue OWL website.  We also learned how to correctly do a cover page as well as making a header and inserting page numbers at the top of each page.  We also used Excel to organize the data for our paper.  We learned several different functions and formatting processes to help us organize our data for our action research paper.

Spreadsheet Activity 3

Today in class we worked on another spreadsheet. For this activity we did some data analysis by expanding the use of a spreadsheet. Prior to this activity we worked on how to use some of the built in functions (average, min, and max) and calculate formulas (range, weighted averages).

 ISTE.NETS 5. Engage in Professional Growth and Leadership.D--contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. This excel spreadsheet provides information individuals testing scores verses the diversity in the classroom. 3. Model Digital-Age Work and Learning.d-model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.We used formulas and functions to calculate the average and added in graphs.

Spreadsheet Activity 2

Today, in class we continued using spreadsheet in excel and expanded on our previous lesson. For this activity we calculated grades using weighted grades.We were able to use a formula given to us by Dr. Pierce to aid us in our calculations.Click here to see our class spreadsheet.

I feel that learning this information has been beneficial because using an electronic grade book makes things easier and far less time-consuming. It also aligns with ISTE NETS standard (5. Engage in Professional Growth and Leadership d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.) because teachers must monitor their students progress through grading to provide parents and others in the community about academic progress.

Spreadsheet

Today in class we created a spreadsheet and calculated student averages. Click here to see the spreadsheets we created in class. We had three sheets and we averaged the grades on each sheet. Then on sheet four we combined the grades to get an overall average for each student. We also played around with some formulas in spreadsheet to help us calculate the averages. It allowed us to drag and receive a total of  the averages in one easy step.

ISTE.NETS  3. Model Digital-Age Work and Learning.d-model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. We averaged and gathered averages for three terms. 5.Engage in Professional Growth and Leadership.D-contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. It's important as a teacher to monitor the progress of your students through grading to provide parents and other professionals of a student's academic standing. 

Online Graphing Tools

Today in class we used online graphing tools. The tools allow you to purposefully create and publish online documents that contain text and graphics. Sometimes, complicated information is difficult to understand and needs an illustration. The graphing tools can help impress people by getting your point across quickly and aids visual communication. For today's class we used  the online graphing tool Kids' Zone  to create a bar and line graph. The information for our graphs was retrieved from NAEP (National Assessment of Educational Progress). Click here to see my West Virginia NAEP mathematics scores compared to the national math scores.Click here to see my West Virginia NAEP reading scores compared to the national scores.

ISTE NETS Standards:
5. Engage in Professional Growth and Leadership: C) evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digitaltools and resources in support of student learning.

Diigo

Today we created a diigo account. Click here to see my diigo. Then we created a word cloud using wordle. Click here to see my word cloud. A word cloud is basically a frequency distribution of words from a text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your friends.

ISTE.NETS 3. Model Digital-Age Work and Learning.d-model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. We created a diigo account, added more links to our blogger, and created a word cloud using wordle. 2. Design and Develop Digital-Age Learning Experiences and Assessments. A-design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Video Using Jing

Today, we created a short movie using Jing. Jing allows video capture as well as image capture. The output format is .swf- a Flash video file. Being able to capture images and video is important in that you can incorporate items from your screen into a variety of documents including word processing docs, web pages, and presentations. 

Click here to see my Jing video

Jing

Today in class we used the Jing. We created a Jing account and then we done an image capture. It was really neat. It was kinda like using the snip and grab. Jing allows users to have the ability to create an image from an item that appears on their desktop, such as a digital photograph, a graph created in a spreadsheet program or a map. Jing also provides the ability to make animations or videos that show users completing a series of steps useful for instructing others.Once the image or film is made, Jing allows users to upload the created file to a Jing website that provides a link users can share with others in an instant messenger, on their homepages, or using a social networking site. Click here to see my jing image.

Picasso Head

Today at the beginning of class we took a self-assessment test based upon our performance in the class. After taking the test we had to give ourselves a grade. Dr. Pierce wants each of to have an A in his class. After some brief discussion we moved on to creating a Picasso Head which is a fun online app that lets you create Picasso-style face paintings which look like they were created by a real artist. The website allows you to  drag-and-drop face parts (eyes, noses, lips, ears, eyebrows etc.) onto the canvas from the left column and it has menu buttons in which you can apply different colors and manipulate the objects (scale up/down, rotate, flip).When you are done with your painting you can send it to an email address and/or save it in the website’s gallery. I saved my Picasso Head to the website's gallery.
click here to see my picassohead

Empathy

E-week

Our assignment for today was to take an online test and make a case for or against the value of empathy in education. To see the link we used click here.
*Directions-Include your score and some observations including: Have you benefited from it? been hurt by lack of it? How will your instruction and assessment be impacted by it? Consider what are the important affective dispositions for educators.What does empathy have to do with the ISTE NETS?

Task: I took the empathy quotient test and I received a score of 54 (53-63 above average). While taking the test I observed that the test questions revolved around how in tune you where with another persons feelings. Basically it was a test to judge one's capability to share another being's emotions and feelings. I feel that I have personally benefited from taking this test.When I consider the important affective dispositions for educators, empathy is very important. A student’s emotions coming into the class affect the way, and how much they learn. Educators must be able to connect to, and understand their students in order to better serve their students Having empathy allows educators to communicate in caring way and demonstrate an understanding of others to establish a positive learning/teaching relationship. I also believe that having a  positive view of others and  meaningful purpose are important affective dispositions for educators. Empathy also much to do with ISTE NETS. Today, we live in a world increasingly connected through social network. Technology may be used as a tool to encourage and implement social good and communication within the classroom. Students can use innovative ideas, collaborate, think critically, and solve problems. Empathy has much to do with the ISTE NETS because it preparing students to work, live contribute, and communicate in the ever changing fabric of society.

click here to take your own empathy test

Personality Test

E-week

For today's class we had to take the The Keirsey Temperament Sorter®-II (KTS®-II) which is the most widely used personality instrument in the world. It has 70 powerful questions that helps individuals discover their personality type. The objective of the Keirsey Temperament test is to understand yourself as you really are – not the way, for example, you must react in your job, or others expect you to behave. I have personally have never had any experience with a personality test.  Based upon my readings there are four personality types: The Guardian, Rational, Idealist, Artisan.

• As Concrete Cooperators, Guardians speak mostly of their duties and responsibilities, of what they can keep an eye on and take good care of, and they're careful to obey the laws, follow the rules, and respect the rights of others.
• As Abstract Cooperators, Idealists speak mostly of what they hope for and imagine might be possible for people, and they want to act in good conscience, always trying to reach their goals without compromising their personal code of ethics.
• As Concrete Utilitarians, Artisans speak mostly about what they see right in front of them, about what they can get their hands on, and they will do whatever works, whatever gives them a quick, effective payoff, even if they have to bend the rules.
• As Abstract Utilitarians, Rationals speak mostly of what new problems intrigue them and what new solutions they envision, and always pragmatic, they act as efficiently as possible to achieve their objectives, ignoring arbitrary rules and conventions if need be. 

Task 1:  If I had to describe my personality type, I would say that I fall somewhere between and Idealist and Guardian. The Rational and Artisan least describe me. I know myself and much like the Guardian, I know that I definitely follow the rules and respect the rights of others. However, I also relate to the idealists in that I try to reach my goals without compromising my own morals or code of ethics. I am the least like the Artisan, I do not believe in bending the rules to get what I want, that seems more like cheating.


Task 2: For task two we had to actually take the Keirsey Temperament Test and record our results. Below are my results:

When I took the test it revealed that I was a Guardian. I was actually right in regards to my original prognostication. I predicted that I somewhere between a Guardian and Idealists. I think knowing these results would better aid me in leading a group of students, teachers, or cadre of principles because I would be consciously aware of my duties and responsibilities. Being a leader means setting the example, obeying the rules and be respectful of others. Knowing that I am a Guardian will assist in giving me the composure to lead  a group with a steady hand and a quantifiable confidence.

Snipping Tool

Today in class we discussed Implementing Research Projects using Google Apps. We discussed the three steps when implementing research projects when using Google Apps. which are: Steps 1) Develop a question 2) Get Data 3) Analyze Data. Some other points from today's class focused on User/Designer, Creating a form Editing, and Delivery. Then we took a survey in class about using Google Apps to conduct research project. The survey was titled (TCEA 2011). After we took the survey  we learned about the snipping tool, which allows you to do screen grabs. The snipping tool was a really neat feature that I never knew existed until today. Amazing what you can learn!!!

Click here to see the survey

Click here to see the survey sheet

click here to find my teaching philosophy website
https://docs.google.com/document/pub?id=1UEnCsTjf4AA38kX7CwoYxwnOyYEtoHzDZ1avlMgOMVU

Avatar

Due to weather conditions, Dr. Pierce made an executive decision to cancel class. Since we did not have class today, our assignment was to answer questions about our educational philosophy. We had to answer the following: Why you have chosen to teach, and what attracts you to your field? Teaching is, to some extent, a researched based profession. What you hope to emphasize in your teaching and what do you want to research? 
 Once we created our philosophy we had to experiment with using readability statistics. I played around with readability stats (Flesch-Kinkaid) and found it interesting. I also discovered that my writing could improve. Then we had to upload our document to a Google doc. and share and publish it as a web page. After we published our teaching philosophy, we had to create an avatar (basically a virtual character). We then copied and pasted the second part of our philosophy to the avatar. Once the philosophy was pasted, you could hit the play button to hear your avatar quote your speech. However, if you play my avatar below, you will find that even though she appears to be a woman, she has a man's voice. I couldn't figure out how to change the voice, so I have manly-woman!!! 
 click here to see my teaching philosophy website