Double Entry Journal #11

1. What is formative assessment?Formative assessment means not always giving students a grade. Ungraded or "comments only" responses to students' work can be an important part of formative assessment. This is especially true if the responses give students clear suggestions about how they can improve. High-quality formative assessment is the feedback students receive--timely, specific, and task-focused--from teachers or other adults, peers, or through structured self-assessment, not the absence of grades. High-quality formative assessment takes many forms, but it always: emphasizes the quality rather than the quantity of student work; prizes giving advice and guidance over giving grades; avoids comparing students in favor of enabling individual students to assess their own learning; fosters dialogues that explore understandings rather than lectures that present information; encourages multiple iterations of an assessment cycle, each focused on a few issues; and provides feedback that engenders motivation and leads to improvement.

2. What is the central purpose of formative assessment?
The central purpose of formative assessment is student learning. Formative assessment to help teachers respond effectively to students' learning needs. Research shows that formative assessment can be a powerful means of improving student achievement; it is assessment for learning, not assessment of learning.

3. Connect a best practice in formative assessment to one research-based strategy.
I think the research-based strategy that goes along with this article the best is "providing feedback." In this strategy the teacher provides feedback that improves learning and is responsive to specific aspects of student work. The feedback must also be timely. If students receive feedback no more than a day after a test or homework assignment has been turned in, it will increase the window of opportunity for learning. I think this goes along with the article because the feedback that the teacher gives should be timely, depending on the task given. High-quality formative assessment also provides enough detail to give students a clear idea of what, why, and how they are to proceed as they continue to work on an assignment.

4. Give an example of how a specific assessment can be used formatively and summatively.
Formative assessment occurs during the learning process while summative happens at the end, but formative assessment is equally objective. The difference lies in how evaluative instruments are used. For example, a rubric that lists criteria for evaluating writing can be used formatively to help students understand what is expected and summatively to assign a grade.

5. Give an example from your field placement related to formative assessment and timing.
In my clinical placement, the writing assessment is coming up in the next week, so the teacher has been giving them a prompt and they have to write a story about it. She gives them ample time to come up with their "sloppy copy" and then they bring it back to her and she gives them feedback while they are standing there. They then will then write their final draft and fix anything that needs to be fixed.

6. What are some strategies to help formative assessment be more effective when providing students with feedback?
General praise about students' innate qualities or talents is not as helpful as careful attention to specific areas of strength in the work. For example, instead of saying "You are a great writer," a teacher who uses high-quality formative assessment will say "You used transitions very effectively in this middle section. See if you can do the same thing in the last section of the paper." High quality formative assessment provides enough detail to give students a clear idea of what, why, and how they are to proceed as they continue to work on an assignment. However, such elaboration needs to be offered in manageable chunks so that students are not overwhelmed.
 
7. Name two advantages to high quality formative assessment.
For teachers, formative assessment helps identify students who are struggling with particular tasks or operating under misconceptions. This, in turn, can lead to improved instruction that addresses student learning. Formative assessment also fosters student motivation, on-task behavior, and self awareness. Accordingly, teachers can begin to see students as partners who are able to take more responsibility for their own learning. For students, formative assessment offers increased feelings of confidence and control. Students who experience high-quality formative assessment are more likely to transfer learning from one class to another because they understand the given area thoroughly and can relate new learning to what they already know. In addition formative assessment encourages students to engage in more complex thinking and problem solving and to hold higher expectations for their own learning. It can help students to spend more time on challenging tasks, develop an ability to assess their own work, and become effective evaluators of the work of their peers.

8. What are some challenges to implementing high quality formative assessment?
From a policy perspective, the greatest challenge is to distinguish between high-quality formative assessment and assessment that is under-conceptualized or not fully developed. Another policy challenge is to develop mechanisms of support for teachers who employ high-quality formative assessment in their classrooms.

Double Entry Journal #10

1. Why is it the responsibility of all teachers to provide writing instruction for their students?

Providing writing instruction in multiple disciplines will help to foster literacy development. Writing instruction enhances student achievement in all subjects. Without strategies for reading course material and opportunities to write thoughtfully about it, students have difficulty mastering concepts. Students who can read with clear comprehension and write effectively about a given subject matter will learn the material much more thoroughly than those who do not.

2. Name and describe four research-based strategies to support writing instruction for students.

1. Use low-stakes writing assignments: Learning can be enhanced with shorter assignments that ask students to explain key concepts, summarize arguments on a given topic, or outline a procedure. Research shows that writing regularly in this way fosters learning because it strengthens connections with course reading.
2. Provide multiple forms of feedback: Student learning can be enhanced by peer responses to writing, whole class discussion of student writing samples, students' reflection on their own writing, and brief one-on-one conferences. Such strategies, combined with traditional teacher feedback, can help students develop metacognitive capacities that will enhance their learning.
3. Employ variety in texts and their presentation: Research shows that effective teachers use many different kids of texts--essays, primary sources, fiction, scientific reports, inventories and so on--to help students learn in all subjects. Teachers can help students improve as readers by giving assignments of varying length or reading difficult texts aloud and pausing to explain their own meaning-making process.
4. Employ a variety of levels of reading difficulty: Content-area teachers need to provide accessible materials for those who can't, and this means making available texts with varying degrees of difficulty. All students need to be readers and writers in a variety of subjects, but teachers need to scaffold their learning.

Double Entry Journal #9

Copy and paste three quotes that have moved you in some way (i.e. surprised, confused, disagree, strongly agree). Then in a paragraph state why you have selected each quote and include a hyperlink to an online article, blog posting, video, or podcase related to what you have read.

Quotes:

1. "Young children work hard at play. They invent scenes and stories, solve problems, and negotiate their way through social roadblocks. They know what they want to do and work diligently to do it. Because their motivation comes from within, they learn the powerful lesson of pursuing their own ideas to a successful conclusion."
2. "Research shows that children who engage in complex forms of socio-dramatic play have greater language skills than nonplayers, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking."
3. "Kindergartners are now under great pressure to meet inappropriate expectations, including academic standards that until recently were reserved for first grade. At the same time, they are being denied the benefits of play—a major stress reliever. This double burden, many experts believe, is contributing to a rise in anger and aggression in young children, reflected in increasing reports of severe behavior problems."

Paragraph:
         Young children need to have play time where they can learn and grow, and not have to worry about instructional time. I chose the first quote because I do believe that when they are left to use their imagination, children will make and solve problems. When children are able to use their own ideas, it is simply amazing the things that they come up with. This does teach them intristic motivation, where they achieve things for themselves instead of outside rewards. When children are playing, they don't realize they are learning. They just think that it's fun time. I chose the second quote because I thought it was very interesting that research shows that children playing is beneficial. I think this is a very important point that the national needs to consider. Students are so much more rambunchious now than they used to be, could this be due to the fact that they don't get time to simply play? I don't think it's just a concidence. I believe that if children had time to be children, the world would be a happier place. I also believe that instead of teaching to the test, teachers should go back to the place where learning (and teaching) was fun. Students would be more at peace and want to come to school because learning is fun. The standardized testing takes all the fun out of learning now. I chose the third quote because I do believe that the bar has been raised. Kindergarten used to be the year of introduction to school, learning the alphabet and numbers, having time for play, nap time, snack. Kindergarten was fun. Today, it has shifted to mostly instructional time with a little bit of fun time. There is way too much expected of them at that young of an age. When I was in Kindergarten, we went every other day with ample time to play and have fun. They are now expected to go everyday and basically sit and do work the entire day. Children get restless and need to have time to get that energy out. In my opinion, children should be allowed to be children in Kindergarten.

Related resource:
Top 10 Signs of a Good Kindergarten Classroom

WebQuest: How Do We Use Money?

I want to do my PBL activity on being a smart consumer and talking about earning, saving, spending, and sharing money. I found this WebQuest, which deals with part of what I want to teach about. Here is the link to the website: How Do We Use Money?

Struggling Student

This student is an English Language Learner, who is from Germany. She has a teacher who helps her with reading, but she is otherwise in the classroom for regular instruction. The teacher said that she has made great improvements throughout the school year. I had an opportunity to help her with her reading test last week and was very impressed with how well she was reading. If she came to a word that she didn't know, she first sounded it out to herself and then said it out loud. I only had to help with a few words because she was so good at sounding them out herself. In the classroom, the students are all very supportive of her. If they are working on an overhead language problem and she gets it correct, everyone claps and congratulates her. They were working on the parts of speech and the teacher was showing them how much they had learned throughout the year by having them say each what part of speech each word was in the sentence. This student answered it perfectly. I am very impressed by her progress!

Double Entry Journal #8

1. What are some challenges to inquiry approaches to learning?
I think one of the biggest challenges to inquiry-based approaches is for the teacher. It is a lot more work to create lesson plans with an inquiry-based approach. Teaching from the manual is less work for the teacher, but far less engaging for the students. I think this is why most teachers teach from the book. They don't have the time to create lesson plans where the students have to make something. Another challenge is covering all of the CSOs. Some people think that because you are not teaching from the book with prepared worksheets that you are not teaching what you are required to be. This is however not the case, but people don't understand that. The final challenge is figuring out how to cover the standardized tests concepts. There is entirely too much emphasis placed on standardized testing now that students don't even have time to have fun while learning. Everyone is so worried about those test scores that they are strictly testing for the test. I don't believe that students are truly learning anything that way. There are so many variables when it comes to taking tests that they are not always accurate.

2. Make connections between project-based learning and three research based strategies. Give a brief explanation of the connections.
Thematic instruction and project-based learning have a lot in common. They are both based on authentic content in which the student enjoys doing. They take school subjects and help the students apply them to real-life situations. They employ cooperative grouping; using small, cooperative learning groups to support problem-solving and cooperation. Designing hands-on, "minds-on" activities help students make real-world sense of concepts by applying what they are learning. Thematic instruction is centered around project-based learning. Project-based learning incorporates cooperative learning, which is where students work together to accomplish shared goals. A variety of strategies to choose student groups are used , such as : common clothing, favorite colors, letters in names, birthdays. Simulations and games is also similar to project-based learning. They both provide students the opportunity to visualize and model which improves their chances for understanding. They create a demand for knowledge and enable students to discover knowledge through exploration. All of these are intertwined with project-based learning on some level.

Double Entry Journal #7

1. What "dominant paradigm" is showing signs of wear?
The instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading is showing signs of wear.

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 involves completing complex tasks that typically result in a realistic product, even, or presentation to an audience. Generally, research on project-based learning has found that students who engage in this approach benefit from gains in factual learning that are equivalent or superior to those of students who engage in traditional forms of instruction. This approach aims to take learning one step further by enabling students to transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situations. In Shepherd's (1998) study, the students who engaged in project-based learning demonstrated a significant increase in scores on a critical-thinking test, as well as increased confidence in their learning. A study by Boaler (1997, 1998) found that those who had participated in a project-based curriculum did better on conceptual problems presented in the National Exam. Significantly more students in the project-based school passed the National Exam in year three of the study than those in the traditional school. PBL students had developed a more flexible, useful kind of mathematical knowledge that engaged them in "exploration and thought". The students in a third study in the multimedia program eared higher scores than the comparison group on content mastery, sensitivity to audience, and coherent design. They performed equally well on standardized test scores of basic skills. 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, growth in their ability to support their reasoning with clear arguments, and enhanced ability to plan a project after working on an analogous problem-based challenge.

3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
Problem-based learning typically involve a specific type of activity focused on using reasoning and resources to solve a problem. In all problem-based approaches, students take an active role in building the knowledge, while the teacher's role is to make thinking visible, guide the group process and participation, and to ask questions to solicit reflections. Meta-analyses (Dochy, Segers, Van den Bossche & Gijbels, 2003) of studies have found that medial students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance than peer who are not enrolled in such programs. Research has found that the use of cases in teacher education can help prospective teachers learn to apply theory and practical knowledge to specific school contexts and think through and resolve classroom dilemmas more productively. Studies of the efficacy of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in facilitating factual learning. This approach has been found to be better, though, in supporting flexible problem solving, application of knowledge, and hypothesis generation. Students are better able to generate accurate hypotheses and coherent explanations and to support their claims with well-reasoned arguments. They also experience larger gains in conceptual understanding in science.

4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.
Design-based lessons have several features that make them ideal for developing technical and subject matter knowledge. Design activity supports revisions and iterative activity as students create, assess, and redesign their work product. The complexity of the work often dictates the need for collaboration and specific roles for different students. Design projects require students to set constraints, generate ideas, crate prototypes, and develop plans through storyboarding or other representational practices. Hmelo, Holton, and Kolodner (2000) did a study and found that the design project led to better learning outcomes than the traditional approach to instruction. They also observed that design activities are particularly good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes. Fortus and colleagues (2004) did a study and found that both higher-and lower-achieving students showed strong evidence of progress in learning the targeted science concepts, and that students were able to apply key concepts in their design work. They also noted a positive effect on motivation and sense of ownership over designs among both individuals and groups. A growing body of research has shown the following: students lean more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that requrie sustained engagment and collaboration; active learning practices have a more significant impact on student performance than any other variable, inclduing student background and prior achievement; students are most successful when they are tuaght how to learn as well as what to learn.

5. What are the differences between the three approaches?
Project-based learning is the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence. Project-based learning is student-centered in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Learning by design is a project-based inquiry approach to science learning with roots in cased-based reasoning.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
I think the most important benefit to learning is being able to create something real-life. I personally learn better when I physically do it myself. I feel that when teachers just lecture at the students, they aren't grasping much of the information. However, when they are able to discover information on their own, it will stick with them forever. Most children just learn the information for the test and then forget it afterward. By allowing them to figure things out themselves, it lets them take ownership for what they have learned. These inquiry-based learning approaches are more difficult for the teacher, but so rewarding for the students.

Researched-Based Strategies: Generating and Testing Hypotheses

The PowerPoint quiz did not support the generating and testing hypotheses strategy because instead of the teacher creating opportunities to guide students through the process of asking good questions, generating hypotheses and predictions, investigating through testing or research, making observations, and finally analyzing and communicating results; we were just given the directions to go off of. We were not given the opportunity to go through these steps of generating and testing a hypothesis. This activity could be modified to reflect the generating and testing hypotheses strategy, by creating opportunities that allow the students to recognize patterns in their findings. Show the students how to transform raw data into graphs or other visual representations that will help them see patterns and make connections. If students are able to make connections from the quiz to other projects that they have done, it will make more sense and mean more to them.

Double Entry Journal #6

First Speaker

1. Why is this video helpful for teaching in West Virginia?
This video is helpful for teaching in West Virginia because there are many children who speak the Appalachian dialect and it would be helpful to teach them how to code switch.
2. What evidence is presented that supports the credibility of the speaker?
Rebecca Wheeler is the associate professor of English, language, and literacy at Christopher Newport University in Virginia. She is the coauthor of  Code-Switching, and a literacy consultant for the National Council for Teachers of English (NCTE). She also holds a B.A. from the University of Virginia, M.S. from Georgetown, and a Ph.D. from the University of Chicago.
3. Describe the traditional approach to responding to student writing.
When teachers see grammar issues with student work, they correct it. The teachers find error, what the student is not doing.
4. Why does the traditional approach not work in improving student writing?
Teachers focus on what the student is not doing, when they should be focusing on what the student is doing.
5. Name the three strategies associated with the linguistic approach to writing instruction.
Scientific method, contrastive analysis, and code switching.
6. How do you know the cat and Taylor go together?
Taylor and cat are next to each other.
7. What is different between the two patterns of possessives for informal and formal English?
The pattern for informal possessives is the owner and what ever it is that they own are next to each other. The pattern for formal possessives is the owner has an "'s" and then what ever it is that they own.
8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
The scientific method applied to grammar discovery.
9. Describe how the scientific method is used to teach students to code switch.
Instead of seeing student writing as a bunch of mistakes, teachers look at the patterns. They collect data (sample of student writing), observe data and seek a pattern, describe the pattern (form hypothesis), check hypothesis, and modify hypothesis.
10. What question is being asked to engage students in the comparison and contrast strategy?
"Now let's look at formal English, what changed?"
11. How does code switching support meta cognition?
The students think about what they want to do to succeed in the setting and then choose their style to fit the setting: time place, audience, purpose.
12. What evidence is presented that the code switching approach works? Describe one of the studies.
One teacher talked to her students about when to use formal English and when to use informal English. The students made a list of when it's ok to use informal English: in quick writes, short answers, general conversations, and in question/answer sessions. Then they made a list of when they must use formal English: in essays/papers, in multiple sentence answers, for oral presentations, group projects, and in talking to classroom visitors. This shows that students know when they should code-switch. Taylor found that her African American students were continuing to struggle and failing, she decided to try an experiment where she had a control group with traditional correction and an experimental group with contrastive analysis. After one semester, she found that in the control group there was an 8% increase in grammar issues, and in the experimental group there was a 59% decrease in grammar issues. The No Child Left Behind test results for Rachel Swords' urban classroom showed that before code-switching there was a black-white achievement gap of 30 points; with code-switching the achievement gap is gone.

Second Speaker

1. How did the students respond when asked how they felt about being corrected when they talked?
The students felt stupid, angry, and confused.
2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code-switch?
The teacher drew upon the students already knowing about informal and formal clothing. They glued pictures of informal and formal clothing on paper. She also had them to draw and write places they would go wearing informal and formal clothing. She then moved to informal and formal language they already know. After that, she moved into the possessive patterns with informal and formal English. She always starts with what the children already know and use that to learn what they do not know.
3. What are some added benefits aside from raising test scores that stem from using contrastive analysis?
The students have taken upon themselves to recognize patterns in different places. They start to realize that people speak differently and it's ok. They are able to have command over their language to take control of being corrected.

On Your Own

Contrastive analysis is an example of generating and testing hypotheses because they can use their regular language to write a paper and then see how people react to it. They can then write a paper using proper English and then compare it to the first paper. Contrastive analysis is an example of identifying similarities and differences because they can use both their language and the proper English and compare and contrast the two. They can identify the similarities and the differences between the languages.

Double Entry Journal #5

1. What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?
 
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 students. It can also lead to students being misdiagnosed as having language disorders. By an English Language Learners (ELLs) being "othered" by society, peers, and/or the teacher, a student may feel powerless an inferior in the classroom. As a result, students often "remain silent and isolated...participation and dialogue do not occur as freely among language learners...ELL's are anxious, silent, and positioned differently according to different contexts". Negative teacher attitudes toward an ELL can factor into low self-esteem, and can be particularly harmful because these students may already be experiencing a great deal of conflict about their self-identity which comes when taking on a new language. When students feel limitations within the classroom, because of "othering", low self-esteem, a lack of self-efficacy, fear, resistance, or disengagement, low academic achievement can result.

2. What are some assessment pitfalls?

Typically assessments follow medical models which assume that all children being assessed are the same. There is no consideration for children of culturally or linguistically diverse backgrounds. Under the 1997 Individuals with Disabilities Education Improvement Act (IDEA), assessment should no nondiscriminatory of all children. However, many Hispanic children are being tested with language as the only cultural aspect being addressed. Effective assessment and intervention of diverse children with disabilities must also take other factors into consideration such as family and cultural experiences. Acculturation, the role of language, and family participation are just a few aspects of a child's life that should be considered when assessing.

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

1. The awareness approach examines the history and social climate associated with the development of certain dialects and allows self expression in students' native dialect as they undertake projects such as music composition. One final component of the awareness approach is comparing and contrasting students' native dialect with Standard English.
2. Critical pedagogy focuses on transforming the social order rather than teaching students to succeed in the current social order. Teachers who employ this approach work to give students a voice and teach students to critically analyze the ideologies supporting the current language power structure.
3. The critical awareness approach combines the awareness and critical pedagogy approaches. Students are taught Standard English, but they are also taught to think critically about the standard language ideology. Students in classrooms using the critical awareness approach are given opportunities to use their non-Standard dialects in a significant way

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

I do not feel very prepared to teach in a culturally diverse classroom. I have never really had an ELL growing up in school, therefore, I have not seen how teachers have helped the children. Being in college, I have learned a few strategies to help, but I have not actually seen it take place in the schools.

Where I Am From Video

This is my "Where I Am From" video!

Where I'm From

I am from baby dolls, thrilling rides, and friends til the end.
I am from the house in the country that feels like the city.
I am from strawberries, puppy tails, and kitty whiskers.
I am from the coal miners and redheads, from the Weavers and the Millers, and a loving family who  has and will always be there.
I am from the queen of lateness and a family of perfectionists.
From days spent in the sunshine and late nights with the best of friends.
I am from a singin', dancin', and Holy rollin' Christian church.
I am from German and English heritage, born and raised in the rolling hills of West Virginia.
The smell of potato soup, chicken pot pie, and fudge filling the kitchen remind me of cold, winter nights.
From my dad who has always protected me, my mom who I have always aspired to be like, my brother who has always armed me with great advice, and my sister who has always comforted me.
I am from life, love, and laughter.

Double Entry Journal #4

Own the Word: Cultural Deficit

Own the Word: Cultural Capital

Double Entry Journal #3

3 things I learned about teaching literacy development: Using contrastive analysis, which is where you study the pair of languages with a view to identify their structural differences and similarities, can lead to code switching. "By using their own words to describe these patterns, students move from what they intuitively know about language to an understanding of language variation and how it works in different settings and with different audiences." Another thing that I learned about teaching literacy development is to let students use their informal speech in the classroom and acknowledge it as a valid language which does not have to be corrected and is not wrong. Students interviewing their parents and grandparents to find out how their Appalachian English has changed over time is also a good way to teach literacy development. To know where you came from and where you are now is very important.

2 examples from my schooling experiences that reflected effective or ineffective literacy instruction for speakers of non-standard dialects: My teachers always corrected students who would say "ain't." It was not allowed in the classroom. We were always supposed to speak with proper grammar. During another school experience the students who spoke with a dialect were constantly being corrected. During all of my school, no one ever encouraged the use of contrastive analysis. Students were never allowed to speak without proper grammar.

1 relationship between the strategies for the teaching of literacy presented in this article and inclusive practices: The strategies presented in this article encourage students to be themselves, to talk in their dialect without correction. Teachers want the students to feel comfortable to talk in their dialect in the classroom. In contrastive analysis, they find similarities and differences in the two languages. I think this relates to inclusive practices because we, as teachers, want to find similarities between all of the students. Whether it's their dialect or special needs that sets children apart, we want to include everyone to feel comfortable to be themselves in the classroom.

Honoring Dialect in the Classroom

Citations:

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

Elise. (2010, October 12). [Web log message]. Retrieved from http://ejanowicz.wordpress.com/2010/10/12/honoring-dialect-in-the-classroom/

Double Entry Journal #2

"As Soon As She Opened Her Mouth" Quote:

"The children need to experince the many different types of written language in use, listening to it, observing its formation by the teacher, and then reading and writing themselves."

I chose this quote from the article because I do feel that children need to learn literacy in many different forms. Every child learns differently and it takes a good teacher to help the students to explore those forms.

"As Soon As She Opened Her Mouth" Video:

"As Soon As She Opened Her Mouth" Questions:

1. Literacy knowledge refers to the concepts children acquire during their preschool years, during the years preceding the beginning of formal literacy instruction, in kindgergarten and first grade, in reading, writing and printed language. Print literacy knowledge is to learn that written stories sound different from the way people talk, to learn that letter make words and words make sentences, and that when you read you must begin at the left and move your eyes across to the right and then go back to the left again, to learn that letters stand for individual sounds--to learn all of these basic concepts requires extensive experience with people using print, with people reading and writing around you and to you and for you and allowing you to try your hand at reading and writing.
2. Donny's failure to learn was not considered worthy of attention, and Jenny's inability to get herself heard was intimately related to this fact. Jenny wasn't taken seriously as a rightfully concerned mother because it is a deeply held belief, or stereotype, of the middle class that poor urban Appalachians are unfit as parents. Stereotypes interfere with literacy instruction by preventing school personnel from interpreting complaints and concerns in the same way they woud interpret complaints and concerns from a middle-class mother.
3. Schools contribute to poor literacy instruction by doing nothing. They fail to address the experiential difference, and they are also seemingly unconcerned about the child's failure to learn. Even though parents know what is best for their children, schools and teachers also do not listen to the parents, which contributes to poor literacy instruction.
4. If the child's family is poor, his parents undereducated, his dialect nonstandard, then we are much more likely to interpret experiential difference as a deficit in the child, in the parents, in the home, in the sociocultural community within which this child has grown up. And when we do this, we play God, conferring or denying educational opportunity to individual, socioculturally different, children. And we do not have the right to do this.
5. One misconception about the relationship between language and literacy is that your dialect tells how intelligent you are. Jenny's dialect marked her immediately, within this context of a city where urban Appalachians make up the poorest and least successfully educated minority population, as unworthy, stupid, and of no real concern to teachers like her. Another misconception is that people cannot learn to read because of the way they speak. When Jenny was shown that her knowledge of language could help her learn to read, that she did not have to say words the way the phonics system described the pronunciations, that what she had to do was to "sound out" to her dialect, then she could get a toehold on this process of learning to read.
6. There are several moves that schools and teachers can make to improve literacy instruction. The 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, are ready to learn at anytime, and will learn. Secondly, and as part of this stance of accepting the children as learners, it is necessary to accept their language to help them begin their education. Third, we must realize that speakers will use the appropriate oral language register (or "type"" or form) to fit the social context they find themselves in, if they know it.
7. I don't feel that there really is a "Proper English". If you are forbidden to use your language to learn to read and write, if you are forced to speak differently when reading and writing, then you are in effect being closed off, or at least seriously impeded from accessing the world of print.


Tall Tales of Appalachia Quote:

"In the 1870's, there was no 'Appalachia.' At that time, this mountainous stretch of the country from West Virginia to northern Georgia was one of the most prosperous agricultural areas in America."

I like this quote because it shows West Virginia in a good light, which is unusual nowadays because people see us as "white savages" and "barbarians." West Virginia is a great state, but the few people who live like this ruin our reputation for the rest of us. West Virginians have strong values that other states do not have. We remain loyal to our traditions, which have for the most part protected us from the economy and things that are going on in states around us. I think this video is a good representation of how people outside of West Virginia see us. West Virginia is a wonderful place to live, but these are the people that give us a bad name.


Tall Tales of Appalachia Video:

Citations:

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

Triplett, Z. (2009). Stereotypes of an appalachian dialect [Web]. Retrieved from http://www.youtube.com/watch?v=iIJq-T1FbQo

O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?src=pm

Tribeca Film. (2009). Wild and wonderful whites of west virginia trailer [Web]. Retrieved from http://www.youtube.com/watch?v=w3ysuG2O0zw

Double Entry Journal #1

Inclusive education is where children with disabilities are educated with their nondisabled peers to the greatest extent possible or appropriate. The laws set the precedent for all students, not just those with disabilities, to have the opportunity to be educated equally with their peers and disallow any child from being excluded, no matter how diverse from the general population the child may be. Inclusive education is meant to benefit special education, bilingual, homeless, minority, and mental health. Inclusive education is meant to serve diverse students with highly complex learning needs, including students with varied ethnic, linguistic, socioeconomic and ability components. Two characteristics of inclusive schools are a sense of community. This is where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. Another characteristic is a common vision. A shared vision that sees each childas a respected member of the community brings a common goal and connectedness to every participant--parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness. One strategy to help students become more responsible and effective in the inclusive process is by helping students to become problem solvers. They can be used as peer mediators, peer tutoring, cross-age tutoring, cooperative learning, and buddy systems.
Inos, R. H. (n.d.). Research review for inclusive practices. Retrieved from  
     http://www.prel.org/products/Products/Inclusive-practices.htm

 

I chose this picture because to me, it represents inclusive education perfectly. It shows two students, one of which is special needs, helping each other out. Inclusive education is where the disabled students are in the regular classroom with the rest of the students, which is exactly what is happening in this picture.

Inclusive education. (n.d.). Retrieved from http://zcs.org/school/programs/inclusive-education/