Struggling vs. Not Struggling

The title says it all, some students struggle while others do not. I should point out that effort is not saying the same thing, many students that struggle / don't struggle put forth a great deal of effort, while some of the students that struggle / don't struggle put forth little or no effort. The focus of the topic for this blog is not effort, but whether or not a student struggles beyond the average with learning concepts. I had the occasion to observe multiple students that were at varying levels of learning. The common thread shared by most that were observed is that they all seemed to have a positive outlook on life in general and liked school. That said there were observable differences in learning styles and overall achievement. In most cases the high achieving learner was able to grasp new concepts relatively easy. It was also worth noting that these students generally asked different questions from the same prompts, which suggests that their learning experiences were and are quite different from students at lower levels of achievement. Students in general want to learn more about their environment and possible future professions or vocations, but approach the this learning from different perspectives. It is likely that experience opportunities have played a key role in defining those perspectives. Even if all students were given the exact same experience opportunities it is likely that there will still be disparity between perspectives because how an individual experiences the "experience" is largely determined by temperament and socialization. Both of these characteristics are completely individual in nature and constantly in a state of "flux" or development. Each new experience reinforces or alters the current stage of development, while I agree this process could become more stable and less influential over time. In students, under the age of 25, overall mental, physical, and emotional development is changing and evolving at high rates. What I am really trying to state in a positive way is that even struggling students learn and are part of this development path that one day may cease to be as big of a struggle for them as they finally find the connections that have eluded them in the past. The goal is is to provide meaningful relevant learning experiences to all students.

Flow

This is a great little game, very simple and sometimes multiple ways to solve the puzzle and sometimes there is only one way to solve the puzzle. Try it!! The free version has plenty to offer before you have to buy an up-grade pack. It is great tool to help kids learn problem solving skills and in order to earn a perfect score all the boxes in the grid must be filled and dots connected using the least number moves.


You can free play or see how many solve in the "time trials." The 5 X 5 are the easiest progress through to 9 X 9, which are harder.

Artfully Intelligent Design

Artfully Intelligent Design is a concept that combines function and aesthetics. A ThinkQuest competition winner is Fusion of Form and Function takes an in depth look at the "Art We Live In." For centuries we, as a people, have not been satisfied with simple functional shelters and have sought elaborate ways to embellish the structure's facade or embellish the structural supports themselves. I would design lessons in my classroom to address many different questions... why? what? how? when? are the easy questions and then start with more abstract questions of purpose? choice of media? did it accomplish its goal? how does it influence today's art? culture? architecture? The class would also explore how some structures built solely from a functional perspective became iconic art. The main focus is not just appreciation of the ideas of art form and functionality, but also the awesome creative power within "man" and the tools and technology "he" used to create, in his time period.

Teaching is an Art Form

Teaching is an Art form... not like a form of art, but an art form. Artist create through many different forms of media. The very definition of artist is...somebody who does something skillfully and creatively, that is exactly what I mean when I say, "teaching is an art form." When teachers engage students in their learning environment with guided, goal directed, and meaningful activities the learning process is transformed into an art form and not just memorizing rote facts for a test or quiz. Thus the teacher is an Artist, skillfully and creatively unlocking the mysteries of learning.

This link to "Preparing Tomorrow's Leaders" is good look into the ideology of "best practices."
I chose this blog out of the four possible to choose from because of the title, you never know what the students in your class will go on to do in life, so as a teacher, you must prepare them, ALL of them. Then I read the article and was somewhat surprised by the content, as if there was going to be some secret formula for teaching and preparing students. The article begins by the author explaining that she didn't want to be the "boring" teacher and recognized that students may not have learned all they could have. Then she became an Expeditionary Learning (EL) teacher and now the lessons were designed to prepare learners for the future by having them learn and practice problem solving now.

Some of the greatest problems learners face are verbal skills (reading, writing, vocabulary), especially in content areas that seem to speak and write in a different language. Science is one of the content areas that has a very distinct set of vocabulary terms and style for writing (reporting) your results. This teacher used a variety of approaches to literacy instruction to ensure the different learning styles of her students would be met. In a way the methods she used were in fact a formula for success. This teacher also realized the "Common Core State Standards" were not a deterrence to student achievement, but a tool to guide her toward student achievement. The literacy focus enabled the students to not only become better readers, but also helped them to shift from persuasive writing to report writing. Recognizing the need to make shifts in styles, like report writing in science, helps students to make the connection to style shifts and vocabulary context in other areas. Having muliple frames of reference can enable students to approach problem solving from muliple ponts of view and that's how you prepare the leaders of tomorrow.

Wordle Fun...A Change in Perspective

Wordles are a great way to change your perspective about a subject or idea because it forces you to view it differently. Big words, little words, words that are horizontal and words that are vertical and they are generally out of order too. The big words are the ones that are either the most important or used the most, and they get smaller, down to the least used or unimportant. We did a Wordle as a group in class and was posted by a groupmate HERE  or click here to view the Wordle below



I think this Wordle really brings things into perspective for a lot of reasons, the "central word group" is focused on "Content Importance," but look closer and what you begin to notice is the word "students" is somewhat removed, "left out," an even closer inspection reveals that "flexibility and responsiveness " are barely readable. Students must be the main focus, content must be delivered with flexibility and responsiveness to student needs, if maximum student potential is going to be realized.

Culturally Speaking...So to Speak?

Understanding the difference between an accent, dialect, language is not always an easy task. Well, most of the time an accent is easy to detect, yet most people are probably unfamiliar with the origins of the dialect that provides the foundation for the accent. Click Here to follow a link to an example accents. In listening to these variations of basically the same greeting you can phonetically follow the emphasis on different syllables providing the accent, the sequence of the words provide the basis for the grammar structure (a dialect / language).

The first question of this reflection deals with the relationship between language, literacy, and power. To answer this question, I think you first need to identify the context in which the relationship will be defined. That is to say from the context of the “elite,” where status was established at birth the answer would be different from that of someone born into “poverty.” From the elite viewpoint there is no real disparity because this class has determined what language, SAE (Standard American English) and what is considered proficiency in literacy. This can and has led to stereotyping solely based on the way you speak, "I knew she was ignorant as soon as she opened her mouth!" (Purcell-Gates, 2002) For further evidence of this View this Link an ongoing study being done by Professor John Baugh of Stanford University. What I learned was more about judgment and the necessity to remain judgment free when you encounter people that have a different cultural or ethnic background than you. I also found it very intriguing the subtle yet distinct differences between language and dialect.

Question two, Cultural Difference or Deficit? When teaching I will try to embrace the cultural difference and empower students to find their voice, translate their voice to words, and then offer them choices to better articulate their voice to a variety of audiences. Once I learned how to perform a "readability study" on text, I began performing a "readability" on everything I write, to ensure the writing meets the target audience. This works both ways (higher or lower grade level) and is a simple tool to employ. By first allowing students to understand a need to alter their word choices depending on setting (code switching) instead of constant correcting and negativity toward their "home" language (cultural deficit) increases their achievement in both verbal and written skills.


Question three, overcoming a cultural deficit attitude can be difficult, since our behavior is largely based on experiences from our own cultural socialization. A teacher can overcome their deficit attitude (if they have one, I do not) by doing an "ethnographic study" of the the area they are teaching. This study will give you greater insight into the community and the culture of those that live there; enabling you to devise learning goals based the data collected. In the case of Moll's study in an Arizona community he remarked, " We believe that a meaning-centered model ... allows bilingual students to take full advantage of their first language abilities, and to surpass the limits set by their more limited knowledge of their second language." (Gonzales, Greenberg & Velex, 1994). This points to shift from cultural deficit (English only) to cultural difference (embracing native language) to lead student learning and achievement.

Question four, strategies for increasing verbal and written skills. 1. Practice: students need to practice writing down the words they speak, exactly the way they speak, (a visual cue) instead of the words in their "head" 2. Preparing to give oral reports / speech: writing down the report / speech information...reading aloud to small groups, revising, word choice, natural vs. SAE, identifying desired outcomes and target audience (NCTE,2008). 3. Building vocabulary: "code switching" at its essence is really just increased vocabulary and word choice combined depending on target audience (Epstein & Herring-Harris, 2011)

The Fifth question asks how creating a digital story relates to the overall understanding of culturally responsive teaching. This is very simple on many levels and complex and abstract on others, first the simple, everyone has a learning history that is rooted in their culture, I will call this their primary lens. The complex, as we mature and grow in our learning our lens becomes more refined, hopefully we will have learned along the way that its okay to have more than one lens, so we add, wide-angle, long-range, micro-range, various light filters... this process of viewing things from different perspectives can be life altering. The digital story making process incorporates many different learning styles and also is presented in such a way that different learners can understand and learn. In the development stage the author can manipulate the text, the picture, animation on text and slides, sequence, color, speed, and most important music. There is evidence to support that listening to music and learning to play a musical instrument increases cognitive pathways exponentially (Piro, 2012). This connection to visual and auditory senses creates a greater chance for Long Term Memory permanence (McDevitt, 2010)

Resources:

Epstein, P. & Herring-Harris, L (2011).Honoring Dialect and increasing Student Performance in Standard English. Retrieved October 12, 2012: http://www.nwp.org/cs/public/print/resource/3655

Gonzalez, N., Greenberg, J. & Velez, C. Thanks Funds of Knowledge: A Look at Luis Moll's Research Into Hidden Family Resources. CITYSCHOOLS, 1 (1), 19-21, 1994.

McDevitt, T. M. (2010). Child Development and Education. Upper Saddle River: Pearson Education Inc.

Piro, J. (August 1, 2010 ). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education , 269-289.

 National Council of Teachers of English (2008). National Council of Beliefs About Writing. Retrieved October 12, 2012: http://www.ncte.org/positions/statements/writingbeliefs

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.

The Rest of the Story

Paul Harvey was a great radio voice that was a staple on the airwaves delivering the news (page by page) and wonderful story filled with intrigue and mystery called the "the Rest of the Story." I use to sit on the edge of my seat (usually my car or truck seat) waiting to learn a new tidbit from history or a biographical note that was passed over in English or social studies class. His voice was filled with thundering kindness, gentle and commanding, with a certain twang that sounded like a refined "country-boy." Since we have been studying dialects and the connotations assigned them, either "good or bad" depending upon the speaker, I have been reading, reflecting, and researching the etiology of cultural languages. It wasn't until SuperBowl XLVII was almost over that I was pleasantly reminded of Paul Harvey and story he told (that Dodge used for an ad) about a Farmer. So God Made a Farmer  This reminded me so much of my family heritage, my grandfather purchased and or took over his "father's" farm, his uncle's farm, and purchased other farms to increase his farm. His sons and daughters now or did have a portion of his farm to farm, and their children are in line to farm that same ground or pass it along to people that are farming. This story never mentions the monetary gain a farmer receives, because most farmers do what they love, subsist, and put any profit into buying land or machinery so they can... that's right do more Farming! I remember my days on the farm making hay, building fence, clearing brush, feeding, and so much more... there was always something to do and even more that needed done. I learned from all these experiences, especially operating tractors, it was from this I new I wanted to become a heavy equipment operator (the bigger the better) and that is what I set my sites on to do (and did). Listen to Paul Harvey's story and thank a farmer for the food on your table and if you are a farmer, Thank You!

I am From...a Digital Story

The digital story Where I am From was a wonderful activity that led me down memory lane. In this journey of assembling pictures and matching them to text that was generated from a poem template, which produced the post "Where I am From," led to the creation of my digital story. I chose pictures that spoke to my heart, I searched for music that spoke to my heritage, and I found words from reflecting on my life journey thus far with an eye on the future. I love telling stories that fill people with laughter, I love sharing stories that offer insight, but most of all I love just sharing stories about my experiences and life.  I hope you find some inspiration in you own story from me sharing my story.

Where I Am From

I am from Sandy Loam Soil from International Tractors, and Diesel Fuel.

I am from the Backyard, Cardboard Boxes, plain and brown, with fingers playing in the green grass.

I am from Timothy Grass, Alfalfa, and the Corn Field, the Green Bean, Sweat Pea, and South Branch of the Potomac River.

I am from Hot Dogs Roasted on a Stick, Flaming Burnt Marshmallows, and Green Kool-Aid.

I am from Pepper’s Doghouse, Running Barefoot, Riding Bikes, and Bulldozers.

I am from playing Hide-n-Seek on summer nights, Knight’s of the Round Table with Corn Stalk Swords and Trash Can Lid Shields.

I am from Home Grown Tomatoes, making Applebutter, and Telling Stories.

I am from Backyard Football, High School Wrestling, and Tropical Snorkeling.

I am from Tilling the Ground and Working Hard, from my Granddads and the Grace of a Mother that filled me with Love and Kindness.

I am from a Band of Brothers, Life Cereal, Molasses Syrup and Family Picnics, from Climbing Trees, Rope Swings, and Sliding Down the Barn Roof.

I am from Cedar Christmas Trees, with a Tin Foil Star, Popcorn Tinsel, and Homemade Ribbon Chains.

I am from the Short side of the ‘Jean’ Pool, but from a long line of Know-it-Alls.

From being Independent, Be Determined, and the Best Helping Hand You’ll ever Find is at the End of Your Own Arm, use it to Help Yourself and Others.  

I am from Faith in God, and walking with His Son, whether the Valley Lo, or the Mountain High and a Deeper Sense of Faith from the “Shack.”

I am from the Freshly Furrowed Ground,  Black Angus Beef Freshly Butchered and Attic Cured Country Ham.

From the Comet Sky with DadDad, Salting Cattle with PopPop and from Working with Dad and Cooking with Mom.

I am from the Big White Bible, Hat Boxes with Scrapbooks filled with Memories and the Mighty Oak, Strong and True, Planted with Purpose.

I am from playing in the Sand Box to the World is My Sand Box.

I am from the Boot Camp Blues to Wearing my Navy Blues, Navy Whites, and Seabee Greens.

I am from Sunsets, Moonrises, and the Love a Beautiful Woman.

I am from sharing Wonderful Adventures, Glamorous and Black Tie or Rustic and Simple.

I am from Learning, Laughing, and Lazy Rainy Days.

I am from Growing Closer to My Son, Embracing My Wife, and Being Grateful Everyday for My Wonderful Life.


I may edit this some before I totally complete this project, mainly because I have been so blessed in my life to have experienced some wonderful things and lived through the not so wonderful things with a great sense of resiliency. All things happen for a reason and everyone we meet leave us with something whether we know it or not. This is glimpse into where I'm from and Who I am.

Language Proper? or Slang?

While contemplating this whole idea of proper usage / grammar and whether or not correct what you deem improper usage / grammar when students or adults are speaking; there many facets to consider. I say many facets because all spoken languages have a syntax that is followed by the speaker, this syntax may be foreign or unfamiliar to your idea of speaking "Proper English," but that doesn't mean it doesn't exist. So, before you can solve a problem you must fully identify the problem. I would begin with a T-Chart noting the differences between what is being said as it compares to "your" idea of "Proper English." By doing this initial identification and establishing baseline data, you will also be better able to recognize when other systems (including yourself) are operating as a "cultural deficit" or a "cultural difference" system. Knowing that your treating others in a "deficit" system it may be harder to affect and overall change, because one of the first things you are doing is reinforcing the stereotype label already applied to that group or individual even without saying it aloud. It was very evident in the Fox Media clip of Gerrard McCledon (link), that he is operating in a "cultural deficit" system (not in a malicious way), but from the stand point that perpetuates the stereotypical behavior in the reasons why the students need change their language usage. I do think Mr. McClendon has his heart in the right place and I agree to some extend with him that a "to do nothing stance" is wrong and harmful, but his approach needs to shift a little. Much like the systemic shift that needs to occur across our entire educational system. This is an exciting time to be an educator if you can see far enough into the future and embrace the unknown of tomorrow instead of clinging to the drill and skill worksheets of the past. That is not to say that students today don't need rote  and fundamental skills, they do, we all do, that said we all will remember those skills and other important knowledge when we are actively engaged in experiential learning. Embracing the "cultural difference" when teaching students will enable teachers to guide their students to better word choices in certain settings (changing their register) to ensure that while preserving their unique dialect they are not immediately stereotyped. The code shift ideology teaches students to recognise the setting in which they are preparing to interact (on a conscious level), because we all shift to some degree when interacting with certain peers or family members (on the unconscious level). Yet, even the code shifting as outlined in the "What Matters" (link) video has some "cultural deficit" undertones, in that it points out that "Business English" is the power language, but refers to other dialects as inferior English to be spoken at home, not school or work. This video also reinforces that students need  change their language register in order to succeed; quickly noting that "writing scores have improved since they started teaching the students to speak "Business English" at school."
I think the key nugget I learned from this dialog about dialect and learning is something Dr. Purcell-Gates said, "Children are learners, have been learning since birth, are ready to learn anytime, and will learn." This is what teaching is all about, not just filling student minds with facts, figures, and formulas, but teaching them about the life around them that is full of learning opportunities that will last a lifetime. The goal of every teacher should be to help students become lifelong learners.

The New Dragon, NaturallySpeaking

I received a new piece of software for Christmas. This new piece of software is known as the premium version of Dragon, NaturallySpeaking. It converts "NaturallySpeaking" words to Text. It will take some time to learn how to operate this software. The most challenging thing is changing from your inner voice to a spoken voice to text. That is to say when you are writing it is much easier for you to bang on the keys to put your thoughts into words this this software requires you to speak your thoughts out loud in order to convert your thoughts and text. The other thought that occurs to me about how challenging it is going to be to learn how to use this software is how to make changes or corrections as needed quickly and efficiently. It will also be a learning curve on where to place proper punctuation marks. For someone that doesn't time this seems like a quick and easy fix although I may find myself rereading and correcting grammar for a much longer period of time, etc. when I get on a roll I'll be able to use the review check spell. In either case the need for better proof reading will be necessary. In the short time that I had been writing this page it has become readily apparent to me that my inner speech is different than mine however speak or spoken words. It's funny I had an idea that speaking naturally would be as easy as well speaking naturally and yet I find myself somewhat in an unnatural state by speaking out loud trying to write a simple blog post. I will have to practice practice practice until I dictate a paper in a relatively short amount of time as you can see many of the sentences or statements that I have made in this page, is simply that practice. In fact many people may become weary from reading these practice posts. I will say this NaturallySpeaking software learns very quickly my somewhat discernible dialect. I was given the option to select southern US as a dialect option during initialization. It is also a little difficult to read what you have spoken while you are speaking. Given the number of words on this post it would have taken me much longer to type. I'm not sure how others will react around me while I'm speaking out loud writing a paper. Many may be confused and think I am speaking to them, they may even answer or try to enter the conversation. In many respects dictation is very similar to a conversation you would have with your computer. As with anything new the more you use it the more efficient you will become using it. My speaking grammar may even improve, because every word I say will be printed in front of me to read. I struggle with speaking habits that are often not grammatically correct. As a new teacher speaking to your student with proper usage of grammar is absolutely imperative. There is no substitute for leading by example. Students will and are keenly aware hypocrites, that is to say the old proverb "do as I say, not as I do," will not be well received by students. Every chance they get they will point out your improper usage as a chance to correct you in the same way that you may or have corrected their papers. For most of them it is a way of holding you to the same standard you hold them. I think I will like this new software the more I use it. My next post will likely be about the Thanksgiving cruise.