Criteria for Functional Literacy vs Authentic Literacy

Before I start with the quote that spoke to me in the reading assignment I must first acknowledge two influential and insightful professors that challenged me to reflect on my philosophies by encouraging me to read authors like Paulo Freire, Carol Dweck, Herb Kohl, Neil Postman, and many more... some of which I had already read. As with any reflection more questions arise than answers and the need to dig deeper fueled my curiosity, so I researched more about Karl Marx, Kant (Critique of Pure Reason... warning very deep subject), and countless articles from ED Week that explored the ideas and precepts of that seek to answer this question... Who or What is the driving force behind defining the criteria of Education?  The many different resources I have read and explored all seem to center around intrinsic value as it relates to quality of life, but that only presents another question... What is the definition of quality of life? I only bring this up because in previous posts I have talked about the societal definition of success... and even that definition changes as society changes and varies greatly from cultural group to cultural group. I was also reminded a great deal of words Frederick Douglass spoke about the connections he made between literacy and slavery in his Learning to Read and Write..."I 
would 
at 
times 
feel 
that 
learning 
to 
read 
had 
been 
a 
curse 
rather
 than 
a 
blessing 
 It 
had
 given 
me 
a view 
of 
my 
wretched 
condition, 
without 
the 
remedy."  These thoughts and others led me back to those ideals and the criteria for the definition of functional literacy, which seems to be ever changing... and so even in these modern times of the "information age" (which always seems ironic when you say that aloud because think about how the printing press revolutionized information... right?) where so much information can be accessed from many different sources... a thought that fueled Neil Postman's book The End of Education (a pdf link I highly recommend reading this short book and if Nothing else at read the preface).

I, like Douglass, do not know if some of my prior readings are a blessing or a curse when it comes to reflecting on this week's assignment. It seems very well to me to hit the high spots cast a small light into some of the darkness, but that in and of itself also seems undo-able. I seemed plagued on where to start for fear of not being able to answer questions that arise in the reader, so I can clarify my views... but I also find that the great educational theorists in my head (Piaget, Vygotsky, Erickson, Montessori, Gardner,...) want their say as well and while they reconcile on some points they differ on others leading to even greater disparity for me Not being there to answer questions. After reading the Pedagogy of the Oppressed  (goodreads link)  and the above mentioned books and articles I have settled in on this definition for functional vs authentic, but reserve the right to change or alter my understanding without prior notification... Functional Literacy is defined by a set of standards that a cultural group collectively agree upon as the minimum necessary to be a productive member of the cultural group. In this definition the term cultural group term is used synonymous with local, county, state, or federal government or a social / cultural group. For me that is to say... the group imposes their standards on the individual. Authentic Literacy is internalized by the individual for its intrinsic value, which leads to unlimited potential and possibilities regardless of the power structure of the cultural group. The definition for cultural group remains the same as aforementioned. There are several examples throughout recorded history that truly illustrate authentic literacy and the best one that comes to mind is William Shakespeare because he went far beyond the conventions or standards of the time and created over 1700 new words, which I'll bet was quite a problem for some of his English teachers.... I can hear them now... red ink smeared across the page (its likely they didn't use red ink, but I'm telling the story) words circled for usage... "you can't use verbs like nouns"... "that's Not a word" ..."stop writing like that, you are ruining the purity of our language" .... which sounds like nothing you would hear today... am I right???  Another great example would be Joseph Stalin... that's right the cruel communist leader of the USSR from the mid 1920's to 1952, Not that I agree with with his leadership, but... my point is... that in his "five-year" plans he mandated functional literacy necessary for industrialization, which in my opinion ultimately led to authentic literacy and the end of  the concept "Socialism in one Country," he started. Even Frederick Douglass, pointed this out from the words his master Hugh had warned... "only discontentment will come from that boy learning to read." (I agree that there is much more to be debated about this). I'm just trying to circle back and say... the difference likely lies in the understanding of learning how to learn versus learning how to think... both have value, but only one is invaluable. and still so much more to say about the whole topic...
Now for the quote..."Something is good to the extent that it performs its function well. The Greeks extended this view to the ideal of living the Good Life."(Chapter 1, pg 17)   This quote to me epitomizes the the underlying ideology society places in its constructs and definitions of success, which leads me back to what I have said previously about unimportant jobs and happiness.... the goal I have for every student that crosses my path is for them to fully understand that they are only limited by themselves and their choices... understanding that when they walk out my classroom door and choose a job or career path that is Not the only choice they have, but one of many choices they will make over their lifetime. The second quote follows that same ideology... "By literacy "plus" I mean, then, that the process of making people literate is also, and inevitably, a process of communicating values, assumptions, habits, traditions, practices, etc..., whether this is recognized or not."(Chapter 2, pg 23), which further illustrates the point Freire and others are trying to make when it comes to centralized educational standards... they oppress more than they liberate or at least have that potential in that what values that are communicated to the social group are the values the power group wants communicated. I know this may sound a little radical from the points I'm offering, which was a concern I presented because there is so much more to be nuanced and debated that cannot happen in a single blog post. Consider this proposition... in this election year we will be electing a new president... the candidates are soliciting votes by campaigning to be the respective party nominee... and all are espousing what makes them the best candidate... and we all have our values and ideas about who would be the best person for that position... Reflect then on these questions... How did you get your ideals or beliefs that you use to make this type of judgment? Why do you find yourself aligning with the view of that candidate? Rogerian theory then asks us to strip away everything we know to be true about our views and truly consider the tenets of the other view... something that is nearly impossible and requires great courage because you will be forever changed.. are your values and beliefs wholly your own?  Now define Functional vs Authentic Literacy...


Lankshear, Colin, and Michele Knobel. Literacies: Social, cultural and historical perspectives. Peter Lang, 2011.

Teachable Moments

Right or Wrong... Good or Bad... when trying judge a situation I feel that equal weight needs to be placed on each side before rendering judgement. Usually the person presenting their side is looking for justification or affirmation that they are right for feeling the way they feel. In this case the host teacher is wanting justification, but so is the student teacher... and I say, both handled the situation poorly!
Clearly, both teachers had some idea as to how the lesson should have played out... it was a good plan on that both seemed to agree... the execution of the plan was differing from what the host teacher envisioned right from the start. She would have done things differently and in that difference it began to affect her orderly and controlling nature, which also began to heighten her anxiety, which led to errors in judgement. Sandra had her own expectations and when things were going differently instead of mentoring she let what she felt was a disaster spiral even further out of control before over stepping.  (please keep in mind that it is only from Sandra's perspective that things were out of control). Sandra had a teachable moment in the making, but instead cut it off and missed it. There is in my opinion a great deal that can be learned from failures (I do NOT think this was a failure by any means) or lessons Not going exactly as planned... you get to refine an hone your craft by learning what Not to do as well what works. Mainly because what works with one group will not with other groups so as dynamics change so does the lesson and you as the facilitator may even learn something new that needs added to the lesson.
Case in point, when I was student teaching in the middle school I had four forty-five minute back to back social studies classes every afternoon right after lunch ... fresh off the playground. The classes varied in ability, but were generally evenly mixed for 6th grade level students... I basically gave the same lecture and activities to all four groups, but my host teacher and I both recognized that the 3rd and 4th group performed better... Not because they had a higher ability level, but because they benefited from me making adjustments to the lessons and activities by seeing what worked and what didn't. We also agreed that the first group coming back from lunch was a harder group initially engage and teaching to that group was the greatest challenge... if my host teacher would have shut me down on that first group everyday... I would Not have learned how to make the adjustments necessary... Was she going to have to deal with those students for the rest of the year... you betcha! By allowing me to struggle and offer some guiding suggestions we developed a different strategy for that group to help them better prepare for their afternoon classes. This collaboration was beneficial to both of us, because she was going to have students for the remainder of the year. Sandra missed what I would call a great teachable moment... Not just for her student teacher, but also for herself.

The student teacher is also at fault because No matter how bad it gets you need to be in control of your emotions. If a host teacher stops your lesson because it's not going well.. the lesson is not going well.. it's Not the end of the world... step back and adjust to the immediate needs of the students... help to transition them back to the classroom. Try to find a way forward for the remainder of the day and when the students leave for the day sit down with your host teacher and discuss the matter. Learning how to develop a working relationship with colleagues is vital to your future success as an educator. In the modern co-taught classrooms learning how to work everyday with a peer starts with good communication... and many times a week you are going to have to reflect on what worked and what did Not so changes can be made... and this I guarantee some of the things that go wrong will be your fault... Own IT... Fix It... Talk about It... but most of All.... Learn from It! But don't just be mad and hurt ... and the biggest thing to learn is if you are going to or need to cry... cry on the drive home... and then prepare for another day.

Experience is Not learned, taught, or gained from reading a book... it comes from doing... and the doing requires practice, preparation, and perseverance! At the end of the day I do Not know if the student teacher thought the goals of the lesson were going to be met... What I do know is sometimes students just exploring with little intervention may discover far more then you ever imagined. If the only goal you have as a teacher is for students to only discover meaning in what's important to you then you should find something else to do because you are wasting your time, but more important than that is the adverse affect on students. Sad but True! How does that parable go.... "the tighter you grip the sand in your hand the more you lose"... classrooms need to be safe places for students to explore and discover meaning, Not centers for single thoughts.

Exploring the Questions for Understanding

Questions Questions Questions... and even the answers create more Questions... In an age where students have answers in the palm of their hand via a Google search it's easy to think the Questions will end, BUT they don't... they multiply. The experiment with the egg through direct observation, while cool it really is just a platform to launch more questions than answers, questions that guide learners into discovery. This phenomena seemingly exists all around us all the time, What is it? What does it do? How does it do it? Start  a prior experience brain search and then move to Google search.... but what question do you type in the box? Which results lead to the best possible answers? Because even when you access to answers you need questions.

How can I do my job if I have No supplies to do it? I'm mean how can I teach without my teacher's edition??? (Sarcasm... heavy Sarcasm!!!) I'm probably not the best person to answer this type of question because of my approach to the possibilities of teaching because I come with nearly 35 years of working in many other different fields. As a US Navy "Seabee" our mottoes were (are)  "Can Do" and "We've done so much with so little, we Can Do the impossible forever with Nothing," which is to say that, in many cases as a teacher you need to improvise and be flexible. The idea that you can be taught how to manage a classroom seems quite ridiculous when you actually say it aloud... Ask yourself this question as you reflect on pre-service student teaching... Who would have taught the classroom management class?   What would have been the assessment tools used by the professor to assess your progress? Classroom management comes from managing, the very different dynamics that will exist in every classroom, and experience, not a class. Teaching is the same approach and rarely does good teaching only come from the teacher's edition.

The connected trappings of a spider web always leads me to an idea that I heard in an undergrad class... "remind your students that everything they learn and experience is something they may or will need in another class... so put that learning in your backpack and take it to every class with you." The common thread between the egg experiment and spider is the learning that is gained through direct observation... in one case a lesson plan... the other a teachable moment... but both rely heavily on the observation experienced by the learner... and that is influenced by many different variables. When learning sparks curiosity and excitement it is infectious for all and learning goes well beyond a CSO.

I sure do Not want to seem like an overachiever, but I need to add an additional graphic representation of this assignment... because all of these readings remind educators that the real goal is to create lifelong learners capable of  doing amazing things and test scores or scripted lessons are not what a make student successful...

Constructing Meaning... by Building on Prior Knowledge

When reading this week's assignment I was led in several different directions based on the many different discussions I have in the past about this very subject. One such discussion that started in my Human Growth and Development class at Fairmont State (FSU) came back up later in the day in a Psychology class where the Professor suggested I read the following... Epistemology offering from Stanford University  (Epistemology Link ) for further understanding. Then other discussions that followed from that led to reading offerings in Philosophy by Kant, which led into even deeper discussions and more reading as way to construct meaning and build deeper knowledge. This example is exactly what the reading was conveying in the idea of reflection and cognitive conflict resolution. The struggle to understand new concepts begins with learning something new, which initially gets added to something old, which then gets refined or redefined in order to better use it in the future. As a self proclaimed Constructivist I really enjoyed reading and reflecting on this week's reading, while I had Not read this exact passage it felt very familiar to me.
The four perspectives provide a framework to better understand how you learn as a learner, which can then be used as insight into how the learners in your care might approach learning.
The symbolic perspective really struck a chord a with me (especially given the population I of learners I work with and the behavior initiatives that are currently being implemented around us) in that the idea of a hat being a barrier to learning when said aloud really does sound ridiculous. Yet for some in a position of power the slightest notion of being what their private logic tells them is disrespect, they then create a learning environment that is filled with contention and strife where the majority of time is spent on classroom management rather than classroom engagement. In that same perspective substitute Cell Phone for hat... Now lets have that updated conversation....(feel free to add a sidebar comment about this topic I welcome any and all views on this topic).
The structural perspective almost always leads me to "sticks and bricks" and in this new technology age the sticks and bricks play a greater role than ever... aging buildings with limited electrical and cooling pose a big obstacle to providing network infrastructure necessary for optimal computer productivity and internet connection. This obstacle is also realized in trying to define space for computer technology / labs. My current issues with the structural perspective is the lack of a defined usable science lab... I have a great activities room where projects can and are created, but the lack of a sink and safety equipment limit the types of experiments the learners can perform.
The human relations perspective is an issue with many of the learners in my learning environment... many come from low SES or other issues at the bottom of Maslow's pyramid. The barriers to learning when learners are dealing with basic survival issues that are many times beyond their control and in some case generational long can be very difficult to over come... the biggest one of these obstacles in my opinion is the value (or lack there of) of education. The goal I have for my learners is a full high school diploma and many of them want this, but fail to fully understand what exactly the consequences are for failing to reach that goal. Example: my girlfriend is due to have our baby next month and I need to work in order to provide for my new family... I don;t have time to stay in school and earn a diploma... I counter with "but if you earn your diploma you put yourself in a better position to earn more money and become a better provider for your family in the long run" which is met with but I don't need more money later I need money now... the full consequences will never be understood as concept... it will be experienced as a reality. Sad but true
The political perspective is a constant dynamic between learners and facilitators and this struggle extends far beyond the defined walls of the classroom. The political process and learning how to best navigate that process for future gains is a skill all learners need to acquire and yet because of the competition for resources it may be skill some are reluctant to teach or pass on others for fear they will then be out maneuvered and left behind. Sad but true.
My concept map is the representation: Interlocking and constantly turning... science begins with curiosity and ends with even more curiosity... and even a break through discovery usually leaves us with more possibilities.

I love helping other learners explore their understanding of science... well their world... well every aspect of their world... and since learning rarely occurs in a vacuum... knowledge of many other fundamental subjects is necessary in order to better understand science... example the processing of data usually involves the understanding of manipulating formulas so math is needed... the recording of data requires some basic skills in reading and writing... and my favorite social studies because everything happens somewhere (even space) and that's geography...  So the interconnections that exist between all subjects can be explored in every classroom especially the science classroom.
  

The Fourth Way... to Where?

This reading and exploring of ideas always causes me to think and rethink my understanding of the nuts and bolts of learning. Since we have shifted from social studies, math, and science in first semester to reading and writing... mostly writing... I had an epiphany when a student asked a question during a vocabulary activity. The question wasn't particularly deep or profound, but rather one that led me to make this claim... (first) the average Kindergarten / First grader enters the term with a vocabulary of some where between 5,000 and 10,000 words many of which they have No idea what they look like because they are only known through spoken or oral contexts... the epiphany for was the hardest thing that any learner learns is the decoding skills required to change spoken language into written language... we call it learning to read and how that's done has a lasting impact on the learner. This impact quickly spreads to the educator in the form of data collection and testing, which according to all the  current systemic educational models require data driven results. I quickly tested my thoughts about the question to several students and even my co-teacher (18 year veteran secondary teacher) with almost the exact same results. Still reflecting and thinking about the question I continued the discussion with my spouse (21 year elementary / SPED teacher) with the same results and conformation. I say all of that to lead into the comments within  the beginning words of the reading and Dewey's Either / Ors. When confronted with differentiated learners many different strategies and accommodations are employed in an effort to best reach the learning style of that individual... if that is the best method for differentiated learners I contend ALL learners would benefit from that approach. The Fourth Way offers a glimpse into three paths to better illustrate the nuts and bolts of teaching and learning or what may be called reform. (since I think we are all just learners I could just say the nuts and bolts of learning).

"The description of the problems makes sense. The solutions do not."
When reading the "Autocratic" path all I could think about was how the Federal Government hands down more than 85% of the mandates required to operate a public school, but contributes less than 15% of funds required to operate a public school. This over reaching has always caused me to think or reply with..."when you are paying the bills you can dictate the requirements, but Not the other way around" The report findings, "Tough Choices for Tough Times" clearly outlined the problems, which should have led toward reform and systemic change, but it seems threaten bureaucrats did what they do best they present a solution that strengthens centralized controls instead of releasing them. This led me back to Eliot Wiggenton's approach to solving his problem of how to reach rural GA students, a local solution to a local problem.

"Data might relate to standards that teachers don't value. Statistical data aren't always self-evident: Professional judgment and experience are needed to interpret and add other information to them."
The Technocratic approach still has me thinking about how and what is deemed important or "most important" when dis-aggregating data. On one hand you would take a common sense approach to deciding what the important indicators are, yet on the other hand there may be an underlying motive for choosing or excluding a particular data set. The motives in education should always focus on student achievement and that sounds simple enough, but the consensus on exactly what student achievement is or how's measured is not simple. So, the data can be and is, left to interpretation, which then leads to the following either one or a combination of Misleading data, Misinterpreted data, or Misused data in any case without a consensus definition your only left with data you cannot use.

"All this effervescence is distractingly fun and easy compared with building and committing to deeper relations of trust in long-term communities that take the time to pursue and achieve inspiring and challenging goals that benefit students together."
The Effervescence path instantly put me in a glass of Alka-Seltzer and not even on my worse days have I ever been able to choke that down, but lets have a closer look. Of the three paths this path may be where we get the term Edutainment, which is to say there certainly is something to be said for delivery of content that doesn't immediately send all your students into a 90 minute coma. Yet even more than that I have found, even in my brief classroom tenure, that strong bonding relationships that seek to build mutual trust and respect do the work necessary for true collaboration and achievement. Students and teachers alike need some one to believe in them when they are having trouble believing themselves, that is to say a well timed pat on the back goes much farther than a good grade.



This short clip that summarizes the three paths.





The image of the week for me is... just saying, I think the kid has a legitimate point! See the definition for insanity...

Is a Cloud the Future of Learning?

WOW!!!! What a great opening assignment! While I don't want to lose my wonderful job to a granny, I do like the ideas and information that Sugata is sharing. Like Montessori, Sugata has offered an exploratory box to children that others believed had no chance to demonstrate learning, or like the demonstration of Plato and Socrates asking the uneducated peasant boy various questions that demonstrated knowledge beyond any formal teaching. We are creatures that have this innate drive to explore and understand the world in which we live. I believe that we are curious by nature and giving the time beyond meeting our basic needs we will explore our world for... discovery, understanding, and creating. For example... What group of individuals took a look at a different type of rock (Hematite) and thought... if we put this in a clay pot with some charcoal... and then put the pot on a fire and cook it... the chemical reaction that takes place will be a release of CO2 and we'll be left a metal that we can call Iron (Fe), we can then mold the liquid Iron into better tools than the rocks we are using. These tools will last longer and allow us to do things we have never done.
The concerns I have about this idea is what most people have the most problem with in their everyday life...CHANGE, while I see myself as a learner that is embracing the change many around me have a greater fear of change and what it means. I have mentioned this topic before in a previous post... the Open Concept School... very few walls and designed to create learning groups and spaces, but when they opened this school in my county for my fifth grade year they forgot to get the "teachers" to change the way they taught or thought about "classrooms." What Sugata is asking the education community to do is Not just revise the delivery of content, but change the model. I can get really excited about this concept because I consider myself a follower of Vygotsky and Constructionist at heart... these kids modeled these theories like a textbook example and if these kids (with nothing) can problem solve, explore, deconstruct, construct, analyze, synthesize,and learn with very little "expert" help then how much more could students learn with someone there to ask the right questions or provide a small scaffold.
I think, while we are re-envisioning the future of education we also need to redefine the perimeters of success... to the ideology that unimportant jobs do not exist... and the primary outcome of education is to create lifelong learners that are only limited by their choices, not their standardized test label. We have to trust that given the right set of perimeters and providing some fundamental skills students can and do achieve, instead of measuring their achievement according to a single or set of content standards. If student proficiency is the goal then we need to be willing to do away with grade level learning and move students to more advanced concepts after proficiency is achieved not at the end of some term or grade level... meaning grade levels and report card grades will become irrelevant.


I really like the following Ted talks as a way to build upon Sugata's ideology. (Check them out)

Introductions: A Glimpse Through a Small Window

My Name is Raphael Snell (formal), Mr. Snell (classroom), Dad (son), and Rafe to most everyone else. I'm a professional learner working with "at risk" high school students in the Option Pathway Program for Harrison County Schools. I use the moniker "professional learner" because I feel a teacher is really just a more experienced learner guiding and helping other learners discover meaning and understanding. I view teaching as a way to help other learners prepare for their personal  learning journey. I'm from Shinnston, WV,  by way of Petersburg, WV... it is fair to say that I'm native Appalachian and I speak fluent Appalachianese. My purpose for taking this class (beyond the fact that it's required) is to further may Master's work in Digital Media and New Learning Literacy.



This cartoon card caught my eye for several different reasons:
1. My experiences are quite varied and I subscribe to the philosophy that, "there are No unimportant jobs," which means that students need authentic and relevant educational experiences in order to be prepared to enter the post "high school" phase of their young lives.

2. I don't like being judged on a single task, so why would we judge all students, with varied academic experiences, on a single test. I like the idea of using assessments tools to provide me with data on where the learner needs more work, reinforcement, and remediation, but Not as the sole measure of  a student's DOK.

3. The # lets you know you're communicating with digital media on a global scale. The Twitter platform provides a great venue to start a conversation about issues that need public awareness and also knowing that the possibility for a widely diverse discussion to erupt can be the catalyst for change.

There is more to say about this picture and my philosophy on standardized testing, but I'll save that for future posts. I'm looking forward to working and learning from this new community of learners this semester.