Interest Survey for Kindergarten at Monongah Elementary

The students were given the survey orally. They were to circle the star for yes and the triangle for no. On question number 9, I asked the students to draw a smiley face in the circle stating whether their were a boy or a girl.


Here are the results of the survey:


My class consisted of 22 students. This survey was only given to 18 out of 22 because two students were absent and two students were with the special education teacher.

Action Research Proposal

1. What is the problem?
Recognizing rhyme and word families in text.

2. What is the rational for the project?
Recognizing rhyme and word families in text helps readers decode new words more efficiently than decoding or sounding out words using the phonics of one letter.

3. What strategy will be use to address the problem?
games and stimulations

4. What is the question?
"How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?"

5. What evidence is presented that the strategy will work?
Playing rhyming games and using small group and whole group approaches.

6. How will data be collected?
Pre and post assessments will be given on decoding. There will be a performance checklists, and the teacher will keep a daily observation journal. Work samples will also be collected.

Action Research: Curriculum Implementation

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

2. What is the Question?
How can I effectively utilize readers theater to improve the fluency and reading comprehension skills of my students?


4. What strategy is being used to address?
surveys, observations, and student fluency assessments

5. What evidence is presented that the strategy will work?
The action research project focuses on fluency and The National Reading Panel in 2000 identified fluency as an important factor in successful reading habits, because of it contributes to students’ reading efficiency and comprehension.

6. How will data be collected to determine if the strategy will work?
The students progress will be monitored over a three month time period where the students will be frequently assessed on their progress by recording the students readers theater and assessing them weekly.

7. How was the data analyzed?
The data was broken into the four major groups - academically talented, general education, bilingual and special needs - represented in my classroom and learned that the academically talented group showed no gain because they were already fluent readers with great comprehension.

8. What were the results?
The action research project on Readers' Theater was successful and did show that the students improved in all areas including the students interest in reading.

9. How do the results inform teacher practice?
It is a great way to get students that are struggling in reading to become actively involved in reading. Students will develop a more positive attitude towards reading.

Double Journal Entry #13

1. What "dominant paradigm" is showing signs of wear?

The use of lectures and textbooks in classroom.

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches?

In this approach, the school is giving money through grants that allows the students to work on projects that take a large amount of time. There are many benefits with this approach. First, the students will have a deep understanding on the CSO that was used for the project. Secondly, the students get to use outside resources and learn about their community or the world. And third, the students have a greater experience and be better problem solvers.

3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches?

Students in a traditional classroom are taught using textbooks and lectures. And students who learn in a PBL classroom use real life experiences to learn. Students who take a pre and post test in a traditional and PBL classroom tend to have similar scores, but the students who were taught using PBL scored higher on standardized test. This is because "PBL students had developed a more flexible, useful kind of mathematical knowledge that engaged them in “exploration and thought” (Boaler, 1997, p. 63)."

4. According to the research, how does Learning by Design support student learning better than traditional approaches?

In this approach, the students are given the ability "to design and create an artifact that requires understanding and application of knowledge" (Newstetter, 2000). The students usually get to work in collaborate groups when they use the Learning by Design approach so it works on their socialization skills. Some other benefits include the students exercising their creativity and the students will be able to show how well they understand what is being taught.

5. What are the differences between the three approaches?

I think the three approaches have a lot of similarities in that they allow the students to learn using a hands on approach, but they all approach the method of teaching the material differently. Problem Based Learning gives the students a problem and they must come up with a solution. Project Based Learning takes the students outside the classroom to learn in depth that takes a longer amount of time. And last but not least, Learning by Design allows the students to create something using the knowledge they have been taught.

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

The most important benefit to these approaches is that the students are proactive in the learning. They are using the hands on, minds on approach. The students will feel like they are contributing to the learning process instead of sitting at their desks listening to lectures all day long. Another benefit to these types of approaches is that the students will be able to learn the concept from the experiences of the activities.

Double Journal Entry #11

Top Ten Project

The Top Ten project that was used in a fourth grade classroom amazed me by how much the students how much the students took an interest. It was a exemplary PBL assignment because it helped the students learn and kept them motivated. The first example I saw that met the requirements of an exemplary PBL was Active Exploration. The students gathered facts on animals by using multiple sources such as videos, the internet, and previous knowledge on the subject. The second example I saw was the Academic Rigor. The students developed a new way of thinking. After deciding on the top ten animals, the students all had different ranks for the animals. The class figured out that it was because each group voted for their own animal for a personal preference so the class solved the problem by excluding the groups to vote for their animal. And the third example I saw used in the project that makes this assignment an exemplary PBL was the Applied Learning. The students used high performance organizational skills by working together in groups and as a whole class. The class also used technology in an appropriate way by gathering information and for collecting and gathering others' opinions by creating wiki page for public use.

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

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

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

Double Journal Entry # 10

Why is kid watching a critical practice for teacher to use? How is kidwatching informed by cultural difference theory?

Kidwatching is the process of observing how a child learns in various situations. It is important that teachers use this method to be able to meet the needs of all the students. It is hard to learn about a child if you only know how they act during instruction. Kidwatching is a critical practice for a teacher to use, because he/she can learn about the child's likes and dislikes, learning styles, and social abilities. After observing a child, the teacher can alter the curriculum to better meet their needs like Ms. White had done for Jabob. She knew that he did not like to read so she brought in material that may spark an interest. If Ms. White did not take the time to observe Jabob she may have not noticed that he was not reading during the time spent in the library. Kidwatching relates to the cultural difference theory by seeing each child as an individual.

Where I am From Reflection

I really enjoyed working on the assignment “Where I Am From”, because it allowed me to go through photos of my past that I have not taken the time to look at for a while. When I first began the poem, I had trouble coming up with information about myself. I had never really done an assignment that was based on me and my personal experiences and important people in life that were not based on education. It took a lot of thought about my childhood and the things I feel are important in my life. But once I started to write, it became easier to continue the poem. I no longer looked at it as an assignment but a self-discovery project. This assignment supports the “Funds of Knowledge” by using Moll’s strategy of learning more about someone else’s background in order to become more culturally informed. Not only did I discover a lot about myself, but I also discovered a lot about my classmates. It was a great add to the assignment to have us watch our classmates’ videos and give them feedback. Not only did it allow me to learn more about them, but it also helped me to think like a teacher as I was watching them.
This assignment is can help eliminate cultural deficit issues which occur in some classrooms. Cultural deficit is when there is an assumption that “students of color and low-income students often fail to do well in school because of perceived “cultural deprivation” or lack of exposure to cultural models more obviously congruent with school success”. It is placing a stereotype on students based on little known information on their life outside of school, like the situation with Donny in the article “As Soon As She Opened Her Mouth”. The teacher just assumed there was no hope for him because of the illiteracy of his mother.
This assignment was a great way to use culturally responsive teaching in the classroom. It falls under most of the principles of culturally responsive teaching. I plan on using this assignment with my own class. It will be a great way for me to get to know my students more personally. It also promotes culturally capital in the classroom by allowing students to take pride in who they are and where they came from.

Double Journal Entry # 6

Response to Principles for Culturally Responsive Teaching:

When reading the article, I found that I had experience principle number four at Fairmont State University a number of times. The principle is based on student-centered instruction. The student is encouraged to work with others or independently. One class that I felt used this method was Geosphere, taught by Dr. McKeen. At the beginning of most classes, we worked with a partner or a small group to do a lab that would supplement the lesson that would be taught that day. She did not tell us exactly what we were supposed to do but was there to guide us through the lab. There was one assignment that we called Survivor. We were broke up into groups of four and given a set of directions. The directions only told us the supplies that we could use to make something to predict the weather. It took a lot of research and trial and error to find an instrument. I learned a lot about weather on my own by working in this student-centered activity.

This video found on youtube.com is about student-centered instruction that had students use technology to create a gadget. The video is called Student-centered, Technology-based Instruction at KIS. I really enjoyed seeing what the students made.

Resources:
Principles for culturally responsive instruction. (n.d.). Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

Where I Am From..PhotoStory

Where I Am From YouTube video

Double Entry #5

Double Journal Entry #4

Quote:

"as material resources become scarce, the mutual reliance among teachers must grow"

Reaction:

I chose this quote, because it says that when things aren't going great that teachers should stand together to find a way to make things better. A lot of people look up to teachers. They feel that they are educated, problem solvers, and can handle anything that comes their way. This is pretty true because teachers have to deal with so many situations and have to figure out a way to make everyone happy. I like how Moll is all about teachers getting involved in the communinity because teachers have the ablity to reach the community through their students. Parents tend to be involved with their children's schooling and communicate with their teacher.

Related Source: I found a video intitled Confident Students + Community Involvement + Excellent Teachers = HCS Success! on Youtube.com that is about a school that reached out to the community to take a stand against bullying.



Resources:
Moll , L. C. , Amanti , C, Neff, D, & Gonzalez, N(1992). Theory into practice: qualitative issues in educational research; funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. (Vol. 31, No. 2, pp. 132-141). Taylor and Francis, Ltd. Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B6DFAmexYq7vZTI5ZmI3M2EtNzVlOS00MWQzLThkZDgtNDQwNWJmYmFmMzBl&hl=en_US

http://www.youtube.com/watch?v=0J-H1JZ0sCc
Confident Students + Community Involvement + Excellent Teachers = HCS

Where I Am From......

I am from the sound of crickets in the evening, from watching the sun set behind the hills and catching fireflies in my grandmother’s field.
I am from having the view of the Ohio River from front porch, riding a jet ski or a boat every day of the week, watching the water rush out of the dam like a raging rapids and fishing the dark is more than a song.
I am from the beauty of the Iris, more than a flower, the name of my beloved grandmother, the heart of my family, now our guardian angel.
I am from annual family reunions and being more than family, being friends, having so many red heads that the reunion looks like an Irish pub, from my wonderful mother Diana and an absent father Jerry but a stepfather deserving of being called Dad and the two most important people, my whole world, two people I would give my life for, my babies Raustyn and Tiauna .
Being my son’s number one fan in everything he does from playing baseball and football to racing his four wheelers and seeing the smile my daughter has when she sees me cheer for her when she shows me something new.
I am from the stand strong for what you believe in, have a big heart, and never be afraid to ask someone for help.
From cheer for the blue n gold until you lose your voice and sing Country Roads at the end of each game.
I am from Heaven is your destination, live for the Lord, the belief that you must forgive to be forgiven.
I'm from the Ohio Valley, the small town with one stop light, one gas station, the town of Sistersville, WV. The love of Dairy Queen ice cream and pizza from the Fort, and being the mother of the Tyler County Fair Prince.
From the going Snipe hunting with my older cousins to find out Snipes don’t exist and being left in the woods for two hours, the playing board games and playing Yooker and Rummy until you are so tired you can’t see the numbers on the cards.
I am from hanging out with my best friends every day, covering ourselves with tanning oil and laying out all day, getting our nails done, and getting dressed up to go out and dance, waking up the next morning to laugh about the night before.
I am a West Virginia girl……..

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

Quote:

"they learned these concepts not by being formally taught, but by being there and part of the action when important people in their lives were reading and writing for their own purposes"

Reaction:


I chose the quote above, because I strongly believe the statement is true. I am a mother of two wonderful children and everyday I am amazed at what they learn just by watching my behavior. I feel that children are highly influenced by what they observe of the people they are with the most often, which is usually their parents. I remember when my children hit the age of two, and they would say a new word everyday and sometimes more than just a word, but maybe a sentence. I would think "how did they know to say that". I know that I did not teach them how to respond in that manner, but they had learned by observing me. Children look to their parents as the main source of education before they begin school and are still influenced while they grow into adults. If the parents do not have an education, the child will have a harder time learning than a child that has parents that do have an education because of the exposure they receive at home. If a child sees a parent reading the news paper or a novel, they will be more curious to learn to read because they look at their parents as role models. If a child has parents that can not read, that does not mean that they too will be illiterate. But the child may not want to pick up a book when they get home because they do not see anyone else in their family doing it. I also feel that a child that has a parent that cares about education will have an easier time learning at school than a child that has a parent that does not. I am a parent that believes education is very very important. Of course, that is why I am also becoming a teacher. But I also teach my son that having an education is a wonderful blessing and not just work. We take time everyday for education when he gets home from school, and we have fun while doing it. I also am very involved with his school and work as a parent volunteer in his classroom. My son is very intelligent and does wonderful in school, because I work with him. But sadly, my son has classmates and friends that have parents that feel that education is not their responsibility. They feel that their child learns at school, and it stops when they get home. I see children bring in homework that was obvious that the parent did not help them with. They children were in kindergarten and need that guidance with their homework. If a parent doesn't care about the child getting an education then the child will eventually feel that same way.

Additional Resource:
I found an article at Education Week Online titled Parent Involvement that discussed the benefits of having parent involved in a child's education. The article supports my beliefs that children that have parents that care about education are more likely to succeed and care more about their own education.






References:

Education week. (2004). Parent Involvement, Retrieved from http://www.edweek.org/ew/issues/parent-involvement/

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)

Tall Tales of Appalachia: Journal Entry 1

"I can say with some authority that the strange, woebegone place called Appalachia and the hillbillies who inhabit it are a myth -- one devised a century ago to justify outsiders' condescension and exploitation."(O'Brian, 2003)

I am really shocked that people still look at people from West Virginia as being "Hillbillies". I have lived in West Virginia most of my life and do not feel like we are any different than any other state. Every state has some has poverty and people that seem a little "off their rocker" so I don't understand why our beautiful state has been targeted for the ridicule. When "outsiders" came to West Virginia they saw a living that was out of the ordinary, they were quick to judge the life style rather than to learn more. Just because the mountaineers had horrible hygiene because they worked hard for a living, did not mean that they were violent and uneducated as proclaimed. In the article, I find it funny that people from Kentucky said "[We]are so accustomed to murder that they do not look upon it with the horror with which it is regarded in civilized communities." I did a little research to compare the murder rate of West Virginia to other more "civilized communities". In 1960,United States: Uniform Crime Report -- State Murder Statistics shows that the state of California had 616, Texas had 824, and Virginia had 487 murders that year. The state of West Virginia had a whopping 81 murders in the year 1960. I do not think people should be worried about what is going on in our mountains and worry more about what is going on in their own state.

Resources:

O'Brien, J. (2003). Tall tales of Appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?pagewanted=2&src=pm.

United states: uniform crime report -- state statistics from 1960 - 2009. (n.d.). Retrieved from http://www.disastercenter.com/crime/