Yeah, I embedded a video! ! ! ! Thanks Dr. Bogad!  I love school.  (see last 2 posts. . . )

FNED 346

Dr. Bogad

Inside the Classroom Walls

foundations for an inclusive and safe society

“Classrooms lay the foundations for an inclusive and safe society: a just community where common interests and individual differences coexist.”  The world would be a wonderful place if this were true. And in fairness to everyone, it should be true.  In Amazing Grace, Kozol stated that if we do not acknowledge the problem we cannot even begin to fix it.  So too, the authors of “Inside the Classroom walls” argue that in any classroom, “silence in the presence of anti-LGBT statements (and attitudes) suggests acceptance and approval.”

So even though the walls of a classroom create a definitive space, the authors assert that it is not necessarily a safe and nurturing place.  Much like osmosis, these walls are permeable to the beliefs and assumptions of the community at large.  Students and teachers reflect the community.  So the challenge becomes how do we create a classroom where difference, specifically the LGBT community, is “expected, explored, and embraced,”  and students  “develop perspectives that result in respectful behaviors”.  And the inclusive and safe classroom becomes real.

                                                                                        

                          ( kidsActivityBlog.com)

I took this article to heart.  I am headed towards high school classrooms.  The beliefs and assumptions that I expect to encounter, good or bad, will have been boiling for a long time.  More than once I found myself thinking “the more I know the less I know.”  And although it wasn't high school, the manner in which the kindergarten teacher challenged a child’s intent by having him research the meaning of his “hurtful” words, disarmed the child's intent.  This was a powerful technique.

I recently observed a High School class that was engaged in a lively group discussion about the human reproductive system.  I was struck by the maturity of the students, and the non challant way in which they followed the teachers prompts with potentially uncomfortable material.  But there was no visible discomfort in the students behaviors.  What they were learning were facts.  There was nothing to judge.  This particular teacher had clearly defined the rules of acceptable behavior.  It was visible in the classroom.  Of course not everything is on the surface.  But as an observer it was an extremely positive and hopeful experience.

In my field work at a local alternative high school, I have three students who are enrolled in a college level course on Human Sexuality.  During our first tutoring session, one of the students shared their paper on the history of Homosexuality in Rome.  The topic was the student’s choice.  All three students seemed completely matter of fact about the material.  Granted this is an alternative high school, where part of the mission statement is one student at a time.  It is a priority that each student is celebrated for who they are and what they want to pursue.  But I was again impressed.  In both of these high school scenarios, something good is happening.  I am however aware that I may be observing only the tip of an iceberg.

At the 2014 Olympics in Sochi, Russia, GLBT intolerance is written in the law.  I feel this is worth mentioning because it is currently a punishable crime to behave “openly” gay in public.

In July 13, 2013, The New York Times published the following:  "A few days earlier, just six months before Russia hosts the 2014 Winter Games, Mr. Putin signed into law allowing police officers to arrest tourists and foreign nationals they suspect of being homosexual, lesbian or “pro-gay” and detain them for up to 14 days. Contrary to what the International Olympic Committee says, the law could mean that any Olympic athlete, trainer, reporter, family member or fan who is gay — or suspected of being gay, or just accused of being gay — can go to jail."  (Fierstien, New York Times 7/31/13)

Upon hearing this, I was shocked that the United States did not decide to boycott the games, or at least challenge Russia on such an outrageous policy.  After all, we had boycotted the olympics in 1980 over the Russian invasion of Afghanistan.  Yes the situations are different, however the common thread is/was persecution.  And we do not know what other countries might have joined suit.  Nevertheless,  I do not understand how the current climate around the games does not infuriate the global community.  

This first link is to CNN, detailing the public flogging of the band Pussy Riot and the concerns of what will happen next.

http://www.cnn.com/2014/02/20/world/europe/pussy-riot-strikes-back-sochi/

This is an interview of Stephen Colbert, two members of “Pussy Riot”, and their interpreter.  The two women had just been released from a Russian prison.

And just because you may not be gay, lesbian bisexual or transgender, doesn't mean you are not being victimized as well.  What we have in common with our fellow man is the human condition.  Persecution affects everyone.

I take from this article some valuable techniques.  As our class moves forward I hope that there is more sharing of personal experience and observation.

Every Child needs a champion.  It's just under 8 minutes long.  A terrific site, this is wonderfully inspirational  (Yes I know, my first reaction was I do not have eight minutes. . . Listen to it while you brush your teeth. . . . )

and then there's this. . . .

Understanding by design

SED 407

Prof. Napolitano

UbD response

“Understanding by Design” provides a curriculum planning framework for organizing big ideas for learning into manageable and assessable lesson plans.   The framework describes effective learning as a “Backwards” scenario.  Beginning with analyzing what is to be learned; the big picture, followed by the essential questions: the big picture objectives, then developing pre, during and post assessment techniques.  Only then can one create truly effective lesson plans.  The concepts of a Big Picture and Essential Questions align perfectly with the design and development of thought provoking effective units and lesson planning, and direct explicit teaching that I am currently exploring in SED 406 and FNED 346.  Once again I feel as if I am the student that I am learning these processes for.  I will be working on my first lesson plan soon.  Understanding by design makes so much sense.

Module A, part one of the concept “Understanding by Design”, gives a descriptive account of what is considered the Big Picture.  While reading, (before reaching "What Is Understanding?" on page 6) I had a bit of a knee jerk reaction to the word “understanding”.  Bloom’s Taxonomy discourages using “understanding” as an objective behavior because it is difficult to measure without additional context or explicitly defined conditions.  I continued to read "What Is Understanding?" and was pleased that my concern was addressed (to my satisfaction, as if that matters!).

In Module F, part 2 of “Understanding by Design”, the essence of an essential question is explained.   Similar to the objectives used by Bloom, the essential questions are objectives for students to achieve, but are a bit more open ended. They could be answered with a "yes" or "no" but encourage further inquiry by the phrasing of the questions.  They provide a jumping off point for true learning.  These Essential Questions aid the teacher in focusing a unit while prioritizing appropriate issues. 

Using both Modules, A and F, teachers and unit designers, should be able to develop “thought-provoking essential questions related to the unit topic and understanding goals” and “precisely state the desired understandings as full-sentence generalizations.”  ( p.70)

This approach, consistent with the principles I am working with in my other Education classes, provides additional consistent supporting tools for the development of good unit design.  It also supports the reflective approach to teaching.  With gratitude, I have added them to my toolbox!

Aria, by Richard Rodriguez

FNED 346

Dr. Bogad

Aria, by Richard Rodriguez

In his article, “Aria”, Rodriguez begins his story by making a distinction between speaking Spanish, the private language of his family at home, and learning formal English in school, the public language of the United States.  Rodriguez compares his experience of learning English as a child with a loss of intimacy within his family life.  In his particular case the catholic educational system denied him his culture, evidenced by the nuns' visiting his parents to request that they speak english to their children.  A well meaning however insensitive intervention by the catholic church to address what they believed to be a potential student at risk situation.

For such a young child, Rodriguez had an astute awareness that it was his right and in his best interest to learn english.  It was the public language, the primary means in which to communicate with the world.  It was true.  To be denied this right was to be denied the respect and opportunities that afforded those who speak english.  This is apart from the effect of race and economic status on privilege.  In Delpit’s words, for Rodriguez, english was the literacy of power, the “culture of power.” (Delpit, "Other People's Children", 2001)   But for Rodriguez, even though he chose to learn English, it was at the painful cost of lost intimacy at home.  The nuns behavior was a far cry from the compassionate approach to learning that native Alaskan teacher Martha Demientieff took helping her students appreciate the value of embracing both their “heritage language” and “Formal English”. (Delpit, 2001, p.41)

Rodriguez recalls a pivotal moment at 7 years old, when he stood up in his class and proudly answered a question correctly in english.  A turning point by his admission, english became his primary language.  

When I was 7 years old my family took a sabbatical in Holland for a year.  My 2 sisters and I were enrolled in Dutch schools and within a month my whole family was fairly comfortable speaking Dutch, adequately, with each other, in school and in public.  However as both of my parents spoke German as a first language and english as a second language, adding another language seemed commonplace.  My sisters and I were already used to hearing two languages.  We understood enough German from listening to my parents as they frequently drifted back and forth between the two.  But by no means am I implying that my situation was in any way similar to what Rodriguez recalls except to say we were both young, impressionable and 7 years old.  And in contrast to his memories, I have never felt that my personal heritage was ever at risk based on how we were required to communicate with the outside world.  On the contrary as a first generation American with very mixed cultural roots, I had a difficult time empathizing with this story.  It felt as if there was something deeper going on, and learning the English language wasn’t fully to blame.  I do not claim to understand what that deeper issue is.  And although I am white, social and economic privilege in my family was earned by my parents.  After all they were German born and had immigrated to America in the early 50's with both jewish and christian roots.  My mother came from Germany, my father traveled from South America.

In “Other People’s Children” Delpit believes that learning to speak English in America is analogous to learning the rules of a culture of power.  But it doesn't need to be an indictment of a person’s personal heritage.  On the contrary it means one can learn the rules of the inherently privileged and how to utilize those rules to open doors to future career and economic opportunities for oneself.  Rodriguez’s recollection was the opposite.  He described a decreased connection with his family and their culture as his proficiency with the English language improved.  In exchange for opportunity, he felt denied of his heritage.

Although my parents were bilingual, english was and is my first language, and I watched my parents earn privilege through hard work and great sacrifice on our behalf.  My father was in higher education, my mother, also well educated, had to guide her family, her children through the ways of America.  Learning for the greater good was front and center in my home and community.  Our house was also brimming with the universal languages of music and art.  I never experienced the type of personal loss Rodriguez speaks of.  

Attached is a link to Wikipedia for Richard Rodriguez.  Not surprisingly, he has received many literary accolades including a Pulitzer Prize for General Non-Fiction writing.  He is outspoken and well versed in the topics of bilingual education and affirmative action.

ttp://en.wikipedia.org/wiki/Richard_Rodriguez

And this is a painting from my Paternal Grandmother, a piece of my culture.  

AND, I had to add this.  It's is a link to Jon Stewart's Feb 14, 2014 interview of NYC Mayor Bill De Blasio.  The mayor talks about policy initiatives to end the stop and frisk tactics that targeted young black males, and his initiative to make Pre-K accessible to all city children. . . . this is truly amazing.  Good things are happening. . .

http://www.youtube.com/watch?v=k2hvrUiJxk0

Observation #1 Central Falls High School

SED 406

Prof. Kraus

Observations at Central Falls High School #1

I have to admit, our first trip to CFHS, was a bit of a dream come true.  I had an agenda.  I was secretly hoping to observe a specific teacher.  I had come across his name on more than one occasion and was curious.  Needless to say when J and I were given our assignment and it was his class, I was quite pleased. 

Off we headed down empty halls, passing artwork, and closed doors of classes in session.

Our entrance into the room mid class caused no visible interruption.  There were approximately 20 teenagers, a fairly equal mix of black and Latino students.  The dress was casual, with most students wearing jeans.  

The room itself was lively and colorful.  There were three individual signs by the main entrance:

On the other side of the same door were two more large signs.  The first titled “Habits of good readers.”  The second sign read:

Scattered around the room were visual aids, anatomical diagrams with callouts, and student art.  There was an aquarium with an Iguana, next to it was a rabbit, and across the room was a screened container with germinating seeds.  All signs of a learner centered classroom.

Mr. U was energetically describing the reproductive system of the human body.  He was quick and engaging, and the students, were entertained but actively listening and responding to his rapid fire questions.  He addressed them as Mr. A or Ms. C.   He would call on a particular student, but they were raising their hands as well.  Mr. U shared anecdotes and personal stories to help his students relate to the material.  Following this spirited exchange, Mr. U directed the students to work in groups.  They were to identify the 6 different Human body systems that were projected at the front of the room.  I took the opportunity to sit with a lone student just to my left.  I introduced myself, and she did the same.  She proceeded to share a bit about her feelings for the class.  She liked this teacher, his style.  She had a quiet confidence, and ambition evidenced by her future goals of going to college, and becoming a nurse.  She showed me her answers.  They were visible, measurable and correct.

                            

Moments later, the class was dismissed the next one entered.  Two students arrived late.  Mr. U looked at the first and said “I know where you were” then turned to the other and said “you can tell me your excuse after school”  There was no protest from either one.  Mr. U proceeded to hit the class with a knowledge based question that was projected on the board at the front of the room.  He followed with a second question based on comprehension of the first.  This teacher didn’t miss a beat.  He was in complete control. His students knew the rules of his domain and none of them challenged it.  The 3 students I spoke with all agreed that it was both his personality and his teaching style that they liked.

J and I left this class room and dropped in on the one across the hall.  Also a science class, there were at most 5 kids in this class.  It seemed that these students were struggling a bit with the material and with school.  They were being quite vocal about their dislike of school and that they wouldn’t be there if they didn’t have to be.  It did feel as if this indignancy was at least in part for our benefit.

J and I had seated ourselves on either side of a young male black student.  In spite of the comments being expressed by his classmates, this student was quietly studying the answers to an evolution worksheet.  I believe they were about to take a test.  I asked him if he understood the material he was working on.  He said yes.  I asked if he liked school, and he replied no.  I asked why.  He answered with one word.  “Necap”.  He then asked what I was doing.  I told him about my degree in biology but that I had been an artist for a long time, and that I hoped to become a biology teacher.  We talked about animation and gaming.  His plan was to start at CCRI, and then transfer to RIC.  He wanted to become a police officer.  

There were solid connections between the topics and methods being addressed in my RIC education classes and what I observed at Central Falls High School on Wednesday.   Although we had missed the beginning of his class Mr. U shared with us that each of his students had received a guide at the beginning of the unit, and that earlier in the week the students did presentations.  On this day Mr. U was reviewing the material, had the students study the information again in groups, and then individually complete a quiz. Mr. U's class reflected a direct teaching method.  The interactions I had with individual students were encouraging.  They talked comfortably about their dreams.  For myself this was a rewarding experience, and I look forward to future visits to CFHS.

SED 407

Prof. Napolitano

Thoughts on "A Theory of Reading"

I have written and rewritten this first paragraph of an assessment of J. Wilhelm’s  “A Theory of Teaching” more times than I care to count.  I tried writing the middle first, then the end.  I thought maybe sleep would help.  Then, at some point, there came a very tiny “aha” moment and here it is.  Wilhelm introduces the theories of teaching reading, I read, he describes the best ways to teach, I read more, he compares techniques, I am still reading.  Then on Page 54, he shares the “Six Methods for Teaching Reading Strategies”.   And there it is.  

Perhaps this text exceeds my own “zone of Proximal Development”.  I was certainly frustrated with this material.  And it clearly reminded me of my high school and first college experience.  We were left to our own devices in text driven classes.  I was exhausted, feeling helpless, and believed I was stupid.  English is my first language, I am white, middle class, grew up in a liberal highly educated  family and community.  And yet I felt inadequate.  In retrospect, I reflect on that time in life and accept that I was not interested in the reading.  It did not relate to the world I wanted to be in.  I was not an at risk student but if a student is struggling is it not at least similar?  I am in this text.  It is Escher-esk.  And that is why I struggled with this assignment.

                                              M. C. Escher, 1948

Can you see it?

Getting back to Wilhelm, here is my original questions, “Self, what did you get out of this, what can you get out of this?”  

There are connections between Vygotsky’s theory and Hillock’s “environmental teaching” with elements in my other education classes.  Good.  I like that.  In SED 406, I am creating a lesson plan based on “Direct Teaching”.  It is a Learning Centered Teaching model.  If it is not Vitgoskty, it is very close.

For my “Direct Teaching” lesson plan, the goals must be clear.  Objectives must be visible and measurable.  The lesson has degrees of difficulty starting with simple tasks, teacher modeling, then leading the learner through group activities towards more difficult development of new abilities and finally independence. And there must be a way to assess success, and learned abilities.

Wilhelm’s summation of the “Six Methods for Teaching Reading Strategies” (53) includes all of the above.  I find myself, as I have so often this semester, feeling grateful.  Grateful for the continuity, guidance and methods that will help as I move towards certification.  And so these Six Methods are now part of my tool box.  And that’s what I “got”.