Double Entry Journal #8

The challenge presented by Situated Language and Learning, A critique of traditional schooling, by James Paul Gee, is how to teach all children, regardless of their social class, the necessary skills to be successful in school and in an ever changing and complex world. 

The main argument in this book is addresses how language affects the many ways in which we learn.  The numerous types of specialized registers of language, such as those associated with science, mathematics, technology, internet, and video games, can either hinder or promote learning for a student.  This depends greatly on each student’s personal background, experiences, and unfortunately, social class.  Students with a lower socioeconomic status have less exposure to language and its diversity, and typically receive less support at home.  According to Gee, students will be most successful at learning these specialized registers when they do so through context and experiences that they find engaging and interesting.   I agree with his sentiment that the academic register of language is not enough and think that in order to create independent, successful citizens of the 21^st century it is essential that we educate children in a way that is accessible and achievable by all.  I love how the author invites the reader to think about the way that video and computer games accomplish this, through simulation and fantasy, and encourages making this connection to teaching. 

By “way with words,” the author simply means the way in which a person expresses themselves with language.  A person’s “way with words” may be very appealing or can completely disengage the audience.  Personally, I like the way this book is written.  The word choice and humor (so far) are interesting to me.  I can see how some people will not appreciate the author’s style, or as he put it, will feel like they are “about to fall into the black hole of “jargon” and “academic language” – language they don’t particularly like or care about.”

Outside of school I have learned several different “ways with words” for varying situations. As a child I played sports and was a cheerleader, all of which had unique language registers.  Throughout middle school I played musical instruments and participated in choir, which also have their own jargon and technical terms.  As an adult, I formally studied American Sign Language, and have become a mother… two new and immense forms of language specialties.  Currently, I am surrounded with the lingo of a teacher as I near the end of my Elementary Education degree. 

Sources:

Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge.

Double Journal Entry #7

While research strongly suggests that the use of inquiry-based learning is incredibly successful, the process of implementing this type of instruction holds many challenges. 

First, it requires an immense amount of planning for the teacher and cooperation between all staff members of the school.  In order for the experience to be effective, teachers must be well-versed in how to create them.  Choosing appropriate activities and designing units in a logical sequence using inquiry-based methods can be extremely challenging.  Many teachers currently in the schools have been using the same lessons they created 10 or 20 years ago. In an effort to save time and improve standardized test scores upon which the schools funding is dependent, most rely on prescribed methods of teaching such as Basal reader sets and Home Links mathematics sheets.  Several have little to no understanding of how to fully utilize all of the technological resources at their disposal.  Without training and in depth study of how to properly establish an inquiry-based environment, and with a self lack of 21^st century skills, it is very difficult to create these types of lessons.  Also, collaboration between teachers, administration, members of the community, and possibly a global audience must take place through the joint effort of everyone at the school.  Ensuring that the mentality of everyone in the school aligns (regarding inquiry-based learning, at least) is difficult, yet essential.

In addition to the teacher lacking the necessary skills, in some cases the students are also unprepared for this type of learning environment.  The thought processes required, and the investigation methods used may be ones that students have had no experience with and therefore will have trouble finding meaning in.  The background knowledge needed to pose solutions to complex problems, experience (or lack thereof) with tools needed for the project, and accessibility to resources can hinder some students learning.  

Reference:

Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning. In R. Furger (Ed.), Powerful Learning: What We Know About Teaching For Understanding. San Francisco: Jossey-Bass. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry #4

The home dialect with which a person speaks does not indicate their level of capacity for literacy in Standard English.   When this home dialect is honored instead of disregarded and then discussed and studied, the student is able to readily make connections between it and Standard English and does not feel shunned by the school setting.  Involving the child’s home dialect in literacy instruction proves to be an incredibly successful means of teaching the child how to communicate and write in Standard English. 

 

                Celebrating a child’s home dialect by incorporating it into the classroom assignments, through things such as interviews with family members and charting the dialects on a map (as discussed in the reading), are practices of a culturally responsive teacher.  Instead of telling the students that their home dialect is improper, these strategies embrace it as a legitimate form of communication and show the child that the teacher values what they bring to the class.  

                I had the good fortune of an early exposure to reading and writing through my parents.  I started school already able to do both, but remember clearly the difficulties many children had in my first grade classroom.  Students were forced to read out loud at a certain pace and when we could not keep up the teacher would slap our fingers with a yardstick.  This was close to 24 years ago however, and such abuse would not be tolerated in the school system now.  Obviously, this is an example of a culturally unresponsive teacher and it’s unfortunate that these are easier to remember than the alternative.  Most likely, this is because the unresponsive teacher was much more prevalent.  

                This video gives an example of a culturally responsive literacy instruction.  The teacher and students in the class get to know each other through the creation of a class autobiography.  

Culturally Responsive Literacy Instruction  

Where I'm From ~ Video

Click here to watch my video :)

Where I'm From

I am from weeping willows, from cabbage patch dolls and cattail ponds. 

I am from a home built by my family’s hands, a family not determined by blood … innovative, humane.  From the call of bull frogs, the pinch of crayfish, bright orange, rain covered newts. 

I am from the taste of honeysuckle and the smell of sassafras, the sounds of music echoing through the valley, in harmony with the chorus of spring peepers. From the whir of a Big Wheel Clan. 

I am from moonlit, snow laden walks and green thumbs.  From  Alfred, never showing pain, Gladys,  eyes radiating shades of sorrow.  The Schwartz’s, eternally optimistic with perpetual smiles. 

I am from star gazing and rain measuring.  Orchard tending and chicken egg collecting.  

From not eating the ENTIRE block of cream cheese and “as you wish.”

I am from goddesses in the garden, communion with nature, spirituality of the soul.  From a place of oneness, unity. 

I am from Brothers Grimm, Van Gogh, from potluck dinners and homemade bread.   

From a beautiful, strong, passionate mother who taught me to always fight for the things I believe in.  A practical, dependable, intelligent father… reminding me that I’ll win some and I’ll lose some.  

I am from a living photo album, 180 acres long, with trails into the woods as deep as our ties to the earth.  From Jupiter Hollow, a place of love.