Double Entry Journal #6

According to the introduction of Teaching for Meaningful Learning the dominant paradigm is teacher instruction and teacher reliance on textbooks as a primary source of knowledge acquisition through discussion and reading.

Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.

Problem-based approaches to learning have a long history of advocating

experience-based education. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem.

Learning by design is based on children learning deeply by being asked to design and create an artifact that requires understanding and application of knowledge.

I think that these different strategies can be spread all over the content area due to their association with inquiry-based practices. A downfall, one might suggest, is that the inquiry levels are different with each instructional method. 

Judging by my own school experience, I would have to say that an instruction that relates to the outside "career" world. I find it pointless, in some cases, to spend 4 years of high school studying a foreign language that you will never use once outside the school walls. I'd rather have some meaningful to take with me on my life walk.


References

Why teach with project-based learning?: Providing students with a well-rounded classroom experience. (2008, February 28). Retrieved from http://www.edutopia.org/project-learning-introduction

Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn?. Retrieved from http://thorndike.tc.columbia.edu/~david/MTSU4083/Readings/Problem- and Case-based ID/hmelo.pdf

Barron, B., & Darling- Hammond, L. teaching for meaningful learning a review of research on inquiry-based and cooperative learning. Edutopia. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry Journal #5

"In an ideal classroom everyone treats what is to be learned with a reverence that generates mutual respect among teachers and students" (Woodruff 2001, 192).

I agree with this statement because I believe in the value of not only teaching and learning, but retaining information. I'm a musician and I want to share my knowledge with my students and want them to have the same respect that I do for music and the disciplines behind it.

1. What is reverent listening and how can it support culturally responsive teaching?

The article mentions that "Reverent listening is certainly not a panacea for the concerns and problems of our schools, but it is part of a simple act of paying regard and attention to others that is too often ignored in today’s schools." Many teachers ignore or pay less attention to students who come from broken homes or rough neighborhoods or even because of the color of their skin. Like the quote states, this is a SIMPLE act and solution. If only more teachers would pay attention to this...

2. Give an example from your own schooling experience of what this quote means:

    Reverent listening is not to be confused with humiliation and domination by others who force us to listen, and even less so, with the kind of incompetence that wants to be told what to do.

I know of some times in high school when teachers would ask a student for an answer to a controversial question.  The majority of the students would just stare and stutter around their "true" answer and say what he/she thought the teacher wanted to hear. I can't really relate to that. I have been taught since I was a young boy to be honest and speak my mind, within reason of course. 

3. What is meant by a "laundry list of value ethics"? Give an example from your own schooling experience. And then explain how this approach to character education can be NON-culturally responsive.

I cannot recall a point in my schooling that dealt with a "laundry list of value ethics"

4. Have you ever had a teacher that at one time or another exhibited the traits of a reverent teacher? What did they do? How did they make you feel?

Alongside my music classes I'm taking at FSU I have been studying American Sign Language. I have always wanted to learn it and as a teacher I'm sure it could come in handy sometime. Ruby Losh, one of my sign language professors, treats her classes with seriousness, but doesn't make it stuffy. She encourages learning and doing your best. If you struggle she is more than happy to work with you one on one until you understand the material. I felt very secure under her teachings and it made me learn very quickly.

5. What factors contribute to a "toxic" school culture?

A school culture can be "toxic" when a lack of leadership leads to a lack of reverent listening. 

6. Find a quote in this article that you would like to incorporate into your own philosophy of education and explain how it fits or changes your philosophy of education.

"Beyond all other considerations, reverent teaching understands the need to listen and respect students, parents, custodial staff, secretaries, and principals."

I already base some of my teaching philosophy off of this quote, but it is a constant reminder that I must not judge my students based on any of their personal choices. I must respect them and give them reasons to respect me as their teacher. I want to reach out to my students and their families. I was that the key to having success in your school it to make friends with the two most important people in your school - the custodian and the cooks! I have found that this is a true statement. It leads to extra food and a clean room!

7. Find a strategy/activity conveyed in a video, blog posting, lesson plan, or online article that will help you become a  teacher who cultivates a reverence in their classroom and school community.

I found this video on Youtube and It really "hit home" for me. In the first minute and twelve seconds of this video Professor Rosemont, Jr. talks about the values, consequences, and interpretations of reverence.

Double Entry Journal #4

1. Describe 3 things you learned about teaching and literacy development.

I learned that teachers are beginning to consider different forms of testing that adhere to the people in rural Appalachia. I was also curious when I read that some teachers were thinking about the possible improvement if writings were rooted in the students dialect. I find it interesting that there has been a sudden thrust forward in the area of literacy development. I feel like I have not heard much about it until now...

2. Give 2 examples of how the strategies for literacy instruction presented in this article reflect Culturally Responsive Teaching.

One example would be when Clark said, "By using their own words to describe these patterns, students move from what they intuitively know about language to an understanding of language variation and how it works in different settings and with different audiences." Another one would be in the words of Phillips. "I know my kids as individuals, and this is who they are. It's my responsibility to teach the learning standards, but not to change them or take away their dialect."

3. Give 1 example of literacy instruction from your own schooling experience and explain how it reflects or does not reflect Culturally Responsive Teaching.

I honestly cannot recall a time when literacy was an issue in my schooling. My teachers always corrected us if we spoke in correctly and we never thought anything of it. We realized we spoke improperly and we fixed it. I do remember an instance when some people had the same pronunciation for the word "Color" and "Collar". The teacher corrected the student and that was the last of it. 

Digital Story

Here is a short video that tells a little about me and where I'm from. I hope you enjoy!

Where I'm From

I am from the small speck outside a big town, from Legos and Micro Machines.

I am from the third house on the right, the Christmas house.

I am from the rhododendron and lily, the pad on the surface of the water.

I am from big family gatherings and too much food, from John, grandpa Bill, and Glenna – strong, faithful, and God fearing.

I am from the late, lazy, yet trust worthy and caring.

From a family where “You don’t have to be crazy to be in, but it sure helps” and "Trust in the Lord our God" is our motto.

I am from a family that teaches the Bible and believes in prayer – longing to be reunited with my loved ones and know I will never see some of them again.

I'm from the small inner city, the town of Italian Heritage, from cannolis, fritis, and lasagna.

From the grandfather who taught me how to put my trust in Jesus Christ when I was a young man, the father whose death was incredibly hard to bear and still is to this day, and the wisdom of a grandmother who always had the right words at the appropriate time.

I am from the shelves that never needs dusted, a place that has a purpose, a priceless treasure that can easily be replaced, but would rather not have to.