Fostering High Quality Assessment: A Policy Brief by The National Council of Teachers for English

1. What is formative assessment?
It is the continued assessment of a student's development dealing with a specific subject.

2. What is the CENTRAL purpose of formative assessment?
It is to hopefully identify what the student is learning and to help to understand the teacher's goals.

3. Connect a best practice in formative assessment to one research-based strategy.
The books states that formative assessment "provides feedback that engenders motivation and leads to improvement." I feel that it is similar to research-based strategy "Reinforcing Effort". This strategy states that "achievement can increase when teachers show the connection between effort and success."

4. Give an example of how a specific assessment can be used formatively and summatively.
You can provide you students with a rubric for their assessment. This will allow them to make sure they have all the necessary items in their project to earn the best possible grade. 

5. Give an example from you field placement related to formative assessment and timing.
I taught a guitar class and I used a music program called SmartMusic. This is a computer based program that allows me to create a playing assignment and publish it online. The students then log onto SmartMusic to complete the assignment. This program tells the student how fast they need to play the excerpt, shows the music to be played, and can contain an accompaniment audio track to play along to. After the student has completed the assignment it is submitted to a file that only the teacher can view. The teacher can listen to the recording and can also see the accuracy of notes as well. The teacher can then assess the students work and send them a grade directly to their online grading system (i.e. Live Grades).

6. What are some strategies to help formative assessment be more effective when providing students with feedback?
The text mentions the following strategies:

• Emphasizes the quality rather than the quantity of student work.
• Prizes giving advice and guidance over giving grades.
• Avoids comparing students in favor of enabling individual students to assess their own learning.
• Fosters dialogues that explore understanding rather than lectures that present information.
• Encourage multiple iterations of an assessment cycle each found on a few issues.
• Provides feedback that engenders motivation and leads to improvement.

7. Name two advantages to high quality formative assessment.

• "It helps identify students who are struggling with particular tasks or operating under misconceptions."
• "...formative assessment offers increased feelings of confidence and control."

8. What are some challenges to implementing high quality formative assessment? 
These assessments can be very time consuming for a teacher to create.

Double Entry Journal #11

Chaper 4: Simulations and Bodies

1. What does the author means when he says, "Learning doesn't work well when learners are focused to check their bodies at the school room door like guns in the old West."
I think the author means that children learn better when their school activities are more hands on. Personally, I enjoyed school the most when I was able to be up and about in class and could do some real hands on learning in class. I can still remember a lot of science experiments I did in the 3rd grade because the teacher allowed us to not just listen to a lecture on how to do the experiment, but she had us perform the experiment in class. Kids today seem to just sit in class and don't really get the full value of being completely involved in class.

2. According to the author, what is the best way to acquire a large vocabulary?
You can obtain a large vocabulary by your experiences in a certain setting. For example, I use a lot of terminology in my music classes, therefore a student in that class will acquire that vocabulary during that time.

3.What gives a word specific meaning?
The context of the word is what gives a word a specific meaning.

4. What does the term "off the hook" mean in each other these sentences?
     a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present.
I no longer have to purchase a present. 

     b. Them shoes are off the hook dog.
The shoes are really awesome!

       c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!!
It was really awesome!

5. According to the author what is the "work" of childhood? Do you agree?
The author states that play is the "work" of childhood. I agree with this because I believe a child at play is one who can use his/her imagination which also keeps the mind sharp and focused. In some ways technology has ruined our children in today's society. They are being raised by the TV, computer, and "learning video games" like leapster. These might be modern tools or methods of learning, but I also see a lot of kids who have no idea of how to go outside and play... 

6. Why is NOT reading the instruction for how to play a game before playing a game a wise decision?
By not reading the instructions the person is practicing trial and error. I don't know if I fully agree with this or not. I'm the kind of person that reads the instructions. I like to know what I'm suppose to do before I just try and make a mistake.

7.Does knowing the general or literal meaning of a word lead to strong reading skills?
I think that both coincide. The literal meaning of a word can help you when reading. The general meaning of a word can lead the reader to other ways the word can be used which builds the vocabulary.

8. What does the author mean by the terms "identity" and "game"? Give an example of 3 "identities" or "games" you play.
The author is referring to identity as the actions that define a person.
1. I am very involved in music.
2. I am a teacher.
3. I am a composer.

9. According to the author what is good learning?
Good learning is learning that will have an affect of the persons life for a greater cause and can create a better future.

10. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied to comprehending written and oral language support of change the way you think children should learn in school?
I believe that students learn at a greater rate when they can participate in hands-on activities. I also believe that while talking about the hands-on activity you are also increasing the written and oral language support.

11. Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?
Interaction with peers is a very important step in learning because it builds oral, social, and mental skills. By having students interact with each other in a classroom you are increasing their sense of self and are allowing them to get to know others and find similarities between their peers.  

Double Entry Journal #10

Chapter 3: Language and Identity at Home

1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?
In Jennie's case, the features are repetition and parallelism, story-telling, figurative language, and sympathetic fallacy.

2. What are features of Leona's specialized form of language?
Leona uses repetition and parallelism when telling her story in class. She also organizes her thoughts by comparing and contrasting the different patterns. Gee says, "She is interested in creating a pattern out of language, within and across her stanzas: a pattern which will generate meaning through the sets of relationships and contrasts which it sets up, like the multiple relationships and contrasts..."

3. Why is Leona's specialized form of language not accepted in school?
Gee states, "They stress linear step-by-step events or facts organized around one topic expressed with no poetry or emotion."

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).
Gee mentions that poor readers are usually associated with certain ethnic groups, poor neighborhoods, and rural towns. Gee also states, "...the test scores were going up at a time that integration was also increasing."

5. What other factors besides early training will make or break good readers?
Another factor that will make or break a good reader is the need to have a variety of academic language and/or belong to a particular social group. 

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?
Gee states, "Children cannot feel they belong at school when their valuable home-based practices (like Leona's) are ignored, denigrated, and unused. They cannot feel like they belong when the real game is acquiring academic varieties of language, and they are given no help with this, as they watch other children get high assessments at school for what they have learned not at school but at home."  

Student Observation & Interview

I chose to interview two students during my clinical placement at Bridgeport High School. Both students come from the same class and one is a struggling students and the other is a high performing student. Below are their responses to the interview questions...

Struggling Student:

1. Do you enjoy school?
     No
2. What kind of student are you?
     Like...A's...mostly...
3. What do you do for fun outside of school?
    Spend time with my friends.
4. How would your classmates describe you?
     Friendly
5. Who are you friends with? What do you and your friends do together?
    Courtney, Ashton, and Jenna; Go to the mall.
6. Tell me a good memory you have about school...
     (after some thinking) When I got a "A" in math (last 6 weeks)
7. Tell me a bad memory you have about school...
     When I failed this test and got really upset.
8. Describe a "good" teacher or tell me about a favorite teacher you had in the past.
     A teacher that helps you and wants you to succeed.
9. What is one thing you wish your teacher knew about you?
     (thinks for a while) That I don't like answering questions...

High Performing Student:

1. Do you enjoy school?
     Yeah, I do.
2. What kind of student are you?
     Hard working.
3. What do you do for fun outside of school?
     Music, mostly...
4. How would your classmates describe you?
     Humorous, politically involved
5. Who are you friends with? What do you and your friends do together?
     Bobby, Zach, Jared, Tre; We discuss a lot of things (politics), go to sports events, and hang out.
6. Tell me a good memory you have about school...
     A lot of band memories that really stick with me.
7. Tell me a bad memory you have about school...
     Ont time a teacher was upset with me about something during my freshman year. 
8. Describe a "good" teacher or tell me about a favorite teacher you had in the past.
     Jenny Dorsey was truly concerned about our school and our achievements. 9. What is one thing you wish your teacher knew about you?
      I have a life outside of politics. I'm not always serious.

Double Entry Journal #9

Chapter 1: A strange fact about not learning to read.

1. What is the strange fact about not learning to read?
It seems that children in the minority have more trouble learning to read then children raised in the middle to upper class.

2. Why is this fact so strange?
I find this strange because those same "minority" children don't usually have the same troubles in other activities (i.e. sports, video games, music). I think a lot of it has to do with the enforcement on education in the home, but I won't get into that...

3. What is it about school that manages to transform children who are good at learning things like Pokeman into children who are not good at learning?
I think it is either the school's lack of knowledge or understanding about the students culture.

4. What is the difference between a traditionalist approach to learning to read and more progressive educators? 
Traditionalists believe learning to read is an instruction based process while progressive educators believe learning to read is a more natural approach.

5. Is learning to read a natural process like learning to speak a language?
No. I believe learning to read is something that has to be taught; just like learning how to zip up a jacket, button a coat, or tie your shoes.

6. What is the difference between natural, instructed, and cultural processes and which process should reading be classified under?
A natural process is something we do instinctively as humans. Instructed processes are were the child is being taught information (i.e. school). Cultural processes are those we learn based on the culture around us.

7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?
I think that students learn through both ways. They learn by an instructional process while at school and a cultural process while at home or out of school.

8. According to the author, what is the reason for the "fourth grade slump"?
Fourth graders have a very difficult time reading in the content area.

9. What is a better predictor of reading success than phonemic awareness?
Observing how well a student does with language before entering school.

10. What is the difference between "vernacular" and "specialist" varieties of language? Give and example of two sentences, one written in the vernacular and one written in a "specialized variety," about a topic in your content area. 
Vernacular is the way that one speaks to another on a daily basis. Specialist language is a more proper and refined language.
A vernacular sentence could be taken from the movie "Wizard of Oz"; "There's a storm blowing up Silvester; A WHOPPER! To speak in the vernacular or the peasantry."
A Specialized example is, "There is a storm coming this way. It looks to be very large!"

11. What is "early language ability" and how is it developed?
Early language ability is developed at an early age and it is when the child has been introduced to vocabulary, phonics, and other means of speaking and reading before they reach the Pre-K or Kindergarten level in school.

12. According to the author why and how does the traditionalist approach to teaching children to read fail? 
It fails because children are more accustomed to hearing language in their own vernacular. At school reading is more on an academic basis which may not be comfortable for most students.

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?
I believe the parents are to blame! Teachers can only do so much in a school day. We aren't super heros! we can supply the students with everything they need to succeed, but if it's not reinforced at home then it makes all of the teachers efforts a bit worthless. I know some may say "Well, what if the parents didn't receive a good education?" If this is the case then I would have to point the blame at the parents of the parent. If I were in that situation, I would look at my parents and their life and ask myself one question: Do I want better than them? If the answer is yes, then i feel that any person would strive to get better.

14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?
I'm in the middle... I can read and comprehend well, but I just find the book very boring. As I mentioned in my previous journal entry, I have a hard time reading books that do not catch my interest. I am trying to get through as best as possible. 

Double Entry Journal #8

Situated Language and Learning: A critique of traditional schooling

1. What is the main challenge being addressed in this book?
I feel that the main challenge in the book is based on the various ways people talk. Is it educated language or just everyday jargon that a lot of folks are used to speaking on a day to day basis; in the vernacular you might say...

2. What does the author mean by the phrase "ways with words"?
The author means words that are used in a particular fashion. These words can be considered "jargon" and "academic language."

3. What is the core argument being made by the author of this book?
People can learn there "ways with words" in and out of the school building, but only when they find it most convenient or compelling.

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?
I have heard many students talk within their cliques or groups, but I haven't noticed anything out of the ordinary when speaking aloud. I have, however, noticed a "way with words" when people, mostly teenagers, text on their phones. Words like "LOL", "ROFL", and "BRB"  have a deeper meaning, but some may not know what these letters imply. For the "older" generation these letters have no meaning what-so-ever, but they are everyday phrases used into today's society.

5. According to the author, how do people learn a specialized variety of a language or "way with words" best?
The author suggests that people learn best when they have more experiences outside of school that may pertain or be more important to their futures.

6. If people are to be successful in the 21st century, what must they become?
To be be successful, one has to learn to and be able to adapt. If one is to achieve a particular goal or objective he/she must learn to understand and be able to "shape-shift" into whatever the situation calls for.

7. The author states that learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?
I do not agree with Gee. I think you have to have a little give and take when it comes to learning academic language. I think that one has to be able to adapt or "shape-shift" to their surroundings in the modern society, but I also believe that a person must have a certain level of professionalism. As a future public school teacher I feel that when I go into my first job interview I would give the impression of a well-mannered, upright citizen, and carry a high level of decorum.

8. What do you think about this author's "way with words"?
In all honesty, I'm not looking forward to reading the rest of the book. I enjoy reading very much, but only if I can "latch" onto the book or story. I'm having a hard time with this one right now. Gee states in the book that he can change his "way with words" and perhaps if he does that may benefit me. For now, I'm in that black hole he mentions...

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