D&Z Ch. 3 and 4

While I appreciate the writing in D&Z, I have to admit chapters 3 and 4 were a little "much" for me.  I feel like it could have been consolidated into one chapter.  I got the point rather quickly that textbooks are not enough to be the sole basis of class instruction and the only supplemental material in the classroom.  Maybe it is because this is nothing to me, a frustration I have always had a student, so the emphasis placed on numerous pages became boring to me.  With that being said, I enjoyed the portion where they talk about how to balance reading from a text with other sources....

When I used other sources such as primary and secondary sources, documentaries and novels in high school I became more interested in history.  We had always used a text book (some years more than others) but the years when the book was a source of terms to know and and overview were the years I learned the most.  The supplemental sources allowed me to bring the text to life, to make it "real" and to make it "matter."  Reading about the March on Washington in a text book is much more dull then watching footage of Martin Luther King Jr.'s  "I Have a Dream" speech. Allowing students to actually witness what they are learning through media or other outlets of text brings a sense of reality that a text book cannot.  Students may become more engaged or motivated when they get this sense of reality.  When teaching history there is also the opportunity for students to relate content to current events and link the events of the past to the present.

I particularly appreciated the content areas D&Z provided.  I agree that there are key concepts that should be linked to teaching all year.  This made me think about our class discussions of backward design when trying to design desired results.  The "Big Ideas" that we want students to learn may not come out of one single unit.  I can definitely see myself placing little emphasis on textbooks in my classroom.  Last semester I had a geography class where no textbook was required.  The first day of class Professor Dixon placed 4 huge textbooks on his desk and I was immediately frightened I was going to need them all! He had a little speech on how each book had something better than the other and how each book was over 100 dollars and about 20 pounds. Instead, he showed a website he created with materials, links and articles that would take place of a textbook.  At a high school level this may be a little more difficult to align with curriculum but it could be used as a supplement in addition to the text.  Geography is an easier content area to do this with as well because students could chose any article about a certain region to read and review.  I learned so much more from these articles than I would have from a textbook.  There were length requirements and other specifications, but reading something from a newspaper or watching something from the BBC was much more interesting and enjoyable than scanning a textbook.

Overall I think textbooks are not entirely awful if they are used appropriately and sparingly.  Having a classroom set rather than one for every student is a much more efficient idea budget wise.  Students can use the text during group work, copy an pertinent info or terms to know and then use the other materials for more direct instruction and cooperative learning.



Here is the website I used for my geography class! Super informative, user friendly and FREE!
Geography Education

UBD Reading

I found the readings on Understanding by Design particularly useful as I am preparing to take the Praxis PLT next week (YIKES). The only prior knowledge I had of backward design came from sample question explanations in a Praxis practice guide.  The timing could not have been better!

Chapter 1 began with a quote from the book "The Seven Habits of Highly Effective People." "To begin with the end in mind means to start with a clear understanding of your destination.  It means to know where you're going so that you better understand where you are now so that they steps you take are always in the right direction."  I have not read this book, however I have read "The Seven Habits of Highly Effective Teens."  The book was assigned to us in 9th grade, although I feel like it was somehow tied into my religion class? I can't remember.  Either way, the book was great and I got excited to read when I saw the opening quote for the chapter.  The book did not have so much of an emphasis on knowing exactly where you're going so you take steps that are always in the right direction, because let's face it, in 9th grade that's a pretty big nut to crack.  However, after Habit 1 (Be proactive) is Habit 2, "Start with the end in mind."  This Habit has stuck with me since 9th grade and applying it to teaching makes perfect sense! If you set a clear destination you then backtrack your way and find out how you will get there! The "defective" teen had no end in sight, went with the flow and wasn't very successful.  Kind of like lessons I tried to plan in the past with no end goal in sight!
(Sorry for this rant, I just got excited! Here is the link to the book on amazon - you can take a sneak peak and check it out. It;s worth taking a glance at in the future, it could be something you could direct your students to if need be!) The 7 Habits of Highly Effective Teens

On to the good stuff - backward design. When I designed one of my first lessons, I had a nice template with neat boxes to fill in.  I was excited to start but had no idea what I was doing.  It was pretty much free reign.  I could pick whatever topic, align it with some standards and fill the required amount of teaching time. I had no idea what I was doing.  Once I had chosen a topic I was concerned with finding interesting activities for my students to enjoy and learn from, rather than first examining my desired results from the lesson.  Eventually after much tweaking I caught on to this idea somewhat - although knowing these stages ahead of time most definitely would have not only saved me time, but it would have helped me to clarify my goal.

The application scenario of the health teacher using backward design, step by step, was extremely helpful.  I was able to envision each step and could see myself working a lesson similarly.  When the scenario got to stage 2 I starred, underlined and highlighted the statement, "Kids tend to focus on their races rather than on their learning. Perhaps the way I've used assessments - more for grading purposes than to document learning has contributed somewhat to their attitude." YES! This was almost my entire schooling experience! Teachers say "try your best," "do the best you can do" as if doing your best will get you some type of reward.  What happens when you do your best and the answer is incorrect? You get a bad grade and the cycle repeats. The teacher here is reflecting on ways in which HE assessed his students and how he contributed to this attitude of needing the right answer for the grade.  Determining how you will assess and thinking as an assessor will ensure that you are spending time on what's really important.  We've all had that teacher who puts questions on the test that we have never seen before.  Sure they intended to get to that content but something along the way didn't work out.  Starting with the end in mind allows us to make sure the desired results are met through our instruction and planing of instruction.  *SIDE NOTE: I also thought of a Jerry Seinfeld SNL skit that Emily showed me (I can't take credit, so thanks Ems!).  SNL History Class Skit  If you don't have time to watch, the students are simply concerned with their horrible quiz grades and not concerned with learning the content.*  And why is this? Because too often teachers assess solely with tests and quizzes and regurgitation rather than assessing the connection with understanding and learning - learning in the sense of "something that should serve us in the future" as Bruner noted in 1960.  Most of the time the only purpose those quizzes of regurgitation serve is a grade on a piece of paper. I felt this coincided with Module A and the idea that teachers impose understanding by good fortune more often that understanding by design where they throw content and activities to the wall and "hope it sticks." Overall I enjoyed the readings, although lengthy they were not difficult to comprehend and brought back a lot of memories of my entire academic career both good and bad!

D & Z Chapters 1&2

Daniels and Zemelman's," Subjects Matter," is definitely a text book worth keeping.  Chapter 1, The Core Purposes of Reading, gave insight to realistic issues regarding literacy today in high schools.  It also gave meaningful suggestions for how to better provide strategies for readings in our classrooms. I particularly liked the two visions of reading and the examples of how teachers taught.  The lesson on Fast Food showed that is had genuinely inspired students to take initiative and do something about what they had learned.  Not only did the students understand what they were learning, they understood why.   Looking back to my high school years I experienced both visions.  I had dedicated teachers who created lessons that inspired me to take action or research further outside of school.  I also had dedicated teachers who assigned text book reading, answering questions from the text and regurgitating the material the next day on a pop quiz to see if we had really read and done the assignment.  Daniels and Zemelman point out that content teachers care about reading, and that studies shoes most teachers are similar to those who assign the reading and questions without providing reading strategies.
As I read the story of the science class I thought about when I am assigned readings in classes that i do not typically enjoy.  Most of the time I do not enjoy the class if it is a topic that does not interest me.  At the college level I know enough that my interest does not really matter, I have to complete the assignment regardless to the best of my ability.  I muster enough courage to get through the gruesome pages with strategies I have learned along the way.  I know if I do not, and simply try to read the text I will end up finishing the text not remembering a single thing I had just read. At the high school level this occurred many times when I was not interested int he reading or if the language was too difficult.  I would have to re and reread the text to fully comprehend the content, and then for what? The next day I would complete a quiz, have a discussion on what we read and move on to the next topic.  I was not particularly moved by any of the information nor did I really care.  I simply read the content because it was assigned.
On the flip side of this, I thoroughly enjoyed completely the exact same type of assignment for my history courses - because I was interested.  But still, I did not take away the amount of meaningful and effective learning as I had from assignments similar to the Fast Food assignment.
In the United States there is the never ending debate on how to close the achievement gap and the search for the perfect recipe for the educational ranking to increase.  The reality is there are so many factors that go into educational achievement and the achievement gap that many of the top countries will never face.  This text was the first in my career at Rhode Island College to point out the fact that non of the top scoring countries "have anywhere near the levels of deep, enduring poverty of America."  Along with poverty is diversity.  We live in a country that is so culturally diverse, and teach in heterogeneous classrooms with different cultural and educational learning styles.  Catering to each cultural norm and style, along with the issues that come along with poverty are factors that affect these scores.  Creating a system of standards that takes all of these factors into account is no simple task.  The Common Core State Standards Initiative, while brand new, has been the topic of debate.  With any implementation of a new system there are pros and cons and reasons for doubts.  The intent behind the initiative is one that makes the most sense in proposals we have seen thus far.  Literacy is involved in all content areas and all teachers are reading teachers in one way or another.  The standards do need fine tuning (which we can find on page 19) however, that will come with time. For now, we can experiment with the standards and measure progress made in literacy since the implementation of the standards.
Chapter 2 was also very interesting and make me assess myself and my reading strategies. The reading lessons the book provided, were frustrating at times.  I am a college student, I know how to read! Yet some passages I did not understand at all! The reading lessons give teachers a perspective of how their students may read certain subjects.  We cannot assume because our students made it to 12th grade AP History that they are 100% able to read the text the same way their teacher is able to read the text. Stressing the stages of reading at all academic levels, even so high as 12th grade is an essential tool that will not only aid the students' comprehension of material but can also decrease the amount of stress and anxiety a student may face when they are asked to read difficult content.  With multiple groups of students we are unable to gauge our students reading ability right away.  Teaching and reviewing reading strategies early in the year will help all students become better, more effective readers.

Wilheim Reading

Chapter 1, The Theory of Teaching, addressed aspects of teaching that I have never thought really thought about during my time studying education.  I never looked at teaching as a science.  After reading further about teaching as a science versus a profession I understand more how theories and methods can make teaching a science.  I agree that looking at teaching as a profession is not entirely correct.  The vignette about the student teacher Nate and abiding by the curriculum while incorporating theory of teaching, shows the struggle between profession and science.  "A profession defines itself and its boundaries." If teachers were to teach solely the factual content of the curriculum without providing further methodology, students would not gain the ability to examine, process and interpret information, think critically and compose their own thoughts and ideas.

In the Secondary Education program were are given more content courses rather than education courses.  After performing practicum hours in school I have the fear of not being prepared to actually teach.  I will know the facts and the content I need to teach, I will know how to write a goals and objectives and write lesson plans, I will know how to write and IEP and conduct screenings for RTI, but how will I become an effective teacher? At the elementary level there are multiple "methods" courses on "how to teach" certain subjects.  "Teachers are not taught to teach, and most often they do not teach."  This line taken from the excerpt in Tharp and Gallimore's book Rousting Minds to Life is quite frightening and true. I have had teachers who were examples of this statement and I hope to not be another example. Looking back on my school years, I remember "wide awake" teachers and teachers who were not so wide awake.  With teachers who are not wide awake as Wilheim describes, I did not understand what I was doing, why I was doing it and how I could be doing it.  I simply did what I was told because that's "what we did."  However, I had teachers that were fully awake more in my upperclassmen years of high school where I fully enjoyed what I was doing.  It was with these teachers I became the most success in learning and actually appreciated their gift of teaching.  The further I pursue my career in education the deeper understanding I am receiving of what it really entails.  It is not just a profession, it truly is a science.

Another aspect of teaching that I feel as though is concentrated more on elementary years are the theories of Vygotsky and Hillocks.  The zone of proximal development tends to disappear in the secondary level of education.  As a high school student not too long ago I worked in my zone of actual development until it was recognized and I was moved into honors classes. Teachers want their students to succeed, but as Wilheim states, the most excellent projects may not have really taught students anything new. Support is still needed as not all students have mastered all steps by this point in their education. Self-teaching is one of the higher levels of teaching, however at some point the basic tools were taught and mastered along the way. 

The second chapter on reading strategies and teaching those strategies provided insight on how crucial it is to "Knowing how to teach how." Students should know how to read at the secondary level but their level of comprehension and sophistication of reading and writing at that level are not always up to par, because they were never taught how to go beyond. We must teach students to ask themselves questions when they are reading and the inquiry square is a good tool to look as an aspiring teacher. We as teachers must refer to the square ourselves when choosing passages or materials we want students to read. Creating an inquiry environment throughout the classroom will allow students to explore learning in their own realms. 

I think the Wilheim reading was an effective piece to read especially as the introduction to this class.  We now understand the importance of methods and reading strategies and can apply them to our own content areas.  

Literacy Profile: Fitness

Growing up, I always struggled with becoming literate in an activity outside of school.  School was my thing. I was a good student and received great scores and I could never really find something that peaked my interest.  My cousins were all star athletes and I was the star student.  Regardless, my parents enrolled me in an array of extracurricular activities - none of which I ever really enjoyed.  I would quit one and jump into another.  It began with figure skating, then karate, then softball, soccer, lacrosse. When we realized I had not a single athletic bone in my body at the time, (and played the bench far better than the field) I tried piano, then theatre.   I enjoyed theatre and excelled, but after high school the opportunities were scarce and I lost interest.  It was not until college however, that I found something I was truly passion about and for once, completely worth my time.

            In fear of the freshmen 15 and in embarrassment of my couch potato tendencies, I decided I would start exercising. Everyone laughed.  When I first started I had no idea what I was doing, and did almost all of the exercises entirely incorrect.  I would go on the elliptical machine for an hour and just observe everyone else’s routines.  I researched exercises online and joined a gym with my Dad.  He demonstrated things I could do and really taught me how to work out effectively, without getting injured-a tendency of mine.  Within a year I was exercising regularly and maintained my weight.  I became bored and decided that I needed a new goal for myself. I wanted to take this daily routine further.  

            I changed my eating habits and learned the correct way to diet with the intentions of fat loss and gaining muscle. I subscribed to fitness magazines, followed multiple instagram accounts and spent hours on www.bodybuilding.com.  I read articles and watched videos and even “practiced” the exercises at home in my mirror before performing them in the gym.  I was extremely self conscious and nervous about stepping outside of my comfort zone.  In a few months time I was on my way to total transformation.  I lost 10 pounds and began to tone my body.  I was approached by a personal trainer and was asked if I ever thought about training in a bodybuilding competition. He had seen my progress and wanted to take it to the next level. 

            We spoke about competing and I agreed that it was something I would try.  Although I did not end up competing, we trained together for months.  He taught me exercises that my former self would never dare to do, how to manipulate my body, what to eat, when to eat, and the nutrition my body needed.  He told me in the beginning, “This is the hardest thing you will ever do in your life.”  And he was correct! Prepping for the show was rigorous, tiresome and at times truly miserable. However, seeing my body transform by my own doing and my discipline was incredibly rewarding.  As a client of his I joined his team and being a part of his team was a wonderful experience.  I was no longer playing the bench and watching my teammates succeed.  We helped each other on the floor and motivated each other.  We cheered for each other when we were successful and encourage each other on the bad days. The gym became my second home.

            For financial reasons I started to train on my own, taking what he taught with me in all of my workouts and meals. I do not train as rigorously as before but I take my workouts seriously.  I never thought I would be someone giving advice to others about dieting and the importance of protein and various supplements.   My friends often ask me to train them after seeing my transformation and dedication in the gym.  I have inspired them to make a change for the better, and to help rid their couch potato tendencies as well!  I have encouraged friends to run 5k’s together and I have acted as their teammate, which I learned from training.

            When I am training in the gym each workout is a new task and I strive to make each workout better than my last. By doing so I not only make my body stronger, but my mind grows as well.  I increase my motivation and determination and feel as though the sky is the limit.  I can grow to a point where I can conquer any weight (within reason, obviously I am not the Hulk).  In order to do so I have had to prioritize my life and meticulously manage my two jobs and a full time academic schedule.  I look at my training as a journey.  There are days when I walk out feeling defeated.  My body is sore and I am exhausted.  Yet there are days when I walk out feeling triumphant.  No matter the emotion I am still progressing and accomplishing my goal. 

            As a teacher candidate I am always nervous entering a new school for practicum and although I will be prepared I am extremely nervous for my first day in my own classroom. It will be outside of my comfort zone but I know I will accomplish my goal of success in that environment as I have in the gym. I know I will have days when my body will probably be sore and I will be drained and exhausted.  But I know I will also have days when I feel triumphant.   I may not get it right every time but I will bepersistent and remain consistent even if it is the hardest thing I will ever do in my life, I won’t give up on my students.  I want to be able to inspire my students to step outside of their comfort zone and pursue their goals regardless of who may be laughing.  I have learned what it means to be a teammate and truly care for the success and well being of others from example.  I do not want to be the teacher that only cares about academics and dismisses my students when the bell rings.  I want to teach my students more than the history, but how to find within themselves the courage to pursue whatever is next for them after high school. 

I hope to pass on the notion of being a team leader and teammate to my students, something I may have never learned if I were still a couch potato!

Friends and I at an outdoor 2 hour Kickboxing event to benefit Meeting Street School!

Microteaching 2

Well, my microteaching lesson unfortunately not entirely captured on camera, went rather well considering.  I was glad to see students analyze the primary documents they were reading and discuss their opinion on violent and nonviolent protest. When I began I was calm and confident and finally used appropriate wait time! And guess what, it works! The students were active and engaged and seemed to really think about the prompts and questions they were given.  The beginning portion was
"filmed" twice and the second time was not nearly as affective as the first.  I was extremely uncomfortable and nervous.  The whole thing seemed contrived and not authentic at all.  Which was extremely disappointing because I felt that I had been taught my best lesson yet. I finally was able ot take what we are learning and apply it.  The majority of the "indirect" portion of indirect instruction was not captured. Students were not as nearly engaged because at that point, we were running late and the information was no longer new to them. They did not need to analyze the pieces and discuss, but merely try to recall what they previously said. It felt very staged and my performance as a teacher lacked. 
What I did learn after feeling very agitated and nervous about the whole thing, was that when we teach we have to overcome our emotions and continue on with the lesson regardless of what we are feeling at that particular moment.

What is school for?!

Today's lecture really got me thinking about the question "What is school for?" Many have their own opinions and philosophies about the purpose of school and how the school system should be operated. While observing a history class, I gathered that Central Falls high school is for fostering good citizens, encouraging students to graduate and go to college, and to prepare students to be a part of the their community and society.  Students were exposed to the news and issues involving citizens' rights and the importance of defending those rights.  Students worked in groups and pairs while researching information for their assignments. Giving students opportunities to work together prepares them to work with others in whatever career they pursue. Students are taught problem solving skills and the correct way to research certain topics, which is a skill they will need in college.   Tomorrow, students will present their findings. Presenting is another important skill for college and career readiness and for being an active outgoing member of society.
Overall, I was impressed with the lesson and how well the students engaged and remained on task. As a class we agreed the goals of CFHS are to get students to graduate high school, become part of the society, give students exposure to choices, encourage students to go to college and to promote self-reliance. 
While the goals of CFHS are not exactly aligned with the theories of Dewey and Illich,  I feel as though CFHS is doing an adequate job of incorporating student interest and choice in decision making.  Although it is institutionalized, the school still provides options for students with different interests and allows them to empower themselves to certain degree.