D&Z Final Chapter

This final chapter is a fine recap to what will be the source of a lot of my enduring understandings when it comes to literacy. To pick out one thing to talk about I thought about which of the book's themes I would try to use the most in the classroom. On p. 295 "Students should read for the same purposes as literate adults, for both information and pleasure. A sense of personal purpose is key to their reading success." sums it up well. As a future social studies teacher trying to get the students engaged in what they read will be my main goal. Understanding how history connects to the present is one of the pillars of History and Social Sciences. I will have to try to connect what may be "boring" to the students to something they can relate to. Reading the Magna Carta and knowing it was signed in 1215 is pointless unless you can show the students how it set the stage for a social contract between ruled and ruler and how that relationship has manifested into its current form. Reading for enjoyment is great, but as an educator understanding literacy as a  tool to engage in society will always be a goal. These kinds of skills will help the students be better, more productive members of society. That is what we are all trying to do, teach children skills that will make them better adults.

An essay connecting Historical Text to contemporary issues.

D & Z Ch. 11

This weeks reading goes over a lot of the methods I'm discovering in my SPED 433. To help struggling learners D & Z detail 6 methods. The one I wish to talk about is the promoting self monitoring because it is one I hadn't thought of before. Teaching students how to identify where and why they are struggling is a critical skill in improving their literacy in any subject. Showing students how they can self-monitor not only helps the student, it makes the teacher more effective because this method can shed a light on issues that the teacher might otherwise miss. In the book, they give the example of the teachers of Downers Grove South who add boxes in the margins of text with higher level questions, ask students to explain concepts, highlight challenging vocabulary, or invite students to ask their own questions. All seem like good ways to improve a students ability to identify which material they are struggling and work towards mastering that material rather than passing over it. I'm not sure if but this seems similar to Gradual Release in that the responsibility is being passed from the student onto the teacher. Let me know what you guys think? Is this a valid connection or not?

Some self-monitoring strategies

Chapter's 9 and 10

Again I enjoyed reading D&Z this week. The portion of the reading I want to talk about today is Chapter 9's approach to the use of book clubs in the classroom. Every time I do the reading I am constantly looking for what ideas I want to steal and use in my classroom. This is one of them. Not only do the authors provide an excellent method of instruction but they spell out ways to implement and assess book clubs to overcome some of the difficulties that may arise. As a prospective Social Studies teacher the use of book clubs to evaluate a historical period is a great way to jigsaw multiple perspectives to one unit. I like this because it improves the student's critical reading skills while providing them with the opportunity to discuss their findings with their classmates in an academic setting. Book clubs are also a great way to improve student's researching skills. By asking them to analyze a text with minimal guidance they will be better prepared to sift through academic journals and research articles when they reach higher grade levels. The reading provides a clear framework for these clubs. I love the idea of daily point assessments. Explaining to the students what I will be looking for when I go from group to group will guide their reading as well as keep them engaged and on task rather than sitting back and coasting through the discussions. These small groups also could be manipulated to fit students in groups that improve behavioral issues. If I know a student doesn't get along with another I can sit them in groups far away from one another. Furthermore, I can mix and match intelligence levels in order to raise the expectations for under performing students as well as give the students who grasp the material quickly the opportunity to peer educate which will foster a community of learners in the class. Content wise I love the idea of using literature to approach social science. Evaluating the literary work of a time period can expose the attitudes and ideals of the people who lived during that time. It could also be used to teach social studies themes of social justice, types of government, or civic duty. Rather than say "people felt this way" I can have the students discover on their own what the author's viewpoint is. I am going to steal this and use it to teach a unit when I am in the classroom.

This link brings it a step further interviewing authors. This could be used to challenge or support the students assumptions of the books they are reading.

D & Z 3/4

In these chapters we examine the use of textbooks for educators. The chapters cover many topics on textbooks such as the drawbacks and strengths of using textbooks as a tool. What I would like to focus on from this reading is the concept of building your classroom library. In this chapter the authors suggest an alternative to having to order 150 of the same textbook. They suggest ordering enough for one class that stays in the class lending opportunity to use other more inventive readings and materials for homework because the students cannot take the books home. Building a library of materials in class seems like something I will definitely steal from this reading. When I did my observations in FNED 346, my teacher had one set of textbooks for each class that the students could refer to as a resource in class but for homework he had cabinets filled with readings and activities that he could easily copy and handout to the students. This may be because the school did not have the funding to get every student a textbook but still allowed for more autonomy in lesson planning for the teacher. This seems to be a common situation in public schools. When I attended East Providence High School we had textbooks that stayed in class and the teacher had other materials that we brought home for homework. Being able to give the students assignments that vary in style allows for useful skills to develop rather than simply assigning material based on a singular source. I also like the concept of building a class library as a teacher because it allows teachers to be more dynamic in their instruction. If you are constantly examining new resources to add to you library you are enriching your content knowledge as well as becoming a more well rounded educator. Furthermore, it helps students develop research skills if you assign a project and then ask your students to find relevant information from your collection of books, magazines, articles, etc. The textbook is a staple in a classroom but they should be used to supplement lessons rather than shape them.

Cheating to Finish the Maze

When I was young my family would go out to eat on occasion at some chain restaurant that gave kids an activity sheet and crayons to keep us occupied. On this sheet there would be a word search, a connect the dots image and a maze. If me and my sister were racing to see who could finish the maze first, I would always start at the end and work my way backwards. This is what came to mind when I was reading the UBD articles. By starting out with what larger goals you want to target and working backwards we are able to find the best path to do so. I found these articles filled with information, charts, and examples I am going to print out and save to use when I start to design my units as a teacher. It is especially important considering the common core standards all teachers have to achieve throughout the year. What I found most striking about this reading aside from the detailed instructions and tips is the overarching goal of backwards design, understanding. At its core our educational system is a process of forming productive and beneficial members of society. It is more important that a person has the intellectual capacity to process and use new information rather than simple recite factoids of no consequence. Backwards design works towards long term goals by using the material covered in each lesson. Each discussion, field trip, or reading is another step towards understanding.

Backwards design seems like the most practically instruction method when trying to work within the common core standards. In the future I am going to have to meet these standards to keep my job, what backwards design allows is for the standards to be met without sacrificing the quality of a students education. I know some who view the common core as restrictive and see them as a hindered to the quality of their instruction but these articles show how they can be utilize to pave the way for students intellect to flourish while improving a teacher's profession ability.

A Promo for another resource on backwards planning

D & Z ch. 1 and 2

Daniels and Zemelman bring up some good points in the first two chapters of Subjects Matter. They discuss a major issue with how teachers use their assigned readings in class. I agree with Daniels and Zemelman when they talk about two different teachers. Those who assign reading and questions then move on to the next assignment and those who take reading and find ways to get the students involved and passionate about the subject by stepping outside the classroom. In the example given, the students are assigned fast food nation and then find different ways to get involved to deal with topics they were passionate about. While reading different students were allowed to take action on what they were most struck by in the book. Jaisy was impacted by the harsh working conditions of slaughterhouses and then wrote her Representative. Sean, Nely, Jenny, and Elvira created a picture book and read it to first grade students. Micheal and Antonio handed out flyers and asked customers if they knew the health ramifications of eating at McDonalds. All these students read the same book but came up with three different assignments that dealt with the subject matter as well as were curtailed to their interest.

As a teacher I would like to find ways to use reading to engage my students in their community. These types of projects are effective because the students are able to study something they are passionate about and express their individuality. A much better alternative to reading, answering questions, and forgetting the information the next day or after the test. Students have to feel that what they are reading has a role in their lives outside of the classroom. As a social studies teacher I feel that I have a good opportunity to do this. Students will remember assignments that allow them to write local politicians about what they are reading, become activists in the community and find different ways to apply reading the their lives outside of the class.  I think teachers who simply assign a reading and give questions to answer are doing their students a disservice. They are narrowing the scope of what their students can learn from the reading by providing their set of questions or the ones made by the publishing company. What is important to pull from taking a more proactive approach like the one detailed in the book is that students not only are learning the subject matter but they are also developing skills that make them more productive and invovled members of their community. Assignments like these show the students that they have the ability to take action and use what they are reading to enact change.

Here's a website of students be activists through their education

Wilhelm Reading

The opening of this reading showed what I think is the hardest challenge for new teachers. Knowing how to teach the material and be able to measure what works and what doesn't work. In his antidote, Nate is knowledgeable on his content area but has trouble articulating how and why he will use a certain teaching method. When I develop my first unit, it will be difficult to know what exactly is going to work because I do not know my students. I can go with a best guess pulling from courses I’ve taken at RIC but truth be told I wouldn't be surprised if I have to drastically alter my methods if I’m seeing the students succeed. I think that is one of the most important characteristics of a good educator, being responsive to the students. The authors gives Nate some great advice. This reading argues that teachers have to be ever conscious of their methods and always should be asking themselves is what they are doing working and how do we know. I agree with the notion that our educational system abandons guiding students through the zone of proximal development once they reach middle school and high school. I definitely experienced that in my secondary education. Teacher expect the students to learn the material that is presented to them no matter what methods are used. If the student fails the blame is often put on the student and not on the fact that the teacher did not allow them to progress to the point where they could master the material on their own.  I agree with the authors when he says that Vygotsky’s theory should be applied throughout a student’s education. I found this portion of the reading to be very helpful in clarifying an effective method of teaching. Releasing responsibility to the student seems to be a great way to guide a student into a self-reliant learner with tools to use when approaching any task.

The second chapter dealing with the three theories regarding what happens when we read was very interesting. The first is the bottom up or part to whole and new critics find meaning that is already in the text. Applied in the classroom, it is the teacher’s job to “transmit textual knowledge to the student” and the students job “to know what the text means”. This was the case in my own education in middle school and high school where I was given a reading and the meaning was already determined, it was my job to find the right one. The third theory is what I found very interesting, the top down theorist who argue that meaning comes from the mind of the reader. This seems like the more effective approach because it empowers the reader. Although I was never a student who refused to read but if I was, being given the opportunity to have my interpretation heard and validated would defiantly motivate me. I thought this reading was important for us as prospective educators. It raises important points that every teacher should consider. Being able to ask how and why you are teaching your students is critical for every teacher. I defiantly gave me some ideas on what I might use when I start teaching. 

Literacy Profile

Jacob Crowell

SED 407-01

Professor Horwitz

1/28/15

Literacy Profile

            Since I was nine years old my summers have been spent at Camp Ramsbottom in Rehoboth, Massachusetts. First as a camper, then as a staff member. Camp taught me many skills, the one I would like to talk about today is my literacy in facilitating the rock wall and the ropes course. The camp has an activity called “Pioneering” which has obstacle courses, rope ladders, cargo nets, a zip line and a climbing wall. Two years after being hired as a staff member I was moved to pioneering which I deeply enjoyed. I loved spending my days outside surrounded by trees working with campers made me extremely interested and invested in my work. Pioneering requires more equipment than any other activity at the camp. To name a few, the activity uses climbing ropes, harnesses, belay devices, and bungee cable that is used on a daily basis. Any staff member at the activity has to be trained on how to properly handle and care for this equipment. The activity director at the time, Erin, brought me to the rock wall on my first day to show me the proper way to operate the wall. First she showed me how to put on a harness using clever rhymes to remember when the harness is properly secured. Each strap on the harness is fed through a metal ring which has a red stripe on one side of the ring. Erin repeated, “if its red, you’re dead” because if the strap was not fed through correctly by double backing through the ring, the red stripe would be showing. After that, we went through how to set up the rope on the wall by pulling it up a smaller rope called a parachute cord which feeds through a pulley at the top of the wall. Once the rope was on the wall, Erin showed me how to tie the necessary knots for climbing, the first a double figure eight knot which is backed up by a safety not. Next she showed me how to equip the belay device to my harness. Finally Erin showed me how to properly belay first by allowing me to observe for a few times and then by belaying a coworker as she stood by me correcting my missteps. For the entire summer I spent every moment I could belaying, so much so that all the methods Erin had taught me became a matter of muscle memory.

            As part of camp’s policy, every activity director at Pioneering has to attend a course on ropes course management at Project Adventure in Beverly, Massachusetts. After three summers, I was asked to go and become certified so I could take over the next summer. At this training I was exposed to so much more than Erin had ever offered me. I was taught the correct terminology for the equipment, how it should be stored, how to cut climbing rope, how to tie more useful knots and every standard operating procedure that was necessary for me to be in complete control of the ropes course. Coming back from the course prepared me to be confident in what I was doing at camp and how to make sure the campers would be in good hands when using what are potentially deadly elements. Furthermore, at this point I was given a lot more autonomy and responsibility at the camp. We were able to pay for more high elements (elements that are over 30 feet high) and the amount of equipment needed and the knowledge on how to operate all the new structures fell on my shoulders. I was asked to do all the ordering, make conference calls with the builders and be present for our annual inspection. With the added responsibility I became more involved in learning about the ropes course. I searched online for possible additions to the course. I learned which trees were able to withstand building around depending on the size, type, and location of trees by asking our inspector what to look for when considering a new site. After being the activity director, I was promoted to supervisor and am now who the CEO of the camp consults when asking about anything that has to do with the activity.

            The main influence that supported my literacy is Ray Scully, the camp’s previous director. Although he no longer works as the camp directory, Ray is in charge of the off season operations of the camp. A former scout master, Ray has a love for pioneering. He and I talk frequently during the winter about what we can do to better the activity. As a matter of fact he called me two days ago to ask about a possible new element he wants to get funding for. Although I have always loved being outdoors and enjoy rock climbing and zip lining, it was Ray who empowered me at camp and allowed my interest to grow.

            The skills I learned have defiantly shaped my life. A large part of the training and operating of the course has to do with team building. Many of the programs I developed dealt with campers working as a team on the elements. For example, as a trust building activity we have a week course where campers sign up to learn how to belay and set up the rock wall. On the final day they all work together to belay one another up and down the wall. Another example is our blind climbs where teams of two are timed as one climbs up the wall blindfolded as their teammate instructs them where to reach developing communication skills. The camp has anywhere from 700 to 1000 campers ages 6 to 13 every summer. Working with these campers not only has made me comfortable working with children it has also given me confidence with communicating with children, many of whom are the age I wish to teach. These skills also will help me as a future teacher because I was given autonomy to apply my knowledge. For the most part, a teacher is on their own for the entire day. There is no day to day assessment of your work and with that some flourish and other fail. I think the fact that I was able to be autonomous in the operations of the ropes course allowed me to practice applying knowledge I had acquired to my craft without anyone holding my hand step by step.

            I am still working at the summer camp, recently I was asked by the CEO of the Boys and Girls Club to develop a team building program because they are looking to expand the course to company outings and possible school field trips. I keep developing my literacy in this field not just because I’m getting paid but because I love it. My hope is the same will be true for my teaching career. 
http://www.bgcpawt.org/documents/Camp-Ramsbottom-Brochure.pdf