Chapter 3 gives us a small history of lesson plans. Tyler's model (1949) is still implemented today. It's starts with the objective and moves forward from there. It asks you to put an indicated amount of time for each activity, as if learning were on a time schedule. An estimated time is good as a frame of reference for a teacher, but I do not think one should be limited to a 5 minute introduction, 15 minute lecture and so forth. The time gauge does not take real classroom factors into context. I'm also an advocate for backwards design. This method works oppositely, having evaluation placed at the end. I feel it is more important to decide what it is that you want your students to get out of the unit/lesson first and build upon that. It is also important to incorporate concepts they want to learn about as well!
Chapter 7 discusses the need for classrooms to be more adaptive the changing world around us. Change is always easier said than done it seems. Over the course of the semester, we have been studying different approaches as well as the 'historical' aspect of TESOL. Before, curriculum was more set in stone and not easily adaptive. That is not so much the case now, we're moving towards an environment that is focused on learners learning how to learn and is a LEARNER-CENTERED approach. The quote at the beginning struck me as important and relevant to what I've been talking about.
"We are, in my view, face with an entirely new situation in education where the goal of education, if we are to survive, is the facilitation of change and learning. The only man who is educated is the man who has learned how to learn; the mean who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security. Changingness, a reliance on process rather than upon static knowledge, is the only thing that makes any sense as a goal for education in the modern world. (p. 69)
I could not put it any better myself or agree more, honestly. Education, as well as the rest of our world is continually evolving. This is does not mean to say that old approaches cannot still be used or that they aren't effective. It's just that we, as teachers, need to be open to flexibility and willing to LEARN from our students as well.
Tuesday, September 27, 2011
Sunday, September 25, 2011
Project Work
Project work is an interesting approach which, in my opinion, encompasses quite a bit about what we have learned about thus far. It integrates higher level thinking, more compatibility and student interaction, and places responsibility on the students in regards to learning.
The book mentioned 3 different varieties to this approach: structured, semi structured, and unstructured. I, for one, would not feel very comfortable allowing my students to have an unstructured learning environment. I know it depends on the type of classroom and the elements it contains to decide which type of approach to take. For example, I feel as though my teacher for practicum uses a combination of all 3 varieties. It's quite interesting actually to see how the students react to these. They have 3 different stations each day -- a reading station where they do silent reading on their own, group work with the teacher, and computer time, where they do activities on the computer that are already pre-made. Some students are disciplined and able to focus during the 20 minutes given to them for the silent reading, but others can hardly pay attention. They do well at the semi-structured level, the computers and sometimes get off track at the structured level with the teacher. Again, I think it all goes back to understanding the personality of the students and how they learn best. I think, for this particular class, a semi-structured project is the best bet.
It's neat to see the different approaches we learn about in class in a real live context :)
The book mentioned 3 different varieties to this approach: structured, semi structured, and unstructured. I, for one, would not feel very comfortable allowing my students to have an unstructured learning environment. I know it depends on the type of classroom and the elements it contains to decide which type of approach to take. For example, I feel as though my teacher for practicum uses a combination of all 3 varieties. It's quite interesting actually to see how the students react to these. They have 3 different stations each day -- a reading station where they do silent reading on their own, group work with the teacher, and computer time, where they do activities on the computer that are already pre-made. Some students are disciplined and able to focus during the 20 minutes given to them for the silent reading, but others can hardly pay attention. They do well at the semi-structured level, the computers and sometimes get off track at the structured level with the teacher. Again, I think it all goes back to understanding the personality of the students and how they learn best. I think, for this particular class, a semi-structured project is the best bet.
It's neat to see the different approaches we learn about in class in a real live context :)
Tuesday, September 20, 2011
Task Based Learning
I'll admit, as I started to read the article, I was surprised that they didn't define a task more towards the beginning. However, after reading both the article and the chapter, I feel as though I have a better understanding of what exactly a task is, and whether or not it can be applicable in my classroom someday.
I'm still wary about the notion of task based learning.It's defined in the article as "an activity which requires learners to use language, with emphasis on meaning, to attain an objective." Later on, it continues to describe measuring performance on these tasks. First, I had to stop and think, well what is a task -- vocabulary exercises, reading aloud, role playing, conversation activities with specific prompts, etc. The article continues to explain measuring the performance on the tasks. You're to check for fluidity, accuracy, complexity, and the ability to use clarification and confirmation, and negotiate meaning. I understand that you can check a certain items on this list, but how do you check for fluidity? Do you make a scale that says, "Oh, this student is a 2 out of 10 on the fluidity scale." No, you don't. The article explains that, in order to measure it, you break it down into the following: silence, reformulation, replacement, false starts, and repetition, speech rate, and automatisation. I like the approach that approach because of it's specificness, but still there's something about measuring fluency that rubs me the wrong way.
Speaking in terms of accuracy, where does error correction play in all of this? It was never really mentioned at all, so I was just curious as to what their stance was.
Overall, very interesting chapter and article. Like I mentioned, the biggest point that stood out to me was the fluency! It just kinda bugs me that we feel the need to measure..
I'm still wary about the notion of task based learning.It's defined in the article as "an activity which requires learners to use language, with emphasis on meaning, to attain an objective." Later on, it continues to describe measuring performance on these tasks. First, I had to stop and think, well what is a task -- vocabulary exercises, reading aloud, role playing, conversation activities with specific prompts, etc. The article continues to explain measuring the performance on the tasks. You're to check for fluidity, accuracy, complexity, and the ability to use clarification and confirmation, and negotiate meaning. I understand that you can check a certain items on this list, but how do you check for fluidity? Do you make a scale that says, "Oh, this student is a 2 out of 10 on the fluidity scale." No, you don't. The article explains that, in order to measure it, you break it down into the following: silence, reformulation, replacement, false starts, and repetition, speech rate, and automatisation. I like the approach that approach because of it's specificness, but still there's something about measuring fluency that rubs me the wrong way.
Speaking in terms of accuracy, where does error correction play in all of this? It was never really mentioned at all, so I was just curious as to what their stance was.
Overall, very interesting chapter and article. Like I mentioned, the biggest point that stood out to me was the fluency! It just kinda bugs me that we feel the need to measure..
Monday, September 12, 2011
CLT and Kuma Ch 3
I found both of the articles we had to read rather interesting and pleasant.
First of all, the CLT article. I liked all of the examples that were given and how specific each activity was explained. It's especially good for new teachers that are looking to generate lesson plans by looking to different articles for inspiration. I like how all of the concepts touched upon were varied and helped with real-life application.
I specifically want to point out that error are not corrected or recognized. Making mistakes is part of learning, and you don't learn unless you make mistakes. The teacher understood that his students would make mistakes, and that they are not perfect. The focus of the activity of majority of the activities students partake in doesn't have to do with accuracy either. The teacher is usually evaluating fluency or whether or not a student understands a concept.
Now, obviously, this method worked well for this classroom. However, we, as future educators, need to understand that we aren't always going to use this method. We have to look into the context of our classrooms and figure out what works best for the students collectively. It could be a combination of methods, including CLT. Regardless, with that being said, it is important to understand that teaching is versatile, and not one single method will always be continuously used in practice.
Touching on Ch. 3 of Kuma, I would just like to say that I agree with him when he says that it is the teacher's job, not the students, to maximize every learning opportunity. Classes are not limited to (sometimes boring) lectures and questions that lead to dead ends. I think that in order to make the best use of each day and time the teacher has in a classroom, he needs to have good classroom management skills for starters, and a good understanding of who his students are, where they come from, what their want to learn, and HOW they learn best.
First of all, the CLT article. I liked all of the examples that were given and how specific each activity was explained. It's especially good for new teachers that are looking to generate lesson plans by looking to different articles for inspiration. I like how all of the concepts touched upon were varied and helped with real-life application.
I specifically want to point out that error are not corrected or recognized. Making mistakes is part of learning, and you don't learn unless you make mistakes. The teacher understood that his students would make mistakes, and that they are not perfect. The focus of the activity of majority of the activities students partake in doesn't have to do with accuracy either. The teacher is usually evaluating fluency or whether or not a student understands a concept.
Now, obviously, this method worked well for this classroom. However, we, as future educators, need to understand that we aren't always going to use this method. We have to look into the context of our classrooms and figure out what works best for the students collectively. It could be a combination of methods, including CLT. Regardless, with that being said, it is important to understand that teaching is versatile, and not one single method will always be continuously used in practice.
Touching on Ch. 3 of Kuma, I would just like to say that I agree with him when he says that it is the teacher's job, not the students, to maximize every learning opportunity. Classes are not limited to (sometimes boring) lectures and questions that lead to dead ends. I think that in order to make the best use of each day and time the teacher has in a classroom, he needs to have good classroom management skills for starters, and a good understanding of who his students are, where they come from, what their want to learn, and HOW they learn best.
September 12: Made in America Ch 3 & Myths
The third chapter of Made in America actually made me really sad as I read it. Think about it -- this is high school we're talking about. I feel like it's a miniature version of the Civil Rights movement going on inside this high school. What does that mean for the future for these kids? This is their reality. This is all they know. I was emotionally engaged from the beginning of the chapter when the students were having their conversation in Lisa Stern's sixth period history class. I hate that the students feel like their teachers and district don't care about them and only want the kids "out of their hair." Aren't we, as teachers, supposed to make them feel the opposite? It breaks my heart that these students feel like this way and on top of that have to worry about not seeming like a 'wannabe' and still be accepting. This lifestyle is forcing them to grow up too fast and enjoy their youth.
Demographic Myths
In Ch 1 of Myths and Realities, we learn that the 3 largest states in the U.S. with ELL learners as of 2003-2004 are California, Texas and Florida. I'm surprised that both Illinois and New York are not included in that list because of cities like Chicago and New York City. Later in the chapter, it indicates that in 2005 the highest distrcits with ELL enrollments include L.A., NYC, and Chicago.
I'm not surprised to learn that about 1/3 of ELL learners are born in the United States. With our nation's increasing diversity and immigration of families that come here that do not speak English, I very much expect this statistic. However, ELL learners are not just located in urban areas, they are everywhere.
I think this will be an interesting read!
Demographic Myths
In Ch 1 of Myths and Realities, we learn that the 3 largest states in the U.S. with ELL learners as of 2003-2004 are California, Texas and Florida. I'm surprised that both Illinois and New York are not included in that list because of cities like Chicago and New York City. Later in the chapter, it indicates that in 2005 the highest distrcits with ELL enrollments include L.A., NYC, and Chicago.
I'm not surprised to learn that about 1/3 of ELL learners are born in the United States. With our nation's increasing diversity and immigration of families that come here that do not speak English, I very much expect this statistic. However, ELL learners are not just located in urban areas, they are everywhere.
I think this will be an interesting read!
Sunday, September 11, 2011
Made in America - Ch 1&2 discussion questions
Chapter 1.
1. It's an anthropological study (which looks at behaviors and customs) of the design of ELL and culture in the classroom.
2. Olsen uses a historical anthropology as her means of showing the theoretical background. She defines the schooling system of inequality. On page 17 it says, "Schools, reproduction theorists argued, are critical in this process because class relations and the capitalist division of labor requires a school system that reproduces a system of inequality by selectively transmitting skills according to which class people are in, sorting people by granting credentials from the school into appropriate social positions, and serving to shape an individual's attitudes and identity to fit their classroom."
3. She uses an ethnographic approach, which is the observation, participation, and interviewing of life, culture, customs. She uses this approach because it immerses her in the culture so that she can understand it more in depth rather than looking it from the surface.
4. 15 faculty members and 47 students participate.
5. Her research questions include the following:
-How did they understand "America"? What does it mean to be "American"?
-What borders and boundaries did they create or detect in social relations? What language did they use to articulate and create those borders and boundaries?
-How were the crossings, the borderlands and terrain in between languages, cultures, and national identities experienced, shared, and contested?
-How did they experience and view their encounters with each other across languages, cultures, and national identities?
-What was it like for those students and teachers who felt themselves involved in forging new terrains of language, culture, racial, and national identity?
-Why were they in school, and how did they experience school? What relationship did school have to the rest of their lives?
We, as TESOLers are all about context. We need to understand where our students are coming from and their perception of the world in order to best teach, connect with, and understand them. Through these questions, Olsen is able to do just that.
6. Some data sources are the teachers at Madison High School She met and had conversations with them in various locations around the community. She observed them in the eduactional setting as well to gather data.
7. She plays three roles acting as the storyteller, the anthropologist, and the advocate.
8. All of the students are labeled according to their racial identity. Students had an assignment to make a map of their high school. Students were seperated into the following categories: Mexican-Mexican Girls and Boys who speak Spanish, Blacks, Afghan Girls, Fijian Girls, Afgans, Indian Girls, Vietnamese Girls, Fijian Boys, Vietnamese who speak English. Mexicans who speak English, Chinese Boys, Vietnamese Boys, Chinese Girls who speak Mandarin, and "the Americans." Interesting.
Chapter 2
1. It's interesting how they base their worth of how "American" they are by the way they dress. It's as though they feel the need to conform to fit in and lose their originial identity. The Brazilian girl, for example, wore what she would normally wear in Brazil to school (tighter, shorter clothing) and was not socially accepted and felt as though she lost a part of herself in trying to become more "American" and not as much of a part as her Brazilian culture. Another girl felt wrong for wearing a serape to school. Students should not feel wrong wearing anything.
2. Page 46 - "Americans always change their clothes."
Page 48 - "Americans listen to English much and good songs and most of them listen to rap, especially the black Americans."
"Very few people listen to piano."
"They usually listen to music in the car and turn it up way loud so that everybody would hear them."
"Music is way loud."
"The music you listen listen to is part of who you hang out with. People don't listen to different kinds of music. Each groupd just listens to one kind."
"Americans want to have fun."
1. It's an anthropological study (which looks at behaviors and customs) of the design of ELL and culture in the classroom.
2. Olsen uses a historical anthropology as her means of showing the theoretical background. She defines the schooling system of inequality. On page 17 it says, "Schools, reproduction theorists argued, are critical in this process because class relations and the capitalist division of labor requires a school system that reproduces a system of inequality by selectively transmitting skills according to which class people are in, sorting people by granting credentials from the school into appropriate social positions, and serving to shape an individual's attitudes and identity to fit their classroom."
3. She uses an ethnographic approach, which is the observation, participation, and interviewing of life, culture, customs. She uses this approach because it immerses her in the culture so that she can understand it more in depth rather than looking it from the surface.
4. 15 faculty members and 47 students participate.
5. Her research questions include the following:
-How did they understand "America"? What does it mean to be "American"?
-What borders and boundaries did they create or detect in social relations? What language did they use to articulate and create those borders and boundaries?
-How were the crossings, the borderlands and terrain in between languages, cultures, and national identities experienced, shared, and contested?
-How did they experience and view their encounters with each other across languages, cultures, and national identities?
-What was it like for those students and teachers who felt themselves involved in forging new terrains of language, culture, racial, and national identity?
-Why were they in school, and how did they experience school? What relationship did school have to the rest of their lives?
We, as TESOLers are all about context. We need to understand where our students are coming from and their perception of the world in order to best teach, connect with, and understand them. Through these questions, Olsen is able to do just that.
6. Some data sources are the teachers at Madison High School She met and had conversations with them in various locations around the community. She observed them in the eduactional setting as well to gather data.
7. She plays three roles acting as the storyteller, the anthropologist, and the advocate.
8. All of the students are labeled according to their racial identity. Students had an assignment to make a map of their high school. Students were seperated into the following categories: Mexican-Mexican Girls and Boys who speak Spanish, Blacks, Afghan Girls, Fijian Girls, Afgans, Indian Girls, Vietnamese Girls, Fijian Boys, Vietnamese who speak English. Mexicans who speak English, Chinese Boys, Vietnamese Boys, Chinese Girls who speak Mandarin, and "the Americans." Interesting.
Chapter 2
1. It's interesting how they base their worth of how "American" they are by the way they dress. It's as though they feel the need to conform to fit in and lose their originial identity. The Brazilian girl, for example, wore what she would normally wear in Brazil to school (tighter, shorter clothing) and was not socially accepted and felt as though she lost a part of herself in trying to become more "American" and not as much of a part as her Brazilian culture. Another girl felt wrong for wearing a serape to school. Students should not feel wrong wearing anything.
2. Page 46 - "Americans always change their clothes."
Page 48 - "Americans listen to English much and good songs and most of them listen to rap, especially the black Americans."
"Very few people listen to piano."
"They usually listen to music in the car and turn it up way loud so that everybody would hear them."
"Music is way loud."
"The music you listen listen to is part of who you hang out with. People don't listen to different kinds of music. Each groupd just listens to one kind."
"Americans want to have fun."
Wednesday, September 7, 2011
September 8
Well, I'll be honest. I've never been much a literary analyst -- I prefer to read already written descriptions of what other people think about different writings, but this is all part of the college experience, right?
Pennycook's article was lengthy and wordy and at times, I'll be honest, I had no idea what was being said. However, I did infer a few important items to note. First, I think it is important to point out that "language, gender, sexuality, race, class, ethnicity, popular culture, education, immigration, teaching practices, curriculum development and other concerns" are all "interwoven" into TESOL (333). Before taking any of my TESOL courses, I would have just presumed that ESL meant people who didn't speak English were learning English. I didn't know that all of these other factors played a role when it came to learning/teaching a foreign language. My perspective has been broadened since I first came to ISU 3 years ago and now I now understand how everything is interconnected. It makes me wonder, was it my young age and immaturity that made me ignorant, or is it the fact that we are not properly educated on the subject matter in our country?
I also thought the transformative pedagogies part was interesting. We talked about teachers as transformative educators in class on Tuesday, so that was still fresh in my mind. It's emphasized, that, in order for changes to take place, people need to change their thinking. That, I believe, is a given. What types of changes though? Social and cultural awareness? Universal acceptance? Changes in our students? Their thinking? Their views and ways of life? Changes in American thinking towards "foreigners"?
Pennycook's article was lengthy and wordy and at times, I'll be honest, I had no idea what was being said. However, I did infer a few important items to note. First, I think it is important to point out that "language, gender, sexuality, race, class, ethnicity, popular culture, education, immigration, teaching practices, curriculum development and other concerns" are all "interwoven" into TESOL (333). Before taking any of my TESOL courses, I would have just presumed that ESL meant people who didn't speak English were learning English. I didn't know that all of these other factors played a role when it came to learning/teaching a foreign language. My perspective has been broadened since I first came to ISU 3 years ago and now I now understand how everything is interconnected. It makes me wonder, was it my young age and immaturity that made me ignorant, or is it the fact that we are not properly educated on the subject matter in our country?
I also thought the transformative pedagogies part was interesting. We talked about teachers as transformative educators in class on Tuesday, so that was still fresh in my mind. It's emphasized, that, in order for changes to take place, people need to change their thinking. That, I believe, is a given. What types of changes though? Social and cultural awareness? Universal acceptance? Changes in our students? Their thinking? Their views and ways of life? Changes in American thinking towards "foreigners"?
Monday, September 5, 2011
September 5
Why are roles defined in the first place? Who defines them? Is it society? Is it those affected by the actions of the role player (i.e. students)? Is it the person playing the role themselves?
I think all of these take part in defining what a role is. Kuma specifically looks at the role of a teacher and the different tasks they take on. He also mentions early on in the chapter that David Hansen believes teaching is a vocation, defining it as, "guaranteeing personal autonomy and personal significance." Ok, yes, I definitely agree with that statement. Every teacher should strive to make students feel important and as though they have a role to play in society. If teaching were seen as anything but a vocation, for example, a job, work, a career, an occupation, or a profession, it would lose it's personal touch and be seen as a day in, day out, drag your feet to work type deal.
Further, Kuma explains teachers in terms as passive technicians, reflective practitioners, and transformative intellectuals. He clearly objectifies what each role entails. If I were to describe my ideal teaching type, it would be the third one - a teacher as a transformative intellectual. Not only does this title imply that I, as a teacher, have knowledge in my specific content area, but that I want to convey what I know to my students and TRANSFORM their minds. I connect the classroom to real life and am open to outside suggestions to better improve my classroom. That's what I strive to be.
I think all of these take part in defining what a role is. Kuma specifically looks at the role of a teacher and the different tasks they take on. He also mentions early on in the chapter that David Hansen believes teaching is a vocation, defining it as, "guaranteeing personal autonomy and personal significance." Ok, yes, I definitely agree with that statement. Every teacher should strive to make students feel important and as though they have a role to play in society. If teaching were seen as anything but a vocation, for example, a job, work, a career, an occupation, or a profession, it would lose it's personal touch and be seen as a day in, day out, drag your feet to work type deal.
Further, Kuma explains teachers in terms as passive technicians, reflective practitioners, and transformative intellectuals. He clearly objectifies what each role entails. If I were to describe my ideal teaching type, it would be the third one - a teacher as a transformative intellectual. Not only does this title imply that I, as a teacher, have knowledge in my specific content area, but that I want to convey what I know to my students and TRANSFORM their minds. I connect the classroom to real life and am open to outside suggestions to better improve my classroom. That's what I strive to be.
Subscribe to:
Comments (Atom)