goal-2

2.b. Refer to Teacher Work Sample

Thu, 23 Jun 2011 05:25:10 +0100

Please refer to Factor 1 (pages 2-10) of my Teacher Work Sample for evidence that I have met performance 2.b.:

Teacher Work Sample

2.c. Refer to Evaluations

Thu, 23 Jun 2011 05:19:44 +0100

Please refer to the following section of my Intern Evaluation for evidence that I have met performance 2.c. For Goal 2, I received a rating of "6": "Exceeds Goals".

Intern Evaluation, Spring 2011 (Goal 2)
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation.

Please refer to my 2nd Advisor Evaluation for evidence that I am creating a positive, participatory, supportive classroom environment of the type described at the end of "Portfolio Writing: Developmental Levels":

2nd Adviser Evaluation (January2011)

2.b. Portfolio Writing: Developmental Levels

Wed, 22 Jun 2011 06:46:09 +0100

Written June 2011

Portfolio Writing:

Developmental Levels

Write a paper in which you discuss the appropriateness of your units for the particular age group in terms of the normal social, emotional, and intellectual maturation of the age group.

My favorite lesson detailed in “Podcasting Lessons” involves asking students to go out into the community and interview an Elder about the Elder’s experiences growing up. I like this project because it not only involves students in the process of producing and editing a podcast; it helps them to connect to adults in their community and gives them perspective on the past and their value as a teen as a transmitter of history. Teens are at a stage of development in which they are trying to figure out who they are within their society; I hope that projects like these will give them perspective on their own values, bolster their social skills, and let them know the important roles they play in society, even anonymous ones.

With a similar goal, the anticipatory set from Lesson 1 of the “Moral Ambiguity: Good and Evil” unit prepares students to empathize the crotchety old “Eddie”, the hero of the Five People You Meet in Heaven. It starts with a Read Aloud of “The Sneetches”, then a stand-up-sit-down activity, and then asks students to reflect on negative stereotypes held by teens about the elderly and the elderly about teens. This exercise helps students learn to interpret and navigate their social world, with an eye toward clarity and empathy rather than prejudice. Hopefully, this will assist my students later on in their lives, in relating to family members, romantic partners, employers, and complete strangers.

Intellectually, students are reaching an age in 10^th grade where they are become more able to grasp abstract concepts. However, figurative language, including similes and metaphors, are still a challenge for many of these students. In my “House on Mango Street” curriculum, the primary skills focus is in helping students to understand, interpret and value figurative language, including similes and metaphors. In their Reading Guide workbooks, the exercises I have written have students start to identify, interpret, and write figurative language before I even introduce the concept and terminology. Step by step, we work up to writing “literary device analyses” in which students identify similes and metaphors and explain how they contribute to the passage using evidence. Their knowledge culminates in the production of acrostic name poems, in which students describe the meaning of their own names using the five senses and figurative language.

With this unit, I am not just working on intellectual skills; I not only want to teach my students to be more effective writers and more passionate readers, I also want them to learn to be more imaginative, about their own lives and the lives of those around them. I want them to know how to care about themselves and care for others. The student-centered “name poem” was one of the most successful projects I assigned this year. It provided me with an opportunity to connect with students on an individual level. Students enjoy expressing themselves, and I enjoy those assignments most that teach me something new about my students; they provide me with a new way to address and respond to my students.

Both social and emotional skills were employed when students presented their name poems to the class and responded to one another positively. With my 9^th graders, I do a daily warm up exercise that has a similar effect: students write a paragraph in response to a prompt, ranging from questions such as “What is your favorite color and why?’ to “How do you think you could be a better friend?” I then take a survey of answers from the class, as students’ classmates respond and contribute. By creating a classroom community that is caring and accepting, and communicating to my students my personal investment in them, they will not only want to learn from me, but will learn to trust in, invest in, and contribute to a community.

2.a. Refer to Evaluations and Teacher Work Sample

Thu, 23 Jun 2011 05:35:09 +0100

Please refer to my Intern Evaluation for evidence that I have met performance 2.a. For Goal 2, I received a rating of “6”: “Exceeds Goals”.

Intern Evaluation, Spring 2011
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation

Please refer to Factor 1 (pages 2-10), Factor 5 (pages 32-37), and Factor 6 (pages 47-49) of my Teacher Work Sample for evidence that I have met performance 2.b.:

Teacher Work Sample

2.a. Journal Review - Stereotype Threat

Wed, 22 Jun 2011 05:48:19 +0100

In the following assignments for ED631, Educational Psychology, Karin Macklin had us read and review three journal-based psychology articles on a topic of interest. I chose stereotype threat, a topic of interest to me when I was an undergraduate psychology student. An excerpt of my review of Claude M. Steele's groundbreaking research is summarized below. To read the whole article click here: Journal Review

Stereotype threat occurs when a member of a particular group (race or gender, for example) faces an academic task in which his or her group is negatively stereotyped (Steele, 1997). If this individual identifies with the task as important to their identity (that is, if they are domain-identified), then they will face the threat of self-fulfilling said stereotype (a stereotype threat). For example, domain-identified African Americans stereotypically performed poorly on standardized tests when compared to whites when they are subtly made cognizant of the stereotype, by checking a box demarcating their race, or by being told that the test was diagnostic of intelligence.

2.a. Educational Psychology Positions

Wed, 22 Jun 2011 05:48:01 +0100

In the following assignments for ED631, Educational Psychology, Karin Macklin asked us to take a stand on an important psychological issue.

Gardner’s Theory specifies eight distinct and important multiple intelligences. In contrast, Spearman’s theory specifies just a single important general ability (and unimportant specific abilities). As a teacher, which theory appeals to you more, and why? Which theory would lend itself better to being used in the classroom?

As a scientist, I have the belief that intelligence is actually a narrowly-defined construct. As Binet originally intended it to be used, “intelligence” constituted a measure of success in traditional schools. Since Binet’s times, our schools have evolved to be constructed with broader aims - to serve all students of all backgrounds, every race, gender, ethnicity, etc. together. As a result, the old definition of intelligence, as Spearman’s construct has followed, has been thought of as too narrow or vague, perhaps politically incorrect or exclusive.

As a teacher, it is helpful these days to think of multiple realms of skills and abilities in students as important to their achievement in school and life. I care a lot whether my students are skillful at interacting with each other, whether they excel athletically, whether they are aware of the moods of those around them, whether they have artistic interests or abilities. Whether these areas can or should be termed “intelligence” by scientists is an altogether different debate. At what point do we stop splitting hairs?

I think the best solution is to recognize each students for whichever abilities and talents they possess (even if it means telling a student you suspect is somewhat sociopathic in upsetting your classroom management that he is charismatic, presidential-style). “Intelligence” is such a loaded word, that I am not sure that I find it to be an appropriate or useful method of labeling or characterizing my students, especially to one another.

What do you think is more important in leading someone to achieve good grades in schools – genes or environment?

All that you can control as a teacher is a small part of the students’ environment.

Genetics are, of course an important factor initial factor in determining a students’ ability level, and will certainly affect a students’ diagnosis of special needs status, and influence their Zone of Proximal Development. However, labeling students based on their genetic abilities more generally is unhelpful, and can produce stereotype threats and self-fulfilling prophesies.

Happily, all genetic expression is directly controlled by the environment; our experiences determine what genes are switched on and off, throughout our development, even into old age. Essentially, as teachers, we can do our best to work the switchboard!

Teachers should also work to positively influence environments outside of the classroom, by promoting or hosting extracurricular activities, such as athletics, Drama Debate and Forensics, language clubs, community service groups, art and drama opportunities. Teachers should also do their best to promote a healthy home environment, through making materials available to parents, communicating with parents, teaching good study habits, and, when necessary, being an advocate for the child.

2.a. Educational Psychology Scenarios

Thu, 23 Jun 2011 05:38:33 +0100

In the following assignments for ED631 Educational Psychology, Karin Macklin asked us to come up with how, as teachers, we would respond to the challenging situations below. Each of these scenarios involves a developmental or psychological issue.

MS#4. After reading Salinger’s Catcher in the Rye in your eighth-grade English class, a student comes to you and tells you that, like Holden Caulfield, he wishes to kill himself. How should you respond?

First, I would take a deep breath and remain calm.

Then, I would ask him questions. It is a fact that people who commit suicide do usually talk about it beforehand, so I would take him seriously, and seek to find out more.

-Did he ever think about killing himself before he read the book?

-Why does he want to kill himself?

-Does he have any plans to do it? How/when/where?

-Has he ever talked with someone about this desire before?

Depending on the kids’ answers, the conversation might go other directions.

In any cases, I would tell the student that, because he expressed a desire to hurt himself, that, because I care about him and his friends and his family, I am going to have to tell the counselor and perhaps other school staff. I would tell the student “we are going to continue this conversation with the counselor, (or another adult at the school if the student prefers) who might know more about this. However, I will be there, too.” Even if the kid did not really mean what he said, it is still important for him to understand the gravity of his actions. Also, because he initially opened up to me as someone to confide in, it would be important to stay involved and supportive in the process of figuring out what is going on with this kid.

I would immediately contact the front office, by sending a stapled note with another student, or sending an email. I would not allow the student to leave class alone, but would escort them to the counselor’s office, or wherever else the front office directed me to go with him. Perhaps we would stay where we were, and other adults, such as the counselor, a favorite security guard, a parent, could come to us. (It might go the direction of “Sherri is coming down [from the office] to join in on this conversation. She will knock when she gets here, and I will let her in.”)

A troubled boy in your ninth-grade class refuses even to try to do his schoolwork. He believes nothing he does will make any difference, and he sees himself as doomed to fail in school. What steps can you take to help him?

Here are some quick ideas that come to mind:

I attempt to find out his interests and get to know him as a person. I talk with his other teachers and counselors to try and discover how he acts in other classes, if he expresses these same sentiments elsewhere, and if they have any insight or tips. I let him know that I know that he can succeed in school, and cite specific qualities about him that attest to his likely success. Based on what I know about him and his other classes, I try and subtley introduce him to learning topics that might not be directly related to school, but involve reading, writing and math. I talk with his parents to find out about his passions and what motivates him in other areas of his life. I look for cues as to career ambitions that might require school and try to help him work out a “contract” with himself to help him to complete high school. I keep an eye out for extracurricular activities to try and get him attached to the school and motivated to try, if not for academic or career reasons, at least so that he can compete in sports.

MS#4

Your ninth-grade class does not grasp the meaning of the term “insight.” What exercises or activities can you use to make them appreciate what insight is and why it is important in learning.

The definition of insight is “the capacity to see into the true or inner nature of a situation.”

1) I would ask the students, in partners, to break the word into two words. (“In” and “sight”). I would then ask them to define each of the words. Then ask them which two ways they could order the words. We would go over these responses as a class, and come up with the following.

a. “In” before “sight” means that an object is within a viewer’s perception. It is in their line of sight. Someone can see something.

b. “Sight” before “in” implies that someone is looking into something and can then see it.

2) We would then create a class skit. Two characters would be confused about a particular situation. The student with the magical “insight” glasses can see what is going on (i.e. they look around at the students holding the cue cards explaining the situations and can read them, “I.e. Lady Macbeth fears her own mortality”. The other student acts confused until he or she gets the glasses and can understand the situation too. From then on, we can cite this activity, asking which character in the book has their “insight” glasses on and which characters are “blind” to the situation.

HS#2

Your tenth graders are obsessed with achieving performance-oriented goals, such as getting an A, instead of with accomplishing meaningful learning. You want them to focus on mastery of important concepts and material. How can you show your students the shortcomings of having performance goals and the benefits of mastery-oriented goals?

1) Have students design tests for one another to take. They will probably try and stump one another to get A’s rather than focusing on larger concepts. Try and discuss the larger concepts with the class afterward. Discuss with the class what was ineffective about these students’ tests.

2) Give students essay tests rather than multiple choice. Give them all of the possible essay questions in advance. Make them broad mastery-level questions.

3) Have a two week unit in which students are doing challenging group projects, in which their primary grade is based on intellectual risk-taking and general mastery of the material. Make the project in a media in which students are unused to working – put the whole unit’s history info into song .They will be graded on mastery of the material, intellectual risk-taking, etc. Initial failures will be encouraged as the sign of ambition – the group with the best, most ambitious documented initial failure will be taken out to lunch with the teacher. Afterward, we would hold a series of discussions about the (hopefully) creative and intellectually stimulating output, or at least the purpose of the exercise.

4) As the class continues, dropping the lowest grade in one out of four major projects, but maintaining intellectual and artistic risk-taking as a component of the grading rubric during major projects and papers.

HS# 3

How would you balance the lessons of a physics unit on energy that introduces new ideas (i.e., concepts that students must change their current cognitive schemas to accommodate) with lessons that focus on filling gaps in knowledge (i.e., facts the students can assimilate into their current cognitive structures)?

In order that students do not become overwhelmed by new information that challenges existing schemas, I would seek to organize my lesson plan such that the lessons requiring the accommodation of existing schemas are interspersed with those that involve simply assimilating the new knowledge in with existing knowledge.

In presenting the lessons that require assimilation, (for example, learning what an “adverb” is) I would do my best to do a thorough review of the information whenever possible, (for example, asking “Who remembers from last year what an adjective is? A verb? What cues do these examples give you?”) and perhaps even create a diagram for students to fill out that helps them place the new information in with the existing information in a visually organized manner. This orientation would be intended to give the students confidence in their new knowledge by placing it into the “big picture” that they have already partially painted.

When possible, at the start of a particular topic or a particular day, I would endeavor to start with an assimilation-type lesson, and build from there into lessons that require more accommodation, thus building students’ confidence in their abilities as we move into the more difficult, schema-challenging lessons.

Prior to the more difficult schema-challenging lesson, I would seek to poll students (and/or their former teachers) in advance and review their existing understandings and beliefs about the topic of study. Presenting these at the beginning of the lesson, I would explain to students how the new knowledge challenges or complicates elements of their existing understandings, inform them that it may be confusing at first, but I am certain they will understand it by the time we are through, and then start into the schema-challenging lesson.