Module+1+Questions

Participants: Ashly Call, Lori Jones, Audra Bull, PJ Parsons - Group 2

1. What does the research say?

//AC - Chapter 1 discusses research and how it has been used. The NRP Report used many studies, but most of these studies were of short duration. Few studies went beyond a year. Most of the studies that lasted longer than a year were researching phonics. Shanahan implies that meta-analyses should be focused on more than single studies. He even discusses how the NRP should be a model for how studies are selected and analyzed in meta-analyses. This chapter shows the importance of having set rules that can be followed when analyzing research. Many times teachers, lawmakers, and others have used research with only a single study or have misinterpreted research. Misuse of research could waste time and money. Setting guidelines for research and how it is used and interpreted could cut time and money loss.

Chapter 2 discusses research on constructivist approaches to reading. The author presents two sides of whether constructivist teaching methods are effective or ineffective. Because both sides were presented, I did not feel that there was conclusive evidence about the efficacy of constructivism. Although, there is some evidence that constructivist teaching methods have improved standardized test scores.//

LJ: Chapter 1 Research gives us a chance to look at teaching differently. Most teachers when they hear "research based" could scream. As a teacher we realize that not all things that are "research based" actually work with our individual children. This also is used to sell a product which can me misleading. Yet we reach out to research when we want something new and different. I like the terms research based in this chapter as being reserved for those instances when there was strong evidence that a particular type of instructional intervention had worked in the past and then research proven to mean taht specific programs or procedures have been tested successfully in experimental research. Of particular interest to me was the research done by Shanahan, 1979 in regards to writing and although it couldn't be used to support increased writing in the classroom I feel that writing is often left out of the curriculumn and I feel it is so important. Chapter 2 discusses the Constructivist Theory. something important in this theory is the not only use but a well practiced and used collaborative grouping. It is one thing to have meaningful group work and have it as an afterthought. Most teachers know to use groups but they don't always necessarily know how to use them to be productive.Ch. 2 also discusses the importance of using explicit, systemantic, mindful, and contexualized teaching and learning methods in the classroom (discussed in question 2).

Chapter 2-I love the term "social negotiation" because through this process, my special education students learn SO much. I tell them "Collectively, we know a lot of stuff". However, my thinking was challenged again when the summary stated "the teacher is not a director or facilitator of the students' learning, but rather is a participant-observer in the learning process". Instead of letting children "discover" to make sense of what is being taught, the teacher explains and participates with the students. This has caused me to rethink my role as teacher.**
 * PJ- Chapter 1 blew me away! By the time I was finished reading it, I felt research was pointless! I was SHOCKED when it said that the Read-Aloud Handbook was not researched-based, but rather an opinion book. I had always thought it was a standard and should be followed. I started to use it in my research paper, then decided not to because of Chapter 1. Since it's not research-based, I didn't think I should use it in my research paper. then, I was dismayed at the other comments, like what you put in your comment above, that many people choose "a" research article or even a published article in, let's say, //The Reading Teacher//, and use it for implementation of programs or to sell products! It made me think that I must be more discriminatory when I am reading research articles and to look them over closely. I've got to lose this, I believe every word everyone says, thing in my brain and be a "thinker", or an "unrested intellectual" :) and ask questions about what I read, then sift through it to find the BEST parts.

AC - You guys had some great comments. PJ, I laughed out loud reading your comments. I, too, sometimes feel that research is not that useful. However, I found the author's advice to read all the parts of research (design, methodology, results, etc.) instead of just implications to be helpful. I'm definitely guilty of just skipping all the boring parts and reading the implications.

I also reflected on the meaning of being a participant-observer instead of a facilitator. I remember in my undergraduate classes I had to write a philosophy of education and I had written that I wanted to be a facilitator. Now, I would change it because I feel that I'm striving to become more of a participant-observer. MS I KNOW IT IS HARD TO STAY RESEARCH BASED WHEN A GREAT DEAL OF OPINIONS ARE PRESENT AND EASILY USED. I ALSO KNOW THAT RESEARCH IS SO HARD TO PROVE IN THE REAL WORLD BECAUSE THE RESEARCHERS ARE USING REAL LIVE SUBJECTS. I PERSONALLY WAS MET WITH PEOPLE NOT WILLING TO PARTICIPATE IN MY DOCTORAL THESIS AND I DIDN'T BLAME THEM EVEN THOUGH IT WAS NOT A CLINICAL STUDY.

AB - Fo all of the researchstudies that proclaim the constructionist approact the mos beneficial to teach reading, there are just as many studies that refute the validity of the constructivist approach.

2. Apply the four dimensions of teaching and learning to your teaching style. Be specific.

//AC - Explicit/Implicit – I feel that I am mostly in the middle of the explicit and implicit continuum. I realize that I should be more explicit in my teaching, but sometimes because of time constraints – I fail to demonstrate strategies/activities thoroughly. While teaching phonics, I try to explicitly teach the sounds certain patterns make and discuss techniques and strategies to help students decode words. However, there have been times when I have not thoroughly discussed different comprehension techniques.//

LJ: Explicit/Implicit - I feel that like AC I too am somewhere in the middle. I seem to sometimes get stuck on something and keep using it. And then I don't teach to my best ability. I know I need to follow through with what I am teaching but I have caught myself getting tired of telling students how to do something and I will stop in the middle.


 * PJ-I find I am on the implicit end of the continuum-Leaving the children to figure it out on their own. Mostly that is because I am not a verbal person. As long as I am in the "zone" and teaching a concept, I can talk plenty (talk tool), but then I don't follow through. I've known for a while I am missing pieces of the "puzzle" in teaching, but now I know what I've been missing. I am so glad to be in these classes. However, I am very good at giving my students lots of time to practice with the skills I'm teaching.**

AB - I also feel that I am in the middle. I love readking aloud to the kids. I get to act out all the characters so the kids can see my enthusiasm and interaction with the text, but by reading aloud I can easily model, ask quided questions, predict.

It is not enough to ask a student to read just because I said so. Before we read ANYTHING we discuss the what and the why. I have found that a really effective way to get the kids INTO the story before we begin, is to ask level 3 (thematic) questions. For instance, before we read the short story "Bargain" by A. Gutherie I ask the kids to draw pictures each for the words 'justice' and 'revenge'. We then discuss their pictures. This has been very effective. Some of the discussions have gotten quite heated. I loved it!!!

__//AC - Systematic/Unsystematic – Over the summer or at the beginning of the each nine weeks, I try to take time to look at what objectives need to be covered according to my district’s pacing calendar. Then, I use these plans to make my required weekly lesson plans. When I don’t procrastinate I’m able to do this, but generally towards the end of the year I slack off. I know that I could definitely be more systematic in my instruction. However, I feel that I’m a pretty good judge of what needs to be taught next to my students (through observations) even though I don’t always map my curriculum out nine weeks at a time.//

LJ: Systematic/Unsystematic - I feel I am Systematic because I look at the objectives that need to be taught and then I plan units accordingly. This is how I plan throughout the year and I have time to reteach as well on most occassions. I do find myself having to spend more time on somethings and do not get to everything but I feel that it is important to make sure students are understanding.


 * PJ-My middle name is Systematic! I see all my instruction in a "straight line". I identify the major milestones and when I'd like to achieve those, then map out ALL the steps I need to get there. However, I am always adjusting according to the needs of the students. They don't always learn concepts as fast as I would like, but I make sure the subject is covered as much as they need to get it set in their minds. Then, I spiral back through previously learned concepts and skills because special ed students have difficulty with memory. It provides me another opportunity to assess what has been learned and gives the students more opportunities to commit the info to long-term memory.**

AB - Thinking about unsystematic makes me remember my first couple of years of teaching...if only I could have those students back so that I could do it all over again, only better. PJ, it doesn't surprise me that you are systematic. :) Now, I am systematic; however, I have learned that I have to leave room in the 'system' for incidentals.__

__//AC - Mindful/Mindless – I feel that when I plan my instruction I have a purpose for it, but many times I forget to communicate the importance of learning or doing an activity. I know that I do not focus on metacognition. I understand the purpose of it and believe it is something I should do. However, I find it difficult to teach. As far as mindless instruction, I do a little bit of skill and drill, but I do not focus a majority of my time on it.//

LJ: Mindful/Mindless - I have a reason for teaching anything I teach, I don't have time to not do this. I do feel that I have a strength in this area because even though I have a plan to teach something I always have something in the back of my head that I can change to if I feel it is necessary. This takes activities from mindless to mindful.

PJ**-In our 5463 class Wednesday, one of the classmates, Melissa Bruce, told our work group about a visual aid that I thought was a good practice to incorporate into my classroom. Each day, for each instructional activity, the objective is written where everyone can see it (love the smartboard), any page numbers involved, the activity's name, and any materials (crayons, glue) needed. I could see myself spending about 30 minutes each day setting up a few slides for the smart board that would explain these few things for the students and that might cut down on the confusion my students experience when there's a transition. I'm going to incorporate this planning step into my after-school routine. It's also another chance to expose my students to another type of text.**

AB - I have now been teaching for 11 years, 9 of which have been in the same school, same subject, and same room. For the first 3-4 years, I was VERY mindful of every aspect of teaching, from curriculum development, individual lesson planning to classroom management. However, I became comfortable in my position. My curiculum was well-thought out, complete. I had developd synamic lesso pans for each unit. My classroom management techniques ha evolved. I was/am an effective teacher until one dayin October of '08 when an ELL student handed me a paper that said, "I can notread what yougave us. Please help me!" I didnt know how to help her. I realized that I had not been as mindful as I led myself to believe. Humbling moment!

I agree with you LJ. The nice thing about having taught for a few years is that I always have several ways to so something if the first plan doesn't not work out.__ _ __//Contexualized/Decontextualized – It is important to set a purpose for children to be motivated to learn. I try to remind students why reading is important. I try to identify situations where students will need to read and provide authentic opportunities for students to read and write. This past year, I had students write notes to each other in class. They also had pen pals in another city. I believe that the desire to communicate with others in written form served as an authentic context for learning.//

LJ: Contexualized/Decontexualized - I currently am teaching kindergarten so I give my students lots of examples of why they want to read and we do a lot of talk alouds with each other. I encourage them to make up stories until they can recognize the words and then we progress into being able to read by the end of the year what a wonderful feeling for them.


 * PJ-I set up a "mail" system in my classroom, too, hoping students would find it fun and relevant to write. I took it for granted they would know what to do. I was WRONG. Most had never mailed a letter or even seen their parents do that. Wow, am I behind the times or what. The students did have a great time with it and made notes to the "birthday" people when those came up on the calendar, but folding up a piece of paper, making cuts or random drawings, and putting it in an envelope I didn't consider writing. I learned from the experience and know next year, to explicitly teach and watch for implicit activities. Wow, Ashly, pen pals in another city. I bet that was fun but it took some planning to get it set up. You're a fun teacher!**

AB - As mentioned previously, before every unit a BIG,thematic, guiding question is asked. The purpose of this question is to allow the learners to draw upon their backround knowledge and make a connection to the material. It does not matter of the learning material is narrative, descriptive, or expository in nature, the learner can use personal experience to make connections.__

MS. I LOVED YOUR ANALYSIS OF YOURSELF AND YOUR TEACHING. THROUGH KNOWLEDGE COMES BETTER THINKING. KNOW THYSELF.....

3. What constructivist-like principles can you idnetify and what are the implementations for the classroom?

//AC - There are five main principles of constructivism illuminated in the text. The first principle is to create a classroom environment that encourages deep engagement in reading. This can be done through teachers stating their expectations for reading. The text on p. 31 highlights important expectations that need to be communicated. Also, students need to have an opportunity to reflect on their learning. I think learning journals are a wonderful idea. These can be used for other subject areas as well.

The second principle is to balance the four dimensions of teaching and learning: explicit teaching, systematic planning, mindful teaching, and contextualized learning. Basically teachers should thoroughly explain thinking and strategies (explicit teaching), have a clearly planned path for learning (systematic planning), be aware of the reasons (and explain them) for learning activities (mindful teaching), and develop learning opportunities that students can easily relate and connect (contextualized learning).

The third principle is to create opportunities for intellectual unrest. Students need to question what they're learning and how it fits into what they already know. If teachers use Bloom's Taxonomy and the higher orders of thinking (i.e. - transformation, discussion, application, and evaluation), then these strategies will help develop intellectual unrest.

The fourth principle is to develop metatextual awareness. This means students are aware of the ways texts function. Constructivist teachers require students to reflect on the relationships and connections between texts.

The final principle is the use of authentic tasks. Worksheets are brought to a minimum. Students are engaged in real life reading and writing tasks.//

LJ:The first principle (Create a classroom culture taht supports and encourages deep engagement with multipe demonstrations of effective reading behavior): My classroom I feel supports deep engagement. We often take reading to a different level and all directions. I know that one way of teaching is not going to work for every child so there has to be variety. The second principle (Employ teaching activities and strategies that a judicious mix of the four dimensions of teaching and learning): From the minute I plan my lessons until I follow through with the lesson and then check for understanding I feel that I am using the four dimensions. I have a reason for what I am doing and I make sure I use a variety of teaching strategies to help all learners. The third (employ structures and processes that create continuous opportunities for the development of the intellectual unrest) I feel I could actually be better at this. I often try so hard to read all students that sometimes I spend too much time helping the bigger group of learners instead of the few that need to be pushed to the next level (at least I think this is what this means!!) The fourth (develop each leaners metaextual awareness of the process and understandings implicit in effective reading behavior) I strive to make learners understand how and why we read I eventually get through to most but teaching kindergarten I know it is important but it may not happen at this point. The fifth (design and use tasks that will coerce authentic use of the proecesses and understandings implicit in effective reading behavior): Again if I am understanding this right I create meaningful lessons to encourage all learners.


 * PJ-I like the term "intellectual unrest". Isn't that the same as curiosity about the world around you? Or is it asking questions directly related to academia? I think "intellectual unrest" makes us, as teachers, really think about that term and what it should "look like" in the classroom among our students and their behaviors. It made me stop and do a lot of thinking. Also, most teachers struggle with "metatexual awareness". They are presented with a textbook from which they build their lesson plans and curriculum, but it takes an exceptional teacher (not in the reading specialist program) to realize the connections within the text. Metatextual awareness is a term I just read about and haven't even heard about it anywhere else in all my years of going to college. If it isn't taught to student teachers who become teachers, how can they teach it explicitly to their students? Now, as reading specialists, this could become a professional development demonstration to have on one of those teacher work days that would be meaningful. We could ask to teach a few strategies to our faculty friends they could immediately turn around and use in their classrooms with the students! All this is "new" to me and I've thought a great deal about how to use this information with my special ed students. I haven't ever used a reflection journal or a think journal, but I would like to know more about that topic so I could integrate it into my students' learning day. It sounds like a good activity.**

AC - PJ, I think that intellectual unrest is curiousity. I think that curiousity drives children to learn more about topics of interest. I think your idea about having a professional development on metatextual awareness is brilliant. Like you, I had never heard of it before and would like to look it up and find out more.

AB - Actually, I did not like the term intellectual unrest. It did not sit well with me. I want my students to feel safe, not just physically but emotionally and intellectually. I believe that the kids hae to trust me to protect them fom anyone seeking to devalue their experience. For exampe, I had an extended day reading group comprised of 15 boys, majority of which were black. I chose to read //The Pact// by The Three Docs. I had previously read this book with my nephew and felf these boys could relate. At first the boys didn't want to participate in the discussion, but gradually more and more of them began making comments and actually sharing personal stories. It took a little while but the boys learned they could trust me.

MS: I PERSONALLY LOVE ALSO INTELLECTUAL UNREST. I HAD A PRINCIPAL WHO USED TO TELL THE STUDENTS ABOUT THE VALUE OF UNREST IN THE HEAD. HE WOULD SAY IF YOUR BRAIN IS NOT HURTING AT THE END OF THE DAY, THEN YOU HAVE NOT LEARNED ANYTHING. I AGREE.

4. Your Questions

//AC - *A. What are some tasks/activities that can be used to develop metatextual awareness in grades K-3? IT IS NEVER TOO LATE TO WORK ON TEXT STRUCTURE, RELATIONSHIPS OF WORDS, EFFECTIVE REVISING, WORD STUDY, ETC. BASICALLY I SEE METATEXTUAL AWARENESS AS KNOWING HOW PRINT SHOULD AND DOES LOOK, HOW TO USE THE PRINT EFFECTIVELY TO COMMUNICATE, HOW TO USE PRINT TO MAKE A MESSAGE CLEARLY AND WITH THE RIGHT WORDS.

B. What can I do to help unmotivated students have a purpose and use for reading? (see my question and answer for #2 below)

AB - I really try to ask a good guiding question and get them engaged that way. For example, before reading a story that takes place in the old west I ask them to discuss the differences or similarities between justice and revenge. Boy oh boy do they have some interesting things to say.

C. How beneficial do you find flash cards and drill and practice tasks?//

AB - A. Referring to page 20. "When practioners adopt a research-based program, I suspect that they often ease up on their teaching, assuming that the gains will be automatic." Q: Isn't this the very foundation of "scripted programs?...that the teacher's instuctional delivery be standardized therefore not impeding the success of the program?

AC - I think so. The creators of those programs probably felt that saying information in a specific way helped students achieve success. It makes me wonder how many students were assessed in scripted curriculum research and what conditions the scripted curriculum was taught. I don't feel like scripted curriculum is very successful, but there must have been some research that proved it so.

B. I totally understand "that research is most influential when its findings match the social, political, and economic tenor of the times: but can't or shouldn't the findings of research establish the social, political, and economic tenor?

AC - That's definitely the way it should go, but too often someone influential likes an idea or wants to profit from an idea and all research goes into that specific area.

C. * In addition, shouldn't the research findings start the discussion rather than substantiate it? i AGREE THAT RESEARCH SHOULD BE THE START OF IDEAS. TEACHERS HAVE GUT FEELINGS ABOUT WHAT WORKS AND WHAT DOESN'T WORK. TEACHERS SHOULD BE ABLE TO PROVE THE BEST THINGS AND BE ABLE TO SHARE THESE IDEAS WITH OTHERS. TOO OFTEN WE USE THE INFORMATION FROM OTHERS WHO RESEARCHED IN THE URBAN AREAS, WITH A DIFFERENT TYPE OF POPULATION. WE KNOW WHAT IS EFFECTIVE AND WE SHOULD BE ABLE TO HAVE ALL STUDENTS IN OUR AREA BENEFIT FROM OUR KNOWLEDGE.

LJ - (my questions were here and they disappeared so these are new: A. Flash cards worked really well for my kindergarten students this year but is it a good practice?

AC - When I taught kindergarten, I found that flash cards were useful. I think in moderation (like no more than 10 minutes a day) they can be very helpful to students.

C. How do you help the student that gets done before you stop talking?
 * B. Students that come from less desirable home lives are often unmotivated to do anything for you. Is it a good practice to give them self paced work? WHAT DO YOU MEAN BY SELF-PACED WORK? DOES IT MEAN CREATIVITY AND CHOICE IS NOT AVAILABLE (THOSE TWO POINTS ARE MOTIVATIONAL). DOES IT MEAN THAT INDIVIDUAL INTEREST AND RATE OF SPEED IS NOT THE STUDENT'S CHOICE. WHEN YOU ARE LOOKING FOR MOTIVATING ACTIVITIES, I FEEL CHOICE, INTEREST, GROUP COLLABORATIVE EFFORTS, ALL PLAY A FACTOR IN THE DEVELOPMENT.

AC - I generally try to have a back up plan for early finishers. They might read, write in their journals, or if they are fairly responsible I allow them to peer tutor.