I went to the first of Barb's presentations and even though it has been nearly two months since I saw her, what was said there that night has stayed with me. When I look back there are several things that have stuck with me.
The first among them is Barb's sense of humor, which relies heavily upon sarcasm. I loved it! To me humor is one of most normalizing elements of our existence. When she laughed, or more often made us laugh, she did not have autism. We often think that people with autism, or any other neurological disorder are incapable of adjusting to what is "normal". This proved that wrong. For it is "normal" people who have the problem.
The second thing that was really interesting was the fluency that she exhibited in her writing. Before the audience was a woman who is learning to talk, and yet when you read her work there is a level of intellect and emotion that is absent from a lot of work by "normal" individuals. Even when she was answering questions during the Q&A portion of the presentation, with little time to edit and refine her language, she was still remarkably concise in her language.
The last thing that really shocked me was the sheer force of her will. Although she said that she enjoyed giving presentations, it was clear that she was definitely out of her comfort zone. And yet, there she was proving everyone in attendance that she could it. I think even she was admit that she would have rather been doing something else, but there was a point to be made, and minds that needed changing. She was very aware that many of us in attendance were going to be future teacher and I think she changed everyone's perception of the person with "autism". She sure changed mine.
Showing posts with label Matthew Wilder. Show all posts
Showing posts with label Matthew Wilder. Show all posts
Sunday, April 28, 2013
Thursday, April 25, 2013
Marginalization of Religion
My piece was by Boudreau and it was entitled the Marginalization of Religion. In it Boudreau discusses how academia, in all of its supposed inclusiveness, has systematically removed any notion of the legitimacy of religion.
Boudreau says that in many respects this attitude permeates academia to the point where religion has become a primitive explanation for things that the human mind simply does not understand. He further discusses how at many Universities around the nation, religion is seen as something a well educated individual will eventually grow out of.
Boudreau says that this understanding of religion has even spread to much of the media, in which he says that religious persecution of majority religions such as Christianity and Islam is the last remaining tolerated form of persecution. "If any alien were to visit from another planet and listened only to media reports about religion, the creature would believe all Muslims are terrorists and all Catholics are pedophiles", says Boudreau.
He believes that this marginalization is not only a radical and intolerable view on religion but that it also runs directly contrary to the goals of education. How, asks Boudreau, can a person appreciate the inspiration of the Renaissance painters, the words of Shakespeare who repeatedly quoted religious scripture without at least a contextual understanding of Christianity. He insists, and I happen to agree, that a student cannot understand these things without first discussion the importance of religion. The supposed "evils of religion" that can be brought up may be true, yes, but that is no reason not to discuss it, nor celebrate the cultural richness that religion provides. Has radical Islam been the inspiration for modern terrorist activities? Yes, but Islam has also inspired beautiful poetry and wonderful music. Did Christianity serve as the precipitating factor for the horrible Crusades and Inquisitions, which cost the lives of hundreds of thousands? Yes, but Christianity also inspired Milton to write Paradise Lost, da Vinci to paint The Last Supper, and Martin Luther King, Jr. speak so eloquently in his "I Have a Dream" speech.
Boudreau says that in many respects this attitude permeates academia to the point where religion has become a primitive explanation for things that the human mind simply does not understand. He further discusses how at many Universities around the nation, religion is seen as something a well educated individual will eventually grow out of.
Boudreau says that this understanding of religion has even spread to much of the media, in which he says that religious persecution of majority religions such as Christianity and Islam is the last remaining tolerated form of persecution. "If any alien were to visit from another planet and listened only to media reports about religion, the creature would believe all Muslims are terrorists and all Catholics are pedophiles", says Boudreau.
He believes that this marginalization is not only a radical and intolerable view on religion but that it also runs directly contrary to the goals of education. How, asks Boudreau, can a person appreciate the inspiration of the Renaissance painters, the words of Shakespeare who repeatedly quoted religious scripture without at least a contextual understanding of Christianity. He insists, and I happen to agree, that a student cannot understand these things without first discussion the importance of religion. The supposed "evils of religion" that can be brought up may be true, yes, but that is no reason not to discuss it, nor celebrate the cultural richness that religion provides. Has radical Islam been the inspiration for modern terrorist activities? Yes, but Islam has also inspired beautiful poetry and wonderful music. Did Christianity serve as the precipitating factor for the horrible Crusades and Inquisitions, which cost the lives of hundreds of thousands? Yes, but Christianity also inspired Milton to write Paradise Lost, da Vinci to paint The Last Supper, and Martin Luther King, Jr. speak so eloquently in his "I Have a Dream" speech.
Wednesday, April 24, 2013
QTC Chapter 2
2.1
As I understand Piaget and Vygotsky, I can think of two very important things to do with my struggling students. In accordance with Piaget, I would make sure my students had has many experiences as possible. Exposing students to a wide range of activities would allow them to develop certain skills that they had yet to experience, which will aid them in their cognitive development. I would also follow Vygotsky's recommendation and try to challenge students with the Zone of Proximal Development. In this, I would attempt to discover exactly what the student's were capable of, in respective to a given subject. I would then, without taking a grade, truly challenge them to the point where they may become frustrated. I would then back down the difficulty slightly, and allow the students to work through possible but still challenging material. Vygotsky said that this technique would allow students to rise to the challenge and grow from that challenging experience. I think these two strategies matches up very well with Piaget and Vygotsky's ideas.
2.2.
Language is especially important when considering the cognitive development of children and adolescents. In high school, I would make it a point to be sure the students are developing a mature and competent vocabulary. It is important that students are aware of the words that they are supposed to use in the classroom and that they understand those words, in various contexts. Another important skill in high school is public speaking. Students, even those who are not thrilled with the idea, need to be exposed to public speaking. Finally, I think written language skills are paramount to develop during this time. They now know how write and construct sentences and paragraphs. Being able to do so effectively and eloquently are invaluable to future academic success and employment.
As I understand Piaget and Vygotsky, I can think of two very important things to do with my struggling students. In accordance with Piaget, I would make sure my students had has many experiences as possible. Exposing students to a wide range of activities would allow them to develop certain skills that they had yet to experience, which will aid them in their cognitive development. I would also follow Vygotsky's recommendation and try to challenge students with the Zone of Proximal Development. In this, I would attempt to discover exactly what the student's were capable of, in respective to a given subject. I would then, without taking a grade, truly challenge them to the point where they may become frustrated. I would then back down the difficulty slightly, and allow the students to work through possible but still challenging material. Vygotsky said that this technique would allow students to rise to the challenge and grow from that challenging experience. I think these two strategies matches up very well with Piaget and Vygotsky's ideas.
2.2.
Language is especially important when considering the cognitive development of children and adolescents. In high school, I would make it a point to be sure the students are developing a mature and competent vocabulary. It is important that students are aware of the words that they are supposed to use in the classroom and that they understand those words, in various contexts. Another important skill in high school is public speaking. Students, even those who are not thrilled with the idea, need to be exposed to public speaking. Finally, I think written language skills are paramount to develop during this time. They now know how write and construct sentences and paragraphs. Being able to do so effectively and eloquently are invaluable to future academic success and employment.
Thursday, April 18, 2013
QTC 10.1 & 10.2
10.1 Lower Order:
Define self-regulation.
10.2 Higher Order:
You notice several of your students, even those who are usually high performing, are having difficulties with a long-term group project you have assigned. Design an intervention strategy that will increase their collective self-efficacy.
Define self-regulation.
10.2 Higher Order:
You notice several of your students, even those who are usually high performing, are having difficulties with a long-term group project you have assigned. Design an intervention strategy that will increase their collective self-efficacy.
QTC 9.1 & 9.2
9.1 Lower Order:
What are terminal behaviors? What are some strategies mentioned in the text to effectively reduce these behaviors?
9.2 Higher Order:
In your one of your classes, a student has been consistently interrupting you, as well as her fellow students. Her comments are not related to the topic at hand and is usually completely arbitrary. You have attempted to address these issues using cueing, detention, extra work, even a referral to the assistant principal, yet nothing seems to work. Design a contingency contract addressing this problem. Describe the steps of implementation, as well.
What are terminal behaviors? What are some strategies mentioned in the text to effectively reduce these behaviors?
9.2 Higher Order:
In your one of your classes, a student has been consistently interrupting you, as well as her fellow students. Her comments are not related to the topic at hand and is usually completely arbitrary. You have attempted to address these issues using cueing, detention, extra work, even a referral to the assistant principal, yet nothing seems to work. Design a contingency contract addressing this problem. Describe the steps of implementation, as well.
QTC 8.1 & 8.2
8.1 Lower Order Questioning:
Define the terms algorithm and heuristics. How do the relate to one another?
8.2 Higher Order Questioning:
Design a heuristic plan for a class within your content area. Refer to page 268, making you sure you include at least four of the six suggestions.
Define the terms algorithm and heuristics. How do the relate to one another?
8.2 Higher Order Questioning:
Design a heuristic plan for a class within your content area. Refer to page 268, making you sure you include at least four of the six suggestions.
Tuesday, April 9, 2013
Report Abuse - Case Study 3
The scenario presented in Case Study 3 is uniquely challenging in that there are several things that one must consider when evaluating the best course of action.
First of all, the teacher has already recognized that this could become an issue. Whenever a teacher suspects that of a student, especially at the high school level, they should make a point to write that down in some way. Remember if you have noticed it, others may have noticed it as well. Or the student may have said something to one of their friends. With this in mind, it would also be advisable to leave the door to the classroom open anytime you are alone with a student, but in particular when this student is in the room with you.
Concerning the event mentioned in the case study, it is important to note that you should never touch in anyway, doing so could be misconstrued. In a very polite, but firm manner the teacher should indicate the level of inappropriateness in the student's actions. If the student has made no physical advance toward you, it would be wise to ask that he/she leave the classroom. Once that is done, it would be advisable to make note of the incident, and then report the incident to the principal immediately. If the student has touched you, it is important to excuse yourself immediately, going straight to the principal's office.
From there a plan can be drawn up as to how to proceed. Possible solutions could be the moving of the student to another teacher, private or joint counseling with the school counselor. Unless, the teacher feels threatened by the advance, it is always important to remember that the student may be confused and hurt by the teachers refusal and to not say anything that might hurt them further. And of course, the incident should be kept on a need to know basis.
First of all, the teacher has already recognized that this could become an issue. Whenever a teacher suspects that of a student, especially at the high school level, they should make a point to write that down in some way. Remember if you have noticed it, others may have noticed it as well. Or the student may have said something to one of their friends. With this in mind, it would also be advisable to leave the door to the classroom open anytime you are alone with a student, but in particular when this student is in the room with you.
Concerning the event mentioned in the case study, it is important to note that you should never touch in anyway, doing so could be misconstrued. In a very polite, but firm manner the teacher should indicate the level of inappropriateness in the student's actions. If the student has made no physical advance toward you, it would be wise to ask that he/she leave the classroom. Once that is done, it would be advisable to make note of the incident, and then report the incident to the principal immediately. If the student has touched you, it is important to excuse yourself immediately, going straight to the principal's office.
From there a plan can be drawn up as to how to proceed. Possible solutions could be the moving of the student to another teacher, private or joint counseling with the school counselor. Unless, the teacher feels threatened by the advance, it is always important to remember that the student may be confused and hurt by the teachers refusal and to not say anything that might hurt them further. And of course, the incident should be kept on a need to know basis.
Sunday, March 3, 2013
7.1 & 7.2
7.1: Overcoming confirmation bias can be a difficult process. In your own words, define confirmation bias and recall a time in your own experience in which you have overcome this phenomenon.
7.2: What are some common misconceptions for children in your licensure area? How can you as a teacher design creative ways to rectify these misconceptions?
7.2: What are some common misconceptions for children in your licensure area? How can you as a teacher design creative ways to rectify these misconceptions?
Sunday, February 24, 2013
6.1 & 6.2
6.1: (Lower level)
Theorist have categorized two distinct ways in which students learn declarative knowledge and commit that knowledge to long-term memory -- rote learning and meaningful learning. What are the differences between these two? Recall a situation in your own educational experience in which you have employed both of these strategies.
6.2: (Higher level)
Meaningful learning has three subcategories (i.e. elaboration, organization, and visual imagery). For each subcategory, describe an activity you could use in your classroom. Be sure the activities are appropriate for your licensure area. Also try to make each activity centered around the same topic (e.g. multiplication, cell structure, the American Civil War).
Theorist have categorized two distinct ways in which students learn declarative knowledge and commit that knowledge to long-term memory -- rote learning and meaningful learning. What are the differences between these two? Recall a situation in your own educational experience in which you have employed both of these strategies.
6.2: (Higher level)
Meaningful learning has three subcategories (i.e. elaboration, organization, and visual imagery). For each subcategory, describe an activity you could use in your classroom. Be sure the activities are appropriate for your licensure area. Also try to make each activity centered around the same topic (e.g. multiplication, cell structure, the American Civil War).
Sunday, February 17, 2013
Ingrid's Standardized Test Scores
Ingrid is twelve years old and as such she is at a very critical time for the development of good academic habits for her future academic career. The meeting with Ingrid's grandmother is important because Ingrid has a unique situation as far as her standardized test scores are concerned. She has exhibited very high scores in several tested subjects, but has also significantly underperformed in a few areas.
When the meeting with Ingrid's grandmother begins, I would first be sure to indicate her individual academic strengths. Ingrid's scores in Reading Comprehension, Science, and Social Studies are all exceptionally above average. Standardized tests in all of these areas require high reading abilities. From these we can conclude that Ingrid's reading ability is significantly higher than students around the country. Many of her classes in middle school and on into high school will require her degree of reading ability, and it will be important to mention that Ingrid will probably be placed in Honors courses in many subjects.
Ingrid is having some problems in spelling and mathematics, however. In consideration of her spelling score, I would definitely mention that it could be test formatting that led to the poor assessment. Her grandmother and I could look back at her coursework in spelling to determine if this is indeed the case. If Ingrid performs well in class, but poorly on a test, the format could be to blame. Or perhaps she had simply had a bad day. If, it is determined that Ingrid is struggling with spelling, we could look at other possible causes. Perhaps traditional spelling instruction is failing to meet Ingrid's way of learning. Traditional instruction usually involves weekly repetition of a new group of words. Individualized, differentiated instruction may be needed.
In terms of mathematics, especially in terms of computation, it seems that Ingrid has not acquired the basic skills needed. I would recommend extended instruction on the more basic concepts of computation, and rely on constant, yet "fun" practice of these skills until she has mastered them. It is possible that she is just simply missing something basic that a prior teacher failed to notice. I would make a point to indicate that Ingrid is capable of understanding these concepts, but the current method of instruction is simply not making sense to her. It might prove wise to disseminate these skills to her in a way that is in written format. Perhaps relying heavily on word problems would play to her natural strengths as a strong reader.
When the meeting with Ingrid's grandmother begins, I would first be sure to indicate her individual academic strengths. Ingrid's scores in Reading Comprehension, Science, and Social Studies are all exceptionally above average. Standardized tests in all of these areas require high reading abilities. From these we can conclude that Ingrid's reading ability is significantly higher than students around the country. Many of her classes in middle school and on into high school will require her degree of reading ability, and it will be important to mention that Ingrid will probably be placed in Honors courses in many subjects.
Ingrid is having some problems in spelling and mathematics, however. In consideration of her spelling score, I would definitely mention that it could be test formatting that led to the poor assessment. Her grandmother and I could look back at her coursework in spelling to determine if this is indeed the case. If Ingrid performs well in class, but poorly on a test, the format could be to blame. Or perhaps she had simply had a bad day. If, it is determined that Ingrid is struggling with spelling, we could look at other possible causes. Perhaps traditional spelling instruction is failing to meet Ingrid's way of learning. Traditional instruction usually involves weekly repetition of a new group of words. Individualized, differentiated instruction may be needed.
In terms of mathematics, especially in terms of computation, it seems that Ingrid has not acquired the basic skills needed. I would recommend extended instruction on the more basic concepts of computation, and rely on constant, yet "fun" practice of these skills until she has mastered them. It is possible that she is just simply missing something basic that a prior teacher failed to notice. I would make a point to indicate that Ingrid is capable of understanding these concepts, but the current method of instruction is simply not making sense to her. It might prove wise to disseminate these skills to her in a way that is in written format. Perhaps relying heavily on word problems would play to her natural strengths as a strong reader.
Monday, February 11, 2013
Matthew Wilder 14.2
14.2 Consider norm referenced assessment and criterion refereneced assessment. Are there advantages to both? Are there disadvantages?
I think that there are distinct advantages to both assessment types, but the norm-referenced assessment also has a definite disadvantage, as well.
Teachers in the classroom tend to construct various forms of criterion-referenced assessments to determine who has mastered what concepts, and to what degree. Criterion-referenced assessment tends to be what we think of when we hear "Exam next Friday" or "Quiz tomorrow morning over tonight's reading". The focus of this type of reference assessment is that the individual student is aware of exactly what he or she learned from a given lesson. Teachers can create these assessments by following a pre-determined standard established by the school, school system, state, or Federal government agency.
In contrast, norm-referenced assessments are used to demonstrate a student's degree of knowledge on a wide range of issues, relative to their peers. Typically, norm-referenced assessments are commonly standardized and created professional test creators, with the singular purpose of stratifying their data to rank the students who take the exam. Famous entry exams such as the ACT, SAT, GRE, and LSAT are all exams of this type of assessment. It can be extremely helpful for institutions to classify students based on their knowledge and test taking skills. These assessments do have their disadvantages, however. Scores will not indicate with any particular certainty, whether or not, a student has learned material. It is merely a ranking.
I think that there are distinct advantages to both assessment types, but the norm-referenced assessment also has a definite disadvantage, as well.
Teachers in the classroom tend to construct various forms of criterion-referenced assessments to determine who has mastered what concepts, and to what degree. Criterion-referenced assessment tends to be what we think of when we hear "Exam next Friday" or "Quiz tomorrow morning over tonight's reading". The focus of this type of reference assessment is that the individual student is aware of exactly what he or she learned from a given lesson. Teachers can create these assessments by following a pre-determined standard established by the school, school system, state, or Federal government agency.
In contrast, norm-referenced assessments are used to demonstrate a student's degree of knowledge on a wide range of issues, relative to their peers. Typically, norm-referenced assessments are commonly standardized and created professional test creators, with the singular purpose of stratifying their data to rank the students who take the exam. Famous entry exams such as the ACT, SAT, GRE, and LSAT are all exams of this type of assessment. It can be extremely helpful for institutions to classify students based on their knowledge and test taking skills. These assessments do have their disadvantages, however. Scores will not indicate with any particular certainty, whether or not, a student has learned material. It is merely a ranking.
Matthew Wilder 14.1
(14.1) Think of a lesson plan from your licensure area. Knowing that assessment is an integral part of teaching, explain at least four informal and formal assessments that you will use in your lesson plan to provide you with feedback and involve the students in assessing their own learning.
For the purposes of this reflection, I will be assuming the role of a High school Government teacher. I will present a 3 day lesson concerning the anti-Establishment and Free Exercise clauses from the First Amendment of the U.S. Constitution.
Major changes are coming to High school Social Sciences next year, which will move US Government from a Sophomore class to a Senior class. I think this is an excellent opportunity to give students a chance to truly experience how the government works first hand, by creating a simulation scenario. Near the beginning of the year, I will have assigned each student a position within the US Government (e.g. President, VP, Senator, Representative, or Justice) representing each of the three branches. Throughout the semester, including the lesson being discussed currently, students will actively act out various government functions.
Given this, in the last 20 minutes of a Friday (Day I) class, I will have the students watch a news story featuring a controversial display of the Ten Commandments in a courthouse. I will then ask them to write a journal entry reacting to the story. At the close of class, I will collect the journal entries. This activity will allow me to assess the individual and collective understanding of the issue. I will then be able to construct Monday's lecture to reflect their current knowledge.
On Monday (Day II) I will present a lecture on the history and current interpretations of the two clauses. I will also facilitate a directed discussion by asking the class questions about various implications of anti-Establishment clause, and the extent to which they believe individuals had the right to exercise their religion. I will end the class by handing out a summary of Lemon v Kurtzman, a landmark court case dealing with school prayer. I will ask them to come to class tomorrow having read the summary and having prepared short statement in response.
On Tuesday (Day III) students will break out into their pre-assigned groups and share their thoughts on school prayer, with each student presenting their statement. After that I will facilitate a classroom debate on the subject, which will provide me with an opportunity to qualitatively assess their knowledge We would end the debate by having a "vote" in each group, reconnecting the idea of Checks & Balances and Separation of Powers from an earlier unit.
A formal and quantitative assessment will take place a week later, when students will take a test on the entire First Amendment, including speech, press, and assembly.
In following this lesson plan I will have four ways of assessing students knowledge of the objective. A pre-lecture journal entry to assess prior knowledge; a typed response to lecture topic and court case; an entire classroom discussion to assess their mastery in a qualitative fashion; and finally a formal exam, which determines if the lesson has had lasting impact.
For the purposes of this reflection, I will be assuming the role of a High school Government teacher. I will present a 3 day lesson concerning the anti-Establishment and Free Exercise clauses from the First Amendment of the U.S. Constitution.
Major changes are coming to High school Social Sciences next year, which will move US Government from a Sophomore class to a Senior class. I think this is an excellent opportunity to give students a chance to truly experience how the government works first hand, by creating a simulation scenario. Near the beginning of the year, I will have assigned each student a position within the US Government (e.g. President, VP, Senator, Representative, or Justice) representing each of the three branches. Throughout the semester, including the lesson being discussed currently, students will actively act out various government functions.
Given this, in the last 20 minutes of a Friday (Day I) class, I will have the students watch a news story featuring a controversial display of the Ten Commandments in a courthouse. I will then ask them to write a journal entry reacting to the story. At the close of class, I will collect the journal entries. This activity will allow me to assess the individual and collective understanding of the issue. I will then be able to construct Monday's lecture to reflect their current knowledge.
On Monday (Day II) I will present a lecture on the history and current interpretations of the two clauses. I will also facilitate a directed discussion by asking the class questions about various implications of anti-Establishment clause, and the extent to which they believe individuals had the right to exercise their religion. I will end the class by handing out a summary of Lemon v Kurtzman, a landmark court case dealing with school prayer. I will ask them to come to class tomorrow having read the summary and having prepared short statement in response.
On Tuesday (Day III) students will break out into their pre-assigned groups and share their thoughts on school prayer, with each student presenting their statement. After that I will facilitate a classroom debate on the subject, which will provide me with an opportunity to qualitatively assess their knowledge We would end the debate by having a "vote" in each group, reconnecting the idea of Checks & Balances and Separation of Powers from an earlier unit.
A formal and quantitative assessment will take place a week later, when students will take a test on the entire First Amendment, including speech, press, and assembly.
In following this lesson plan I will have four ways of assessing students knowledge of the objective. A pre-lecture journal entry to assess prior knowledge; a typed response to lecture topic and court case; an entire classroom discussion to assess their mastery in a qualitative fashion; and finally a formal exam, which determines if the lesson has had lasting impact.
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