Peggy L. Snowden, Ph.D.                        

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Candidate Responses to 
Class Activities and Discussions

 

 

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CURRENT SEMESTER:  SPRING 2004

 

 

I.  RAFT ASSIGNMENT

 

A.    Neil Estrada:   RAFT (EDR514TG)

R: Assessment

A: Students

F: Poem

T: What I am used for

Good morning class,


I am assessment. 

Many of your teachers consider me to be a worth investment.
Trust me class, you know who I am
I've been used from the streets of Glens Falls to the fields of Japan.
But right now I demand your full attention so we can learn about me--assessment!
I am used by you and your teachers to track your learning and progress in the form of portfolios, questionnaires, running records and tests.
Now brace yourself while I detail the rest.
I work best when I'm used correctly,

Let me tell you some more about me.
Many confuse me with my old friend evaluation,
but trust me class there's a distinct separation!
I don't determine your grade, like my old friend does;
I discern what you need more work on and what you have learned.
My pal evaluation tells you what grade you have earned.
Sometimes I burn with energy when I think I can help you
Let me explain what else I do
I speak up when you have learned what you need to
Or give you advice when there's more for you to do.
I'm with you through work, play and sleep
Trust me guys, my efforts don’t come cheap.
Too often I am used only in the form of a test and the rest of me is left to be.
But don't forget, my little friends,

The work I do never ends.
When your teacher asks you to perform a strange task,

Just remember your helping me last.
But not too fast, my little school friends,
I am not what determines your final average, nor am I a savage,
I'm just one little part in the big picture
Use me right and I'll be your friend forever.
Now you try thinking of a clever way

That I can be integrated into your everyday.
So long for now, but I will be sure to stop back

And make sure you are all on the right track.

Your pal, 


Assessment.

P.S.  Please use me in other forms than just a plain old test.  Using me this way makes me really depressed.  Greatly appreciated. Remember--don’t get frustrated.

_________________________________________________

B.  Kristin J. Wheeler:  RAFT (EDR514B).  

Literacy Instruction: Immersion

R: A fly on the wall in an immersive classroom

A: 11th and 12th graders about to experience immersion

F: Journal Entry

T: Describe and encourage excitement about immersion in classrooms

Today, I saw the most interesting and unusual classroom! I took a break from my usual post in the cafeteria, and instead buzzed by an English classroom that has been getting some attention from other teachers. This class was amazing!

First, I had a little trouble finding some bare wall to perch on, because the walls were just covered with posters, words, pictures and book covers. I finally settled on a patch of wall, unnoticed. This classroom was much noisier than any other I have ever perched in. Students were talking to each other and the teacher, reading to each other, reading silently, drawing, writing and making the most wonderful things. The words on the walls were in every color and style imaginable, and in some cases, had pictures or things near them to show what they meant. Every student had a book, (usually two or three), and they read whenever they had "free time". The students worked in small groups during part of their class, and each was doing something interesting. One group was writing a story together, another was discussing the meaning of a book they were reading and yet another group was writing words and definitions on index cards for a "Word Wall"…part of what was using up my wall space! There were posters with "outlaws", which had words on it that didn’t want to follow the normal phonics rules. The students were always referring to the things on the walls, and they seemed to really enjoy everything they were doing. I couldn’t read everything in the room during the time I was in there, as there was just so much to see. Grammatical rules, writing styles, tricks of the trade; so many things to see and read, that one could just read and absorb information for hours. The teacher actually read as well, and showed all of the students how to read difficult books or text by using some different strategies.

This classroom was so interesting and so fun to visit; I think I may have to make a point to visit more often. I felt happy and interested the whole time I was there, and the students seemed to, as well.

 

________________________________________

C. Shane Bleyenburg: RAFT Essay (EDR514TG)

R – Comprehension Centers

A – Teacher

F – letter applying for a job in a class

T – Use me in your class

Dear Miss Nutterbutter:

I am applying for the position of learning tool you had posted in the Snickerdoodle Elementary School newspaper. The teacher I am currently working for, Mr. Chewy Chipsahoy told me this was an ideal position for my talents. I would like to be considered for an interview.

I would be an ideal fit for your third grade classroom. As an expert in the field of reading comprehension, I can provide a different perspective to classroom learning. In my current position, I allow students to work together in small learning groups. The centers I have created encourage reading, writing and discussion. The classes I have worked for have shown a ten percent increase in ELA grades. I have been credited for the creation of numerous original centers including: poetry theater, word riddles, suspicious suspects and word bingo.

As you can see from the information I have provided you, I would be an asset to your third grade classroom. My experience in numerous classrooms, my proven history of steady improvement of grades and dedication to my students would be an asset to any third grade classroom. I will follow up with a phone call to answer any questions you may have. References will be available upon request.

Sincerely,

 

 

Comprehension Centers

 

 

 

 

 

+++++++++++++++++++++++++++++++++++++++++

 

The Third-Fifth Weeks of the Semester - Fall, 2002

 

MIL (Most Important Learning) Summary Statements:

Oral Reading Assignment

 

The candidates in EDR501 and EDR524 were required to select appropriate texts and read the texts aloud to either the whole class or to small groups. The candidates in EDR501 read a narrative text, and the candidates in EDR524 read both narrative and expository text. After reading, each candidate received written feedback from his/her peers.

 

Assessment, reflection, and evaluation of this assignment involved three sequential, related steps. The candidate submitted a self-evaluation, which included a summary of the written feedback received from peers immediately after the oral reading took place. The typed, formal self-evaluation was due the week after the candidate read orally. The next step was an informal writing activity, a learning log written the week after all candidates had completed the oral reading assignment. The candidates were instructed to write about what they learned from reading aloud as well as what was learned from watching their peers read aloud.

 

The final phase of assessment, reflection, and evaluation involved several steps. The candidates learned about both GIST and creating summary statements, a more formal version of the "one minute written response." Each candidate was instructed to write a 20-25 word sentence that summarized the Most Important Learning: Oral Reading Assignment. Then candidates were instructed to find anyone else who had an MIL Summary Sentence that was similar to theirs. Candidates were told that they may not find anyone with similar statement, which was acceptable. Once the ad hoc groups were formed, the candidates were told to combine the group’s statements in one MIL Summary Sentence of no more than 30 words. Then the groups and individuals read the sentences aloud so that all candidates had the collection of sentences in their portfolios.

 

The following are the MIL Summary Sentences created by the candidates in EDR501 (the sentences are presented exactly as written during class, with no editing on my part).

 

1. Oral reading was an activity in which the reader learned their strengths and weaknesses as a reader, and the listener learned new reading techniques.

2. During our oral reading experience, we discovered that voice quality, expression, tone, pace, dialect of characters, as well as facial expression, helped to capture and maintain enthusiasm of our audience.

3. We have found that the most important aspect of oral reading is the exposure to different literature.

4. Reading is a powerful took which allows for the continued interest, stimulation, and growth of the listeners as well as the reader, which engages them in the learning process.

5. There is much more involved in oral reading than simply opening a book and reading out loud.

6. The most important thing learned from the oral reading experience is that the more we read to any group, the easier it becomes.

7. We feel that confidence is an important factor in successful oral reading and that readers and listeners mutually benefit from each other.

8. The most important aspect of oral reading is the overall presentation of the book, which adds to the appeal of the book to the reader’s audience.

 

The following are the MIL Summary Sentences created by the candidates in EDR524 (the sentences are presented exactly as written during class, with no editing on my part):

 

1. Oral reading is successful when the reader is prepared; preparation includes pre-reading to become familiar with the text, making connections to the students’ background knowledge, and emphasizing text to capture attention.

2. Pace, inflection, eye contact, tone, expression, and body movement help to sustain the listener’s interest and promotes listener enthusiasm and comprehension.

3. The oral reading experience provided us with practice employing enthusiasm along with proper way to use intonation and provided helpful feedback in order to provide an engaging atmosphere for learning.

4. The oral reading experience taught me to spend more time and to involve the reader more when reading expository text aloud.

5. My oral reading experience enabled me to project my strong, new-found self confidence when reading in public or to a group.

 

Additional notes:

This is the second semester that I have assigned oral reading. I used written peer feedback and had the candidates submit the formal self-reflection last semester. The learning log response, which combined reflection about both self and peers, and the MIL Summary Statement was used for the first time this semester (Fall, 2002). With few exceptions, the candidates have very positive reaction to reading aloud and feel that it is a very valuable learning experience.

 

In each class, there were a varying number of group sizes once the candidates sought out others who had similar individual summary statements. The largest group was seven, and in each class there were candidates who did not find anyone with a similar statement. EDR501 meets on Monday and EDR524 meets on Tuesday. After reflecting on my instruction and directions for the activity on Monday, I made some minor adjustments in EDR524.

 

Please send your questions or comments to me at my e-mail address(es). Thank you!

 

 

The Seventh Week of the Semester -

 

GIS-T2 Summary Statements: Instructional Videos

 

 

The candidates in EDR501 and EDR514 viewed instructional videos. The candidates in both classes viewed the video titled "Creating an Anti-bias Classroom." The Anti-bias curriculum was created by Louise Derman-Sparks and the ABC Task Force. Each class was also shown the video "Language and Literacy," one in a series of tapes produced in connection with the High/Scope Program.

 

The candidates in both classes were taught the GIST (Generating Interactions between Schema and Text). Briefly, GIST involves condensing a passage in a text into shorter summary statements. The adaptation of GIST I created is called GIS-T2: Generating Interactions between Schema and Technology, in this case the instructional video.

 

In EDR514, the GIS-T2 procedure focused on the "Creating an Anti-Bias Classroom" video. The candidates viewed the tape, took brief notes while viewing the tape, and then each candidate wrote a short summary of the content. Then the candidates formed pairs or triads, read the summaries, and were instructed to write three sentences of approximately 30 words. Therefore, assessment, reflection, and evaluation of this assignment involved several related language arts: viewing, listening, reading, and writing. It also involved the HLTS (higher level thinking skills) of

analysis, synthesis, and evaluation. (Note: EDR514 is a PicTell class; the class is broadcast to ACC, Queensbury. There are 15 students at PSU and 10 at ACC). I wrote down the essential points and important concepts from the video after I previewed that tape. After reading all of the GIS-T2 statements and comparing them to what I felt were the major points, I determined that the candidates had grasped the critical points. The fundamental concepts have since been woven into our discussions about culturally responsive language arts and how to create a culturally responsive classroom.

 

The following are the GIS-T2 Sentences created by the candidates in EDR514 after viewing the video (the sentences are presented exactly as written during class, with no editing on my part).

 

Tina and Philip

 

1. Anti-Bias Curriculum developed by Louise Derman Sparks is a three step process taught to adults and children in order to confront, and prevent, stereotypical behavior while providing knowledge of differences among people.

2. The three approaches are acknowledge differences by use of multicultural stimuli and activities, recognize unfair behavior and being empathetic toward the recipient, and teach children to act out against biased behavior.

3. Anti-Bias Curriculum should be taught in classrooms containing good multicultural literature, posters depicting true characteristics of different groups, and have resources that can promote parent involvement.

 

Nicole and Bella

 

1. The anti-bias curriculum discussed in the video describes how to relate to others by pointing out how denial can create fear, and the importance of talking about differences.

2. As educators, we must utilize and anti-bias curriculum to teach our students to recognize bias situations, empathize with the person involved, and encourage them to participate in making changes.

3. As individuals, and as a society, we must acknowledge the differences in on another, and recognize that our own beliefs and attitudes contribute to the beliefs and attitudes of others.

 

Michelle, Renee, Holly

 

1. The anti-bias curriculum video stressed the importance of acknowledging our individual differences in the hopes of creating an open and honest dialogue between diverse cultures.

2. Anti-biased curriculum can be achieved by addressing an openness to diversity that coincides with real life experiences, family structures, ethnicity, physical challenges, various stereotypes, genders, and acceptance of others.

3. Teaching students how to recognize biased behavior is essential to their understanding of other who are ethnically, physically, racially, mentally, and culturally diverse to their everyday exposure.

 

Mere and Kathy

 

1. The ABC Task Force developed the anti-bias curriculum to teach children personal characteristics that define who they are and who others are as well.

2. The curriculum wants to teach children to recognize unkind behavior, physical as well as verbal, and empower them to take action to make changes.

3. The curriculum is extended to involve parents in the anti-biased classroom to educate them in the hope that they will model this respect for differences in their homes.

 

Heather and Gina

 

1. Before teachers can develop an anti-bias curriculum, we must admit that there are differences between human beings, refuse to allow people to be mistreated because of these differences and teach children to do the same.

2. We must also enlist the support of, including but limited to, our peers, children, parents, and the community.

3. We ourselves as teachers must look inside ourselves, our communities, and our places of work to evaluate our own biases and deal with them prior to teaching others to do so.

 

Megan, Kelly, and Crystal

 

1. According to the three steps of the anti-bias curriculum by Louise Sparks, the first step is to acknowledge the differences in other, the second step is to recognize unfair behavior, and the 3rd step is to take action to recognize unfair behavior.

2. Contrary to the first anti-bias curriculum, Sparks addresses the bias by immersing culture in the curriculum through support groups, looking at your own attitudes, integrating it into the classroom curriculum, and involving parents.

3. By providing anti-bias curriculum in the classroom, "Education is growth forever providing base and achieving new heights" (quote from Sparks).

 

Rebecca, Lori, Kimberly

 

1. To form an anti-bias classroom one must acknowledge differences, recognize unfair behavior, and teach children to take action to change bias situations.

2. When creating an anti-bias classroom, it is important to integrate not "visit" other cultures, since "visiting" can create stereotypes.

3. It is important to continually evaluate yourself and your classroom for diversity and cultural integration.

 

Rebecca and Kristin

 

1. We must be dedicated to providing students with opportunities that allow them to experience multiculturalism.

2. By creating an anti-bias curriculum, we can avoid inadvertently teaching our students stereotypes about other cultures.

3. Incorporating multicultural experiences into our lessons will help our students better understand the world around them.

 

Becky, Jack, and Michelle

 

1. Children learn about bias early on and need to understand about cultural diversity in order to gain an understanding that everyone is different.

2. Children readily accept differences with other people and should be integrated with other cultures at early ages to break the barriers which will form if left alone.

3. If children are able to see and experience different cultures through play, they are more likely to understand differences and be more accepting.

 

Please send your questions or comments to me at my e-mail address(es). Thank you!

 

 

 

This page last modified on 04/07/04.

 

 

This site is maintained by Peggy L. Snowden, Ph.D. 

For further information, contact her at peggy.snowden@plattsburgh.edu.