Writings+and+Readings

Myth: Teaching two languages is confusing to children. The only one confused is the person saying such nonsense!
I invite my students to read this article as there is further, more recent, evidence of the importance of bilingualism!

Here is my first post for Spring Semester.
I struggle sometimes as all teachers do with how students are __learning__ and understanding your purpose and goal in the classroom. Students are assigned to write and post on their page serving as their blog in this wiki space. For the first two weeks things went well. Students obediently posted to their page with a writing prompt and responded to others. My attempt to wean them from specific direction led to suggestions of finding things you are reading, or post about material you are learning. Some wrote extensively, some posted a few quick notes, and some have not gone back to their pages to add anything. Questions from last nights class inquiring about this assignment resulted an email encouraging a few key components from the past few lessons for students reflection and adding a link for the rationale of such an assignment. Overall, there are mixed results of the effectiveness of this assignment. Blogs are new to them and important in writing, reading and educational approaches. However, students are not taking charge of their own learning. How do college students engage in advancing their own learning not from assignments, but from authentic inquiry once given tools and strategies to use?

I think that as teachers we will all experience this frustration at some point. One way that you can be sure that students are taking advantage of the tools you are giving them in the fashion that you want, is to be clear on your expectations for use of the tools. I know that there were a large number of people in this class that didn’t know that the teacher expected weekly posts and replies. A teacher could also give out reminders on the blogs. An example of a reminder that could be given is: “this would be a great topic for this week’s blog posts.” In doing this, the student is given an idea of a topic to write about and is simultaneously being reminded to write on their blogs. On the note of getting college students to take responsibility for their learning, I think that’s not an issue at this level. For the amount of money that students are paying for their degree, and the direct impact the learning has on the student’s future career, taking control of the education is in the hands of the students. If a student is choosing to waste their time and money, it’s their loss. Keeping that in mind, I also don’t think that writing on a post weekly is a reflection of what the students are learning. (Sharla)

I think that it is a good idea to have discussions and brainstorm different topics the students could talk about. The discussion really helped me to think of things to talk about. I think that students are so used to having a specific task and way to respond that it is hard for children and adults to come up with their own topics. As far as college students i think we still are having the same problem. College students are busy and have been trained to answer the teachers questions for 18+ years. I think that the discussion or having weekly topics are the best ways to get responses. (Kelsey)

TBH I think it all depends on the person and their situation in life. I know personally I have very little free time between school and family. I am even writing this while I wait for the oil to be changed in my __car__. To just sit down and research a topic because I am interested in it is not something that I can foresee myself doing in the near future. I agree with Kelsey, tell me what it is you want and I will do it but dont tell me anything and more than likely you wont get anything. At this point in my college career my time can be better spent working on an actual assignment. But when I can I make the assignment about something that I would like to know more about. (Ian)

In order for a college course to be engaging to students, and allow them to successfully advance in their own learning, there needs to be a mutual understanding of the material and format of the class from both the teacher and students. At times I believe some students aren't given enough direction as to where to begin, so it becomes frustrating. The frustration and lack of information that the students may be receiving doesn't help further a students' learning. I think at the beginning of a college class, it would be a good idea for the teacher to go through everything that is going to be covered and then take time to ask if there are any questions, or if anything can be changed to make it easier for the class as a whole. I am sure it can be tough to understand how each and every student learns and that is something we are going to face in our future careers as well. Open communication between teacher and student cannot be stressed enough. If a student isn't understanding why something is being done, or not being done, they need to speak to the teacher to clear up any confusion. (Brenda)

====I agree with the points that Brenda has made. Honestly, this may frustrate some people, but the blog assignment was posted and I heard you mention several times that we should be posting weekly. The expectation was set, it is 20% of our grade, and as responsible college students we should be able to go from there and hold ourselves accountable to do the work. A tool was given to us to explore and make our own. There were not many limitations, and this is what is out of the comfort zones of so many of my classmates. I have been blogging, and I have been finding it useful to put how I am using what I learn into action. I am just as busy as everyone else, but I managed my time well enough to make this assignment a priority (like all of my other assignments). I think it is useful to have topics to go off of, and I like the idea of a class page where we can all share ideas, but if people had a problem they should have talked to the teacher earlier and not waited until this point when no one has been doing their assignment for weeks. Everyone learns differently, so for some people this may not be easy or meaningful. For others, it is. I think that taking this assignment to the level of authentic inquiry requires us to have more of a knowledge base of language arts, however. This is the first we are being exposed to it in our program, and only after reading and learning for weeks do I feel comfortable taking it to another level of understanding and critical thinking. Now I am more comfortable blogging and making it meaningful, but it was difficult at first. (Maria)====

//What I know: When you don't understand, go ask the experts//. //Thank you for your thoughts and teaching me.//
====I agree with everyone's points on feeling a bit confused sometimes, and that suggested topics would help give us an idea to write about. I also, very much, agree with Maria. I think we are at a level in which we should be responsible for ourselves. If we are confused or have questions, we should ask. If we are unable to do this, then what kind of example are we setting. I think that part of the dilemna stems from lack of time. It is difficult to find time to read through 20+ individual blogs to find something to comment on. It is also difficult to find something to comment on when most of the blogs do not have new postings. I feel that having a weekly, combined blog will help with this. It enables us to quickly see what is new. I also think that thinking of a topic to write about often poses a problem. I agree that having a suggested topic helps, but I also think that we should be able to think of something to write about on our own. I think that writing about chapter or discussion topics is tough because we feel it would just be a repeat of class. Personally, I also get concerned that I haven't thought of a topic that is really useful and don't want to blog about something that is really related to teaching/classroom. This sometimes prevents me from wrtiing. I feel that our discussion about the wiki pages last week was very helpful in helping me understand that the blogs can be completely informal thoughts or ideas. (Lindsey)====

====While there has been some resistance to technology from students, because it doesn't exist in the schools today, I stumbled upon an article and businesses already prepared for the future of our students.==== The [|article] //Forbes// magazine is publishing insights from a Microsoft study into women’s remote working preferences. The survey results offer a clear view on why so many women prefer working remotely and the challenges telecommuting women face. The business
 * Better work-life balance is driving women’s desire to work remotely.
 * 62% of respondents said their productivity rises when working remotely.
 * 81% agree that remote working increases job satisfaction
 * 49% admit technology becomes a challenge when working remotely

With the rise of __cloud__ computing, working remotely with virtual office technologies has become a reality—and one that makes good business sense. Davinci Virtual Office Solutions offers a number of virtual office technologies that can help women work smarter, faster and more efficiently, such as virtual receptionists and web conferencing.

Mobile technology will be a greater part of your teaching strategies and school. Perhaps my concept that students report to school only for extra support a couple of days a week (instead of busing kids 5 days a week) will be here sooner than we expect.

[|Infographic] on Facebook vs Google +
From the InfoGraphic Daily! You might like to put this one in your reader.

http://www.stumbleupon.com/su/6xmu1J/www.loc.gov/poetry/writingpoetry.html

===Ideas for Bringing Your Own Device (BYOD) Even If You Are Poor===

===Here is an interesting blog post(by Alex Joppie)=== discussing mobile education, something we have not address in our course thus far, but need to!

===Animalia is one of my favorite books and is now available in iPad/iPhone form with games for learning. Here is a link for Graeme Base explanation of using it.===

Additional Readings:
=Toward Authentic Student-Centered Practices: Voices of Alternative School Students=
 * 1) [|Rachel Sophia Phillips] rachelsp@uw.edu
 * 2) University of Washington, Seattle, WA, USA

Abstract
This investigation uncovered the conditions of learning, both positive and negative, that students in an alternative school experienced both in and out of the classroom setting. Eleven students at an alternative high school in a large suburban school district in the Pacific Northwest were interviewed using methods of narrative inquiry and iterative data collection, grounded in social cognitive theory and student voice literature. Four chief findings are discussed: (a) Learning experiences are improved when explicitly connected to the real world; (b) Positive emotions and relationships support successful learning, whereas negative ones hinder learning; (c) A certain level of student autonomy during learning seems to be tied to achieving goals; and (d) Social learning is consequential for students. The social as defined in this study is composed of two things: (a) how social influences from outside of school can have an effect on how students approach schooling and (b) the implications of understanding and taking part in relationships.

===It was a disappointing week for me. My request to apply for a grant in which the monies would be used to purchase iPads for students in this teacher ed program was denied. On the gate keepers behalf they were willing to readdress the issue at a later time. Yet here is another article that supports using mobile learning, iPads, (I was required to say tablets in the proposal) and gaming to support vocabulary development.=== Please note the key concepts discussed for those in teacher ed programs and the use of these devices and concepts. "Understanding the possibilities that gaming can provide in education is vital to the success of this method of teaching. Reference [77] concludes when preservice teachers are instructed on possible uses of digital games in education, the view of how these games might be effective shifts dramatically in favor of the game’s potential positive impact on learning. Games that connect educational needs and games elements (visualization and problem solving) can lead to the most engagement by learners [4]. They also need to take into account the content, which encourages and promotes the learning of new material." AND Using a mobile gaming device allows the player to master the skills of the game while learning about the content of the game itself. Reference [91] states that game playing requires the ability to read and interpret the rapidly changing images encountered. While in the gaming environment, the player needs to comprehend and analyze the various amounts of information he encounters. This helps to refine reading skills.

thanks for the vent.

Effective Literacy and English Language Instruction for English Learners in the Elementary Grades Posted Dec 2007
 * From: []**

Conduct formative assessments with English learners using English language measures of phonological processing, letter knowledge, and word and text reading. Use these data to identify English learners who require additional instructional support and to monitor their reading progress over time.
 * Recommendation 1.**
 * Screen for reading**
 * problems and**
 * monitor progress**
 * Level of evidence: Strong**

Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the __primary__ means of instructional delivery.
 * Recommendation 2.**
 * Provide intensive**
 * small-group reading**
 * interventions**

Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned.
 * Recommendation 3.**
 * Provide extensive and**
 * varied vocabulary**
 * instruction**
 * Level of evidence: Strong**

Ensure that the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades. Provide curricula and supplemental curricula to accompany core reading and mathematics series to support this goal. Accompany with relevant training and professional development.
 * Recommendation 4.**
 * Develop academic**
 * English**
 * Level of evidence: Low**
 * (primarily expert opinion)**

Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.98
 * Recommendation 5.**
 * Schedule regular**
 * peer****‑****assisted learning**
 * opportunities**
 * Level of evidence: Strong**

Conduct formative assessments with English learners using English language 1. measures of phonological processing, letter knowledge, and word and text reading. Use these data to identify English learners who require additional instructional support and to monitor their reading progress over time. 2. Provide focused, intensive small-group interventions for English learners determined to be at risk for reading problems. Although the amount of time in small-group instruction and the intensity of this instruction should reflect the degree of risk, determined by reading assessment data and other indicators, the interventions should include the five core reading elements (phonological awareness, phonics, reading fluency, vocabulary, and comprehension). Explicit, direct instruction should be the primary means of instructional delivery. 3. Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. In addition, use instructional time to address the meanings of common words, phrases, and expressions not yet learned. 4. Ensure that the development of formal or academic English is a key instructional goal for English learners, beginning in the primary grades. Provide curricula and supplemental curricula to accompany core reading and mathematics series to support this goal. Accompany with relevant training and professional development. 5. Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.
 * Table 2. Recommendations and corresponding level of evidence to support each**
 * Recommendation Level of evidence**
 * Strong**
 * Strong**
 * Strong**
 * Low**
 * Strong**

Marshfieldmail.com Beyond the historical overview the article discusses the benefits and difficulties with iPads in the classroom.

These principles can be applied for student teachers: Here is how MissBrave puts it:
This is my fifth year as an NYC public school teacher, and my second year teaching third grade. I blog under the pseudonym miss brave because when I tell people I teach in a New York City public elementary school, many of them say, "Whoa, you're brave!" I will never identify my school, my students, their parents, my colleagues, my administrators or anyone else connected with my job by their real names or identifying details. Please consider using blogs as your learning and reflecting tool.

Games:
From Free Technology for Teachers. [|Here]is a list of 77 games for learning. Free Children's [|eBooks] Don't be Afraid to Play

APPS:
Flat Stanley App

Research: Dubreil, S., Young, D., & Canfield, W. (2011). The "Plinko" principle and language programs: Designing non- linear hybrid learning environments and desiderata for implementation. In S. Huffman & V. Hegelheimer (Eds.), The role of CALL in hybrid and online language courses. Ames, IA: Iowa State University. Abstract: Successful hybrid courses have the potential to benefit immensely from efforts to foster personal, informal learning environments. Informal learning, regardless of age, is almost universally non-linear and multimodal. Unfortunately, the current constraints of educational systems at all levels (in diametrical opposition to our learning habits and personality traits) impose a formal learning model that emphasizes linear learning. This paper will focus on presenting a case for innovative tools and pedagogies that lend themselves to designing and implementing non-linear applications in the language classroom, allowing for more flexible, open learning environments as we adapt our ability to use mental and pedagogical capital appropriately to foster the ability of our students to transfer target language knowledge to novel situations. We will also discuss barriers to implementation, and desiderata for moving forward. ===Research on Apps for toddlers written by speech-language pathologists specializing in the communication development of children birth to age 5 from ASHA.org. Click here for article.===

Research on Literacy
CTELL

A Must READ!

Here are some interesting sites that offer unique ways to engage students. I hope you will take the time to try some of them as they can easily be coordinated with standards.
Ralph "Rusty" Rousculp

Vuvox this website would allow a student version

VoiceThread

Marhara

Storybird Storybirds are short, art-inspired stories you make to share, read, and print.

PhotoPeach Photopeach is used by educators and students in hundreds of schools world wide, including schools in the United States, Australia, New Zealand, Ireland, Sweden, England, Pakistan, Argentina,Thailand, and more. The combination of images, music, and text helps students learn about presentation, expression, writing, communication skills, art appreciation, and media literacy. The quality of the finished work is great and students will remember it forever. Start creating fun slideshows with captions, soundtracks, quizzes, and easy editing controls!

FlamePainter A fun way to add illustrations and inspiration to writing assignments.

**Dust Echoes** is a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law.

About The Awards
Hello and welcome to the world's first global awards for data visualization and information design. We're out to celebrate and honour the incredible creativity that's emerging in this growing field.

So, if you've created an infographic, a revealing dataviz or a beautiful piece of information art, on any subject, in any media, enter it into our awards. You could be featured on this site. You could be shortlisted. You could win an award.

There are various categories and awards. [|Find out more here.] @http://www.informationisbeautifulawards.com/about/

[|Birmingham Education Book Company]

West Midlands-based Asian-e is celebrating their international success in the children’s book market with the launch of digital apps for the iphone, ipad and Nokia phones.