Do Schools Kill Creativity? - Sir Ken Robinson

3 things that I agreed with:

• Education takes us into a future that we can't grasp.
• Education needs to be designed, not based on societies past needs, but on our present and future needs.
• A willingness to make mistakes is essential for creativity.
• Blazing your own trail is a risk.
• Intelligence is diverse and dynamic. 
• There are so many ways to define intelligence, especially in our modern world.

2 things that surprised me:

• The fact that school were designed originally to provide workers for the industrial revolution.
• I had known this, but the ramifications of this fact had never occurred to me before seeing the video.
• The fact that in every educational system there is a hierarchy of subjects and that the arts always are at the bottom.
• This was very surprising, especially the fact that this is a global phenomena.

1 thing that I disagreed with:

"Creativity is as important as literacy."

For students, this will depend on what type of job you are trying to get. Just as not every job requires the same amount of literacy, not every job requires the same amount of creativity.

Affinity Spaces

1.         One community of practice that I participate in is teaching. Another is crocheting as well as cooking.
2.         “Community” is better defined as a space because community is related to how interconnected people are. This makes who is in the group and their degree of involvement the focus of an investigation about a certain community. With a space, the focus is on how people interact and use the space. This allows for more of a emphasis on group dynamics instead of group membership.
3.         A “generator” is something that gives the space content. In schools this could be the teacher, textbooks, or various class materials.
4.         A “content organizer” is how the content is organized. In a school this would most closely relate to a teacher’s lesson plans or maybe the textbook.
5.         A “portal” is something that gives access to a space and its content. In schools, portals could be textbooks, lectures, teachers, course materials (such as workbooks or notes), or websites.
6.         In an affinity space, the participants have an affinity for the generator of the space. In the classroom the generator is the subject matter. This means that good teachers need to help their students to develop a love for their subject.
7.          Affinity spaces support inclusive classrooms in several ways. One way is that an affinity space is held together by the common affinity that all members hold for the generator. This facilitates a sense of community that extends beyond just the physical space its-self. Another is that fact that leadership is porous. Teachers aren't the only ones that solve problems. Students are also responsible for teaching and helping to solve problems with in the classroom.
8.         Traditional classrooms differ from Affinity Spaces in several ways. One is that the teacher is the primary leader and source of information in a traditional classroom. In an affinity space, the leadership is porous and there are many different sources of information and learning. Also in an affinity space some of the portals are also strong generators. This is rarely seen or seen only to lesser degrees in traditional classrooms.  In many traditional classrooms, the teacher is less than encouraging of gathering information from outside sources, where as in affinity spaces, this is strongly advocated. In affinity spaces, there are a variety of ways to gain status, but in the classroom the routes to status are limited, generally to achieving good grades. 

Moving to Learn

Chapter 4:Simulations and Bodies

1. What does the author mean when he says, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old West." 

In cultural learning, learners don't just learn through hearing and memorizing words, they learn through doing. It is important to allow students to use what they are learning and do things with it. 

2. According to the author, what is the best way to acquire a large vocabulary?

3. What gives a word a specific meaning? 

A word's meaning comes from the context it is used in. These meanings can vary greatly depending on how the word is used and the circumstances surround its use. 

4. What does the term "off the hook" mean in each of these sentences?

a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding present. (I don't have to do it any more.)

b. Them shoes are off the hook dog. (Those shoes are really cool.)

c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!! (It was awesome!)

4. According to the author what is the"work" of childhood? Do you agree?

5.Why is NOT reading the instruction for how to play a game before playing a game a wise decision?

The instructions can be dense and complex. Often they include specialized vocabulary that one wouldn't know unless you have played the game. Also the directions are often so complex that they are ineffective before playing the game. Players often can learn more just from trying to play the game.

6. Does knowing the general or literal meaning of a word lead to strong reading skills?

No it doesn't. 

7. What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?

The author uses these terms to refer to different ways that people adapt themselves to those around them and the language that is being used. I have a geocaching, a church, and a school "identity". 

8. According to the author what is good learning?

9. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied  to comprehending written and oral language support of change the way you think children should learn in school?

10. Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?

Interview with a Student

During my clinical I interviewed two students. Both were high achievers. The first, Student A, is a quiet student. He doesn't speak up too much in class. He volunteers some, but not on a regular basis. The second, Student B, is an outgoing talkative student during class. She is constantly volunteering. Both students are quick learners.

Here are the notes from my interview. Some of the student responses have been paraphrased.

Q: Do you enjoy school?
Student A: Yes.
Student B: Yes.

Q: What kind of student are you?
A: Good listener, funny.
B: Good.

Q: How would your classmates describe you?
A: Annoying and talkative.
B: Friendly and fun.

Q: Who are you friends with? What do you do together?
[Both students gave the names of their friends. For confidentiality's sake I will not include the names.]
A: [Listed 7 male friends] We ride bikes and play X-Box.
B: [Named two female friends and Student A.] Me and my friends talk and play games.

Q: Tell me a good memory you have about school.
A: One of my best memories is of winning the county spelling bee in 5th grade.
B: I liked nap time in kindergarten. I also liked dissecting a frog in my science class.

Q: Tell me about a bad memory.
A: I can't think of any.
B: Being bullied in school. It happens a good bit.

Q: Describe a "good" teacher or tell me about a favorite teacher you had in the past.
A: A good teacher gives you plenty of time to learn.
B: [Gave the names  of two teachers she liked]. They both are nice and they give a lot of help.

Q: What is one thing that you wish your teacher knew about you?
A: That I'm good with technology. I've learned a lot from my uncle about computers.
B: That I can be shy.

Student A, with his technology skills, was able to help me one day when I was teaching and was having trouble getting the Elmo and projector to work. It seemed to boast his confidence to be able to help me during class. Student B has seemed to open up to me a bit more since the interview.

I think that the interview process is very important. It is also very helpful for the teacher to know students, their opinions about school and themselves, their interests, and who they are.

Language Learning and Identity

Chapter 3: Language and Identity At Home

1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?

Literary style language, repetition, parallelism, story structure, inversion of syntax, using nouns as subjects, and focus on causality are all features of the the forms of home language that are similar to academic varieties of language. 

2. What are the features of Leona's specialized form of language?

Leona's poetic form of language uses much parallelism and repetition. It also is marked by a clear structure in topics. It could also be interpreted to contain strong symbolism. 

3. Why is Leona's specialized form of language not accepted in school?

Leona's language isn't accepted because it is divergent from the type of language that is considered "standard" for academics. Most in academia expect discourse that is concise and to the point. Her teacher wasn't looking for the "flowery extras" that characterize Leona's language. Because of this she didn't celebrate the complexity and beauty of Leona's language, instead she only see what it lacked in comparison to standard accademic discourse. 

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).

The research of Snow et al. suggested that poor minority students consistently do poorly in reading in the 4th grade. This occurs whether or not the students show a proficiency for reading in the younger grades. This shows that reading isn't just related to the foundational pieces, like phonics. There are other factors in play. However, Snow et al. suggests that students need more training in phonics and decoding. 

5. What other factors besides early skills training will make or break good readers?

One thing that greatly effects students attitudes towards reading is their attitude towards the type of language used in the school. Students need to feel like this language is part of their life outside of school for them to truly be engaged in mastering it. They also need to feel that learning this type of language won't mean giving up the unique language that they use at home. 

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?

They feel these ways towards academic language in part due to their exposure to these "ways with words" outside of school, especially in the home. If a child has seen that only people that are not part of their circle use academic language then they will be less likely to want to use this type of language. This is because they feel that learning and using the language will separating them from part of their identity. In contrast, if a student hears their parents using academic language regularly at home they are likely to see that this form of language is compatible with who they are.

Strange Learning

1. What is the strange fact about not learning to read? 

Illiteracy is more prevalent among poor students and minorities. 

2. Why is this fact so strange?

This is strange because this disparity is not seen in other types of learning, such as learning to play Pokemon.

3. What is it about school that manages to transform children who at good at learning things like Pokeman into children who are not good a learning?

4. What is the differences between a traditionalists approach to learning to read and more progressive educators?

Traditionalists advocate a bottom up approach where students first learn phonics then create meaning from the text. This approach is very similar to an assembly line. Progressive educators push for a top down form of learning. They feel that students are better able to learn to read when the focus is one meaning. This tactic is similar to the suggested way of helping student learn to read in a second language.

5. Is learning to read a natural process like learning to speak a language? 

No, learning to read ins't a natural process. 

6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?

Natural processes are biologically supported. They need no catalyst or instruction other than the right input. Instructed processes are traditional school learning. Cultural processes involve the group ensure that all know the subject well enough to survive. This is done by "masters" teaching "students" often in hand-on contexts. Reading is not a natural processes. It can be considered a instructed processes, but students will learn best if it is taught as a cultural process.

7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?

Humans learn best through cultural processes. Reading is taught as an instructional process. 

8. According to the author, what is the reason for the "fourth grad slump."

9. What is a better predictor of reading success than phonemic awareness?

10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety",  about a topic in your content area.

11. What is "early language ability" and how is it developed?

12. According to the author why and how does the traditionalist approach to teaching children to read fail?

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?

Situated Languages - Introduction

1. What is the main challenge being addressed in the book?

The main challenge being addressed is learning specialist languages and how they are learned.

2. What does the author mean by the phrase "ways with words"?

"Ways with words" refers to the different registers of writing and speaking that are used. It refers to the style and the lexical items that are used.

3. What is the core argument being made by the author of this book? 

The core argument is that schools often fail to take into account the fact that there are specialist languages that must be learned, and in turn, the process of learning them. 

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?

One type of specialized language that I have learned out side of school is geocaching speak. In the sport of geocaching there are all kinds of terms and phrases that are specific to the game. These include geocache, swag, park and grab, FTF (first to find), TNLN (took nothing, left nothing), TFTC (thanks for the cache). Specialized languages such as this one can make it hard for people to join a new group or hobby unless the existing members are willing to help them learn. 

5. According to the author, how do people learn a specialized variety of a language or "way with words" best?

People learn a specialized language best when they can tie it to real world experiences and meaning. This process, also known as binding, is encouraged in second language acquisition. Many text books are now using pictures to teach vocabulary because it encourages binding. (Lee & Bill, 2003)

6. If people are to be successful in the 21st century, what must they become?

To be successful, people need to become chameleons in their professions. They must be able to adapt to the changes that are occurring around them.

7. The author states that  learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?

I agree with this statement. In our world of the internet, where vast amounts of knowledge are available on demand, worker are expected to know there job and its specialized language. Additionally successful people often have to navigate many different social circles successfully. To do this, they need to at least be familiar with the specialized language of those groups. 

8. What do you think about this author's "way with words"?
I like the author's "way with words". He writes in a style that is professional, maintains some degree of academia, but is still approachable. I is also very readable and not too dry. I'm looking forward to reading more of the book.

Gee, J. P. (2006). Situated language and learning, a critique of traditional schooling. (pp. 1-5). Psychology Press

Lee, J., & Bill, V. (2003). Making communcative language happen. (2nd ed.). London: McGraw-Hill.

Challenges...

There are several challenges to implementing an inquire approach to teaching. One is lack of teacher understand of what inquiry based learning is. Teachers will not be able to implement this teaching style effectively unless they really know what the process entails and the types of supports that students might need. Another challenge can be the lack of previous student experience with working with this type of learning. Students who aren't used to group work will need assistance learning.

Teaching creatively

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

The idea that knowledge comes only from a teacher or a book is beginning to show wear. We are learning that students need to learn how to learn, not just memorize facts.

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Project-Based Learning helps students to better learn material, apply new knowledge to other situations, and have more confidence about learning than students who learn using traditional techniques (Barron). 

3.  According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Problem-Based Learning helps students to learn how to apply knowledge learned in school to problems they will face in the workforce. They are also able to form better hypotheses and form better explanations (Barron).

4.  According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Learning by Design helps students to learn material more deeply and think creatively.

5. What are the differences between the three approaches?

These three approaches are different in what they require students to do. In Project-Based students are required to do something, in Problem-based they propose solutions to a problem or issue. In Learning by design they create and design an artifact. 

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches? 

The most important benefit is that students are the ones that are primarily responsible for gaining knowledge, learning, and creating with the language.

www.edutopia.org. (2003, August 01). Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

The Power of Literacy

Literacy and language are powerful things. So much of our world depends on reading and writing. For people who do not have this skill, so much of their life is shut of from them. Books, web searches, menus, all are impossible to decipher.

Language is also important. As Purcell-Gates (2002, p. 133) states "the language one speaks is the clearest and most stable marker of class membership". This means that language often functions as a instantaneous label maker for many. If you speak like the power elite do then you must be in that group, or at least be like them.

This is also true for minorities. If you speak like a gang banger then you must be one, or if you drop your “G’s” and say y’all like a hick then you must be one. This becomes especially troublesome in Appalachia. The media, for over 100 years, has been perpetuating that idea that people from Appalachia are uneducated, violent, uncultured, and ignorant. The connection between the media’s portrayal of Appalachians and their dialect that now, nothing more than a few seconds of speech can get you labeled as a lost cause. This is what happened in “…As soon as she opened her mouth!”

It is vital that teachers in Appalachia see the effects that this can have on students. Students know that these stereotypes exist and some have internalized the negative. Some now believe that they can’t go to college or graduate high school because they are nothing more than a back-woods, West Virginia hick. If teachers know that these attitudes are there then they can work to eradicate them and replace them with a pride in where they are from.

Additionally teachers need to be careful to cultivate a cultural difference perspective instead of a culture deficit. “This [perspective] justified the belief that certain groups were intelligently inferior to others, particularly to the group in charge.” (Bolima , D. (n.d.)) Teachers need to realize that differences in other cultures do not imply a deficiency in those groups.

One way to overcome this cultural deficit perspective is to tap into each student’s unique funds of knowledge. Students in Appalachia have a different set of background knowledge than students from New York City. One set of backgrounds is not better than another. As teachers, it is our job to realize that and to embrace every student and the cultural capital that they bring to the table.

This can be done by selecting activities, lessons, and projects that relate to their backgrounds. This will also give them a chance to make connections between the classroom and home. This is facilitated by the fact that “Many families had abundant knowledge that the schools did not know about”. (Additionally it will give the classroom activities a greater meaning. This will help students to do better in the class room.

Another way to help students, especially in the area of reading is to help them see that their dialect isn’t wrong, just non-standard. You can do this by allowing students to linguistically study their dialect. This study will not only give students a better appreciation of their dialect and culture but also a wealth of information about code switching and linguistic code. “"By using their own words to describe these patterns, students move from what they intuitively know about language to an understanding of language variation and how it works in different settings and with different audiences." (Epstein P., 2011)

The photostory project helps students to realize the value of their culture and where they are from. It allows them to make connections between the classroom and their home and family. It also shows students that their culture is worthy of classroom study, just like the culture of any other place. By watching other students’ photostories, students can gain a better appreciation of the heritages of others and to know each other.

In my classroom, I would like to use this photostory idea as a jumping off point. It would be a good opportunity to get to know my students and also for them to use novice level Spanish to talk about themselves and where they come from.

I also plan to help students see more clearly the approaches to reading and writing in a second language. In the second language classroom every student has low literacy, and therefore every student will need support when it comes to reading and writing.  

Bolima , D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm 

Epstein P., H. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655

Funds of knowledge: A look at luis moll's research into hidden family resources. (n.d.). Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE

Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)

Culturally Responsive Teaching and Literacy

In “Honoring Dialect and Increasing Student Performance in Standard English” Epstein and Herring-Harris discuss some of the effects of a dialect on education and ways to use a dialect as a tool. The authors bring up several very good points that I had never really internalized. One was the affect that a non-standard dialect can have on standardized test performance. It is hard for Appalachian students to determine the right or wrongness of a particular grammatical structure when what they hear in everyday life is so different from what they hear in the classroom. Also students that study their “native” dialect are much better equipped to code switch when necessary. The study can also have a positive effect on their performance in the standard language. By understanding the basic grammatical and linguistic structures that underlie a dialect, they can better understand the foundations of the standard version of their language.

 

Several of the strategies mentioned in this article supported culturally responsive teaching. One was the comparative study between the native dialect and Standard English. This helped students to make a meaningful connection between the language that is used at home and the language that is used in the classroom.  Another was fact that they were even studying the Appalachian dialect. Most students have probably heard that their way of speaking is wrong. Studying it in an academic manner would help students to realize that their way of speaking isn’t wrong, just different. It would help them to see that their culture and way of life are important and worthy of being taught.

 

During my schooling I have experienced several different instances of culturally responsive teaching. One example occurred in my college Spanish Literature class. We read a short story about a silver mining town in the Andes. The story dealt with the tragedy of a mine disaster. After reading the story we discussed some of the similarities and differences between the mining village depicted in the story and the history of mining towns in WV. The story sticks out in my mind because of that connection.

 

There are many different resources that can help teachers be more culturally responsive. One is the National Center for Culturally Responsive Educational Systems (NCCREST). I have linked an article from them about culturally responsive teaching and literacy.

Callins, T. (2006). Culturally responsive literacy instruction. Retrieved from http://www.nccrest.org/Briefs/Literacy_final.pdf

Epstein P., H. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655

Where I'm From

 

I am from mountains, from Kraft mac & cheese and home made ice cream.

I am from the tree shaded white house on Grassy Lane.

I am from the spring lilacs, the summer gladiolas, and silent winter snows.

I am from family reunions in the mountains of Preston Country, from Grandpa Leland and Grandma 
Ethel and the Sypolts and Bolyards.

I am from generations of farmers who love the land.

From “You're only as good as your word,” and “Were you born in a barn?”

I am from a church on the side of the road, an old fashioned pastor who preached fire and brimstone, 
love and salvation.

I am from church dinners in his front yard, creek baptisms, and revivals.

I'm from years and years of church camps and friends that you do the craziest things with.

I'm from West Virginia, from the highlands of Preston County, and the “lowlands” of Lewis.

From the way that both of my grandfathers did all they could to own their farms, the long hours they spent on the land, and the hallowed peace of back porch sittin'.

I am from family bibles, and crates of old photos, cracked and split, handled with care.  

I am from corn cakes, and lasagna, and 50 year old recipes.

I am from a Dresden plate quilt, hand pieced and hand stitched, and from crocheted afghans, marked with a grandmother’s love.

From an insatiable thirst for good stories, from Narnia, Gallifrey, Randland, and the power of your imagination.

I’m from sunflowers in Hungary, the people of Nepal, and the city life of Buenos Aires.

I am from a wanderlust that leads me to every corner of the world, and a connection to the land that 
will always bring me back.

I am a West Virginian.

Literacy and Culture

Literacy is so important in life, but it seems that some students miss out on learning the joys and the wonder of reading and writing. Some just end up missing out on reading all together. 

1.       Elementary reading instruction contributes to poor literacy attainment for older children in several ways. One is the lack of foundation. If children do not receive the proper instruction on how to read and write properly, as well as strategies for getting the most out of text, they will most likely do poorly in middle and high school.

2.       Reading test scores work excellently at inducing a sense of panic in relation to reading education. However they don’t provide an accurate picture of the individual differences that can affect learners.

3.       The reading myth that surprised me most was that students finish learning about reading and writing when they leave elementary school. I would have thought it obvious that students do and need to continue their education in reading and writing up through college. Writing and reading are two skills that one can never practice enough, and they should make like long practice of the two part of their life.

4.       I know that it is important to teach reading comprehension in the content areas. Each subject has its own special set of symbols, definitions, and system of organizations. Without some practice and thought, the reading skills don’t automatically transfer. My two content areas are math and Spanish. In math, students need to know how to read equations, graphs, and charts. In Spanish students especially need good reading comprehension skills. Spanish students face the unique challenge of working in a second language. This makes comprehending the readings exponentially harder. Going back to reading skills that students learned for reading in English class can help them to successfully read in Spanish class.

5.       Many literacies find no place in the classroom. I have literacy in reading latchhook guides, maps, GPS compasses, and reading house plans. These literacies weren’t focused upon during school.

6.       An example of a literacy practice is a young student writing a poem that reflexes his or her culture.

7.       A discourse community is a group of people tied together by a common trait whose communication is governed by rules.

8.       When students feel that their multiple literacies are not recognized as valuable in school the begin to reject school literacy. Students need to be able to make the connection between the value of what they do in school and the things that they like or choice to do in their free time.

9.       Teachers can use construction plans to talk to their students about lengths and areas, or angles and shapes. A student who is competent in reading construction plans will see the connection between school and their life outside of school.

10.   In my 10^th grade Honors English class we did a Fantasy/Sci-fi unit. At the beginning of the unit, every student was able to look at copies of 10 different books. We then ranked to books according to how much we wanted to read them. From those rankings, we were assigned to a group. Each student got a say in which book we read. This made sure that we had a book that we were likely to read and that we would be more involved in the project. We were also more interested in each other’s projects since not everyone was reading the same thing.

11.   In my AP Literature class we read texts from several different eras, from authors of different races and cultures.

12.   Teachers that have their peers and supervisors’ respect have students that do well on standardized tests.

 The National Counsel of Teachers of English. (2007). Adolescent literacy. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

Bolima , D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm