EDT 5373: Assignment for Week 6

News

http://www.ocregister.com/articles/kids-342311-help-school.html

I seem to be finding information that reflects similar frustrations and worries: testing pressures and the challenges of teaching English language learners. Unfortunately, I am part of that club of concerns. I too have to tell myself the same advice that is given in this bit of news, “That end-of-the-year test is the least of your worries. You need to help your students learn to speak, read and write in English. This process takes about six years for any child, and this year you are helping them on their way.” I just hope that someday soon, the powers that be, will understand that a second language is not learned as quickly as they think.  It seems so unfair to punish a student by not allowing them to graduate from high school if they were not able to pass a state test, when they have not become proficient in the English language.

EDT 5373: Week 5 Chapter Reading Assignment

Chapter 7: Writing with Technologies

            This chapter understands the need to write substantively in order to function in today’s society. The tools they discuss address the writing process in varying ways and how they support individual and collaborative settings.

            Concept maps require students to create maps in a visual manner by connecting links.  These maps are often used in the planning and analysis of written assignments. Some of the software used to generate concept maps are C-map, Inspiration/Kidspiration, Mindmeister and Visual Thesaurus. These tools allow students to identify important ideas and then connect by labeling relationships between those ideas. Students can also create templates for the structuring of different types of writing.

            Another visualization tool that is helpful in the writing process is Wordle (www.wordle.net). This tool is free, and it creates what is called a “word cloud” from the text that is typed. Wordle emphasizes the word that is used most when the user types it. While Wordle can be used just for fun, it can also be used as an instructional tool. One example of this is when a teacher used it to generate a multitude of adjectives to describe a noun.

            Using blogs to publish ideas is another way technology supports creative writing. A blog is a type of website that lets users Publish instantly. Those who read blogs can also instantly participate in written conversation instead of having a one sided dialogue.

            There are also technology tools that support certain forms of writing (e.g., essays, poetry). Poetry Forge (www.poetryforge.org) was designed by the University of Virginia which offers tools for creative writing, in this case poetry. Another website that offers writing forms in Essay is Punch (www.essaypunch.com). This site is not free, but the cost is less than $100 per class; the same company offers paragraph and book writing.

            Technology also supports collaborative writing. There are many online tools that allow for collaborative writing: Google Docs (docs.google.com), Zoho (writer.zoho.com) just to name a few. Teachers should also support students during this collaborative process by providing structure, establishing expectations and frequent monitoring.

            This chapter informed us of tools that students can use to assist in different parts of the writing process. I will be interested in exploring concept maps for planning and organizing information, and I would also like to explore Poetry Forge for poetry writing.

EDT 5373: Assignment for Week 5

News and Alerts

As achievement gap expands, Latino leaders demand change

http://www.nwitimes.com/news/local/illinois/chicago/as-achievement-gap-expands-latino-leaders-demand-change/article_55e644a9-7187-53b7-92e1-e724f9a923b1.html

This bit of news begins with a shocking statement: “Between 2006 and 2010, the achievement gap between white and Latino third-graders in Illinois almost doubled, making change urgent, Latino advocates say.” This made me wonder what type of study was conducted that gave those results. One of the issues that came up after they had their community meeting was that Latino students are not fluent in English. Again, I couldn’t help but ask myself “how many of those students who are not fluent in English are recent immigrants?” “How long have these students been in the U.S. consistently?” etc…

Finnish Educator Offers Suggestions for American Schools

http://neatoday.org/2012/02/19/finnish-educator-offers-suggestions-for-american-schools/

I know that Finland leads the way in education in ways no else has. Also, I learned a few years ago that they also had to rethink and restructure their education system being that it was failing drastically. One of the suggestions the Finnish educator mentions is to do away with hierarchies and tests because our recent (school) environments do not produce thinkers…I will have to agree with that.

EDT 5373: Assignment for Week 4

http://www.naplesnews.com/news/2012/feb/14/collier-schools-officials-begin-preparations-for/

This alert talked about something a lot of us (teachers) are going through with the new STAAR test: new accountability standards for English language learners. Florida’s comprehensive assessment test will also include scores from the ELL student this year. Similarly, they also claim that these new requirements will lower the graduation rates eventually. This sounds too familiar.

http://neatoday.org/2012/02/15/civic-education-getting-a-reboot/

Civic Education Getting a Reboot is the title of this blog post. The (NAEP) assessment scores mentioned showed low scores, especially among 12^th graders; this is the nation’s report card on civic knowledge. I will have to agree with the need to better engage students in civic learning. Arne Duncan states, “Giving students a strong foundation in civic values is critical to the vitality of America’s democracy and economy in the 21^st century,” Citizens that are knowledgeable, can make informed decisions.  

Week 3-Chp. 1 Goal of Technology Integrations: Meaningful Learning

Choose two characteristics from the model of meaningful learning on p. 3, and describe how technology can be used to promote these two characteristics. Give specific examples.

• Constructive (Articulative/Reflective)- This attribute focuses on constructivism. When students or learners (as the chapter calls them) begin to create their own models to explain what they learn, they begin to create meaning through this process. One way technology can be used to promote this characteristic is by having students generate thinking maps to demonstrate how they would explain a particular concept they have learned. For example students can choose from the following graphic organizers or a combine them (also called thinking maps) to explain or teach. The software I like to use to teach my students is called Inspiration8. Not only do they enjoy it, but they look forward to present their thinking. These are the thinking maps I teach my students how to create. Once they learn how to use the software, they decide which to use to create on a particular assignment.

Intentional (Goal-Directed/Regulatory) – This characteristic says that when “learners use computers to do skillful planning for doing everyday tasks…they are intentional and are learning meaningfully.” Since I teach ELLs, and most of them have very little knowledge of basic computer skills, the first task I have for them is to be able to use a basic Word document to create something basic. Some examples include: writing poetry, a short scary story using a template, and answer questions in complete sentences. These assignments include inserting graphics, spell checking and basic typing skills. Some students catch on quickly and others don’t. Most of them enjoy using technology. Another example is the use of a Discussion board (blog) on a particular novel we are reading in class. Students learn from each other by replying to a fellow student about what is being read in class.

EDT 5373: Assignment for Week 3

http://casls-nflrc.blogspot.com/2012/02/lescant-photo-database-for-reflection.html

This is an interesting piece of information coming from the Center for Applied Second Language Studies site. It was posted on February 5, 2012 and so far I haven’t seen anyone reply to this blog. But what I have learned so far from this, is that there is a database created titled LESCANT Photo Database. And the purpose of this database is to “give students experience in identifying and analyzing cultural differences that come up whenever they deal with people from other cultures.” In my opinion, this is a multicultural approach to learning from other cultures. Culture is a complex word that often creates an unnecessary lens through stereotypes. This is the site if you are interested in delving further http://laits.utexas.edu/lescant

http://casls-nflrc.blogspot.com/2012/02/report-helping-newcomer-students.html

In the same studies site as above, another interesting discussion topic emerged. This topic is about English language learners being at risk in middle school and high school. The 3 year research they have been working on seems to be focused on Exemplary Programs. It seems promising so far. I am glad to read that more research is being done to help English language learners, especially at this difficult age.