WEEK FIVE [in class]


- GNA GNA Jul 2, 2009

A great reading on assessment: "Liberating Grades/Liberatory Assessment"


A seminal paper written by Peggy McIntosh "Unpacking the Invisible Knapsack" (looks at White privilege) external image pdf.png UnpackingTheKnapsack.pdf


On social justice pedagogy:

Ball (1995) described building and interrogating theory as a way to challenge the status quo, de-familiarize present practices of teaching and learning, and invent new forms of experience as student-teacher-researchers.
Giroux ‘s (1990) characterization of social justice pedagogy; a deliberate attempt to engage educators and students to think critically about “what stands for knowledge” and their relationships to how knowledge is produced and transformed.





WEEK FIVE READING LIST [Sorry for the delay. Just an FYI since you all created your own list on Thursday. - GNA GNA Jun 28, 2009]
Chapter 3: Jessica, Chris A., Jenny G., Nicole, Sara
Chapter 4: Allie, Danielle, Celi, Joannah, Aaron
Chapter 5: Andrew, Jon, Steve, Evan!, Garrett
Chapter 8: Timmy, Amanda, Christine, Christine H-L, Tom
Chapter 11: Jena, Greg, Jenny J., Ashley, Stephanie S.

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WEEK FOUR [artifacts]

( Steve, Aaron, Allison,Jena, Greg)
(Tom McNamara, Christine Hawks-Ladds, Tim Murphy, Jenny Jorgensen, Jenny Glieco)
(Andrew, John, Nicole, Amanda, Evan, Christine)
Discipline-Specific Recommendations
(Chris, Garrett, Ashley, Sara, Johanna, Danielle)

WEEK FOUR [in class]


Resource for groups working on consensus building through collaborative learning.




Task(s) & Deliverable(s): Your task is to work towards consensus building by redirecting, correcting, and augmenting the format and content of your WK3 Read & Write. Team members will resubmit WK3 Read & Write with any as-needed revisions. When you complete your work together join one of the other working groups.


Resources for teams working on (1) ethnic/cultural identity development & (2) White identity development.



Deliverables:

  1. PPT presentation summarizing key points of your assigned developmental theory (10 minutes = 10-12 slides)
  2. Using the case, "What's the big problema?" to ground your theory into practice (ethnic/cultural identity devleopment team examine the students' status; White identity development team examine Erik's status), prepare questions to lead us in a large group discussion (T2P authentic assessment) (15 mins.)

Actions for team working on discipline-specific recommendations for applying T2P.


Deliverable: Your team will work as a group to provide a list of discipline-specific recommendations of how to apply learning theory to practice in areas like math, science, history, etc. Begin with the recommendations/suggestions from your Week 3 R&Ws. Provide at least three explicit recommendations per subject area.


Example of a strong recommendation for science: Invite relevance into a lesson on local habits by asking students to use their cell phones or other electronic media to capture photos of fauna and flora they find in "their own backyard." [Has students using their preferred technology, keeps it local, and may even get their family involved. The learning theory, better described in this case as a concept, is the importance of relevance in the curriculum.]

Example of a weak recommendation for science: Encourage students to suggest relevant topics of research for class. [This recommendation is too general and depends solely upon common sense. It is not helpful for you as future teachers.]

Your artifact should take the form you believe will best convey your recommendations. Cite any rubrics or resources you use to guide your recommendations. Be prepared to make a brief (15 minute w/ Q&A) presentation to your colleagues.



Inquiry questions (actions) for team formulating critiques and identifying potential vacancies in developmental/learning theories.

Check out this web page I found and annotated. [scroll down and look for highlighted text and post it notes on the page] You may find it provides a way to frame your critique.

  • Collect and summarize critiques from classmates
  • Choose two or three of the most popularly cited theories/theorists (from WK4 Read & Write) for your research
  • Depend upon your critical thinking and analysis to create a framework (list of questions you will use to examine each theories) for critique
  • Conduct scholarly research to augment/evidence the critiques presented by your classmates (including yourselves)

Deliverable: Your team will provide (1) a list of questions to guide us in our future critiques of developmental/learning theory, and (2) a summary of critiques and identify potential vacancies in the developmental/learning theories you've determined to be most relevant to your colleagues (covered in class and in the readings thus far). Your artifact should take the form you believe will best convey the various ideas, opinions, perceptions, and experiences you gather through research. Cite any rubrics or resources you use to guide your research. Be prepared to make a brief (15 minute w/ Q&A) presentation to your colleagues.







WEEK THREE ARTIFACTS

SWEET SUCCESS! - GNA GNA Jun 19, 2009





- GNA GNA Jun 18, 2009 As of this moment, YouTube is down. I will upload the videos tomorrow asap. They look and sound amazing. What a great pleasure it was to watch both groups bring the content from the reading, the data you collected via the YouTube vids, and your speculations to life.


WEEK TWO ARTIFACTS [- GNA GNA Jun 14, 2009 Strong work everyone. Sticking with it really paid off.]

Learner Difference: Partially Deaf in One Ear

Tom McNamara
Stephanie Sanzo
Allison Hujar
Aaron Fallon

Learner Difference Podcast

Contributors of deaf-culture.com. (2008) " Parents of Dead Children" http://www.deaf-culture-online.com/parents-of-deaf-children.html.

ERICKSON, E., JOINER, L., & Western Michigan Univ., K. (1967, August 1). SCALES AND PROCEDURES FOR ASSESSING SOCIAL-PSYCHOLOGICAL CHARACTERISTICS OF VISUALLY IMPAIRED AND HEARING IMPAIRED STUDENTS. . (ERIC Document Reproduction Service No. ED016349) Retrieved June 11, 2009, from ERIC database.

Fricke, J., & Joint Committee on Audiology and Education of the Deaf, W. (1969, February 1). A Study of Current Practices in Education for Hard-of-Hearing Children. Interim Report. . (ERIC Document Reproduction Service No. ED027679) Retrieved June 11, 2009, from ERIC database.

Strategies For Teaching Students with Hearing
Impairments. http://www.as.wvu.edu/~scidis.html

LEARNER DIFFERENCE: CULTURAL/ETHNIC ---->>

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RESOURCES
Lopez, N. (2003). Hopeful girls, troubled boys. Florence, Ky. Routledge

Reed, U. (Mar99). Second generation civic America: Education, and the children of immigrants. Journal of Interdisciplinary history. 29(4).

Orosco, M.(2005)"Do You Speak American?". Bilingual Research Journal. FindArticles.com. 11 Jun, 2009. http://findarticles.com/p/articles/mi_qa3722/is_200510/ai_n16705291/

http://blog.foolsmountain.com/2009/04/23/self-identification-of-2nd-generation-chinese-in-overseas/

Learner Difference: only child of single, out of work father


Garrett Waldron
Jenny Jorgensen
Christine Zeiner
Danielle Duquette




Learner Difference: Talented and Gifted Learners (TAG)


Learner Difference: the Millennial student


Millennial studentsare those born post-1981 who have been heavily influenced by technology in all of its forms, are products of parents who have planned and prepared for their births. Among the national events that have helped to shape this generation are Columbine and 9/11.

Researchers and scholars, suggest that teachers set explicit goals and expectations, and plan several opportunities for parental involvement (Provitera McGlynn, 2008). Researchers characterize the millennial student as competitive and as an overachiever.

Educators see a disconnect between themselves and their students because of the tech-savviness of the millennials. Educators see millennials as very high achievers and feel they are under pressure to perform well in several aspects of life.

Mass media is infatuated with millennials. The media capitalizes on the millennials, financially and reciprocally, by taking advantage of their willingness to engage in technology. Millennials, on the other hand, seem to enjoy their exploits being relayed on the news or other outlets.

Parents planned on having these millennial children, in many cases being financially stable at the time of birth. Parents are also very involved in the millennials lives.

Teachers can embrace the millennials seeming obsession with social connectedness by incorporating more group work into their lesson planning. Educators must also encourage team and community-building and retain high expectations for their overachieving students. Teachers must also do their best to incorporate the technology that millennials are already immersed in in their classrooms. Also, as millennials seem to have such little down time, educators can be of benefit by helping students to improve their time management skills.

As a group, we speculated that the peer-pressure millennials are under to achieve highly in so many aspects has both positive and negative effects on motivation. It's positive in the sense that it pushes students to be "better," however, it's negative in that it becomes easy for students to become overwhelmed with the desire to keep up with their peers and the need to meet everyone else's expectations. Also, we feel students are more motivated to learn by extrinsic factors like technology and new devices (iEverything, for example). With the influx of resources, however, there has been a reduction in the resourcefulness of the millennial students themselves.

Provitera McGlynn, Angela. February 2008. Millennials in College: How to Motivate Them. Education Digest.

Evan O'Neill
Sara Mykietyn
Ashley Holden
Celi Munson

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LEARNER DIFFERENCE: ADHD (ON MEDICATION)

Andrew
Jenny
Timmy
Amanda




Recources/Citations


http://www.apa.org/topics/topicadhd.html
http://www.apa.org/monitor/feb08/adhd.html
http://www.apa.org/monitor/2008/10/adhd.html

http://well.blogs.nytimes.com/2008/11/24/michael-phelps-and-the-potential-of-adhd/?scp=8&sq=ADHD&st=cse
http://www.nytimes.com/2008/11/25/health/25well.html?_r=1
http://www.turnertoys.com/ADHD/APA_diagCriteria.htm

http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VBF-3T830M7-1F&_user=669286&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000036298&_version=1&_urlVersion=0&_userid=669286&md5=06dc64b25b0286454a2b5d639dc4102f

http://www.jstor.org.ezproxy.lib.uconn.edu/stable/3696440?&Search=yes&term=Adhd&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3DAdhd%26gw%3Djtx%26prq%3D
Reasearch%2BAdhd%26Search%3DSearch%26hp%3D25%26wc%3Don&item=6&ttl=695&returnArticleService=showArticle

http://journals.lww.com/jaacap/pages/articleviewer.aspx?year=1997&issue=08000&article=00011&type=abstract



- GNA GNA Jun 5, 2009
IMPORTANT NEWS ABOUT OUR CURRICULUM

Over the next five weeks we will be investigating (in order of your preferences [n=21], but not necessarily in the order they will be incorporated into our curriculum):

Problem finding and solving during teaching (28 points)
Issues of collaboration and a caring learning community (25 points)
Issues of multiculturalism and equity (19 points)
Psychological development (16 points)
Learner differences (culture, identity, etc.) (15 points)

The two topics you collectively have the Least interest pursuing are:

Physiological development (0 points)
Historical theories of development and learning (2 points)


WEEK ONE ARTIFACTS



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Tom McNamara, Sara Mykietyn, Jenny Glieco, Christine Hawks-Ladd
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