tag:blogger.com,1999:blog-34488243720745832722024-03-05T13:15:06.708-08:00Literacy Teachers Initiative @ ND CLEAnonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-3448824372074583272.post-65117659920286306062018-09-13T07:18:00.000-07:002018-09-13T07:18:05.754-07:00Multicultural Literature: Being in the Picture<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Let’s begin with a scenario. Imagine you are a member of a large group that recently took a group photograph. Someone has just handed you the photograph. What do you look for? Are you wondering what the background foliage looks like? Are you looking at the clouds in the sky? Perhaps - but you are most likely looking for yourself. This is a natural response. We often desire to see ourselves in images, whether it is a photograph or literature. Readers are often searching for connections to characters, places, and experiences and many times, this is why we are most drawn into a text. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Rudine Sims Bishop, Professor Emerita of Education at the Ohio State University, is an expert in children’s multicultural literature. She is well known for describing books as windows, mirrors, or sliding glass doors (<a href="https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf">link</a></span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">). Bishop describes literature as having the power to transform “human experience and reflect it back to us, and in that reflection we can see our own lives and experiences as part of the human experiences” (p. ?). In other words, we see ourselves as mattering in the world. Bishop also describes literature as windows that offer views of the world that may be “real or imagined, familiar or strange” (p. ?). Readers may be introduced to characters uniquely different from anyone they have ever met. They may be transported into a magical world where 12 year olds wave wands and speak spells and risk their lives for their friends and cherished teachers, Professor Dumbledore and Professor McGonagall (Rowling, Harry Potter series). Perhaps they accompany Meg, Charles Wallace, Mrs. Who, and Mrs. Which to search for their father and understand tessaracts to discover wrinkles in space and time (L’Engle, </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">A Wrinkle in Time</span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">). Readers may immerse themselves in a poetic narrative to learn more about the power of sports and relationships to unite a family as in Kwame Alexander’s </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The Crossover.</span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Whether the text serves as a mirror or window, readers are offered an opportunity to push open a sliding glass door and step into the literature and become part of the story. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">So how do we ensure that children have access to literature that can serve as mirrors, windows, and/or sliding glass doors? And how might we engage our students in literature that may not speak to them immediately, such as peering into a window and not making powerful connections from the beginning? The short answer is interactive read-alouds and dialogue; however, it also requires a multicultural classroom library that features books with real and imagined, familiar and strange settings and complex characters with whom students can connect and learn from. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">We believe it is important to take stock of the books in our classroom library. Are students able to find books that reflect their experiences to see themselves as part of the larger human experience? Can students select literature that challenges them to take on new perspectives, to feel empathy and a connection to characters whose lives are quite different from their own? And can students identify books that entice them and they can’t help but push open the sliding glass door and step through? Literature has the power to serve as windows, mirrors and sliding glass doors so let’s make sure our classroom libraries are full of multicultural books that speak to all of the students we are so privileged to teach. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Additional Article:</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Morrell, E. & Morrell, J. (2012). Multicultural readings of multicultural literature and the promotion of social awareness in ELA classrooms. </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">New England Reading Association Journal, 47</span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">(2), 10 - 16.</span></div>
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-45094287393627332772018-09-08T20:04:00.001-07:002018-09-08T20:04:18.679-07:00Powerful Literacy: Video Featuring Ernest Morrell By Jodene Morrell<br />
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<span style="background-color: white; color: #333333; font-family: "pt serif" , "georgia" , "adobe garamond" , "garamond" , serif;">“What we need in the 21st century is not just literacy, but powerful literacy, and we need it equitably,” said </span><a href="https://english.nd.edu/people/faculty/morrell/" style="-webkit-tap-highlight-color: rgba(0, 0, 0, 0); background-color: white; box-sizing: border-box; color: #286542; font-family: "PT Serif", Georgia, "Adobe Garamond", Garamond, serif; outline: none; transition: all 125ms ease-in-out;">Ernest Morrell</a><span style="background-color: white; color: #333333; font-family: "pt serif" , "georgia" , "adobe garamond" , "garamond" , serif;">, a professor of English and the Coyle Professor in Literacy Education at Notre Dame.</span><br />
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In this video, Ernest discusses powerful literacy practices in schools and communities and ways to support students' abilities<span style="background-color: white; color: #333333; font-family: "pt serif" , "georgia" , "adobe garamond" , "garamond" , serif;"> to engage meaningfully with the world. </span><br />
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<span style="background-color: white; color: #333333; font-family: "pt serif" , "georgia" , "adobe garamond" , "garamond" , serif;">Please click on the link below to view the entire video. Enjoy!</span><br />
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<a href="https://al.nd.edu/news/latest-news/video-ernest-morrell-on-powerful-literacy/">https://al.nd.edu/news/latest-news/video-ernest-morrell-on-powerful-literacy/</a>Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-13246978650171116632018-09-08T19:31:00.001-07:002018-09-08T19:32:47.972-07:00The Importance of the Work of Literacy Education<style>
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The Importance of the Work</div>
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It was as a high school English Teacher in the early 1990s that I became convinced of two things that have shaped my life
over the past quarter of a century: 1) Literate trajectories shape social
trajectories-without powerful literacy skills students, their families and
their communities didn’t stand a chance and 2) Those who disseminate knowledge
impact not only how people think, but how they act</div>
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I became obsessed with improving the literacy and learning
outcomes for our most vulnerable populations and with sharing research-formed
ideas about the best ways to transform lives and communities through literacy.
This led me back to graduate school at the University of California at Berkeley
where I pursued a doctorate in Language, Literacy, and Culture and I have spent
the bulk of the last twenty years at UCLA and Columbia University making my
dream a reality.</div>
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In the African-American tradition, like many other
traditions, literacy has been associated with freedom. Whether it be the
narratives of Harriet Jacobs or Frederick Douglass, the lyrics of Bob Marley,
the novels of a Jimmy Baldwin or Toni Morrison; the power of and barriers to
literacy have been well-documented. Frederick Douglass stated that “Once you
learn to read you are forever free.” Whether all of our children grow up with
access to basic and higher-level literacy is socially up to us.</div>
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As a scholar, I am interested in how literacy is learned in
families, communities and cultures. How literacy is taught effectively in
formal institutions like schools; and the work that teachers and students do
together in literacy classrooms</div>
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<span style="mso-spacerun: yes;"> </span>I have an interest in
the African Diaspora as an imagined community--it’s literature, it’s popular
culture; its engagement; its critique, its resistance, its plurality; its cacophonous
polyvocality; its beauty, its power, its joy--it’s agency, it’s undeterred
presence. I’m also interested in making the diaspora knowable, and touchable to
present and future generations.</div>
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Finally, I am interested in what schools do to create powerful
literate trajectories for students, families, and communities. By literacies I
do not merely mean those ways of speaking and writing that lead to academic
success, but also a re-reading of the self and of the world. In my work I think
of these as literacies of radical self-love and social consciousness. My work
primarily focuses on the schooling experiences of students attending the most
vulnerable public and Catholic schools domestically and increasingly across the
African Diaspora.</div>
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These interests, Global Literacy Studies and the African
Diaspora are what consumes my days (and sometimes my nights). They are the
issues I write and speak and teach about. They form my professional
associations, the Centers and Initiatives that I direct, the dissertations that
are written under my supervision. Without sounding too grandiose I believe
there is something at the intersection of these interests that is essential to
the future of the planet and the future of the church. The ability of all the
inhabitants of the planet, all of God’s children, to equitably and with dignity
live lives of freedom and of consequence.</div>
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And we have had some major wins in this work. As the world
becomes more educated it becomes safer, life expectancies increase, and global
poverty is reduced. According to Economists in the Institute for New Economic
thinking at Oxford University as late as 1820, 85% of the world lived in
extreme poverty. By 2010 that number has been reduced to about 25%. This is
still unacceptable as we’re talking about nearly 2 billion people.</div>
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<span style="mso-spacerun: yes;"> </span>In 1870 in the US the
illiteracy rates for certain subgroups reached 75%. By 1970 the illiteracy rate
in the country fell below 1% for every subgroup. The challenge of our
generation of scholars is ensuring that all children and families have access
to what we call “equitable excellence” through literacy. The changing global
landscape requires advanced literacy and technological skills that are only
possible through an empowering education. By 2050 I believe that we can reduce
the racial achievement gap and the gender literacy gap while increasing access
to college and jobs earning a livable wage and strengthening our global
networks and our faith tradition. And I believe that with our collective efforts,
Notre Dame will serve as a leader in this endeavor.</div>
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<span style="mso-spacerun: yes;"> </span>We’ve already begun.
In our first year the CLE has 10 major publications including 2 leading
research briefs through the International Literacy Association, we’ve created
two publication series through Notre Dame press, we hold leadership positions
in all of our major professional organizations, we have developed a literacy
institute for local teachers in the South Bend schools, we’ve directly touched
over 10,000 educators through workshops and school visits this academic year,
we’ve instituted the O’Shaughnessy Fellows and the Coyle Fellows programs to
attract and mentor promising classroom teachers and early career professors.
But, in the words of famous Miami Marlins manager Don Mattingly, “we’re just
getting started!”</div>
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<span style="font-size: small;"><span style="color: black;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span><span style="color: black;"><br /></span></span></div>
Anonymoushttp://www.blogger.com/profile/05612425840155048165noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-17046630285299524972018-09-08T18:57:00.001-07:002018-09-08T18:57:02.908-07:00The Notre Dame Center for Literacy Education
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;">The Notre Dame Center for Literacy Education</span></b></div>
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<span style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;"><i>Now that the LTI is officially relocated to Notre Dame, we thought we'd give you an overview of the work of Notre Dame's Center for Literacy Education</i></span></span></div>
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<span style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;"><i>Jodene and Ernest Morrell</i></span></span></div>
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<span style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;"><i> </i></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;"> </span></b></div>
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<span style="color: #333333; font-family: "Times",serif;">“Once
you learn to read,” wrote Frederick Douglass, “you will be forever free.”<span style="mso-spacerun: yes;"> </span>No single gift in a child’s education is more
precious or empowering than the gift of reading. Academic literacy rates are
positively correlated to life expectancy, educational outcomes, and earning
potential. Low literacy rates are also negatively correlated to incarceration,
dropout, and unemployment.<span style="mso-spacerun: yes;"> </span>Too
predictably, academic literacy achievement in schools is stratified along lines
of class, race, and geography in America. Those who have less seem to receive
less with respect to their literacy education. And as a whole, students
attending schools in the United States seem to be struggling with literacy
achievement compared to peers internationally (PISA, 2017).</span></div>
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<span style="color: #333333; font-family: "Times",serif;">English
educators have a tremendous role to play in re-envisioning the future of
literacy education in America. They train future teachers, they work with
practicing teachers, they conduct research in English classrooms, and they
observe and document powerful literacy practices that occur in non-school
settings.<span style="mso-spacerun: yes;"> </span>English educators are often
also called upon to advocate for sound policies and pedagogical practices at
the local, state, and federal levels. Put simply, the work of English Education
matters greatly, and it includes, but is not limited to, the ability to prepare
the next generation of workers where the demands for workplace literacy are
greater than they’ve ever been. English is a discipline that helps to prepare
engaged citizens who use language and literacy to speak the truth to power;
English educators also help future generations to appreciate the beauty of
written words, be they found in essays, poems, plays, novels, websites, or
blogs (Morrell and Scherff, 2015).</span></div>
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<span style="color: #333333; font-family: "Times",serif;">While
English educators are essential to informing policies and pedagogical practices
that will dictate the future of literacy instruction in America, they are often
fragmented in their approach to the problem. English professors, teacher
educators, literacy researchers, principals, and classroom teachers often work
in silos and are rarely in conversation with one another about how to work
collaboratively to tackle the major issues of the day. And students’ voices are
seldom accounted for in the discussion of the present and future of the field.</span></div>
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<span style="color: #333333; font-family: "Times",serif;">Led by Director Ernest Morrell and Associate Director Jodene Morrell, the
Notre Dame Center for Literacy Education seeks to integrate diverse voices from
English studies, literacy teacher education, policy studies, urban education,
multicultural education, critical cultural studies, digital media literacies,
new literacy studies, and adolescent literacy to converse with university-based
English faculty, English educators and K-12 leaders and classroom teachers to foster
dialogue focused upon what is known about powerful literacy teaching and
learning and what we will need to know in order to meet the challenges and
opportunities of literacy education in the 21st century.</span></div>
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<span style="font-family: "Times",serif;">The Center for
Literacy Education will leverage the English and Literacy Education faculty of
Notre Dame’s Institute for Education Initiatives and ACE, members of the
University’s English Department, as well as manifold external partners to
transform literacy scholarship and practice in today’s urban and multicultural
Catholic Schools worldwide.</span></div>
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<span style="font-family: "Times",serif;">The model through
which the work of the Center advances literacy scholarship and practice is
grounded in three areas Morrell and his colleagues have come to identify as
“super-levers” to sustainable transformation in this area.</span></div>
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<span style="font-family: "Times",serif; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;">Formation:</span></b><span style="font-family: "Times",serif;"><span style="mso-spacerun: yes;"> </span>This
work includes forming pre-service teachers and undergraduates with an interest
in English and literacy teaching in Catholic schools, preparing English
Educators at the Ph.D. level who will train the next generation of English
teachers for Catholic Schools, working with practicing teachers in Catholic
Schools through professional development, digital engagement, and summer
institutes, as well as developing literacy leaders who will work in school
systems, libraries, classrooms, and community centers.</span></div>
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<br /></div>
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<span style="font-family: "Times",serif; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;">Outreach:</span></b><span style="font-family: "Times",serif;"><span style="mso-spacerun: yes;"> </span>This
work includes partnering with schools, parishes, and other organizations
domestically and internationally to create summer camps and community literacy
centers aimed at increasing critical literacies for children, adolescents, and
adults as well as ensuring that our most vulnerable populations have access to
digital technologies and a literacy education that will equip them to
participate powerfully in the digital age.<span style="mso-spacerun: yes;">
</span>Special emphasis will also be given to ACE’s Read to Learn project in
Haiti.</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 115%; margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif; mso-bidi-font-family: Times; mso-fareast-font-family: Times;"><span style="mso-list: Ignore;">3)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times",serif;">Research:<span style="mso-spacerun: yes;"> </span></span></b><span style="font-family: "Times",serif;">The
Center is committed to a robust and impactful interdisciplinary research agenda
that seeks to create new knowledge to advance literacy scholarship and generate
ideas and practices to improve student learning.<span style="mso-spacerun: yes;"> </span>Scholarship of the highest quality will focus
on multiple areas including (but not limited to) the following: (1) connections
between Culturally Sustaining Pedagogy and contemporary literacy classrooms, (2) connections
between literacy instruction, critical pedagogy and Catholic Social teaching, (3) the impact of
state and federal policy on literacy practice and literacy achievement in urban schools. </span></div>
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<span style="font-family: "Times",serif;">Finally, the Center
will be involved in the dissemination of information to educators, policymakers,
and the general public through a variety of publications, the development of
curricular materials for K-12 classrooms, the preparation of literacy policy
briefs, the publication of scholarly articles and books, participation in state
and national professional organizations, the development of a digital platform
to engage the nation’s English teachers in Catholic and public schools, and regular
lectures, conferences, and dialogues with teachers and school leaders. </span></div>
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<span style="font-family: "Times",serif;">For more information on the Center please contact</span></div>
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<span style="font-family: "Times",serif;">Dr. Ernest Morrell: emorrel1@nd.edu</span></div>
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<span style="font-family: "Times",serif;">Dr. Jodene Morrell:jmorrell@nd.edu </span></div>
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<span style="font-family: "Times",serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin5_qd_Zp23g2kMtKfOONKQ0BTo2gHFNS6NGeEgg27IURgwHE-txOfZeOYFANzCFEm6XLWGKEG-a8j_qdAcS6qjKdJxTsBHKRakO0Au7_5bcZpZy1LfHkUswgNPqf1W1XWMHDe32xCilKg/s1600/IMG_2493.JPG" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin5_qd_Zp23g2kMtKfOONKQ0BTo2gHFNS6NGeEgg27IURgwHE-txOfZeOYFANzCFEm6XLWGKEG-a8j_qdAcS6qjKdJxTsBHKRakO0Au7_5bcZpZy1LfHkUswgNPqf1W1XWMHDe32xCilKg/s320/IMG_2493.JPG" width="320" /></a></span></div>
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<span style="font-family: "Times",serif;"><br /></span></div>
Anonymoushttp://www.blogger.com/profile/05612425840155048165noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-80452684869102789182018-09-08T18:48:00.002-07:002018-09-08T18:50:11.155-07:00LTI Project - Now Housed in the Notre Dame Center for Literacy Education <b>Introduction</b><br />
<br />
If you have visited our blog, welcome back. If you are new to our blog, welcome! Jodene and Ernest Morrell are now at the University of Notre Dame. Ernest is the Director of the new Notre Dame Center for Literacy Education, the Coyle Professor in Literacy Education Endowed Chair, and professor in the English Department and Africana Studies Department. Jodene is the Associate Director of the Center for Literacy Education and a faculty fellow in the Institute for Educational Initiatives.<br />
<br />
In this blog you will hear from literacy teachers around the country who are deeply committed to growing as scholars, sharing their literacy practices with a wide audience, and preparing their students to live literacy rich lives of dignity and decency.<br />
<br />
We hope you will visit frequently. We would love to hear from you and about all the amazing work you are doing to empower students with the gift of literacy!<br />
<br />
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-36724670191351187362015-06-04T12:35:00.003-07:002015-06-04T12:42:41.592-07:00Creating a Space for Student Voice: Comfort versus Truth <div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><i>by Lakeya Omogun </i></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br />
Last month, I had the pleasure of
hearing author, Chimamanda Adichie Ngozi speak at the Pen World Voices Festival
here in New York City. Essentially, she spoke about silence, censorship, and
obsession with comfort. She prefaced her talk with a comparison of hospitals in
the United States and Nigeria, emphasizing that American hospitals offer a
comforting experience for patients, lavished with medications and frequent
checkups. Nigerian hospitals, on the other hand, simply offer healing for
patients; providing comfort is secondary. Whereas Nigerians expect pain and
discomfort to be part of the process of life, Americans prefer comfort. She then
extended this idea to larger social issues, arguing that our addiction to
comfort causes us to remain silent about poverty, race, and income inequality.
Thus, we leave things unsaid, and as a result, a boring, comfortable, and safe
environment transpires. <o:p></o:p></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
As she spoke, I couldn’t help but
think about the idea of comfort in my own classroom. <i style="mso-bidi-font-style: normal;">Have I neglected to engage my students in critical discussions to
maintain a safe and secure environment? Have I evaded a student’s question about
inequalities so as not to make anyone feel uncomfortable? Have I not undertaken
controversial social justice classroom projects because I felt like my administration
wouldn’t approve?</i> If I’m completely honest, I can say ‘yes’ to each of
these questions. While I’ve engaged my students in critical readings of texts
during the school year, I have also been guilty of choosing comfort over truth.
I’ve facilitated shallow discussions on racial, age, and gender inequalities,
ensuring that they never became “classroom inappropriate”. I’ve convinced
myself that the classroom isn’t the place for such discourse. <span style="mso-spacerun: yes;"> </span>Well, if the classroom isn’t the place, then
where is the ideal place? <o:p></o:p></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
Adichie’s speech compelled me to
take a risk during my final unit of the school year, science fiction. Using
Scott Westerfeld’s <i style="mso-bidi-font-style: normal;">Uglies, </i>I’m moving
my students and I outside of our comfort zone to engage in deeper and more
authentic conversations about class, perceptions of beauty, and social
structures that impede or enhance social mobility. The content in this book
definitely lends itself to such discussions. <i style="mso-bidi-font-style: normal;">Why does our society have racial categories? Who do they benefit? Who’s
in control of our idea of beauty? Even though the city of New York does not
have visible boundaries, are people grouped together based on similarities and
differences? Why?<span style="mso-spacerun: yes;"> </span></i>These are just a
few of the questions that have elicited transparent, and interestingly, truthful
responses from my students. So, right now our classroom discussions are not
safe. They definitely are not comfortable. However, we are discovering root causes
of injustices and inequalities and connecting them to our everyday lives. <o:p></o:p></div>
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So, again, is the classroom the
place for such discourse? Considering that my students represent a population
that has been historically marginalized within the society and the educational
system whether due to their racial/ethnic background, socioeconomic status, or
various perceived and/or valid ability labels, I would say the classroom is <i style="mso-bidi-font-style: normal;">definitely</i> the place to help them see
the world through a critical lens, even in the midst of discomfort. <o:p></o:p></div>
<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 18px;"><br /></span>
<br />
<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 18px;"><b>About the Author: </b></span><br />
<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 18px;"><i>Lakeya is a 7th grade Literacy teacher at New Design Middle School in West Harlem. She has also taught 6th grade in Newark, NJ and 3rd grade in Detroit, Michigan. Lakeya was a McNair Scholar at Michigan State University and is an active member of Kappa Delta Pi International Education Honor Society through the Teachers College chapter. Currently, she is completing a year-long research project in her classroom, which is funded by the Louise M. Berman Fellows Award. She recently completed the Masters Literacy Specialist Program at Teachers College Columbia University. Lakeya is going into her second year as an LTI fellow. </i></span><br />
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<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 18px;"><i><br /></i></span>Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-66823998040553943662015-04-14T04:05:00.002-07:002015-04-14T04:05:29.847-07:00Guest Teacher: Lauren Scott<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 14.3999996185303px;">Lauren has taught middle school English Language Arts for the past seven years in Brooklyn and the Bronx. She is currently ELA Department Leader and a New-Teacher Mentor at her school and completing her Literacy Specialist Masters degree at Teachers College Columbia University. Lauren’s past research focused on the connection between motivation and writing using sketchbooks in the classroom to foster a love of writing among resistant middle-school students. Her current research examines how to help readers construct text-based, inferential ideas and draws on research by Beers and Probst (2013) and theories of transference (Keene, 2007). She has presented her research at Teachers College and the New York State Reading Association annual conference. Lauren has been an LTI Fellow since fall, 2012.</span><br />
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<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 14.3999996185303px;"><br /></span>Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-91663914790060497102015-04-10T13:09:00.000-07:002015-04-10T13:09:35.760-07:00When Things Get Loud, Remember the Power of "We" <b id="docs-internal-guid-e786df37-a4eb-18b0-629f-e58072b821de" style="font-weight: normal;">By Lauren Scott</b><br />
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s April.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Good news, right?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It depends who you ask. Or maybe from which angle. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With signs of spring surrounding us: warmer temperatures, green on the ground, shades of whites and yellows returning to the trees, and last but not least, a ten-day break written into the New York City public-school calendar, how could there be anything but smiles on faces right now?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ask an English and Language Arts or math teacher.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Their answer will be short, but will have tremendous implications: </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“State exams.”</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Starting next week, children in grades 3-8 across New York state will be testing for two consecutive weeks in ELA and math - six days of exams in total (three in each subject). </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The stakes are high. And so is the anxiety. Because just like our city, the volume of it all - the politics, the implications, the consequences, the constant back and forth between government officials, contracted corporations, administrators, teachers, teachers unions, parents, communities - is just so... </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">LOUD. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With the risk of sounding rather blunt: I kind of don’t care. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Because here is what I have learned and what I am continuing to learn the more I teach:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The outside noise will always exist. The politics are not going away. Reform movements will come. And they will go. Or maybe they won’t - maybe standardized testing will be here for a very, very long time. </span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So I don’t care about the noise. I care about kids. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I am not saying the “noise” is not important. It most certainly is and I admire all those who are ready and willing to step up and challenge it and in some cases, even fight it. </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">But what I am saying is that based on my own experience, I used to be the kind of teacher who too often allowed outside forces to have the power of influence over what went on inside of the four walls of my classroom. The outside noise caused me to feel like a failure, to feel like I wasn’t good enough, to feel like my kids deserved someone better than me and that I should just leave. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And I almost did. Until I took that power back and realized I needed to learn and follow the same lesson I teach my students (ironically, during our “test-prep” unit): The goal is progress, not perfect.</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lisa Delpit once wrote, “When one ‘we’ gets to determine the standard for all ‘wes,’ then some ‘wes’ are in trouble!”</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Whether the “one ‘we” is Pearson or Common Core or New York state or ________ that is trying and arguably succeeding in setting the “standard” for our kids and as a consequence, creating an abundance of noise that we just cannot seem to silence, I would just like us to remember the other “wes” in </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">OUR </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">classrooms…</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Our kids. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And us.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So during these next two weeks and beyond, let us remember and most importantly, </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">use</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> our power to create a culture of love and support in our classrooms and schools. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Let’s ask our kids and each other</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">:</span></div>
<b style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“How are you?”</span></div>
<b style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“How was your day?”</span></div>
<b style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Are you okay?”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“How can I help?”</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Let’s say to our kids and each other</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">:</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Good morning!”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“I’m here for you.”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“It’s going to be okay.”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Thank you.”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Let’s remind our kids and each other</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">:</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“You are more than a test score.”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Some things (including some of the best things) just can’t be measured.”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“We will get through this!”</span></div>
<b style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Progress, not perfect.”</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We all need each other. Especially in New York City. After all, it’s really loud out there. </span></div>
<br /><br /><br /><br /><br />Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-47153021222030205052015-03-22T14:43:00.000-07:002015-03-22T14:45:47.132-07:00Learning Takes Differentiation and Time <div class="MsoNormal">
By Jodene Morrell<br />
<br />
This year marks my 20<sup>th</sup> year in education and I continually draw on lessons I've learned as an elementary teacher, middle school literacy specialist, student-teacher
supervisor, university professor and researcher. The most important one I’ve
learned and many educational researchers would agree – is that change takes time. We seem
to have no patience with new curriculum, new professional development, or
school reform. If we don’t see immediate results by the end of the school year,
we toss it out. However, the “we” is rarely the teachers who understand that
change takes time. We understand that we are investing time and energy and love and
effort into the children with whom we are entrusted for a year and we may never
see the fruits of our labor. But that’s not why we teach. We, and I mean the
teachers, understand that we are making a long-term investment into an
individual’s future, into their growth as a learner, into their self-esteem. If we are lucky, we may see phenomenal
growth but most of the time we are simply adding another layer to the
foundation on which they will continue to add subsequent layers of learning and
growth and development. <o:p></o:p></div>
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Becoming teacher-researchers is no different. It takes time.
Now at the end of our fourth year, I get to see the fruits of our labor.
Conversations are significantly different. No longer do I ask the Fellows what
they would like to do for their research – we talk about their existing
research and then they tell me about their future research plans. In a meeting
last week, one Fellow discussed final steps for this year’s research –
conducting oral surveys with her first graders about their development as
writers before we were launching into a conversation about next year which will
focus on various forms of teacher evaluation systems. We also discussed writing
an article for an academic journal over the summer. It is a profound
transformation from three years ago when we were talking about how to identify
a topic, how to develop a research question, what “counts” as data and so on
through the research process with me leading the conversations. These days, I’m
just trying to keep up with them! <o:p></o:p></div>
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The difference in learning is most obvious when we come
together as a community each month at our All-Fellows meetings. Our two newest
Fellows are engaging in amazing research and collaboration across state lines
(NY and CT) – focusing on co-planning and teaching a unit on Malcolm X and the
Civil Rights Movement from a critical perspective with their 6<sup>th</sup> and
7<sup>th</sup> graders. I forget when they ask about forms of data that this is
not as “obvious” to them as the Fellows of the first cohort who began January
2012. A crude comparison would be teaching students (who come in as non-readers) to read for two and a half
years and expecting a new (non-reader) student to be reading at the same level with the same
comprehension, vocabulary, and understanding of text. I need to remember to
step back, see how to best meet the needs and interests of the teachers, and
support accordingly. It’s not so different from teaching.<br />
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As I mentioned in the previous post, we’re in this for the
long haul. We recognize that there is always a new topic to research, room to
grow, another article to read or write, another grant to pursue. Learning takes
time – whether we are talking about K-12 children, teachers, researchers, or as
a community. We are at a point, as a community, when we can talk about "years" ago when we first got started and remain enthusiastic about our upcoming plans for a new line of research. I hope this is a message we can convey to others through our publications and presentations - be patient with the learning process. We are all a work in progress. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-19392326893983631932015-03-17T13:56:00.002-07:002015-03-17T13:56:55.934-07:00<span style="color: blue; font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i>Becoming Teacher Researchers </i></span><br />
<br />
By Jodene Morrell<br />
<br />
<br />
One of my go-to-quotes when writing grant proposals, conference proposals, or for academic journals is by Dr. Magdalene Lampert (1985) who <span style="font-family: 'Times New Roman'; font-size: 12pt;">stated there is a belief that,
“The teacher’s work is to find out what researchers and policy makers say
should be done with or to students and then do it” (p. 191). </span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt;"><br /></span>
<span style="font-family: 'Times New Roman'; font-size: 12pt;">I used to scan my syllabi and check the publication dates on readings to ensure the content would feel current and relevant to my students. I no longer do that. After 20 years as an educator from K to MA, I recognize that we continue to hash out the same arguments, push back on policies that reduce our teaching to teacher guides, pacing guides, and high-stakes tests, and use all our energy and talents to meet the complex interests and needs of our students. The date on the publication starts to feel less relevant. We strive to teach the whole child while seeking balance in our own lives. Our hearts hurt for students and families that just can't seem to get a break and we celebrate moments when students succeed - in whatever way we define success together. And we do not put the researchers' and policy makers' agendas ahead of our own... unless we are the researchers and in that case, it's quite a different conversation. </span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt;"><br /></span>
<span style="font-family: 'Times New Roman'; font-size: 12pt;">I'm looking at my calendar for the rest of the academic year and my university is more than half way through the semester which already has me thinking about end of year interviews with each of the LTI Teacher Fellows. It's one of our annual rituals. We meet in their classroom, in my office - where ever is most convenient. And we reflect on the year - what went well, what they wished they could have done differently, plans for next year, what it means to be a researcher. I transcribe their responses off my digital recorder, store the files in the Cloud, and reflect. Each year I am astounded by how their discourse around teacher-research has evolved, their insights into action research, and what this means for teacher learning and student growth, and what it means to be part of a community. Mostly, I reflect on our relationships and the organic growth of our community of practice. </span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt;"><br /></span>
<span style="font-family: 'Times New Roman'; font-size: 12pt;">We are building and shaping and reshaping and tweaking our community which is something no researcher or policy maker could have possibly imagined. We do not tell one another what to do. We listen. We suggest. We laugh. We eat. We drink. We support. We are growing together as researchers and as educators. There is no formula. There is no teacher guide. It's a bit of fixing the plane in the air - but there is no high stakes test at the end and we're not competing with one another. </span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt;"><br /></span>
<span style="font-family: 'Times New Roman'; font-size: 12pt;">We will be wrapping up our fourth year as a project at the end of this spring. We have eight Fellows actively engaged in research at this time and a total of fourteen active members and alumni. Four of us are heading to the International Reading Association Conference in July, so we'll turn our attention to that soon enough. Our Fellows take time off from research, maternity leave, time to work on tenure and other life events because we know we are in this for the long run. We have no end date. Fellows are free to come and go without judgment. </span><br />
<span style="font-family: 'Times New Roman'; font-size: 12pt;"><br /></span>
<span style="font-family: 'Times New Roman'; font-size: 12pt;">The LTI Project is a community that no policy maker or researcher could have imagined. It is organic and it is all about relationships and support. That is how teachers from nine different schools and two states become researchers, colleagues, and friends. This is what it means to become researchers with the LTI Project. </span><span style="font-family: 'Times New Roman'; font-size: 12pt;"> </span><br />
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<!--StartFragment--><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: JA;"> </span><!--EndFragment-->Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-16955198963304954072015-03-02T21:05:00.003-08:002015-03-04T10:27:28.067-08:00Black History Every Day By Christina Chaise<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdkxPtk9x6oF6xCTtD5YjX4q0nZX74HPCIw_ZLL982MPxfVQ_2glqn39R9NqlRkR9BvsuhGE1i2882Pa2RpW-dAOfk3ZcDf8b3a-W9gWUzZREd68UOYQdkMtk9dFVLXJNB5n8ekG-VZskl/s1600/unnamed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdkxPtk9x6oF6xCTtD5YjX4q0nZX74HPCIw_ZLL982MPxfVQ_2glqn39R9NqlRkR9BvsuhGE1i2882Pa2RpW-dAOfk3ZcDf8b3a-W9gWUzZREd68UOYQdkMtk9dFVLXJNB5n8ekG-VZskl/s1600/unnamed.jpg" height="145" width="200" /></a></div>
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: .5in 1.0in 1.5in 2.0in 2.5in 3.0in 3.5in 4.0in 4.5in 5.0in 5.5in 6.0in; text-autospace: none;">
<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">As February comes to an end, I question what
the implications are of ending the chapters and conversations around Black
history and the inclusion of the Black Lives Matter movement in classroom
dialogue. Will the conversation stop? Will business carry on as usual? Will
classrooms—both urban and suburban—cease to celebrate the accomplishments of
Black Americans because March has begun?<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">It must not.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">It is not new news that there is a dearth in
histories of people of color represented in social studies/history curricula in
US schools. Although Howard Zinn (2005) had been able to bring these histories
together as a counter-narrative to the Eurocentric history we had been taught
in our classrooms, not many children, especially those from marginalized
communities, are exposed to this knowledge. This knowledge is not usually found
until one finds themselves in a university—a place to which many people do not
have access. Most children never get to know the histories/herstories of their
people and communities. Knowing how powerful and liberating such an education would
be for black and brown youth, why then, has there been no movement to diversify
the narratives within history classrooms?<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Blame is always put on different peoples and
institution; it’s the fault of NCLB, Race to the Top, Common Core, policy
makers, politicians, administration, teachers, parents, etc.—or so the story
goes. I argue that we all play a role in shaping and maintaining many of the
oppressive forces within the education establishment, including the absence of
recognizing the historical contributions of people of color—some people more
than others, of course. In this framework exists the assumption that the
system, school, and classroom are not set up to be liberating spaces, but
rather, oppressive spaces to ensure the stratification and reproduction of an
unequal society. Whether actors and institutions are conscious of this is up in
the air. For social justice-oriented teachers, this is obviously not the
objective of why we started to teach. And for those trying to fight the binds
of policies and administration to bring about a more radical curriculum with
critical pedagogy, burn out is inevitable. <i style="mso-bidi-font-style: normal;">Unless
we remember that we are not alone.</i> All educators are at different places
and spaces in developing our pedagogy and exploring different modes of teaching
and learning history/social studies, and finding a community that is on a
similar trajectory helps us figure this out organically. Luckily, there are
quite a few communities in existence organized around this, including the
Literacy Teachers Initiative at the Institute for Urban and Minority Education.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">But back to the issue at hand. Espousing
Eurocentric history curriculum may not be intentional (and even worse if it is
intentional), and can be a difficult act to modify if it has been commonplace.
Indeed, absence of alternative curriculum is a normalized aspect of the US
schooling system, integral to maintaining the larger economic system as is, but
we’ll leave this critique for another time. Yet, this should not be a deterrent
for incorporating different content that can transform the classroom,
particularly content that can re-<i style="mso-bidi-font-style: normal;">humanize</i>
a space that has been historically dehumanizing, especially for black and brown
students.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">What if you’re not too confident in your
knowledge of the content? Or perhaps you’re still cultivating your pedagogy.
Maybe talking about race instills the fear of God within you. Like I said,
we’re all at different stages, and that’s okay. What’s most important here is
that you are making the commitment to teach your students a history through a
social justice lens—a history that can transform lives. Race talk, or
‘difficult dialogue’, is too often avoided rather then explored, which is a
representation of larger phenomena related to forces of privilege and
oppression. However, make no mistake; <b style="mso-bidi-font-weight: normal;">not
talking about race and issues around race is oppressive</b>. (I highly suggest
the work of Dr. Derald Wing Sue of Teachers College, Columbia University to
further explore this notion. You can find one of his articles here: </span><a href="https://depts.washington.edu/anthweb/resources/diverse_pdfs/diversity_microagressions_11.pdf"><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">https://depts.washington.edu/anthweb/resources/diverse_pdfs/diversity_microagressions_11.pdf</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">. For an even
deeper theoretical analysis of symbolic violence in omitting race dialogues,
please see an article by Dr. Zeus Leonardo of UC Berkely: http://vocserve.berkeley.edu/faculty/ZLeonardo/PedagogyofFear.pdf).<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Discussions around race, both in present and
historical contexts, are necessary for the development of a powerful capacity
for social analysis within our urban youth. It should be embedded in American
history lessons because, simply put, race plays a major role in American
history; without it, we are missing an important piece to the puzzle. What’s
most unfortunate is that this missing piece is the space where history meets
biography for students of color. It is the space where we can see how our
histories have been shaped in order to be better informed on how to shape our
own futures and that of our communities. This history is not simply about our
oppression, but about our struggle to fight for our own liberation, about the
battles we’ve won and about the people who paved the way for us. I would bet
money (something I never do since well, #graduateschoollife #thestruggleisreal)
that if a history class had such content that enabled students of color to see
themselves and their communities through an additive lens—In contrast to a
deficit lens—the culture of the classroom would drastically change.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Once again, however, the content can be
transformative, but without critical pedagogy, the message will be lost. There
is a plethora of research on critical pedagogy and all its different branches,
yet I want to focus on one that I find is most easily digestible but equally
effective: reality pedagogy. Developed by Dr. Chris Emdin (2011), reality
pedagogy is centered on bringing in the experiences and sociocultural understandings
of students into the classroom. Rather than summarizing the core aspects of his
theory, I’d rather let him explain it to you himself: <o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">A cheat sheet of the 5 C’s he discusses can be found here: </span><span style="mso-field-code: " HYPERLINK \0022http\:\/\/cech\.uc\.edu\/content\/dam\/cech\/centers\/hope\/docs\/RealityPedagogyCincinnatiHandout\.pdf\0022 \\t \0022_blank\0022 ";"><span class="MsoHyperlink"><span style="background: white; color: #1155cc; font-family: Arial; font-size: 12.5pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">http://cech.uc.edu/content/dam/cech/centers/hope/docs/RealityPedagogyCincinnatiHandout.pdf</span></span></span><o:p></o:p></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Reality pedagogy can be powerful tool in
normalizing the inclusion of American Black history (as well as Latin@ and
Asian history) by connecting the present realities of our youth with the
histories of their communities. The marriage of history and biography is what
C. Wright Mills called, the sociological imagination—a way of looking at the
world, I argue, through the lens of political consciousness. This lens, as Mills
(1959) writes, “enables its possessor to understand the larger historical scene
in terms of its meaning for the inner life and the external career of a variety
of individuals… The first fruit of this imagination… is the idea that the
individual can understand his own experience and gauge his own fate only by
locating himself within his period, that he can know his own chances in life
only by becoming aware of those of all individuals in his circumstances… The
sociological imagination enables us to grasp history and biography and the
relations between the two in society... Back of its use there is always the
urge to know the social and historical meaning of the individual in society and
in the period in which he has his quality and being.” (p. 5)<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Not only does this tool of social analysis
allow students to understand the larger structures that have shaped their
histories and present realities, but it gives them the knowledge and
empowerment to address these structures too.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">I would like to note, that although the above
statements were written with urban populations in mind, it is necessary that
radical education and race talk be a part of white, suburban, and/or
middle-class classrooms, too. As much as we need to work on combating the
internalization and reproduction of oppression, we must also turn our heads to
the spaces and places where privilege is also internalized and reproduced. Both
processes must be disrupted. As a result of these disruptions and
interjections, the understanding of white hegemony, which necessitates a
dichotomization of white American history and black American history, can be
fostered within students to help them liberate themselves from its effects. In
the hands of these students—our students—lies the political possibility that
history classrooms may one day include all stories and realities because we
will be the teachers and students to make that change.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Celebrating black history should happen every
day, in every classroom.<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Please see below for a few resources and
articles, as well as online communities to join to further educate ourselves
and find colleagues to support each other. If you have any links that relate,
feel free to share as well!<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Online
Communities and Resources (including children’s books and syllabus suggestions):<o:p></o:p></span></b></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">http://www.nycore.org/#sthash.nSPyv4nN.dpbs<o:p></o:p></span></div>
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<a href="http://www.theroot.com/articles/culture/2014/09/teaching_about_ferguson_do_s_and_don_ts.html"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">http://www.theroot.com/articles/culture/2014/09/teaching_about_ferguson_do_s_and_don_ts.html</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="https://storify.com/neelofer/fergusonsyllabus"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">https://storify.com/neelofer/fergusonsyllabus</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">https://docs.google.com/a/tc.columbia.edu/document/d/1kwZl23Q9tgZ23dxSJWS-WpjZhOZ_mzVPtWL8-pWuLt8/edit#<o:p></o:p></span></div>
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<a href="https://storify.com/Ebonyteach/kidlit4justice-recommended-children-s-and-ya-reso"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">https://storify.com/Ebonyteach/kidlit4justice-recommended-children-s-and-ya-reso</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="https://www.pinterest.com/saywhatyoumean/children-s-books-for-social-justice/"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">https://www.pinterest.com/saywhatyoumean/children-s-books-for-social-justice/</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="http://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/Literature_for_Youth/Children's_Literature"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">http://en.wikibooks.org/wiki/Antiracist_Activism_for_Teachers_and_Students/Literature_for_Youth/Children's_Literature</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="http://www.edchange.org/survey/EdChangePoll-ChildrensBooks.pdf"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">http://www.edchange.org/survey/EdChangePoll-ChildrensBooks.pdf</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="http://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">http://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="http://www.nea.org/home/52285.htm"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">http://www.nea.org/home/52285.htm</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<a href="http://organizingforpower.org/anti-oppression-resources-exercises/"><span style="color: windowtext; font-family: Helvetica; mso-bidi-font-family: Helvetica; text-decoration: none; text-underline: none;">http://organizingforpower.org/anti-oppression-resources-exercises/</span></a><span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;"><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;">Articles:<o:p></o:p></b></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">Emdin, C. (2011) Moving Beyond the Boat without
a Paddle<o:p></o:p></span></div>
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<span style="font-family: Helvetica; mso-bidi-font-family: Helvetica;">http://nctear2013.ehe.osu.edu/files/2013/01/emdin-2011-reality-pedagogy-black-youth-urban-science-ed2.pdf<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
Engaging Young Children in Activities and Conversations
about Race and Social Class <o:p></o:p></div>
<div class="MsoNormal">
Lee, Ramsey, & Sweeney (2008)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.naeyc.org/files/yc/file/200811/BTJRaceClassConversations.pdf">http://www.naeyc.org/files/yc/file/200811/BTJRaceClassConversations.pdf</a><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Racial literacy in a second-grade classroom: Critical race
theory, whiteness studies, and literacy research <o:p></o:p></div>
<div class="MsoNormal">
Rogers & Mosley (2006)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
http://onlinelibrary.wiley.com/store/10.1598/RRQ.41.4.3/asset/RRQ.41.4.3.pdf?v=1&t=i6mbnnp8&s=b121d3d0e623dd559eeff7521fd767483f14a0b9</div>
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<br /></div>
<div class="MsoNormal">
Promoting Equity in Children’s Literacy Instruction: Using a
Critical Race Theory Framework to Examine Transitional Books<o:p></o:p></div>
<div class="MsoNormal">
Hughes-Hasssell, Barkley, & Koehler (2009)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol12/SLMR_PromotingEquity_V12.pdf">http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol12/SLMR_PromotingEquity_V12.pdf</a><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Transforming My Curriculum, Transforming My Classroom: Paulo
Freire, James Banks, and Social Justice in a Middle School Classroom<o:p></o:p></div>
<div class="MsoNormal">
Hudalla (2005)<o:p></o:p></div>
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<span style="font-family: Times, Times New Roman, serif;">Christina Marie Chaise is a graduate student at Teachers College,
Columbia University in the Sociology and Education Program under the Education
Policy and Social Analysis Department. Christina was a McNair Scholar at Hunter
College; she is also a graduate of the Borough of Manhattan Community College.
Her activism and community organizing experiences have shaped her research
interests, which include critical pedagogy and epistemology, ideology, and
identity development around race/ethnicity and class. Her current focus is on
studying spaces of both oppression and privilege to explore how the
reproduction and internalization of racist/classist ideas can be disrupted,
particularly in the classroom—from kindergarten to graduate school. She is
currently a teacher’s assistant for Dr. Ray McDermott in the Anthropology
Department and a project assistant at the Institute for Urban and Minority
Education. Christina has been with the LTI project since fall 2014.</span><o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-62785428892913211932015-02-28T13:32:00.002-08:002018-08-28T08:58:41.575-07:00Guest Blogger: Jodene Morrell Jodene Morrell is the Director of the Literacy Teachers Initiative (LTI) Project at Teachers College, Columbia University which is housed in the Institute for Urban and Minority Education (IUME), directed by Dr. Ernest Morrell. She is celebrating her 20th year in education and has worn many hats including: elementary teacher in San Francisco, San Jose, and Los Angeles, California; middle school literacy specialist in Lansing, Michigan; Associate Professor in Education at California State Polytechnic University, Pomona. She always enjoys a great book, road trips with her husband and sons, and working closely with amazing Teacher Fellows in the LTI Project.<br />
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<br />Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com1tag:blogger.com,1999:blog-3448824372074583272.post-52703662645028728432015-01-27T08:23:00.000-08:002015-03-02T20:58:24.217-08:00“The Beat is Designed So I Can Enter Your Mind”: Youth Pop Cultural Texts in My Life as Student and Teacher<style>
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By Buster Nelson<br />
<br />
A quote from a song by a Rock and
Roll Hall of Fame hip-hop group gives this piece its title.<span style="mso-spacerun: yes;"> </span>I must have first heard it in 1988 when I was
in sixth grade.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>The quote represents how the youth pop cultural
songs, movies, and clothing fashions of my youth have affected my life-long
learning.<span style="mso-spacerun: yes;"> </span>Today, regardless of whether you,
or I, or anyone else disapproves or approves of the artists, songs, films, and
movies mentioned above and below, the fact remains that they are influential.<span style="mso-spacerun: yes;"> </span>Whether that influence is positive or
negative or somewhere in between, youth pop cultural texts are influential nonetheless.<span style="mso-spacerun: yes;"> </span>My question is . . . do we as educators want
to be aware of such influences on our students and then engage the students in
dialogue about those influential texts, or not?<span style="mso-spacerun: yes;">
</span>What are the costs of ignoring or dismissing such youth pop cultural text
influences?<span style="mso-spacerun: yes;"> </span>If youth pop cultural texts
are introducing controversial viewpoints into the awareness of students, are we
doing the right thing in ignoring the controversy, or should we help students untangle
and understand the complexities of the issues at hand?<span style="mso-spacerun: yes;"> </span>In the coming paragraphs of reflection on my
own education, I will trace the influence of pop-cultural texts in my own life with
the hope of spurring myself to examine the ways that today’s students might be
affected by today’s pop-cultural texts.<span style="mso-spacerun: yes;"> </span></div>
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<span style="mso-tab-count: 1;"> </span>To
make a long story short, my introduction through radio and video airplay to the
aforementioned hip-hop group’s music and its allusions to political figures
made me at least superficially aware of political controversy beyond what I was
learning in school. Another track by the group, which is critical of paramedic
response times in black communities, <span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">reached number 15 on the <i style="mso-bidi-font-style: normal;">Billboard<span style="color: black; mso-themecolor: text1;"> </span></i></span><a href="http://en.wikipedia.org/wiki/Hot_R%26B/Hip-Hop_Singles_%26_Tracks" title="Hot R&B/Hip-Hop Singles & Tracks"><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1; text-decoration: none; text-underline: none;">Hot
R&B/Hip-Hop Singles & Tracks</span></a><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;"> chart, and number 1 on the </span><a href="http://en.wikipedia.org/wiki/Hot_Rap_Singles" title="Hot Rap Singles"><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1; text-decoration: none; text-underline: none;">Hot
Rap Singles</span></a><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;"> chart
in 1990. </span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Again,
people’s disapproval or approval of the song is not the point here.<span style="mso-spacerun: yes;"> </span>The point is that the song had a clear
message and that the message was circulating in youth pop cultural
consciousness when I was a middle-schooler.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
Also r<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">eaching number one <span style="color: black; mso-themecolor: text1;">on the <i style="mso-bidi-font-style: normal;">Biillboard</i> </span></span><a href="http://en.wikipedia.org/wiki/Hot_Rap_Singles" title="Hot Rap Singles"><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1; text-decoration: none; text-underline: none;">Hot
Rap Singles</span></a><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;"> and
number 20 on the </span><a href="http://en.wikipedia.org/wiki/Hot_R%26B_Singles" title="Hot R&B Singles"><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1; text-decoration: none; text-underline: none;">Hot R&B Singles</span></a><span style="color: black; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;"> </span><span style="color: black; mso-themecolor: text1;">was</span> another track by the same Hall of Fame group in 1989.<span style="mso-spacerun: yes;"> </span>The song channeled extra attention to a
realistic fiction film by Spike Lee that details racial tension ending in
violent tragedy.<span style="mso-spacerun: yes;"> </span>At the end of the film,
two contrasting quotes appear from Dr. Martin Luther King and Malcolm X about their
different philosophies of non-violence versus self-defense in struggles against
oppression.<span style="mso-spacerun: yes;"> </span>This movie led me to become
interested in the other films of Spike Lee, and Lee’s film, “Malcolm X”,
starring Denzel Washington, was released in 1992.<span style="mso-spacerun: yes;"> </span>Along with the release of the movie, clothing
such as t-shirts and ball caps branded with the letter “X” became popular youth
fashion around where I was living in Connecticut.<span style="mso-spacerun: yes;"> </span>I began wondering “What does the ‘X’ represent?”<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
This curiosity driven by my
experiences with youth popular culture between sixth and ninth grades, led to
my choice to read <i style="mso-bidi-font-style: normal;">The Autobiography of
Malcolm X</i> during one summer break. Yet, this book was not read as a
required part of my school’s curriculum.<span style="mso-spacerun: yes;">
</span>My youth pop-cultural “curriculum” led me to read it.<span style="mso-spacerun: yes;"> </span>It was the start of my self-directed reading
of works by other authors of African American descent, study which has given me
much food for thought when considering educational issues.<span style="mso-spacerun: yes;"> </span>However, back in ’89 through ’92--a seminal
point of my adolescent intellectual curiosity--none of my teachers were aware
of what I was studying outside of class.<span style="mso-spacerun: yes;">
</span>My teachers were not able to help me navigate the complex, controversial
issues raised by my exposure to the aforementioned youth pop cultural texts and
subsequent readings.<span style="mso-spacerun: yes;"> </span>How much more
motivated, informed, and prepared might I have been by my schooling had a
connection been made between my pop-cultural “syllabus” and my English class’s?</div>
<div class="MsoNormal" style="text-indent: .5in;">
I am aware that many students today
may not have experiences similar to those of my youth, in which aspects of
youth popular culture intertwined with history and politics.<span style="mso-spacerun: yes;"> </span>However, how are the youth pop cultural texts
of today influencing the interests and potentially long-term intellectual
trajectories of our students?<span style="mso-spacerun: yes;"> </span>Due to my
own ignorance of today’s youth pop cultural texts (e.g. movies, videos, comics,
songs, and video games), how much of an opportunity to engage and to learn with
the leaders of tomorrow am I missing?<span style="mso-spacerun: yes;">
</span>How much do we recognize the power of our youth‘s pop cultural
(con)texts? Are we doing the right thing?</div>
Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-31338372847840006312014-12-30T12:25:00.001-08:002014-12-30T12:25:57.223-08:00Guest Teacher: Buster Nelson <span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 14.3999996185303px;">Buster Nelson teaches sixth grade English Language Arts at Keigwin Middle School in Middletown, Connecticut. He has taught in New York City, San Francisco, Hartford, and Middletown. Buster received his B.A. from Amherst College, M.S. from the University of New Haven, and is completing an M.A. in Liberal Studies at Wesleyan University (CT). He co-chairs his local library’s Strategic Educational Partnership Committee and is a founding member of his school’s Educational Equity Study/Action Group. Buster is interested in how critical pedagogy and the study of youth pop culture texts affect learning. Buster has been an LTI Fellow since Spring 2014.</span><br />
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<span style="background-color: white; font-family: arial, helvetica, san-serif; font-size: 12px; line-height: 14.3999996185303px;"><br /></span>Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com2tag:blogger.com,1999:blog-3448824372074583272.post-76446417616425666042014-11-30T18:54:00.000-08:002015-03-02T20:57:54.516-08:00The Voices That MatterBy Andrew Wintner<br />
<br />
I recently had the privilege of presenting my research at the NCTE conference in Washington DC. First, let me make the generic claim that participating in events such as these; whether as a presenter or as an audience member is revitalizing. In my last post I touched upon the idea of the "teaching profession", while at NCTE teaching felt like a profession that people wanted to study and master. During our day to day as teachers it is easy to get bogged down and forget about the mission that drew us into the profession; educating children to the best of our ability. Being at these events reminds the individual teacher that they are apart of something meaningful and powerful, an ideal that is easy to lose.<br />
<br />
While at the conference we saw a variety of presentations lead by a variety of presenters. All of the work was incredibly impressive and informative. Moreover, all of the presentations that I attended over the course of the weekend had clear universal implications. What was fascinating was the way in which different presenters, from different walks of the educational world, formulated their studies. Most graduate students / PHD candidates focused the collection of their data through quantitative measures, using clear metrics to compare student growth in a targeted area through the use of pre / post assessments; while many teachers triangulated qualitative data.<br />
<br />
The contrast was stark, and the epiphany fleeting, but during these presentations it was clear that regardless of how data was collected and analyzed, the implications for the classrooms were the same. Rather it seemed that the most impressive implications stemmed from qualitative data; motivational words from student interviews, beautiful quips collected through written reflection and amazing growth in student affect towards varied skills left an impact much more lasting than t-tests that showed 99% significance.<br />
<br />
The realization was pertinent; the last two years of teaching has allowed me to begin to view myself as a teacher researcher. However, I was so worried with designing the perfect design to track all data points that I lost sight of what was most important, the student. I was so worried about making sure that all data points had a pre and post assessment that it seemed like half the amount of time I spent with my focus group was dedicated to gathering data. Basically, I was not acting as a teacher researcher, I was acting as a researcher and while that has its benefits it is not the end all and be all. This is an important notion to internalize; <i style="font-weight: bold;">important research in the classroom does not need to be entrenched in numbers and statistics.</i><br />
<br />
There have been so many instances in which I wanted to study student motivation, or the impact of heterogenous grouping alternating with homogenous grouping every other day<i style="font-weight: bold;"> </i>or the correlation between stamina and student affect towards a task,<span style="font-weight: bold;"> </span><i style="font-weight: bold;">but </i>I never studied any of the things that were of great interest in me because I could not wrap my head around how the design would look.<br />
<br />
I am not making the claim that you should not triangulate your data or that your work does not need to based on prior research (mainly because a certain professor would kill me), however I am very clearly stating that you need to study what you think is important and will move student learning forward. If the design is not perfect, or the data collected is qualitative instead of quantitative, who cares, don't lose sight of why we want to engage in this work in the first place; to increase student learning. There are plenty of other times when we can let bureaucracy guide or pedagogy, but don't let that transcend into the research you conduct in your classroom because that research is so uniquely your own and so imperative to the profession of teaching and in turn student learning. Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-47881109846300436312014-11-10T15:01:00.001-08:002014-11-10T15:03:03.895-08:00A Profession Under Fire? Or a Much Needed Call for Improvement?<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">By, Andrew Wintner</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-5ec04d5c-9bf0-a5bf-72c0-e1487d744605"><span style="font-style: italic; font-weight: bold; vertical-align: baseline;">The Direction of the Teaching Profession?</span></span></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As many of you know the recent cover of Time magazine calls the ‘profession’ of teaching into question; directly blaming teachers and the structure of tenure / unionization for the “downfall” of public education. This cover has created nothing short of a nation wide debate within educational circles; one side protecting the unionization of the profession and the rights of individual teachers; the other calling for accountability, high standards and transparency that are synonymous with new teacher evaluation systems, namely The Danielson Framework. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As the common core states, one important standard for a writer to understand and master is a knowledge of the format and intended audience of a written piece (yeah I just made a CCSS reference). With that in mind I am very aware that this is a blog and I will not at all try and hide my opinions. In most aspects of life I am very liberal and open minded; I believe deeply in the need for protection of workers and in a freedom for teachers to address the diverse needs of individual students, which in many instances requires them to deviate from the robotic norm that some consider to be successful teaching. However, I am afraid that often the protection of teachers that are not pushing the profession forward minimizes the innovation and problem solving needed to maximize the potential of teaching and transform it from a job into a profession. Lackluster teachers spread a sense of complacency; in order to fight this sentiment, education must stop viewing itself as a job and rather invest in its capital as a profession by creating intellectual space for professionals to grow their craft and enjoy the fruits of their labor. Programs like Literacy Teachers Initiative (LTI) create this space, however one does not need to be a part of an organization to engage in this type of work. </span></div>
<b id="docs-internal-guid-5ec04d5c-9bed-0e68-ac64-4979a695eaac" style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why is this Relevant?</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why would this generic argument find its place within a blog dedicated to teacher researchers; the answer is simple; teachers need to band together to push the profession forward. We should invite accountability and transparency, not in a negative light, but in a light that draws attention to the intellectual and innovative work that transpires within the walls of schools countrywide. We need to call attention to teachers who not only fight complacency, but research and reflect upon their own practice to create new norms and push peers forward. Illuminating; this aspect of teaching will draw intelligent and dedicated teachers; and then keep them within the realm. Previous entries in this blog have chronicled how to create a research question and follow through with its implementation, I want to take a step back and illuminate the importance of this type of work on education; the “Why should I implement these practices in my own practice?” question.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For the better part of a decade I have watched my peer group in other disciplines climb up pay scales, move to corner offices and receive accolades for their efforts. For the first half of my teaching career I was incredibly envious; not of their accomplishments, but rather of the recognition. I was jealous they were in professions that documented and pushed innovation. It was not until I became part of LTI that I realized the same community is available within teaching, one just needs to search the appropriate outlets to find it. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ever since delving into the world of research within my classroom I have felt rejuvenated in my practice as an educator. Namely, I feel like a professional in a career; a huge change in my discourse as before I viewed myself as a proponent of social justice that found himself in the classroom (noble intentions, but not the right mindset to really affect change), teaching was just a job to me. Being a teacher researcher pushes my thinking, forces me to be uncomfortable and live in that ambiguity in order to create something uniquely mine that will promote the learning of students. This type of work fights stagnant practice by creating an environment that celebrates intelligence and nurtures the growth of it. By no means do I consider myself intelligent (and if you are still reading this blog you can testify to my idiocracy through the incoherent nature of this article) however by engrossing myself in the world of research I was able to create a niche that engaged my intellectual curiosity. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teaching is perpetually in the proverbial spotlight, but in my estimation this is a critical time for the ‘profession’ and if you are reading this blog that means that you are invested at some fundamental level in its success. Therefore, I am urging you to apply for a grant, to write a research article, to submit a piece to chalktalk, write a proposal to speak at a conference or call a friend and discuss the implications of the findings of an article that dissects the importance of heterogeneous grouping in ESL classrooms . These actions will renew your faith in your job if you are feeling lost or burnt out as I once was, it will help you transform your practice into a profession. Even if that seems too cliche don’t embark on this process for yourself, embark on this process because you believe in education and you understand the incredible need for the profession to be viewed as one that promotes and grows intellectual curiosity. You understand that the smartest people in our society do not need to make loads of money, rather they need to feel challenged and successful within their craft. These outlets allow for that, therefore we need to ensure that our community; moreover our profession as a whole begins to take this work seriously. It just may be the thing that transforms teaching from a job into a profession.</span></div>
<br />Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-66027348111011511962014-10-28T18:16:00.002-07:002015-03-02T20:59:59.135-08:00Student Self Reflection-Action Research Question 2014<div class="MsoNormal">
By Marie Clevering<br />
<span style="font-size: 18.0pt;"><br /></span>
<span style="font-size: 18.0pt;">I</span>n the past two months, I
have begun my first year teaching third grade. Earlier in my career, I taught
primarily middle school students, with a focus on fifth and sixth grades. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">First Impressions <o:p></o:p></b></div>
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<br /></div>
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I learned rather quickly that
no matter the age, all students face similar struggles. At the beginning of the
year, I may have even thought “Oh third grade. It’ll be so easy after teaching
middle school.” Not so. Third grade has its unique challenges, and is forcing
my approach to dealing with students to evolve. <o:p></o:p></div>
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<br /></div>
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Sarcasm is no longer a go-to
strategy for working with a student with a good sense of humor. Third graders also
are aware of some current events, but do not have the ability to talk about
them in any depth or detail. And third graders take a long time to write down
their homework. A long time. A very long time. I also realized quickly that
students have a LOT of questions. These questions aren’t necessarily important,
or a question that needs to be answered right away, but the students think they
are.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
I don’t want to come off like
I don’t enjoy my seven and eight year olds. I do. They are excited to learn.
They are proud of their accomplishments. They love listening to vocabulary
songs, love doing art projects, and love to read. It is an amazing age where
children are just starting to become more aware of their community, and to
develop their character. It is a great time to work with children to help make
them life long learners. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Behavior Motivation Formats</b><o:p></o:p></div>
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<br /></div>
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At the beginning of the year,
I struggled with what I wanted for the focus of my research. I felt like I
needed an entire year to become acclimated with the elementary model. But, over
the past month, it’s become clear that there is a place in my classroom (and
other upper elementary grades) for motivation around self-reflection that can
be tied to incentives for improved behavior.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
In the past, third graders at
my school were in one classroom all day. If they were off-task, their names
were moved along a very public ladder that started out at “Doing Great” and
ended with “Take A Break.” Sometimes, extra recess was given to the entire
class for being particularly compliant during transitions, or when listening to
directions. <o:p></o:p></div>
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<br /></div>
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I found the past approach problematic
for multiple reasons:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<!--[if !supportLists]--><span style="mso-list: Ignore;">1)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->Students in the 3<sup>rd</sup> grade at my school are
now departmentalized. This means that they travel between a science/math room
and a humanities room. This is in addition to going to gym, art and elective.
It’s a packed day where students engage with different teachers, different
classrooms and different rules.<span style="mso-spacerun: yes;"> </span>Having a
system in only one room just doesn’t work.<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 39.0pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -21.0pt;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">2)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span><!--[endif]-->Giving incentives and rewards to the entire class for
doing well is a great idea. I have used this approach many times before, and I
will continue to do so. However, if it’s the only way of making sure students
are motivated to learn and follow directions, it falls short during independent
work time and discussions in small groups. This model is awkward because the
students who are always doing the right thing become increasingly frustrated
with students who have a harder time following directions.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">SHOW Grades<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I wanted something new and
better. I wanted students to be held individually accountable for their daily
work and behavior, and be rewarded for their good decisions in the classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The result: Scholarly Habit
Of Work (or SHOW) Grades.<span style="mso-spacerun: yes;"> </span>It is a system
based off of the following concepts:<o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->Grit<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->Zest (Enthusiasm)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->Participation in classroom discussions<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->Being Prepared<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->Being Steady (try not to wiggle!)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->On Task<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]-->Working as a team<o:p></o:p></div>
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<br /></div>
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It’s a lot of components.
It’s a lot to ask of eight year olds. But I’m hopeful that it will have a
positive effect on their learning. I also hope that self-reflection on these
concepts will inspire better character in my kids both inside and outside the
classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">How SHOW Works<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
SHOW Grades are
student-driven. Students reflect each week on the seven components, and grade
themselves on a scale of 4,3,2,1. This is a holistic score that includes all
the classes for the whole week. (This is clearly a stumbling block I’m working
on: it’s pretty hard to remember as a 31 year old adult what yesterday was like,
much less an eight year old trying to assess their entire week!) Student’s
self-grades are then reviewed by a teacher, and modified as appropriate. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
If students are on the higher
end of the rubric scale (either a 3 or a 4), they receive an extended recess
period of about 15 minute. If students receive a 2, they receive half the extended
recess. If students receive a 1, they do not get any extended recess, and have
a one-on-one conversation with the teacher about ways to improve.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Research Goals<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This research project has
many goals. I want more accountability from my students. I also want to foster a
more reflective classroom where students learn how to think about how they have
acted. Also, I want to tie this research to literacy. Besides the writing that students do when they reflect on their behavior for the week, I also want to bring in current event stories of students who show grit and teamwork to get a solution done. <o:p></o:p></div>
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<div class="MsoNormal">
I’m also in the process of
collecting data each week on students’ reflections and self-assessments. I have
found a dramatic increase in the scores reported in the self-assessments (with
teacher approval). From the first week, which was just three weeks ago, to last
week, the class average for receiving a 3 or 4 went from 70% to 90%. Also,
after an anonymous survey, over half the class agreed that SHOW helps them
become better students. These are very hopeful, encouraging signs that some of
the SHOW components can be successful. We shall see…<span style="font-size: large;"><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-8372622070125325562014-10-18T15:20:00.000-07:002015-03-02T20:59:25.682-08:00“Aha” Moments, Surprises and Questions From Three Years in LTI<div class="MsoNormal" style="text-align: left; text-indent: 0.5in;">
By Marie Clevering<br />
<span style="text-indent: 0.5in;"><br /></span>
<span style="text-indent: 0.5in;">I
joined Literacy Teachers Initiative three years ago. Honestly, with a switch to
a different school, a new curriculum and a new grade to teach, </span><i style="text-indent: 0.5in;">and</i><span style="text-indent: 0.5in;"> with starting a family, I didn’t know
how long I’d last. But whatever preconceptions I had going in, I got hooked quick,
and am still involved today!</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="mso-tab-count: 1;"> </span>LTI is a chance for the teachers to tell our stories, and to
share our unique insights. We see students thrive and we see them struggle. We
know there are ways to make every student successful; we just have to find the
right methods. Action research within the LTI community is a powerful tool to revitalize
and refine our teaching strategies. This is why even experienced teachers with
a lot on our plates are excited to participate.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left; text-indent: 0.5in;">
From
being in the program for there years, I have gained knowledge that I never would
have gained elsewhere. Below are some “aha” moments, surprises, and questions from
my time with LTI thus far. <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<b style="mso-bidi-font-weight: normal;">“Aha” Moments!<o:p></o:p></b></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left; text-indent: 0.5in;">
My
first action research project with LTI was all about conferencing.<span style="mso-spacerun: yes;"> </span>Specifically, “How can conferencing help my
students’ comprehension and metacognitive strategies in my book clubs and
independent reading?”<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left; text-indent: 0.5in;">
I
loved conferencing with my students to begin with, and felt confident that I
was good at it. I thought my research would validate my impressions. <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="mso-tab-count: 1;"> </span>My first “aha” moment was that I needed to listen more in
conferences, especially with lower-performing students. <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="mso-tab-count: 1;"> </span>During my research, I applied an increased level of critical
reflection and focused closely on who was saying what during each conference. I
began to realize that I was taking a leadership role in the conferences more
than I had thought. I want my conferences to be student-led, and learned I
needed to be more patient, giving students (especially lower-performing
students) time to think through difficult topics before I offered assistance. <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span style="mso-tab-count: 1;"> </span>Upon further reflection, I came to my second “aha” moment. I
learned that even a format that was working well for me could be dramatically
improved, to great effect for my students! <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left; text-indent: 0.5in;">
We
must never plateau as teachers. Action research is a great way for me to keep
pushing myself forward.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Surprises <o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<i style="mso-bidi-font-style: normal;">”How do you have time to do all that extra work?”<o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
This
is what people often ask when I talk about my action research through LTI. This
sort of question was forefront in my mind when I began my involvement in the
program as well. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
My
first surprise was that working with LTI was not another “thing to do”, but an
uplifting experience that helped every aspect of my teaching. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
As
part of LTI, I get to bounce ideas off of smart, inquisitive,
solution-orientated teachers. LTI helps solve problems I did not even know I
had, and breaks roadblocks that would otherwise likely cause extended
frustration. And while participation often brings out more questions, it also
brings out more energy to address these questions by making me feel more
conscious and empowered as a teacher.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
My
second surprise was that I can and should ask the “bigger questions” in
education that are sometime seen as off-limits to teachers (only permitted to
be asked by specialists).<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Administrators
and policy makers are not the only ones who should be thinking about the “hows”
and “whys” of teaching beyond the day-to-day. One of the most empowering things
I realized from LTI (and the action research component in particular) is that I
can and should think broader and deeper about what is going on in the classroom.
By critically reflecting on my teaching, and by challenging myself to come up
with solutions (that may or may not work), I am engaging in a process that
enriches me as a teacher, and my students benefit as a result.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Questions<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>I know that great teachers are always improving, and so I
always seek to improve my teaching. My first question, as always, is how?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
This
year, I’m looking at quantitative and qualitative data over a work habits
rubric. Specifically, “Can a work habits rubric with an emphasis on reflection
and literary character study improve students self motivation?”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
That’s the question I set out with, but I know that as I conduct
by research, more and more questions will arise. I also know that the LTI
community will be right there with me as I work towards better and better
solutions for whatever I find!<span style="font-size: 16pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-55202131741689592892014-10-14T06:38:00.003-07:002014-10-14T06:38:51.375-07:00Guest Teacher: Marie Clevering Marie Clevering is a 3rd grade Humanities teacher at the Urban Assembly Academy of Arts and Letters in Brooklyn, NY. She is now in her 9th year of teaching and has also taught middle school across three boroughs - Manhattan, the Bronx, and Brooklyn. Marie joined the LTI Project in January 2012 and is a member of the first cohort of teacher-researchers.<br />
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<br />Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-76002362255902886812014-10-10T16:57:00.001-07:002015-03-02T21:00:25.912-08:00Analyze and Revise <div class="MsoNormal">
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<span style="font-family: inherit;">In my last post, I talked about getting started with action research in your classroom. If you missed it, you should definitely <a href="http://ltiprojecttc.blogspot.com/2014/09/research-and-teach-where-to-begin.html">check it out</a> before reading on!</span></div>
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<span style="font-family: inherit;"> <span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222;">When you've spent some time reflecting on your practice and gathering entries into your researcher's journal, you will have enough information about your practice to analyze. But wait! <i>Analyze?!</i> Didn't we forget a few steps in the research process? Don't panic-this isn't our data yet. The purpose of the first exercise was to become a reflective practitioner. By doing so, we are able to know exactly what we want to study and where the "action" and "research" of our work truly come into play. Let me use my own research as an example.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="color: #222222; text-indent: 0.5in;">In my last post, I discussed my researcher's journal. This journal was comprised of entries written over two months. You don't have to wait that long to start analyzing your reflections; however, you do want to make sure that you've collected entries that portray multiple aspects of your practice. For example, classroom management, differentiation, questioning, classroom culture – to name a few. Once you're ready, you can begin to do what I recommended previously — determine trends and patterns that you see in your reflections. I love to color-code things and, on recommendation from Jodene Morrell, I created a key that would help me see the trends in my own researcher's journal</span><span style="color: #222222; text-indent: 0.5in;">.</span></span></div>
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<span style="color: #222222; font-family: inherit; text-align: start; text-indent: 48px;">Then, I reread my entries from beginning to end and color-coded the trends that I saw. I ended up with something that looks like these pages:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRgAxYnukHSjWeRFGM9ILTdEqEJRxlOCn2JwQkm0RO3QOk3npgEzbYaNft2RHyELNfeSUKZsAp70rVVPfxlaiefMSsH41KBIurUNT8Nx5LGEih0EiDKp5LUV23XfiZE4i8dQC2Wmrs4kc6/s1600/thing+violet.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRgAxYnukHSjWeRFGM9ILTdEqEJRxlOCn2JwQkm0RO3QOk3npgEzbYaNft2RHyELNfeSUKZsAp70rVVPfxlaiefMSsH41KBIurUNT8Nx5LGEih0EiDKp5LUV23XfiZE4i8dQC2Wmrs4kc6/s1600/thing+violet.jpg" height="320" width="240" /></span></a></div>
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<span style="font-family: inherit;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 11pt; line-height: 16.8666667938232px;">From here, you can choose many different research paths. You may choose to <u>continue to write in your researcher's journal</u>, especially if you feel that you want to gather more information about your own practice. You may want to <u>look across the entries</u> at the trends that you highlighted and determine the trends that stand out to you the most. Finally, but not exclusively, you may decide to <u>zoom in on one or two entries</u> that stand out to you. What do I mean by "stand out?" For some researchers, <b>technique</b> becomes a focus. Those researchers build their research around one technique they use, or would like to use, in their classroom. Some researchers focus in the same manner on <b>strategies</b>, which are very similar to techniques, although famed educator, researcher, and coach, Doug Lemov, makes a valid argument for their difference<a href="file:///C:/Users/Alexandra/Dropbox/Woo-Fish/Blog%20Posts/Analyze%20and%20Revise.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; font-size: 11pt; line-height: 16.8666667938232px;">[1]</span></span></span></a>. Some researchers zoom out further and focus their research on entire </span></span><b style="text-indent: 0.5in;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222;">unit plans</span></b><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; text-indent: 0.5in;">. Whatever focus you choose, know that some of the best research comes from an itch</span><span style="text-indent: 0.5in;">—yes, itch—a feeling of something bothering you so much that you can’t ignore it. Maybe it’s that new curriculum that the students aren’t taking up yet or the student who isn’t participating in class discussion. Perhaps it’s the incessant bullying in your class or school, or perhaps you’re grappling with how to get parents involved in the curriculum. Could it be that you’re eager to open your students up to new possibilities in their learning—through sketchbooks or technology or explorations outside the classroom walls? Do you wish you could reach your higher and lower level learners at the same time, or that you could find a classroom routine that complements your teaching?</span></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; font-family: inherit;">If any of these scenarios resonate with you, or if you have your own secret itch, then you will be pleased to read on from teacher researchers who have studied some of these very same problems—and who boldly scratched their itch! They have presented at conferences, written articles and chapters in books, been awarded grants, and made a valuable impact on education.<o:p></o:p></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; font-family: inherit;">How far will you go from just a little itch? </span></div>
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<span style="font-family: inherit;"><a href="file:///C:/Users/Alexandra/Dropbox/Woo-Fish/Blog%20Posts/Analyze%20and%20Revise.docx#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><span style="font-size: 9.0pt;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 9.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span><!--[endif]--></span></span></a><span style="font-size: 9.0pt;"> “To me, a strategy is a generalized approach to
problems, a way to inform decisions. A technique is a thing you say or do in a
particular way. If you are a sprinter, your strategy might be to get out of the
blocks fast and run from the front; your technique would be to incline your
body forward at about five degrees as you drive your legs up and out ahead of
you.” Lemov, Doug. Teach like a champion: 49 techniques that put students on
the path to college. Jossey-Bass.—1<sup>st</sup> ed.</span> </span></div>
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-82908156066490860302014-09-26T06:50:00.000-07:002014-09-26T07:14:54.403-07:00Research AND Teach? Where to Begin…<div class="MsoNormal">
By: Lexie Fichera<br />
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When I first started teaching, I thought that there was NO
way to do ANYTHING beyond the “call of duty” during the school year. Planning, grading, administrative tasks (my
nice way of saying, “paperwork, paperwork, paperwork”), professional development,
continuing education courses…there wasn’t enough time in the day, week,
180-day-plus-vacation-and-weekend-time school year for that alone, never mind
any activities beyond that. </div>
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Sound familiar? </div>
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Flash forward to the end of my third year teaching. After taking Dr. Jodene Morrell’s amazing
course at Teachers College, “Literacy, Culture, and the Teaching of Reading,” as
part of my graduate program, I could feel this need to stretch that seemingly impossible
extra mile. The course, coupled with my classroom experience in a Title I
middle school (where I taught at the time), shed light on the inequalities in
education. The readings emphasized the importance of teacher influence and
culturally-relevant pedagogy as part of bridging the opportunity gap. Suddenly,
I realized the great importance of my role as an educator, an importance that transcends
the walls of the classroom and the doors to the school building. And that’s
when I asked, “What <i>more </i>can I do?”
And Jodene replied, “Join LTI!”</div>
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In spite of my “Ah Ha! Moment,” I still did not know where
to start in my research. So, I looked for patterns and disconnects in my
classroom—I began to analyze <i>what</i> my students just did not understand and
observe <i>when</i> they seemed disinterested. I would quickly jot down <i>what</i> I noticed
and <i>when</i> I noticed it. In my second year of LTI, I did this first step with
more intention and wrote in a research journal. As I sat on the train on my way
home from work, I would reflect on something that stood out to me from my
lessons that day. As I kept up with my journaling, I began to notice patterns
in my reflections, such as writing about successful strategies or “best practices,” class culture, student
engagement, and areas of improvement, which I called, “ideas for future
practice.” </div>
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And that’s it! </div>
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But not <i>all.<o:p></o:p></i></div>
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I promised you I would tell you where to <i>begin</i>…<br />
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0tag:blogger.com,1999:blog-3448824372074583272.post-49443491079866275652014-09-10T12:08:00.001-07:002014-09-10T12:12:38.991-07:00Guest Teacher: Lexie Fichera <span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.8000001907349px;">Lexie Fichera is a 4th grade special education teacher in an ICT class at PS/IS 49 - The Dorothy Bonawit Kole School in Queens. She has been with the LTI Project for two years, presented her research at Teachers College and the New York State Reading Association annual conference. Be sure to check in regularly to read Lexie's blogs on teaching! </span><br />
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Anonymoushttp://www.blogger.com/profile/13213780715487832226noreply@blogger.com0