Blog Post – New Literacy
While reading the article, Toward A Theory of New Literacies…., I began to wonder what it means to be considered literate in today’s context. I realize that it is no longer limited to the ability to comprehended print or text. As stated in the article, the definition of literacy has moved far beyond the ability to decode words and interact with text. It now includes the ability to interface with the electronic environment. Therefore, classroom practices are no longer defined by pencil, paper and book technology alone; now there are web logs, word processors, web browses, e-mail and so on. Literacy instructions today must assist and equip students to the rapidly changing information and communication technologies.
The article points out that literacy has always been influenced by the demands of life. In ancient times literacy was used mainly to record business transactions, record taxes and spread religious dogma. In many countries however, governments denied the citizens the chance to become literate as a means of subduing them. They thought that literacy would influence the people to disobedience and heresy. Democracy has changed all that. True democracy requires literate citizenry who can make informed and intelligent decisions. Globalization and economic competition and the emergence of the internet have forced governments to put provisions in place to better prepare the citizens for the future challenges.
Here in the U.S.A. the NCLB act stipulates that all children should be proficient in reading and math within twelve years. It also speaks to narrowing the ‘digital divide’ by stating that by 8th grade, students should also be technologically literate. The role of teachers in all of this is one of facilitator. No longer do teachers just dispense literacy skills. The teachers’ and students’ roles in the classroom are sometimes reversed as teachers will not always be the most literate persons in the classroom. The article reiterates that although the new literacy has changed classroom practices, it still rests on the foundational literacy. It does not replace it. Therefore phonemic awareness, word recognition, decoding and vocabulary knowledge and so on are still very critical.
New literacy, says the article, provides us with the skills, strategies and disposition to interface with technology. Technology and literacy are interdependent. However, because technology changes so rapidly, its main limitations are our ability to adapt and ‘acquire the new literacies that emerge’. I truly can identify with the final statement because my limited technological abilities have certainly hindered me from accessing many opportunities.
Wednesday, July 25, 2007
Monday, July 16, 2007
NCLB Blog
NCLB Blog
The No Child Left Behind Act (NCLB) was implemented to increase the accountability of states, school districts and schools, thus improving the performance of students in primary and secondary schools nationwide. This was in fact a federal intervention, implying that the local authorities had failed the students. The act also gave parents the option of choosing which school they want their children to attend. Embedded in the Act is the belief that “high expectations and setting of goals will result in success for all students”. Therefore, greater emphasis is placed on standardized testing, the need for “highly qualified” teachers and the use of “scientifically based research” strategies in classrooms.
NCLB, as proposed, is a laudable program but it requires adequate funding to be implemented effectively. The federal government has failed to allocate enough money to fund the program; however, it is holding the local authorities accountable for producing successful results. Schools that fail to meet the testing targets are penalized. This sets them up for further failure because their funding is further reduced, making it even more difficult for them to find resources to implement the necessary reforms to ensure future success. The pressure generated by the NCLB mandate creates a domino effect in the entire school system. The school district places pressure on to the local schools and they in turn pressure the teachers. The teachers are then forced to “teach to the test”. That is, they teach only those skills necessary to increase the students’ performance on the state tests rather than expose the students to broad based learning experiences. Also, the instructional time dedicated to reading, writing and mathematics has increased considerably to the detriment of the other subject areas.
The fairness, validity and reliability of the state tests, in my opinion, are questionable. All students sit the same tests but they are not all exposed to similar levels and quality of educational experiences. For example, ESL students in most states are tested in the English Language although there is a provision in the Act for them to be tested in their own language for the first three years. Research has shown that it takes approximately eight years for individuals to become proficient in another language. Using an English Language assessment, even after three years, cannot produce results that are valid or reliable.
The No Child Left Behind Act (NCLB) was implemented to increase the accountability of states, school districts and schools, thus improving the performance of students in primary and secondary schools nationwide. This was in fact a federal intervention, implying that the local authorities had failed the students. The act also gave parents the option of choosing which school they want their children to attend. Embedded in the Act is the belief that “high expectations and setting of goals will result in success for all students”. Therefore, greater emphasis is placed on standardized testing, the need for “highly qualified” teachers and the use of “scientifically based research” strategies in classrooms.
NCLB, as proposed, is a laudable program but it requires adequate funding to be implemented effectively. The federal government has failed to allocate enough money to fund the program; however, it is holding the local authorities accountable for producing successful results. Schools that fail to meet the testing targets are penalized. This sets them up for further failure because their funding is further reduced, making it even more difficult for them to find resources to implement the necessary reforms to ensure future success. The pressure generated by the NCLB mandate creates a domino effect in the entire school system. The school district places pressure on to the local schools and they in turn pressure the teachers. The teachers are then forced to “teach to the test”. That is, they teach only those skills necessary to increase the students’ performance on the state tests rather than expose the students to broad based learning experiences. Also, the instructional time dedicated to reading, writing and mathematics has increased considerably to the detriment of the other subject areas.
The fairness, validity and reliability of the state tests, in my opinion, are questionable. All students sit the same tests but they are not all exposed to similar levels and quality of educational experiences. For example, ESL students in most states are tested in the English Language although there is a provision in the Act for them to be tested in their own language for the first three years. Research has shown that it takes approximately eight years for individuals to become proficient in another language. Using an English Language assessment, even after three years, cannot produce results that are valid or reliable.
Wednesday, July 11, 2007
Assessment
Blog Post: Assessment
Chapter 15 focuses on assessment - the process through which educators collect data about their students’ progress. This data, if used correctly, will inform instructions, as the students’ strengths and weaknesses are revealed as well as the effectiveness of the teacher’s method of instructions. Assessment is an ongoing process and may be conducted formally or informally.
Formal assessments or standardized tests are the major means through which the state measures the performance of their schools. These tests are based on state and national standards which define the knowledge and skills that all students should acquire to be deemed proficient at their particular grade level. School districts design their curriculum based on these standards. Ideally, standards are necessary because they set high expectations for student achievement and provide a basis for teachers, students and schools to be accountable.
Like the author, I believe that state and national standards are often inequitable, because all students are not given equal opportunities, yet are measured by the same standards. Many urban schools do not have the resource and cadre of highly skilled teachers to provide the students with the learning experiences these standards require. The New Jersey Assessment of Skills and Knowledge (NJASK) and the Grade Eight Proficiency Assessment (GEPA) are two state mandated standardized tests administered in our schools during the month of March. The state of NJ invested huge sums of money developing these tests and places a lot of weight on the results. The schools’ reputation hangs on the results and schools with poor results are penalized. They get reduced funding, state monitoring, arbitrary removal of teachers and principals among other sanctions. In order to avoid those penalties, schools devote many months to test preparation – teaching to the test rather than exposing students to broad domains. Any subject that is not tested is put on hold; break time is reduced, after school and Saturday programs are dedicated to test coaching.
The chapter points out that, in spite of the negatives, standardized tests can improve instructions. Teaching to test can be worthwhile if teachers provide students with the necessary demonstrations, strategies, resources, support and feedback that the students need to meet the standards. She adds that no one test is a true measure of our students’ competences. Therefore, standardized tests should be accompanied by other assessments such as, portfolios, performance based assessments, open-ended questions, teacher observations, and self-assessments that are based on work samples, interests, motivation and attitudes about learning (p. 559)
Chapter 15 focuses on assessment - the process through which educators collect data about their students’ progress. This data, if used correctly, will inform instructions, as the students’ strengths and weaknesses are revealed as well as the effectiveness of the teacher’s method of instructions. Assessment is an ongoing process and may be conducted formally or informally.
Formal assessments or standardized tests are the major means through which the state measures the performance of their schools. These tests are based on state and national standards which define the knowledge and skills that all students should acquire to be deemed proficient at their particular grade level. School districts design their curriculum based on these standards. Ideally, standards are necessary because they set high expectations for student achievement and provide a basis for teachers, students and schools to be accountable.
Like the author, I believe that state and national standards are often inequitable, because all students are not given equal opportunities, yet are measured by the same standards. Many urban schools do not have the resource and cadre of highly skilled teachers to provide the students with the learning experiences these standards require. The New Jersey Assessment of Skills and Knowledge (NJASK) and the Grade Eight Proficiency Assessment (GEPA) are two state mandated standardized tests administered in our schools during the month of March. The state of NJ invested huge sums of money developing these tests and places a lot of weight on the results. The schools’ reputation hangs on the results and schools with poor results are penalized. They get reduced funding, state monitoring, arbitrary removal of teachers and principals among other sanctions. In order to avoid those penalties, schools devote many months to test preparation – teaching to the test rather than exposing students to broad domains. Any subject that is not tested is put on hold; break time is reduced, after school and Saturday programs are dedicated to test coaching.
The chapter points out that, in spite of the negatives, standardized tests can improve instructions. Teaching to test can be worthwhile if teachers provide students with the necessary demonstrations, strategies, resources, support and feedback that the students need to meet the standards. She adds that no one test is a true measure of our students’ competences. Therefore, standardized tests should be accompanied by other assessments such as, portfolios, performance based assessments, open-ended questions, teacher observations, and self-assessments that are based on work samples, interests, motivation and attitudes about learning (p. 559)
Friday, July 6, 2007
Chapters 5 -7
I posted my blog previously but I am not finding it in my blogspot. So I'm posting it again.
Laurel
Chapters 5-7
For decades various theories have emerged explaining how children’s early reading ability develops, ways to develop and facilitate early reading, and symptoms of developmental problems in reading. Chapters 5 -7 examine many of these literacy/reading development theories. It is worthy of note that several aspects of these theories continue to influence classroom practices today.
In chapter 5, the focus is on literacy development. Several theories such as Piaget’s Theory of Cognitive Development, Maturation Theory, Stage Model Theory, and Family Literacy theory are put forward. All of the theories, with the exception of the Maturation Theory seem to recognize the significant role the home plays in literacy development. The Maturation Theory suggests that reading instructions should be postponed until the child is 6.5 years old where as the other theories highlight the fact that literacy development begins at birth.
Many of the concepts put forward in the theories that, in my opinion, should continue to influence today’s teachers include:
Reading is a complex behavior comprising of several skill components therefore the subskills approach may be useful;
Children learn through play and activity that involve direct experiences and social interaction with peers;
Understanding the thought process at the different stages of the students’ development facilitate the creation of developmentally appropriate learning activities;
A rich literacy classroom environment will stimulate students and promote learning;
The home play a unique role in the development of literacy therefore the home and school should work in together.
The focus of the theories examined in chapter 6 is on language development/ reading as social skills. Language learning is dependent on the students’ interaction with their social cultural and historical environment. The Sociolinguistic theorists recognize the critical role oral language plays in the development of reading and writing. Children who grow up in language rich environments tend to have a better foundation for building vocabulary, fluency and comprehension skills. The Socio-cultural theory highlights the role of social, cultural and historical factors in the learning experience. This strengthens my belief that new information has to be associated with previous experiences or knowledge if meaningful learning is to occur.
As the text suggests, the classrooms are not designed to deal with the multiplicity of culture present. Most of the materials are either American or European. As a result, a number of students, especially the Hispanics are marginalized as they are unable to associate culturally with the lessons taught.
The Social Constructivism theory, mentioned in the chapter, makes reference to the “Zone of Proximal Development” which I understand to be the ideal level of difficulty that will facilitate learning. This zone may be different for each student, hence the need for differentiated instructions – the buzz word in today’s classroom. Other classroom applications consistent with the social learning theories, such as use of literacy centers, shared reading, guided reading, paired reading, process writing, shared writing are current classroom practices.
Chapter 7 examines cognitive processing of information. Cognitive theories state that individuals learn as they attempt to ‘make sense of the world’. They become active learners as they initiate experiences, solve problems, and gain insight from new information. The chapter explains the various stages that information moves through as the brain attempts to process it. The concept of cognitive overload was mentioned. I agree that if the student has to focus too much attention on decoding of words, for example, then he will have limited cognitive resource to apply to comprehension. The text suggests that a simpler passage should be given to such a student. I end with the question, how does one lower the level difficulty of a grade 1 level text for a grade 5 student?
Laurel
Chapters 5-7
For decades various theories have emerged explaining how children’s early reading ability develops, ways to develop and facilitate early reading, and symptoms of developmental problems in reading. Chapters 5 -7 examine many of these literacy/reading development theories. It is worthy of note that several aspects of these theories continue to influence classroom practices today.
In chapter 5, the focus is on literacy development. Several theories such as Piaget’s Theory of Cognitive Development, Maturation Theory, Stage Model Theory, and Family Literacy theory are put forward. All of the theories, with the exception of the Maturation Theory seem to recognize the significant role the home plays in literacy development. The Maturation Theory suggests that reading instructions should be postponed until the child is 6.5 years old where as the other theories highlight the fact that literacy development begins at birth.
Many of the concepts put forward in the theories that, in my opinion, should continue to influence today’s teachers include:
Reading is a complex behavior comprising of several skill components therefore the subskills approach may be useful;
Children learn through play and activity that involve direct experiences and social interaction with peers;
Understanding the thought process at the different stages of the students’ development facilitate the creation of developmentally appropriate learning activities;
A rich literacy classroom environment will stimulate students and promote learning;
The home play a unique role in the development of literacy therefore the home and school should work in together.
The focus of the theories examined in chapter 6 is on language development/ reading as social skills. Language learning is dependent on the students’ interaction with their social cultural and historical environment. The Sociolinguistic theorists recognize the critical role oral language plays in the development of reading and writing. Children who grow up in language rich environments tend to have a better foundation for building vocabulary, fluency and comprehension skills. The Socio-cultural theory highlights the role of social, cultural and historical factors in the learning experience. This strengthens my belief that new information has to be associated with previous experiences or knowledge if meaningful learning is to occur.
As the text suggests, the classrooms are not designed to deal with the multiplicity of culture present. Most of the materials are either American or European. As a result, a number of students, especially the Hispanics are marginalized as they are unable to associate culturally with the lessons taught.
The Social Constructivism theory, mentioned in the chapter, makes reference to the “Zone of Proximal Development” which I understand to be the ideal level of difficulty that will facilitate learning. This zone may be different for each student, hence the need for differentiated instructions – the buzz word in today’s classroom. Other classroom applications consistent with the social learning theories, such as use of literacy centers, shared reading, guided reading, paired reading, process writing, shared writing are current classroom practices.
Chapter 7 examines cognitive processing of information. Cognitive theories state that individuals learn as they attempt to ‘make sense of the world’. They become active learners as they initiate experiences, solve problems, and gain insight from new information. The chapter explains the various stages that information moves through as the brain attempts to process it. The concept of cognitive overload was mentioned. I agree that if the student has to focus too much attention on decoding of words, for example, then he will have limited cognitive resource to apply to comprehension. The text suggests that a simpler passage should be given to such a student. I end with the question, how does one lower the level difficulty of a grade 1 level text for a grade 5 student?
Monday, July 2, 2007
Language Acquisition
Language Acquisition
Based on the readings I have concluded that language acquisition is the result of both “nature” – ones cognitive abilities and other biological factors, and “nurture” – ones interaction with his environment. The Naturalist Theory cited in the article, postulates that we are born with the propensity for language acquisition and if we are exposed to language during the “critical period” - the first 12 years of our lives, we are likely to acquire language at the mastery level. The theory further states that lack of exposure to language during those critical years will make it impossible to learn language in a fully functional sense. The article gives examples of two individual who were language deprived in those critical years and later intervention and immersion in the language did not fully compensate.
Prior to reading the article, Mama Teached Me to Talk, I never gave much thought to who was responsible for teaching me the language. I just took it for granted that I learned from my parents. Now that I have given some thought to the subject, I have to agree that I just imitated my parents and others in the household and the community. As I used the language the feedback I received from others around offered positive or negative reinforcement. I can recall when I innocently used a curse word at the dinner table. My father said nothing, but his facial expression and the snickering of my older siblings made me realize that that was not an acceptable expression.
The article also highlighted the importance of a “critical period” for language acquisition. However, it focused on the first seven years of life. This is in keeping with what child psychologists refer to as formative years of life where the individual’s personality if formed.
I can relate to the writer’s experience in the article, Learning Languages that mastering a second language takes years and requires total immersion. I attempted to learn American Sign Language for about 2 years. I enrolled in some courses at Union County Community College for 2 semesters and attempted to practice the signs on my own because I did not have anyone to interact with regularly. I eventually gave up the venture because my fingers and facial expressions refused to conform and my receptive skills were very weak. When I attempted to converse with individuals in the Deaf community I missed at least half of the conversation and I felt that they were just accommodating me. Now I have forgotten most of what I learned. I truly believe that language acquisition is more effective in the early years of life.
Based on the readings I have concluded that language acquisition is the result of both “nature” – ones cognitive abilities and other biological factors, and “nurture” – ones interaction with his environment. The Naturalist Theory cited in the article, postulates that we are born with the propensity for language acquisition and if we are exposed to language during the “critical period” - the first 12 years of our lives, we are likely to acquire language at the mastery level. The theory further states that lack of exposure to language during those critical years will make it impossible to learn language in a fully functional sense. The article gives examples of two individual who were language deprived in those critical years and later intervention and immersion in the language did not fully compensate.
Prior to reading the article, Mama Teached Me to Talk, I never gave much thought to who was responsible for teaching me the language. I just took it for granted that I learned from my parents. Now that I have given some thought to the subject, I have to agree that I just imitated my parents and others in the household and the community. As I used the language the feedback I received from others around offered positive or negative reinforcement. I can recall when I innocently used a curse word at the dinner table. My father said nothing, but his facial expression and the snickering of my older siblings made me realize that that was not an acceptable expression.
The article also highlighted the importance of a “critical period” for language acquisition. However, it focused on the first seven years of life. This is in keeping with what child psychologists refer to as formative years of life where the individual’s personality if formed.
I can relate to the writer’s experience in the article, Learning Languages that mastering a second language takes years and requires total immersion. I attempted to learn American Sign Language for about 2 years. I enrolled in some courses at Union County Community College for 2 semesters and attempted to practice the signs on my own because I did not have anyone to interact with regularly. I eventually gave up the venture because my fingers and facial expressions refused to conform and my receptive skills were very weak. When I attempted to converse with individuals in the Deaf community I missed at least half of the conversation and I felt that they were just accommodating me. Now I have forgotten most of what I learned. I truly believe that language acquisition is more effective in the early years of life.
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