Final 402 Reflection

• If President Obama were to call me and ask me for five ideas of what to do about education, I would be incredibly overwhelmed. After I gathered my thoughts, (and got over the fact that the President just called me) I would propose the following ideas:

               1) Restructure/redefine "accountability" in education 

               2) Use standardized tests only to measure how a school is doing in meeting the standards (criterion-referenced), not to other schools (norm-referenced). The competition of winners and losers in education will get us nowhere. 

               3) Restructure charter schools (investors have no/little say)

              4)  (Find a way to) Reduce class size. 

              5) (Find a way to) Fund more after school programs, not just tutoring-but sports, arts, music, etc. 

• I enjoyed reading Ravitch this summer. Early on I read the line "...in education, there are no shortcuts, no utopias, and no silver bullets" (3). This line has stuck with me, chapter after chapter. On one hand, I think it is important to remember that there is no quick fix to education, and to not be easily swayed by the latest fad. On the other hand this quote makes me wonder if we can ever find something that truly works. I think that many of the initiatives that Ravitch addresses have some piece of value; I wish we could synthesize all the good pieces together. I also appreciated the fact that she respects teaching as a true profession. So many times, we are cast-aside with comments of, "why are you tired? Your day ends at 3:00pm,", "you get the summers off", and "I mean, how hard can it be?", but Ravitch sees the value in what we do each day. 

• I think the best thing I can do as a teacher is be involved at my school. There is no way to assess what your school needs if you are not involved. I think it is important to attend all the meetings, support other teachers as they take on new endeavors, keep open communication with the counselors and administration, advise a club, coach a sport, participate in wacky school spirit days, etc. Once the students see how much you care, you've got them! As a citizen I think the most important thing I can do is vote. I am a firm believer that you do not have the right to complain, if you've never done anything to try and fix the situation. I think the next best thing I can do is encourage others to vote as well.

• One association I found in regards to teaching foreign language is the East Bay Foreign Language Project (EBFLP). The main office of EBFLP is in Berkeley. EBFLP does a number of things including programs aimed to help teachers strengthen their content and pedagogical knowledge. There are programs around technology, and language specific seminars. EBFLP also hosts conventions that include guest speakers, break out groups, and even have an educational vendor showcase.  The second association I found is the American Council on Teaching a Foreign Language (ACTFL), which is located in Virginia. ACTFL does have programs and workshops across the United States. The website includes links to different profession development opportunities, books and publications that may be of interest, and other sources for information. 

• A) Experiential resources I would still like to see: All the Diego Rivera Murals, an event at La Peña in Berkeley, Día de los Muertos celebration in Fruitvale, Cesar Chavez Celebration in San Francisco, and La Tomatina in San Francisco. 
• B) Books I would still like to read: El Pais Bajo mi Piel by Gioconda Belli, Don Quixote (in its entirety) by Miguel de Cervantes,  La Otra Cara de América by Jorge Ramos, Waiting for Snow in Havana: Confessions of a Cuban Boy by Carlos Eire, and Harvest of Empire: A History of Latinos in America by Juan Gonzalez.  Each of these books has a historical and cultural value. 
• C) Journals I would still like to investigate: Foreign Language Annals and  Language Acquisition 
• D) Still like to attend: A conference hosted by EBFLP, A study abroad trip in Latin America
• E) See in the world:  A speech by Bolivian President Evo Morales, Madres de Plaza de Mayo in Argentina, the Zapatista Colony in Chiapas, Mexico, La Moneda in Chile, Mayan ruins (Mexico/Guatemala), and Inca Ruins (Peru). 

Blog 5: The Challenges of Technology in Content Areas

The most relevant part of Dr. Robert's presentation was the clear differentiation between technology use and technology exposure. I never understood how these numbers were calculated, nor how data was collected. I thought it very interesting that although a student can be multitasking with three different technology outlets, the time only counts as one. An hour on the computer, simultaneous with 1 hour on the phone counts as 2 hours of exposure, but 1 hour of use. I was also astounded by the hours spent using technology, and it made me think of my own use. When I was growing up, we never had a computer until my senior year of high school when my sister-in-law gave me her old laptop. I also did not have a cell phone until I turned 18, or an iPod until I was 21.  My days were spent at school and after school was spent at Cross Country/Track practice, or AP review sessions, or attending club meetings. I saw maybe an hour a day of TV, during the week as a teen. I wonder if I were a teen today, how much technology would I use?  Would I have all the gadget that I see my students with on a daily basis? Would I be "plugged-in"? I really think I wouldn't because I've never been one too interested in technology. I have a cell phone, so I can make phone calls or send texts, not to play games. Even growing up, (aside from my awesome super Nintendo games) I had more fun playing Oregon Trail or Math blasters, than any current video game.  I have a laptop to do my homework and research, not to play games. I have an ipod to listen to music, not to play games.


As I read the New York Times article, "More Pupils are Learning Online, Fueling Debate on Quality", I think of online classes offered at Pittsburg High School and what it could do for students. PHS does not have a high graduation rate, and it is a constant battle for us to think of ways to help our students achieve and graduate. On one hand, I see the benefits of allowing kids to re-take a class online, but I also see huge drawbacks. I like the idea that a student can complete the online course at home, still allowing them to take a full course load at school. I realize this can be overwhelming for students, but if they want to graduate it has to be done.I also think that in low socioeconomic communities, or even communities where students do not have computers at home, online classes can prepare students for the technological world we live in today.  It can help them in college and in the job market.  I also think that offering electives that may not be cost efficient would be beneficial. For example, a drafting class. However, I do not think that an online class can promote the same type of deeper understanding as a "real life" class can. Who does the student go to if they need help? Wikipedia cannot answer all questions. Also, if a student can surf the web for answers, how do we know that the student learned anything? I understand that it is a "cheaper way of educating", but what are we going to do when we have a society that is not socialized? No one understands how to work with others? No one know how to function outside of virtual reality? I am constantly being asked by my colleagues and administration how I am integrating technology in my classroom. I use the technology that is available to me, I try to reserve time in the computer lab or get the mobile mac lab. I give them websites that can help them practice at home, but at times I find it hard to use technology when I have a pacing guide that I have to keep in mind. I would love to spend 2 weeks researching different regions in Latin America and doing presentations, but my reality is that I do not have that much time to spend on it.



The "Technology Resources for the Teacher" article has many great ideas and links to consider. The first link that interested me is the link to http://www.donorschoose.org I know that some teachers at our school have used it, as well as other friends in other districts. I think it really is a great site and can be beneficial in many ways. I really want a class set of nice mini whiteboards with markers. I am only alloted "x" amount to spend on supplies, and all other things come out of my pocket. Donorschoose would be a great way to be able to get the whiteboards, and still have my allotment for other necessary supplies. The next link that got my attention is http://www.dropbox.com/. I was turned onto dropbox two years ago as a way to share files with a friend, and I have applied it to my classroom. It is really the best! I have dropbox on my computer at home and on my computer at school and never have to worry about bringing a USB or emailing things to myself. It has saved me from a lot of heartache! Another site that grabbed my attention is http://www.techsmith.com/download/jing/ . I cannot wait to install it on my computer at school so I can create narrated lessons to have on file for when I get sick! Last year I had a cold and/or the flu about 3 times. My voice really took a beating those days, and I wish I would've know about this site last year! I also really like the idea of http://www.chatzy.com/ When I take my kids to the computer lab, I answer the same question 40 times, and this would give me more time to spend with students working on their actual research or project, instead of answering how to change the font 40 times. It would also allow students that are more tech savy to use their skills and answer their peers' questions. I think this document is a great resource for many different elements in teaching! I am excited to explore it further in my classroom next year!



See my comments: http://mademoisellescott.blogspot.com/

The Interdisciplinary Approach: Session 4

A topic that I cover teach  twice, but use repeatedly in Spanish 1 and 2 is the present progressive tense. Ex: I am walking. My textbook gives a decent explanation of the grammar topic, but I usually revamp it once actually teach it to the students. In addition to the textbook, I also look to http://www.studyspanish.com/lessons/presprog.htm to get additional practice problems for my students. I have found that studyspanish.com has good explanations and good worksheets/quizzes with each grammar topic.
For this assignment I searched the web for additional resources and found a few:
1) http://www.quia.com/cb/201178.html (An interactive Jeopardy game online for the p.p.)
2) http://reviewgamezone.com/game.php?id=2861 (Site with at least 8 different review games for the p.p)
I also thought about other ways to have students practice the present progressive-things like charades, Pictionary,etc). Then I thought about making a rap/song and a video. So I went to YouTube and found some real gems like this video: http://www.youtube.com/watch?v=t5OHqUiNnOQ. 
I have never tried using online review games or having students write songs/raps about grammar topics. I thought about it late in the year and did offer extra credit, but I am going to incorporate this more now that I have found good resources. 

I think interdisciplinary teaching and learning can have huge benefits for both students and teachers. I am a firm believer in Gardner's Theory of Multiple Intelligences and think it is important to address as many intelligences as possible in a lesson. I think the interdisciplinary strategies can reach more students than if you only teach in one way. It allows for content to be accessible to a larger range of students. A potential challenge would be prep time. Developing lessons that address and incorporate other disciplines and intelligences can be time very consuming. I also think that perhaps having the time to also speak to teachers in other departments to help you create lessons could also be a challenge. I do, however,  think that the value of interdisciplinary teaching is worth the time


See my comments:
Alana Scott: http://mademoisellescott.blogspot.com/

Bay Area: Gold mine of Latino Culture

The inspiration for my capstone project came from attending  Carnaval. This event is a beautiful blend of music, dancing, costumes, food & culture. It takes place each May in the Mission District.

 The more I search for culturally relevant experiences throughout the Bay Area, the more motivated and inspired I become.

            Two of my favorite pictures from the Photography in Mexico exhibit at the MOMA:

Wedding Day photo

 

Young Girl Selling Chiclets

"Mind the Gap": Session 2

1)      In chapter one of Diane Ravitch’s The Death and Life of the Great American School System there are a number of quotes that stand out to me, but I will only focus on two.

“In my writings I have consistently warned that, in education, there are no shortcuts, no utopias, no silver bullets. For certain, there are no magic feathers that enable elephants to fly”   (p. 3). I think it’s easy for people to believe in the latest fad in education because we want an easy fix to our problem. If only there were a magic potion that would create dynamic teachers, highly engaged and motivated students, higher test scores or even better no need for high test scores!  However the reality is that there is no magic potion that can fix things, it takes dedication from us as teachers to create a magical environment within our classrooms despite all the constraints we face.

“I began ‘seeing like a statue,’ looking at schools and teachers and students from an altitude of 20,000 feet and seeing them as objects to be moves around by big ideas and great plans” (p. 10).  This quote is exactly what is wrong with policy writers, school reformers and all the like. Schools, teachers and students are not pawns to be moved around the checkerboard of educational reform. Reformers want to make subjects and teaching uniform so that all students are accessing education equally, but the truth is that not all students learn the same way. Along that same notion, all teachers do not have the same teaching style. I feel that if all reformers are “seeing like statues”, they are too far removed from the situation to be calling any shots.

2) In chapter two, Ravitch defines a well-educated person as a well rounded individual who can both create own ideas, and be respectful to others. I agree with her definition, I think it encompasses the type of individuals needed in the world. I would also include that a well-educated person should be passionate about something. It does not necessarily have to be something academic. I would also include skills in technology as a part of an individual’s repertoire.

3) I think many great points were brought up during our discussion. I think people had interesting opinions on the questions regarding improvement of curriculum and instruction vs. changes in structure and governance. I thought the most important statement that was made was that parents perhaps do not understand what curriculum is and that’s why it’s easy to point the finger at politicians, principals, superintendants, etc.  At Pittsburg High we host a parent workshop and inform parents on graduation requirements, p.e. uniforms, etc. but it would be nice if we could incorporate a brief presentation of education rhetoric/jargon. I wish I would have brought in this point during the discussion. It would be nice to see if any other schools do events like these or if it would be possible.

4) A gap that is high on my list is an extensive knowledge of theories of language acquisition. Here are some sources that can help me expand my knowledge of this topic.

a) Lightbown, P. & Spada, N. (2006). How Languages Are Learned.  Oxford, NY: Oxford University Press.

I took a course during my undergraduate studies and we used this book. It has information on how language is acquired, teaching for multiple intelligences, and even included a few strategies that could be used in the classroom. I would like to take a closer look at this text and see it through new lenses after having been in the classroom full time for a year.

b)      Myles, F. (2010).  The Development of Theories of Second Language Acquisition. Cambridge Journals, 43 (3),  320-332.

This article look at the evolution of theories over the course of the last 60 years. It is pretty interesting to see the changes and expansions of theories.

c)      Gehring, D. Second Language Acquisition Research Guide. Retrieves from http://apu.libguides.com/content.php?pid=46858&sid=345196

This website is hosted by the library at Azusa Pacific University. It helps people evaluate websites related to second language acquisition, and has external links to other websites, blogs and conferences. It can be a good starting point for conducting more research.

5) I have had two experiential learning opportunities so far in my research. The first took place a little over a month ago when I attended Carnaval in San Francisco. It was here that I was inspired and knew what I wanted to do for my capstone project. I looked into the history of Carvanal and learned its mission is to unite people through culture, and music, and dancing. This is what I want to capture in my capstone project. I want my students to relate to each other and to Spanish through culturally relevant experiences. The second experience was a visit to the San Francisco MOMA yesterday to see the Photograph in Mexico exhibit. The exhibit was really great and showed Mexico, Mexican history, and Mexican culture in many different lights. The exhibit was spread out in four rooms, each with a theme , but one could walk as they pleased. One thing that I learned was that  the MOMA has workshops where teachers can receive certifications to self-tour the museum with their students. I thought this is a great alternative to having someone from the museum give the tour. I did not know that was possible. The experiences make me excited to further research the impact of experiential learning, the importance of teaching culture, and the history of Latinos in the Bay Area.

6) Ask Meg a question:

            Meg, do you have any suggestions of places  that could be useful to my search of culturally relevant students studying Spanish  in the Bay Area? Also, would you recommend that I focus only on a certain numbers of cities instead of the Bay Area as a whole?

My Comments: 


Mike Rose: http://mikejas.blogspot.com/
Andrew Eckloff:  http://aeckloff.blogspot.com/ 
Troy Bristol: fatheadtroysmc.blogspot.com

Framework and Standards

Between the Foreign Language Framework for California Public Schools and the CSET overview for Languages other than English, I definitely see discrepancies. The framework focuses more on what the students are able to do across five stages in language that increase in intensity. Stage 1 is at the most basic level, and really encompasses the first two years of study of a foreign language. In stage 1 students are able to have simple formulaic conversations, identify and use simple vocabulary words, and have some basic knowledge of grammar. If they have taken all four years of Spanish by the time students gradate high school, they are at best in level 2 perhaps even beginning stages of level 3. During their time in high school, students spend a large chunk of their time learning vocabulary, grammar rules, various tenses and how to construct sentences. History, culture, literature, and linguistics are sprinkled throughout the course of the year(s), but definitely take a back seat to the things aforementioned. The CSET focuses more on the history, culture, literature, and linguistics of the Spanish language and Spanish speaking countries as a whole. The overview of the CSET includes topics that my students rarely see or are exposed to during high school; topics that I did not see until college. The CSET focuses primarily what I, as the teacher, am expected to know but not necessarily what will be taught in the classroom. However, I know that to be able to meet the standards and move students through the framework stages, I need to be well rounded.

The world languages standards are present in all my lessons. Our standards are broad and can encompass many things.  For example; Content 1.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. If I am teaching a grammar topic it furthers their knowledge of that grammar topic in English or if I am teaching about a specific country I can include history, music, art, etc. I have a pacing guide at Pittsburg High School, but I can go about teaching those topics however I please. I have deviated from the pacing guide, but not so much the standards.

I find it difficult to dissect the framework and CSET overview into specific years of foreign language study, so instead I will examine stages 2 and 3. In stage 2 students are expected to go from formulaic language to created language. Here students are expected to have more original thought and are able to produce strings of sentences. One area that I focused a lot on this year was writing. I used activities in the textbooks, open ended questions and writing workshops. In the workshop the students write, edit, and peer edit before I see the writing. Then I read their writing and highlight all things that they did correctly.. I give it back, they edit again, I read it again and highlight in a different color and finally give them a score. They have the option to edit a third time for a better score.  For next year, I want to continue helping my student become more proficient writers so that they can easily transition through the stages. A few things I thought of are to play “live sentences” games. Each student is given a sheet of paper with a word on it and I ask them to create a sentence about a topic and they go up if it applies to them and try to create a correct sentence. I also want the students to create a book over the course of the year. Each chapter in their book will correlate, but it not limited to, the current chapter in the textbook. They will be expected to write a few sentences that include new vocabulary and new grammar structures. I am on the hunt for even more ideas. For stage 3 students are expected to produce paragraphs and have a stronger command of the language so they can plan out those paragraphs. This stage is reached in Spanish 4, AP Language and AP Literature. I think that to get to this stage students need to read, write and speak in equal amounts. I would like to find simple short stories to have students read starting from Spanish 1 and 2. I think it would be interesting to find many versions of one story that increase in rigor and read a different version each year. Since students read it in year 1, they have a basic understanding of the story, but would learn more vocabulary, grammar styles and culture as the story gets more complex. In general, I am looking for more ways to become a more effective instructor so the students can move through the stages as an appropriate pace. 

Course 402: Session One Post

I believe my outside-school experiences have both expanded and deepened my subject area content knowledge. In teaching a foreign (world) language, one must immerse themselves in the language as much, and as often as possible. I am fortunate enough to be a member of a Spanish-speaking family so opportunities are abundant. Partaking in full immersion opportunities forces you engage in the language in ways beyond basic conversation (which is at the heart of what I teach in Levels 1 and 2). It also boosts your confidence and challenges you. There is one experience that holds this especially true for me. Having grown up a Spanish speaker definitely does not mean that I was always confident in speaking to other native speakers. When I was in high school and even through part of college, people that actually grew up in a Spanish speaking country always intimidated me. I was always so nervous that I would not understand them, or that I would say the wrong thing that I would just not speak Spanish to them. However the summer after my second year at UC Davis, I lived in Granada, Nicaragua for three months and volunteered at an elementary school. I feel that this experience enriched my command of the language, widened my understanding and appreciation of culture, and boosted my confidence. Once I came back, I had no more hesitation in speaking to other native speakers, even those from other countries. I try to create a full immersion enviornment in my classroom because of this.

      Escuela Angela Morales Granada Nicaragua

When I first read Ball's article I disagreed with many aspects of it. After the discussion, my perception was broadened, deepened, and my disagreements were to a lesser extent. My first impression was that the article was basically bashing teachers. Ball's claims that teachers are inadequately prepared to teach really offended me. During the discussion, I realized that Ball did not say this with malice, but instead was just pointing out an issue that she finds problematic. I, however, find it problematic that Ball really does not offer any suggestions or solutions to this problem. In general, the class discussion was interesting and did enrich my understanding of the article and its arguments.


I have zeroed in on a question for my capstone project. My questions is, "What culturally relevant experiences are available to students studying Spanish in the Bay Area?" I am very satisfied and completely excited over my question. I want to include museums, cultural centers, festivals, dance classes, films and many more experiences to create my capstone project. I am interested in looking at the positive and negative effects of experiential learning, and the (growing) presence of Latinos in the Bay Area over time. I feel that the Bay Area is such a rich source of Latino culture, and I want to take advantage of that. For research I am hoping to find articles written by Latinos and their experiences immigrating to the Bay Area or anything along those lines really. I also intend to visit the Presidio, Mission Cultural Center for Latino Arts, different exhibits, La Peña Cultural Center, perhaps even some dance classes and do a tour of the murals in San Francisco. I am ready and excited to dive in. 


My Comments: 
Troy Bristol: fatheadtroysmc.blogspot.com
Julie Wegher: masterblogger.blogspot.com 
Alana Scott: mademoisellescott.blogspot.com