1) How is your content area and/or inquiry focus interconnected with other content areas?
Going into this program, I knew I wanted to do a final project involving music and education. Throughout this journey in 402, I have narrowed my focus to find research on music/chanting in regards to language arts and literacy. However, during my research I have been able to find different content areas, such as math and science, that intertwine with music in the classroom.
Specifically, I can see how chanting can connect to many other content areas. For example, a lot of the sources that I am using are relating chanting to literacy and learning how to read. A way that I could connect this in different content areas would be to make chants or rhymes that could help my students memorize facts or important information in other subjects such as history or science. Also, math is a great way for students to integrate chanting. When trying to memorize shape names or words such as 'product' or 'sum', simple chants and rhymes can help students remember the definitions of those words. For example, when I was in my Kindergarten placement, we were learning about addition, and I created a hand motion that went along with this echo chant, "the sum (the sum) is the answer (is the answer) to an addition problem (to an addition problem)". For that unit, at the beginning of math time, I would make the students say it with me and repeat over and over what the 'sum' was. It was cool to see the students use the words and hand motions throughout their centers too. It showed me that even a simple echo chant can make an impact and enhance learning.
Although this isn't my main focus for this project, I would love to in my own classroom use hand motions along with chanting. I think that throughout all of the content areas it can be helpful and really enhance the learning community and help all learners to feel involved.
2) How does an interdisciplinary lens deepen understanding for a 'well-educated person'?
As I have mentioned in my previous blog post, in today's world, I do not think that a well-educated person exists solely in the classroom. I think those people are found on the athletic field, in the art room, and even at home with their families. A well-educated person needs to be well rounded, and have life experience to build off of. Not everything can be learned in a classroom from a teacher. Sometimes, life needs to be experienced on a different level. I feel as though an interdisciplinary lens is necessary when looking for the 'well-educated person' because there are so many different levels that go into being a 'well-educated person' that looking with only one lens isn't enough. Also, I think that in order to see a 'well-educated person' for who they truly are and what they have to offer, you yourself need to have qualities or be on your way to becoming a 'well-educated person'.
Ravtich talks about being able to learn from others and listen respectfully to others opinions. I feel that someone who is not 'well-educated' would not be able to do that and fully grasp the knowledge being shared. When someone is wise and respectful to others and is accomplishing what Ravitch describes, that person is not only 'well-educated' but is also using an interdisciplinary lens to analyze and learn new and different information. I really feel that, based on Ravitch and our previous class discussions, an interdisciplinary lens is something that people need to develop over time. It is not just something that someone can get in a day. By building their knowledge and acceptance about the world, a 'well-educated person' is also developed.
Again, as confusing as that last paragraph might be, I think that being a 'well-educated person' and using an interdisciplinary lens go hand in hand. As these 'well-educated people' are formed, their knowledge grows along with their life long learning. Since I do believe that a 'well-educated person' is not only found in the classroom, I feel as though the interdisciplinary lens is growing and more and more people are looking through it.
Commented on:
April Klassen
Tara Smallsman
Monday, July 22, 2013
Monday, July 15, 2013
Content Knowledge, 402 Session 4
1. One way that my content research (music/chanting in the classroom) has caused me to re-think an idea is the fact that empirical research is hard to find. Even though this class is content based and I have found some great secondary sources, I would love to be finding more research based articles, specifically on chanting in the classroom. (I have been looking for articles in regards to music and reading, but sometimes I have been coming across articles about reading music, not using music to spark reading in language arts.)
Throughout my research, chanting in regards to literacy has been a topic that has really sparked my interest. From the articles that I have read, chanting can make an impact on reading comprehension and on ELLs. This is so interesting because chanting can be something musical, or just something that is repeated over and over again. Chants can be made about different topics and subjects, and students can even create their own! I would love to use chants to help students to brainstorm or memorize facts. I hope to find more research with chanting and music in the classroom!
2. The Common Core reform is an effort to improve education in the United States. The effort to make a more unified curriculum is positive, and I think (if executed efficiently) the Common Core could be a really great thing for the children in our schools. I also think it is a good way for teachers to learn how to teach critical thinking in a way where they can implement technology. From what we have read so far in Ravitch, reforms usually always mean well, but end poorly. Since I think the Common Core standards are not a huge change from the CA Standards now, I really think that CA could be successful with the switch to Common Core.
Also, in regards to the union, if they didn't exist, teachers could potentially have no voice. Although Ravitch presents many different arguments about teacher unions, she also proves how some of those arguments are false. I think unions are necessary, and I feel like as teachers, we need to 'buy in' to them. In our economy today, having a union is a good thing because if we didn't have one, the government would have a lot more leverage over teachers. Also, I feel if unions ceased to exist, schools would not improve. Maybe the schools in the more affluent areas would improve because those areas would have the resources and the money to bring in the teachers that they want. However, the schools in the lower areas would suffer because the union would not be there to fight for those teachers to get the benefits and the pay that they deserve. Overall, I have a positive view on unions, but I do think that teachers need to participate and be a part of the union as well so teachers can be lead in the right direction.
Commented on:
April Klassen
Monica Mitra
Throughout my research, chanting in regards to literacy has been a topic that has really sparked my interest. From the articles that I have read, chanting can make an impact on reading comprehension and on ELLs. This is so interesting because chanting can be something musical, or just something that is repeated over and over again. Chants can be made about different topics and subjects, and students can even create their own! I would love to use chants to help students to brainstorm or memorize facts. I hope to find more research with chanting and music in the classroom!
2. The Common Core reform is an effort to improve education in the United States. The effort to make a more unified curriculum is positive, and I think (if executed efficiently) the Common Core could be a really great thing for the children in our schools. I also think it is a good way for teachers to learn how to teach critical thinking in a way where they can implement technology. From what we have read so far in Ravitch, reforms usually always mean well, but end poorly. Since I think the Common Core standards are not a huge change from the CA Standards now, I really think that CA could be successful with the switch to Common Core.
Also, in regards to the union, if they didn't exist, teachers could potentially have no voice. Although Ravitch presents many different arguments about teacher unions, she also proves how some of those arguments are false. I think unions are necessary, and I feel like as teachers, we need to 'buy in' to them. In our economy today, having a union is a good thing because if we didn't have one, the government would have a lot more leverage over teachers. Also, I feel if unions ceased to exist, schools would not improve. Maybe the schools in the more affluent areas would improve because those areas would have the resources and the money to bring in the teachers that they want. However, the schools in the lower areas would suffer because the union would not be there to fight for those teachers to get the benefits and the pay that they deserve. Overall, I have a positive view on unions, but I do think that teachers need to participate and be a part of the union as well so teachers can be lead in the right direction.
Commented on:
April Klassen
Monica Mitra
Monday, July 8, 2013
The Raising of America, 402 Session 3
1. What strikes me as the most important aspect of this discussion of the relationship between social policy, child development, and later achievement is the idea of spending our money and investing in early education. After watching both movie clips, I can see how valuable education from ages 0-5 years can be. It amazed me the facts that were being told about the students involved in the Perry Preschool Project. This group of students were followed for 40 years and monitored throughout their education and work life. Not only were they on level during their whole educational career, they also went on to get jobs and are contributing back to society and making a fairly decent living. I wonder if we made 2 years of preschool mandatory for all students prior to entering Kindergarten, would we have success and have more students on level?
2. In regards to our conversation on school reform, this idea of investing money into early education (ages 0-5 years) is a real game changer. Throughout our discussion today, we spoke mainly about elementary, middle and high schools. In relation to test scores and NCLB, there is really no way a similar concept of NCLB could be implemented into an early education setting. To me, early education seems like a choice, but also a choice that is in high demand. By investing more money early on, we are setting our students up for success for the rest of their lives. How would we be able to give every student the opportunity of early education?
3. A question I have on this concept of investing money into early education: If we are preparing our children to be successful early on in life, will our elementary school's be enough to push these students to their full potential?
Commented on:
Taylor Franceschi
Kathryn Leonard
2. In regards to our conversation on school reform, this idea of investing money into early education (ages 0-5 years) is a real game changer. Throughout our discussion today, we spoke mainly about elementary, middle and high schools. In relation to test scores and NCLB, there is really no way a similar concept of NCLB could be implemented into an early education setting. To me, early education seems like a choice, but also a choice that is in high demand. By investing more money early on, we are setting our students up for success for the rest of their lives. How would we be able to give every student the opportunity of early education?
3. A question I have on this concept of investing money into early education: If we are preparing our children to be successful early on in life, will our elementary school's be enough to push these students to their full potential?
Commented on:
Taylor Franceschi
Kathryn Leonard
Monday, July 1, 2013
Mind the Gap, 402 Session 2
1. Two quotes/provocative statements that Ravitch makes in Chapter One are:
- "What should we think of someone who never admits error, never entertains doubt but adhere unflinchingly to the same ideas all his life, regardless of new evidence? Doubt and skepticism are signs of rationality...It is doubt that shows we are still thinking, still willing to reexamine hardened beliefs when confronted with new facts and new evidence." (pg.2)
This quote stuck out to me because of it's last sentence. "Doubt shows we are still thinking..." Often, I associate doubt in a negative way. If you have doubts, then you run the risk of losing your beliefs and confidence. However, Ravitch is saying that doubt isn't a bad thing, but that doubt is a place where you can go to reform and reshape your opinions. Going back to the idea of ignorance that we discussed in class, I feel that Ravitch is suggesting that when we have doubts, we are able revaluate our opinions and make sure that we truly believe what we are standing for. In the world of education, ignorance can be see by many as lack of education. I feel that when people are provoked and they are pushed to think critically, it is then that they truly learn and are able to form their views for why they believe what they believe.
-"The new corporate reformers betray their weak comprehension of education by drawing false analogies between education and business." (pg.11)
Although this quote was discussed in class, I feel that it sparked a lot of conversation, and really got the wheels turning for me in terms of this book. People who are not involved in education are being put in charge of creating laws and rules for education and are running it like a business. Business and School are two totally different entities and should be treated as so. In class today, people had great things to say about why a business model doesn't work for schools, and I do agree. However, if not that model, then what model? Yes, a change needs to be made, but what change is big enough to put education back on track and will help each student reach their fullest potential? I do not have answer, but am interested to learn what model and reform could help our school systems and help school districts support each of their students.
2. When Ravitch describes a well-educated person, she describes what I would envision qualities that all of my students would have one day. I especially love the last part of her quote, "The well-educated person has learned how to explain ideas and listen respectfully to others,"(pg.16). Not only is it important to be able to have an opinion, but it also important to respect other's opinion and learn that not everyone is going to agree with you. Along with this, it is important for the educated person to know that life is not fair. Even though it is important to be educated in the realm of academics, arts, and politics, I feel that a well-educated person can think on their feet, work well with different types of people, and can truly be open to knew ideas.
In today's world, I do not think that a well-educated person exists solely in the classroom. I think those people are found on the athletic field, in the art room, and even at home with their families. A well-educated person needs to be well rounded, and have life experience to build off of. Not everything can be learned in a classroom from a teacher. Sometimes, life needs to be experienced on a different level.
3. I really, really enjoyed our class discussion today about the Corporate Model. I think that as teachers, we need to be aware of the way education "works" and how the state of CA and nation of America hope to see the Corporate Model as a success in the world of education. I loved how we started to talk about how the purpose of education is not a business prophet, or even a product. Sara C. had the argument that in a way we are making products. As teachers, we want to produce good citizens and make the best products that we can!
However, I wish I would have said that I do not think we are making products, I think we are creating a society. With each student that walks out of our classroom, yes we want them to be good citizens, but as a collective group, they are the next generation and we need to give them the tools to make good choices. We are teaching them life skills that will help them to create the world that they want to live in. So yes, in a way we are making a final 'product', but I believe that as teachers and as schools we are preparing students to be leaders.
4. Going into my job this fall, I will be working with grades K-5. I feel that I have a gap when it comes to 2nd grade curriculum. Even though I have subbed often, 2nd grade is one that I do not know much about. In order for me to truly understand the grade level, I need to get a grasp of what the children are like in 2nd grade, and take a look into the mind of a 7/8 year old. One way I plan on 'minding the gap' is to go on different 2nd grade teachers blogs! This is a very informal way for me to get a feel for the projects and topics discussed in 2nd grade. Also, it is a way for me to get ideas about how to present 2nd grade curriculum in my own classroom.
Another way for me to 'mind the gap' for 2nd grade is to really take a look at the expectations and standards that are being set. Common Core ELA standards would be a great place to start. This is something that I can bring to my 2nd grade team, and talk to them about how they want me to implement these expectations. Common Core is also a good place to look because I know that I will be teaching what is expected.
Lastly, a book that I could use that would really give me insight to setting up a successful 2nd grade classroom is written by Margaret Berry Wilson and titled Every 2nd Grade Teacher Needs to Know. At my first placement, I saw this book in multiple classrooms and it seemed like a great resource.
5. Throughout my experience thus far in finding research, I have learned that art in elementary school really can be valued. In both my articles by Gluschankof and Bresler, I noticed that they really went through and analyzed children's art and musical experiences. It showed me that even Kindergarten students have talent to contribute and it should be valued and celebrated.
Although I haven't yet found any research that has truly motivated me and pushed me to go one way or another with my topic, I do love how there is research out there in regards to art and music for children. I think that art is a huge part of teaching students how to think for themselves and I am excited to see what else I can find in regards to chanting and how the brain responds to that kind of teaching.
Commented on:
Hilary Khun
Michelle Graffis
Sara Carver
- "What should we think of someone who never admits error, never entertains doubt but adhere unflinchingly to the same ideas all his life, regardless of new evidence? Doubt and skepticism are signs of rationality...It is doubt that shows we are still thinking, still willing to reexamine hardened beliefs when confronted with new facts and new evidence." (pg.2)
This quote stuck out to me because of it's last sentence. "Doubt shows we are still thinking..." Often, I associate doubt in a negative way. If you have doubts, then you run the risk of losing your beliefs and confidence. However, Ravitch is saying that doubt isn't a bad thing, but that doubt is a place where you can go to reform and reshape your opinions. Going back to the idea of ignorance that we discussed in class, I feel that Ravitch is suggesting that when we have doubts, we are able revaluate our opinions and make sure that we truly believe what we are standing for. In the world of education, ignorance can be see by many as lack of education. I feel that when people are provoked and they are pushed to think critically, it is then that they truly learn and are able to form their views for why they believe what they believe.
-"The new corporate reformers betray their weak comprehension of education by drawing false analogies between education and business." (pg.11)
Although this quote was discussed in class, I feel that it sparked a lot of conversation, and really got the wheels turning for me in terms of this book. People who are not involved in education are being put in charge of creating laws and rules for education and are running it like a business. Business and School are two totally different entities and should be treated as so. In class today, people had great things to say about why a business model doesn't work for schools, and I do agree. However, if not that model, then what model? Yes, a change needs to be made, but what change is big enough to put education back on track and will help each student reach their fullest potential? I do not have answer, but am interested to learn what model and reform could help our school systems and help school districts support each of their students.
2. When Ravitch describes a well-educated person, she describes what I would envision qualities that all of my students would have one day. I especially love the last part of her quote, "The well-educated person has learned how to explain ideas and listen respectfully to others,"(pg.16). Not only is it important to be able to have an opinion, but it also important to respect other's opinion and learn that not everyone is going to agree with you. Along with this, it is important for the educated person to know that life is not fair. Even though it is important to be educated in the realm of academics, arts, and politics, I feel that a well-educated person can think on their feet, work well with different types of people, and can truly be open to knew ideas.
In today's world, I do not think that a well-educated person exists solely in the classroom. I think those people are found on the athletic field, in the art room, and even at home with their families. A well-educated person needs to be well rounded, and have life experience to build off of. Not everything can be learned in a classroom from a teacher. Sometimes, life needs to be experienced on a different level.
3. I really, really enjoyed our class discussion today about the Corporate Model. I think that as teachers, we need to be aware of the way education "works" and how the state of CA and nation of America hope to see the Corporate Model as a success in the world of education. I loved how we started to talk about how the purpose of education is not a business prophet, or even a product. Sara C. had the argument that in a way we are making products. As teachers, we want to produce good citizens and make the best products that we can!
However, I wish I would have said that I do not think we are making products, I think we are creating a society. With each student that walks out of our classroom, yes we want them to be good citizens, but as a collective group, they are the next generation and we need to give them the tools to make good choices. We are teaching them life skills that will help them to create the world that they want to live in. So yes, in a way we are making a final 'product', but I believe that as teachers and as schools we are preparing students to be leaders.
4. Going into my job this fall, I will be working with grades K-5. I feel that I have a gap when it comes to 2nd grade curriculum. Even though I have subbed often, 2nd grade is one that I do not know much about. In order for me to truly understand the grade level, I need to get a grasp of what the children are like in 2nd grade, and take a look into the mind of a 7/8 year old. One way I plan on 'minding the gap' is to go on different 2nd grade teachers blogs! This is a very informal way for me to get a feel for the projects and topics discussed in 2nd grade. Also, it is a way for me to get ideas about how to present 2nd grade curriculum in my own classroom.
Another way for me to 'mind the gap' for 2nd grade is to really take a look at the expectations and standards that are being set. Common Core ELA standards would be a great place to start. This is something that I can bring to my 2nd grade team, and talk to them about how they want me to implement these expectations. Common Core is also a good place to look because I know that I will be teaching what is expected.
Lastly, a book that I could use that would really give me insight to setting up a successful 2nd grade classroom is written by Margaret Berry Wilson and titled Every 2nd Grade Teacher Needs to Know. At my first placement, I saw this book in multiple classrooms and it seemed like a great resource.
5. Throughout my experience thus far in finding research, I have learned that art in elementary school really can be valued. In both my articles by Gluschankof and Bresler, I noticed that they really went through and analyzed children's art and musical experiences. It showed me that even Kindergarten students have talent to contribute and it should be valued and celebrated.
Although I haven't yet found any research that has truly motivated me and pushed me to go one way or another with my topic, I do love how there is research out there in regards to art and music for children. I think that art is a huge part of teaching students how to think for themselves and I am excited to see what else I can find in regards to chanting and how the brain responds to that kind of teaching.
Commented on:
Hilary Khun
Michelle Graffis
Sara Carver
Wednesday, June 26, 2013
402, Session 1
1. One major outside-school experience that expanded my knowledge in the area of chants related to school was when I was in 3rd grade. I was having a really hard time memorizing my multiplication tables. My parents and I tried everything! Finally, my dad found this casette tape that had songs to help you remember different numbers and their products. This really helped me because I love to sing, and I was able to sing (in my head) while I was taking my timed tests.
Another outside-school experience that helped me with learning in general was playing sports. I played sports from elementary school through college, and I can say that I have learned things on the field that I would have never learned in the classroom. In college, my senior year for my Capstone project, I interviewed athletes and coaches that played college sports and asked them how playing a sport effected their life after college. I noticed that every person I interviewed talked about hard work, never giving up, and learning different social skills on the field/court helped them in their future careers. I do believe that being an athlete in college forces you to put academics first. If you dont succeed in the classroom, then you will not play on the field.
2. During our class discussion of Ball's article, my classmates had some really good insight. For example, Kathryn and Sarah W. talked about the second quote, and how it related to their content area of math. I particularly liked how they spoke about math in relation to TPR (total physical response). They mentioned that by expanding past curriculum, students can take and interact with math on a deeper level. They also talked about how math is a content area that can push students in their critical thinking skills. Critical thinking skills are something that can be related cross curriculum, and can benefit students throughout their whole educational lives.
Also, even though she was in my own group, I really like what April had to say about facilitating student's learning through music and dance. The arts are something personal, everyone interprets music/song/artwork differently. By allowing students to learn that at a young age and experience art in the classroom, I feel that they will be more in touch with themselves and more in tune with their learning.
3. At this point in time, my overall question is, 'Do songs and chants enhance students learning in Language Arts?' I really want to tie this to the new Common Core ELA standards that are being put into action this year in California. I am not completely sure that this is what I want to do for my question. However, I do love music and the arts and I would love to incorporate that more into the school day. I am interested to see what is out there in terms of educational music, memorization, and chants. I have not done a lot of research about chants or their connection to education, but I am looking forward to finding evidence that they could be linked to enhance student learning. Possible experiential learning sources that I have for my questions may consist of my going to my roommate's summer school class (1st grade) and teaching them a chant or observe her using music in the classroom. Another idea is to interview different teachers and ask them if music has ever made a difference in their classrooms.
My other idea for my question is, 'How do I teach parents how to help their students with the new Common Core standards?' This is something that I feel every school will need to figure out throughout the next few years. Common Core will be pushing students differently than when their parents were in school. Higher expectations are set, and parents need to know how to handle those situations, especially when it comes to school work. I really have no idea where to start interms of research. Every school's demographics are different. Possible ideas that I have for experiential learning sources are interviews with parents, interviews with teachers who are also parents, and an interview with a principal talking about different parent situations when it comes to education, not social issues.
4. Throughout my whole life, I have always told people that I was going to be a famous singer. Even though that hasn't happened yet, I still want to keep music and song as a part of my life. I love to sing and I want to inspire my students to love it too.
I do not have any artwork or photographs right now that I can connect to my content area. Throughout this journey in 402, I will continue to look for inspiration and hopefully post lots of photographs.
Commented on:
Allison Broude
Tara Smallman
Another outside-school experience that helped me with learning in general was playing sports. I played sports from elementary school through college, and I can say that I have learned things on the field that I would have never learned in the classroom. In college, my senior year for my Capstone project, I interviewed athletes and coaches that played college sports and asked them how playing a sport effected their life after college. I noticed that every person I interviewed talked about hard work, never giving up, and learning different social skills on the field/court helped them in their future careers. I do believe that being an athlete in college forces you to put academics first. If you dont succeed in the classroom, then you will not play on the field.
2. During our class discussion of Ball's article, my classmates had some really good insight. For example, Kathryn and Sarah W. talked about the second quote, and how it related to their content area of math. I particularly liked how they spoke about math in relation to TPR (total physical response). They mentioned that by expanding past curriculum, students can take and interact with math on a deeper level. They also talked about how math is a content area that can push students in their critical thinking skills. Critical thinking skills are something that can be related cross curriculum, and can benefit students throughout their whole educational lives.
Also, even though she was in my own group, I really like what April had to say about facilitating student's learning through music and dance. The arts are something personal, everyone interprets music/song/artwork differently. By allowing students to learn that at a young age and experience art in the classroom, I feel that they will be more in touch with themselves and more in tune with their learning.
3. At this point in time, my overall question is, 'Do songs and chants enhance students learning in Language Arts?' I really want to tie this to the new Common Core ELA standards that are being put into action this year in California. I am not completely sure that this is what I want to do for my question. However, I do love music and the arts and I would love to incorporate that more into the school day. I am interested to see what is out there in terms of educational music, memorization, and chants. I have not done a lot of research about chants or their connection to education, but I am looking forward to finding evidence that they could be linked to enhance student learning. Possible experiential learning sources that I have for my questions may consist of my going to my roommate's summer school class (1st grade) and teaching them a chant or observe her using music in the classroom. Another idea is to interview different teachers and ask them if music has ever made a difference in their classrooms.
My other idea for my question is, 'How do I teach parents how to help their students with the new Common Core standards?' This is something that I feel every school will need to figure out throughout the next few years. Common Core will be pushing students differently than when their parents were in school. Higher expectations are set, and parents need to know how to handle those situations, especially when it comes to school work. I really have no idea where to start interms of research. Every school's demographics are different. Possible ideas that I have for experiential learning sources are interviews with parents, interviews with teachers who are also parents, and an interview with a principal talking about different parent situations when it comes to education, not social issues.
4. Throughout my whole life, I have always told people that I was going to be a famous singer. Even though that hasn't happened yet, I still want to keep music and song as a part of my life. I love to sing and I want to inspire my students to love it too.
I do not have any artwork or photographs right now that I can connect to my content area. Throughout this journey in 402, I will continue to look for inspiration and hopefully post lots of photographs.
Commented on:
Allison Broude
Tara Smallman
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