Holmes Elementary

Overcoming barriers to education

 This afternoon we visited Holmes Elementary and met with principal Steve Barnes who talked to us about his school, some of the issues the children face, and how himself and the teachers work to help to overcome these problems. Personally, this was one of the highlights of the programme so far, although I found it very difficult at times to hear Steve explain the conditions some of his pupils are brought up in and the issues they are confronted with on daily basis. Holmes Elementary is situated in a low SES area and consequently, as Steve explained, 92% of the school population receive reduced or free school meals, many of the children are from single parent families, have witnessed or experienced abuse, often rely on school for their main meals and some are even homeless.

In the light of these problems, I was amazed to have met such an inspiring, dedicated, passionate and positive principle. Steve's attitude, after 11 years at the school and 7 years as principle, was surprisingly optimistic despite the daily discipline that he must carry out and the 14 hour days he commits himself to. He explained that these children are at such an academic disadvantage due to their home situations, that he and his staff must do all they can to overcome these issues and help them achieve. The teachers are not only educators, but parental figures, carers or friends to many of these children who lack supportive adult figures outside of school. Teaching at Holmes is an extremely demanding job, but the teachers understand this and are devoted to their pupils. 

One comment that Steve made which struck me was that often pupils arrive at school hungry and it is the school's obligation to provide food because they will be unable to learn otherwise. This reminded me of Maslow's hierarchy of needs: the first need which must be satisfied in order to learn is the basic needs, food, water and to feel safe. Although I had studied this on my course at university, I had never really considered that sometimes this first, basic need is not met. I had thought that, as a teacher, I would not be concerned with this need and must only focus on those higher in the hierarchy. However, the reality for some children, I have learnt, is that teachers are the ones to ensure that their basic needs are met.

HomeWorks

The right to choose or the right to an education?

On Tuesday we had the opportunity to visit HomeWorks: a programme which works with home schooled children and their parents. It was very interesting to gain an insight into an alternative form of education that I knew little about, even in my home country. I was somewhat shocked by the high number of children being home schooled in a relatively small area because in England this is a somewhat unpopular choice. I have to admit that I did not agree with the state's laws that removed any power they have over the type, quality or amount of provision that a home schooled child is given. For me, there is a conflict between two fundamental rights: the right of a parent to choose the most appropriate education for their child and the child's right to an education.

In the cases where homeschooling is an educated choice by parents who are unsatisfied with the public education system, and they commit to providing a rich and valuable education for their children from home, I can respect their choice. The HomeWorks programme is a great example of where such parents bring their children to ensure that they are exposed to a variety of learning and social opportunities. However, as Sandra explained, some parents who remove their children from public education do not provide their children with sufficient, or sometimes any education. I believe that there should be some system for the government to intervene in order to ensure that these children do not slip through the cracks. This visit was an extremely interesting one, and it has highlighted an area which I feel I should have more knowledge of in my own country.

Language and culture in & outside of the classroom

The Spirit Catches You And You Fall Down

The third week of the Pathways programme has been focused on home - school connections, and how schools in Washington have responded to culturally and linguistically different families in particular. Anne Fadiman's The Spirit Catches You And You Fall Down is a piece of investigative reporting that we read in preparation for the course, and one that I really enjoyed and engaged with. I feel that there are so many lessons that can be taken from the story of Lia and her family who came to the United States as refugees from Laos, and their experiences with the American doctors who tried to treat Lia's epilepsy. The misunderstandings that arise when such different cultures fail to understand each other, the barriers that language can impose and the tragic consequences are particularly poignant for teachers, who are increasingly likely to encounter cultural differences amongst their students.

One quote that I feel summarises a pertinent message that I have taken away from the book, and one that I hope will help be to better respond to my future pupils is:

"If you can't see that your own culture has its own set of interests, emotions, and biases, how can you expect to deal successfully with someone else's culture?" (p.261)

At the beginning of the novel I identified with the doctors and their advice to Lia's parents seemed reasonable; to follow such requests as to administer medication seemed obvious to me. It was difficult as a reader to empathise with the beliefs and views of the Lee's, as they conflicted with my own preexisting ideas about what I believed was best for the child. It was extremely frustrating as a reader to hear how the doctors and parents could not communicate with one another. However, as the events unfolded I realised that it was unjust to assume that the belief system that I was familiar was correct or infallible. In fact, as the reasons for the Lee's refusal to the medication became clear (that they believed they were killing their daughter) it was extremely difficult to read that Lia was taken from them and they were branded unfit parents. For me, the Lee's devotion and love for their daughter was something that transcended cultural differences; in any culture I cannot believe that they could be considered anything but devoted parents, if the motivation behind their actions had been known.

If the doctors had been able to distance themselves from their own beliefs, would they have been able to consider that the values they assumed 'right' could be completely different from the perspective of someone from another culture? I hope as a teacher, I will be able to practice this skill so that I will never again assume that what I believe or know is what is best in a given situation. This is a difficult aspiration to achieve, but one that I feel is important to aim for, even if it is unattainable.

Refugee parents panel discussion 

We had the chance to meet with refugee parents who have resettled in Spokane to hear their stories. We were particularly interested in their experiences with and expectations of schools, and we were lucky enough to hear what the children thought also. It was an extremely valuable opportunity for me, as I have little experience with refugees or immigrants as my home town is not very diverse. It was also one of the most enjoyable experiences I have had on the programme so far.

It was enlightening to hear the concerns of some of the parents, one criticism from many of the parents was the amount of freedom schools in America allow students. Also, one father voiced that he felt the schools expected too much involvement of parents, especially with homework, and he viewed this as teachers being unable to fulfil the requirements of their job.

Many of the parents explained how they felt that their children had become disconnected with their native country and language. In order to 'fit in' at school and make friends, the children explained how they had wanted to learn English as quickly as possibly. This resulted in the native language becoming spoken less in the home. One young boy made an insightful comment that "I feel African but act American". This has really made me understand a little better what it might feel like to have several identities and how this might make you feel.

Native American workshop

LaRae Wiley

On Friday we had a workshop with LaRae Wiley and her husband Chris who have just launched an immersion pre-school for Salish language learning. Salish is the language of LaRae's Native American tribe, however as they explained, it is under severe threat of extinction like many other Native American languages. For me, they were an inspiring couple; their dedication to saving this language from extinction, despite the many difficulties they faced was amazing. I was unaware of the danger that so many of the Native American languages face and that the decrease in the number of people speaking them has been accelerated so rapidly due to the history of the Native people that we discussed in previous classes. 

I really enjoyed having the chance to try out learning some Salish words and expressions. Although I am not fluent in a second language, I had studied French for seven years, yet this language was completely different! It was extremely different to pronounce the sounds and clicks which were so unfamiliar to me, nevertheless I enjoyed trying. Finding how difficult the language was only heightened my respect for Chris and LaRae.

Omak Pow Wow

We had the chance to take what we had learnt throughout the course about Native Americans and experience it for ourselves at the OmakOmak Suicide Race takes place, although we didn't get to see it (which I was actually relieved about!). 

The 'Indian Encampment' included many traditional tents and a round stage in the centre. We had the chance to see Native American dancing and amazing costumes and music. There seemed to be a competition between the tribes, although everyone seemed to just be having fun and enjoying the music. It was fantastic to see!

The Pow Wow was not what I had expected, it was more commercialized and modern. But my preconceptions were based on films and history books, so I understand that this was perhaps not an accurate, currant image of Native American culture that I held. Although it was different, what I did see I found fascinating!

Language Development

Argument Evaluation

Knowledge vs. skills: a disastrous compromise 

In an article entitled ‘Teach Knowledge not “Mental Skills”’ first written for the New York Times opinion page, E. D. Hirsch details how a failing public school in the South Bronx had been transformed by a ‘core knowledge’ curriculum, which gave strict guidelines for the knowledge that every child should acquire during each grade. The author accuses the alternative, skill orientated curriculum of being inconsistent due to vague instructions, and confronting the teacher with the dilemma of having to choose between those students who need extra support to access the knowledge, and those who require higher level work. It is rather simplistic to suggest that a curriculum is either skill or knowledge centred and that placing emphasis upon one will result in success; as Hirsch states, “skills...depend on a wealth of relevant knowledge” (116), but equally knowledge is discovered, understood and used through skills.

The author presents a very strong and engaging argument; Hirsch’s passion for the cause is demonstrated by phrases such as "disastrous compromise" (116), "excruciatingly slow" (116) and "scornfully dismiss" (116) when condemning the skill centred curriculum. This emotive language could be considered exaggeration; however the context of where the article appeared - a newspaper opinion page - explains Hirsch’s powerful expression. Nevertheless, the author must be criticised for the generalisations that he makes with regard to his claim that the knowledge curriculum is modelled on “the best and fairest school systems in Europe and Asia” (116). This sweeping statement is not supported by any specific examples or details, and therefore weakens the argument.

There are several instances where Hirsch does use statistics to reinforce his assertions about the academic success of the students who have been taught using the knowledge curriculum. These facts do support the claim that academic attainment has increased in the school where this programme has been used. Again, as this is not intended to be an academic piece of writing, the reader must trust that the pieces of evidence are accurate, as no source is given. Although the improvements at Public School 67 cannot be denied, it is unjust to assume that the low standards were a direct consequence of the previous curriculum. As Hirsch highlights, this particular school is one with high cultural and ethnic diversity, where every pupil is recognised as being of low socio-economic status (SES). With the population of the school being such, it is likely that the social and academic problems often associated with low SES and cultural diversity influenced the attainment of the students equally, if not more than the curriculum. Perhaps a curriculum which promoted knowledge acquisition and skill development would see these standards raise even more?

The core knowledge curriculum is an appealing tool in terms of teacher and school accountability; student success is easily quantifiable as it is based entirely upon whether facts have or have not been learned, unlike skills, which are less easily measurable. This curriculum is presented in a rather idealistic manner by Hirsch, who claims that the teacher will not have to make the “disastrous compromise” (116) between slow progress and leaving some pupils behind (which were cited as common outcomes of the skills based curriculum). However, this method sets a rigid pace for learning that does not account for the individual learning needs of all pupils, and results in those who have not learned the specified knowledge content at that time as failing. To use Hirsch’s own phrase, this is a “hit-or-miss approach” (116). With such a prescriptive programme, the teacher is less able to ensure that the differing needs of the pupils are met and that each child is supported. The teacher’s professional judgement of what is best for his/her students and what is appropriate for the specific learning context of his/her classroom is removed. Skills are abilities or processes which one develops, they are something that all children can posses but in varying degrees. As a criterion for success, more children are likely to be viewed as making progress, which may be more encouraging for those who otherwise would be labelled as failures.

One crucial element of the core knowledge curriculum that Hirsch fails to address is the content of this syllabus and what is deemed to be vital knowledge. The Core Knowledge Foundation, founded by Hirsch himself, who developed this curriculum have undertaken a huge responsibility in deciding what it is that all children should be taught. The only examples of the content given by Hirsch are “identify the seven continents” (115) and “learn the difference between evergreen and deciduous trees” (115). The author effectively conveys the purpose of such a curriculum, the reasons for employing it and draws upon some convincing statistics which indicate success, yet the reader is not informed of the content, therefore they are unable to decide whether they are in support of it or not.

‘Teach Knowledge not “Mental Skills”’ presents a compelling argument against the use of a curriculum which only emphasizes skills. The reasons against such a syllabus are numerous and Hirsch expresses them with such powerful and damning descriptions that the reader is forced to acknowledge the drawbacks. However, Hirsch fails to persuade the reader that the alternative, core knowledge curriculum will overcome the undesirable outcomes of the current syllabus. In fact, it could be argued that the same problems will arise from both. Therefore, instead of viewing knowledge and skills as conflicting approaches to curriculum, it may be more useful to envisage a syllabus which promotes the two. Knowledge is vital; pupils need something concrete to work with in order to develop their skills. Equally, skills are crucial so that the knowledge learned can be used and new knowledge can be created.

Assistive Technologies

Case Study Critique                                                            

G'Day Mate: Enabling Learners to Discover An Aussie Author

Content & Context:
General education grade 3 classroom teacher (Jackie Jones - Elementary) teaching a project on Australian literature and in particular the work of author Mem Fox. Jackie Jones wanted her students to read two books written by Mem Fox and learn some biographical information about the author and her homeland.

The types of disabilities/exceptionalities encountered:
A pupil in the class, Steven, was described to have severe learning disabilities which resulted in difficulty with language processing and motivation to read and write. Marie, the reading specialist, also added that Steven resisted starting projects and was not self-initiated in his learning. She believed that he avoided work, which was only highlighted by his lack of success in the classroom.

Modifications, Accommodations, and/or Strategies used to address disability/exceptionality:
Jackie and Marie decided to use websites, computers and video instruction in order to assist Steven with his learning. This was something that he had enjoyed doing in previous lessons. We decided to review the three universal design methods to investigate the modifications and accommodations that can be made for Steven.

1. Representation: Effective Presentations, Audio-Taped Text, Graphic Organisers.

2. Engagement: WebQuest, Cooperative Learning, Guided Notes.

3. Expression: Tiered Assignments, Rubrics.

Technologies Used:
Jackie and Marie decided to use several different forms of technology in order to address the methods outlined above. These are:

1. Representation: PowerPoint, Reading Rainbow Instructional Video, IMovie, Inspiration.

2. Engagement: Internet searches, Cooperative Learning Groups, Video Planner.

3. Expression: Learner Checklist, IMovie.

Seattle

Highlights from Seattle

Teaching in America

Course Reflection

Teaching in America class

I have found the Teaching in America course extremely valuable, interesting and enjoyable. I have learnt a great deal from the course, as most of the topics and issues such as the history of American education, critical pedagogy and issues surrounding ELL in US schools, were things that I had never covered before. 

From some of the reading that I carried out over the course I found out about some of the teaching philosophies that have influenced American education. It struck me how much the philosophies that have shaped teaching in America have evolved over the past 100 years, and how they seem to present conflicting ideologies. The essentialist philosophy which identifies a set of core skills and knowledge base that every child must acquire sits in contrast with the child centered progressivism theory. It was interesting to learn that perhaps over different times in American history, throughout different states or districts, the educational philosophies could vary so much. Sean explained that even today, teachers have the freedom (to a certain extent) to teach in whichever manner they choose. In England, I feel that although teachers can teach under any philosophy, from my experience the huge expectations and high amount of pressure for teachers to produce high examination results, means that most stick to tried-and-tested methods.

I found it interesting that the text claimed that many progressive teaching methods were still being used in classrooms across America today. For me, the progressive method is much more positive and I like the child centered approach that it represents, emphasizing the academic and social development of the child. Problem solving skills and the ability to discover new knowledge and form independent views are also aspects of progressive education that I would expect to find in an American school. Indeed, on a visit to the Great Northern School District, Eileen Nave explained how she encourages her pupils to find the answers to their own questions instead of volunteering an immediate answer. She uses a sign over the board which simply reads "THINK" to remind her pupils to try to discover the solutions themselves. This is a great example of the teacher being a facilitator for learning, another theme which emerged over the course.

The part of the course which I found most enjoyable was the media project. It was very enjoyable to be given the chance to search for our own sources and be creative! Nicola and I picked up on the theme of cultural diversity throughout the articles that we read, however we also identified that there were two conflicting presentations of this theme in the media. On the one hand, the media had identified several problems facing cultural diversity such as culturally isolated schools with low standards and high social problems and high staff turnover. On the other hand, we came across several media pieces which showed cultural exchange and changes to assessment criteria to reduce the attainment gap between cultural groups. I was very pleased with the poster that we created to demonstrate our findings:

'Cultural Diversity' poster for media project

Language Technology

Journal 2

Podcasts as language learning tools

DailyFrenchPod

http://www.dailyfrenchpod.com/

'French for Beginners' is a series of free daily podcasts created by DailyFrenchPod, a team of French teachers from Paris. This series combines podcasts, learning guides, key words, audio and PDF vocabulary sheets, grammar tutorials, and a large community of students and experts to practice with. The audio podcasts are available through iTunes but the website also provides short video clips and downloads to aid learning. I feel that this series meets many of the conditions for optimum language learning:

• Interaction & negotiation - the learner can use several different mediums (audio, video, text) and interact with others through the forum and skype sections on the web page.
• Authentic audience & task - the learner can practice independently but is also given the opportunity to share and learn from others, also the tasks are varied which makes the experience more interesting.
• Varied & creative language - each of the podcasts are centered around a different theme so that the learner can acquire new and varied vocabulary, whilst practicing the basics continually. Again, the number of different methods on offer ensures a varied approach to language learning.
• Appropriate time/feedback - daily podcasts set a high pace for learning and the user is able to collaborate with other learners to gain feedback.
• Learner autonomy - the user can work independently, although as the podcasts are released daily the learner is set a pace of learning that encourages progress.

I think that this podcast series would be a great introduction to French for Gina, firstly because it is aimed at beginners and other DailyFrenchPod series are available at higher levels to progress onto when the basics have been mastered. Secondly, I like that these podcasts are available daily and increase in the length as the level of language increases. Finally, from my own language learning experience I know the importance of following up the language skills and vocabulary that I have learned with different exercises to revise the content, therefore the numerous resources offered on the website should better enable Gina to retain the French she learns.

French Today

http://www.frenchtoday.com/a-moi-paris/

'A Moi Paris - Une Histoire au Present' is an audio book available in podcast form by chapters for French language beginners.  The podcasts tell the story of 3 young women who live, study and have fun in Paris, written entirely in the present tense, with increasing difficulty as the story develops. The transcripts of the dialogue are available on the web page which is extremely useful for beginners such as Gina, as it allows you to practice reading and listening skills simultaneously, and also enables the learner to go back over unfamiliar words or expressions. There are also accompanying exercises and questions to complete with each chapter. I think this would be a great way to develop language skills because it is a more interesting and engaging way to become exposed to different vocabulary. Some of the optimum conditions for language learning, I feel, that are achieved through this audio book are:

•  Authentic task - although the text has been written specifically for language learners, I think learning from a novel is a more authentic and interesting way to acquire language. 
• Varied & creative language - the novel is written only in the present tense as it is aimed at beginners, however over the 16 chapters there is a wide range of language used.
• Appropriate time - the learner is has the freedom to complete the chapters and follow up activities in any amount of time they need.
• Learner autonomy - each user learns independently, can revisit chapters and complete questions following the chapters.

Radio Lingua Network

http://radiolingua.com/shows/french/walk-talk-and-learn-french/

'Walk, Talk and Learn French' is a unique take on language learning through 10 short video podcasts. The aim of the series is to increase understanding of French grammar by being exposed to real French text.The videos are set in the streets of Paris where the presenter teaches grammar using real posters, adverts and notices that he finds. Part of each episode is also set in a studio where the co-presenter goes into more detail about the grammar of the language found in Paris. I think this is a really fun way for a beginner such as Gina to learn one of the less interesting (but essential) parts of the language. It also gives the viewer an insight into the country, the people and everyday life in France. Alone, this series may not provide enough understanding of the language in general as it is specifically focused on grammar, however I think this would be a great tool to use alongside the other podcasts listed above.
The optimum language learning conditions which I feel this podcast series achieves are:

•  Authentic tasks - the language that the learner is exposed to comes from real French sources, and the viewer sees the context of the text and where it was found through the video.
• Varied & creative language - again, the fact that the language is from authentic sources ensures that it will be varied and more interesting to the learner.
• Appropriate time - the video can be replayed as many times as the learner needs to ensure that they have understood.
• Guiding to use strategies - the introductory video talked about how the co-presenter would use the text found in Paris to teach French grammar, therefore I would expect strategies on how to use this grammar to be taught in this section.
• Learner autonomy - the learner can learn independently using this video podcast series.

The American Pastime

Spokane Indians strip

On Monday evening the group went to watch a Spokane Indians baseball game. For most of us it was our first experience of the 'American pastime' and I really enjoyed the game, the atmosphere and the nachos! I've never been to a live sporting event even in England, so it was fun to go and see a sport I knew nothing about. Unfortunately the game was a bit slow and we left after 3 hours but before the game was nearing an end. Nevertheless I had a great evening!

Spokane Indians warming up for the game

Language Development

Journal 3

4/08/2010

We Should Cherish Our Children's Freedom to Think

Kie Ho

Kie Ho compares his own experience of schooling in Indonesia, focused on memorizing and reciting factual information with the American education that his son has gone through which emphasizes creativity and freedom. The author believes that the latter is "a great deal better than any other" (p.144) education system, although he acknowledges that perhaps this system neglects the acquisition of some forms of factual knowledge which results in the students either having missing knowledge or misunderstanding certain facts. However, I think the crux of the argument is that certain skills are promoted within different education systems, which are a result of different cultures valuing proficiency in different areas. For Indonesia it was important to encourage "dedication and obedience" (p.113) in the classroom; knowledge was fixed, there was only one correct answer and the students must learn and internalize this fact. Alternatively, "self-expression" (p.113) is favoured in the American system. The author comments on a variety of creative methods employed by his son's teachers which encouraged freedom, confidence and collaboration. 

The author makes an interesting point with regard to critics of the American education system: "[they] cannot grasp one thing, something that they don't truly understand because they are never deprived of it: freedom" (p.113). Ho is implying that when one is brought up and part of a society that encourages freedom (freedom of though, speech, expression etc.) then it is difficult to view this as a valuable outcome of education. The education system is criticised for not producing higher standards in 'traditional' subjects, however the sense of freedom that is fostered within these institutions is something that should be acknowledged. To view one's own systems or society from the perspective of an 'outsider' can shed light upon problems, positives and things that had previously gone unnoticed.

Teaching in America

Developing a Teaching Philosophy

During the 'Teaching in America' course the idea of a teaching philosophy has really become apparent to me. Reflecting upon my opinions and beliefs about teaching and learning has been a valuable exercise which, hopefully, will enable me to promote these values through my teaching in the future. My own teaching philosophy is a work in progress, one which I am sure will evolve and change over time as I gain more experience as a teacher.

I consider education to be a human right that all children are entitled to and that it should equip them with the basic skills and knowledge that they will need to succeed in the future. However, it is not enough for pupils to only learn these basic, employable skills because education is about more than the preparation for the workforce and producing effective contributors to the economy; the whole child should have the chance to develop. Schools should be a place where children learn empathy, respect, tolerance and critical thinking (amongst so many other social skills) so that they can be better equipped to use the knowledge that they acquire and co-operate with other classmates and members of society in general.

Schools should also be a place where children can have the opportunity to learn about themselves and who they want to be in the future; the teacher, I believe, should encourage and support them to fulfil these goals. Education is a product of many different areas of life and does not end when the student leaves school, it is a lifelong process. I would like to be a teacher who fosters a love for learning amongst my students so that they will become active, independent learners outside of the classroom. How I will achieve this is something that I will have to learn, but encouraging students to collaborate, discuss and learn from each other may be an effective method to encourage pupils to see themselves as knowledge bearers, something that could also increase self-confidence.

This programme has taught me that effective teaching can be a combination of child centred teaching where the teacher is a facilitator for learning and the teacher being an imparter of knowledge. 'Guide on the side' and 'sage on the stage' are two terms that I have learnt to demonstrate these different, seemingly contradictory teaching methods. As a teacher, to engage with pupils and to fulfil both the knowledge and skill based outcome of education, as well as the development of the child's social skills, a combination of the two methods, I feel, will be the most effective.

An important lesson that I have learnt through Sean's teaching style which I would like to incorporate into my own teaching philosophy is that teachers are most engaging when they are themselves, when they are authentic. Looking back at my own teachers through this lens, it seems obvious now that the most influential and interesting teachers have been those who are genuine and have a passion for their subject or teaching. Young people respect these qualities and respond to them with the same amount of enthusiasm. For me, this is the type of teacher that I will strive to become in the future.

Great Northern School District

One room school house

Coeur D'Alene

Learning outside of the classroom

Week 1

Although I have only been here at Eastern Washington for 7 days, I feel that I have already seen and done soo much! On our first day we had a city tour of Spokane where we got to see some of the historical sights, downtown and the city park. I really enjoyed walking around the city and getting the feel for a 'real' American town. A highlight of the day was going to the fireworks festival where we heard live music, saw local dancers perform and ended the evening with a fantastic fireworks display! It was a great atmosphere in the park and it was nice to experience something unique to Spokane.

During our first week we also visited the one room school house on the university campus. We learnt that this used to be a real school house and had been transported across the state and refurbished to recreate an authentic early 1900s school. I found it a really interesting and fun way to experience history first hand and learn more about the history of American schools.

A real highlight of this week for me was the trip to the national forest park, it was the most beautiful part of the area that we have visited. The views of the river and surrounding forest were amazing! We had a picnic, paddled in the river and then walked through the forest before climbing to the top of a hill to take in the fantastic views. 

On Friday we visited the Great Northern School District, a rural elementary school which caters for only 50 students. It was great to take a look inside a real American classroom, and to my surprise I did not find it dissimilar to a British classroom. It was interesting to hear about the different problems that the school face and the strategies and solutions they use to overcome them. One of the most interesting issues which the teacher, Eileen Nave, brought up was how the school supports a child with SEN, disciplinary issues and the effects on the other pupils. I am very much looking forward to visiting more schools over the next few weeks.

Today was the best day of the programme so far! We visited Coeur D'Alene where we visited the market and art festival and had fun swimming in the lake. This was also a really picturesque area and it was great to relax after a busy week of classes!

Language Development

Journal 2

31/07/2010

Teach Knowledge, Not "Mental Skills"

 E. D. Hirsch

This text explained how a failing public school in the South Bronx was transformed by a 'core knowledge' curriculum, which gave strict guidlines for the knowledge that each student should have acquired during each grade. We looked specifiacally at the structure of the argument Hirsch presented in this article, which I found to be very convincing, although I do not agree with such a perscritptive curriculum. 

Firstly, background information about the schools and the poor standards was given to illustrate the problem before the author moved on to intorduce the argument for a 'core knowledge' curriculum. The main body of the text consisted of the main points of the argument, starting with a criticism of a learning skills based curriculum, how this approach often resulted in gaps in student knowledge and the political standpoint on the debate between skills and knowledge. 

I found the article very engaging; the author's passion for the cause was demonstrated by phrases such as "disastrous conpromise" (p.116), "excruciatingly slow" (p.116) and "scornfully dismiss" (p.116). This may be due to the fact that this article first appeared in the New York Times newspaper on the opinion page and perhaps is less formal than an academic piece of writing. Nonetheless, having a strong voice within a piece of writing is something that I would like to develop to form a strong argument and an engaging piece of work.

Language Technology

Journal 1

The use of educational technology

Before the workshop, I had considered myself to have a fairly positive approach to using technology in the classroom and the outcomes using technology can have on pupil understanding and enjoyment of the lesson. Technology is something that I am immersed in everyday but I have never stepped back and really thought about how and why I use it, or even considered the way in which I have seen it used in the classroom. I identified myself as being an 'Instrumentalist' when presented with Warschauer's categories of different approaches to technology (although the survey showed that I infact held the 'Critical Perspective'), as I consider technology as simply a tool to reach a goal. 

It was very interesting for me to understand more about the sociocultural impacts using technology can have. The example of the teacher using digital cameras to help ESL pupils acquire new vocabulary was a very creative use of technology, but as the group discussed this, we realised that there were certain sociocultural implications which came as a consequence. 

For me, the most important lesson that I took away from the workshop was that teachers must consider the subtle impacts that the use of technology can have upon their students. I still believe that it is a useful teaching tool, but one that should not be used without consideration of the wider impacts upon children.

Teaching in America

Critical Pedagogy

In your experience in education, describe a situation where you have seen aspects of critical pedagogy employed.

Peter McLaren talks of the hidden curriculum in schools, where certain messages are implicitly transmitted to pupils through the classroom organization, pedagogical procedures and rules of conduct (amongst other aspects) promoted in schools. McLaren warns of the dangers of the hidden curriculum conveying sexist, class or culturally bias ideals to students, and that "no curriculum, policy or program is ideologically or politically innocent" (p.213) therefore it is important that teachers the power they hold upon shaping young people's views and beliefs.

When confronted with the idea of a hidden curriculum, I found it hard to identify this within my own education; political, social and cultural ideals are inextricably linked to education that it is difficult to tease these influnces out. Streaming by ability has been an aspect of my school life, so imbedded that I have never questioned the motives behind it. From the age of 10 I was assigned a class in the core subjects of Engish, Maths and Science (even by defining these subjects in such a way is another example of how economy influences the knowledge that is deemed vital for all) based on my performance in standardized tests (SATs) and yearly examinations designed by my school. Furthermore, often performance in these examinations were not an accurate reflection of one's understanding but rather the amount of information and facts one was able to memorize and retain. Nevertheless, these formed the criteria for which pupils were organized into ability groups and the level of examination paper pupils would be entered for at GCSE - the highest grade the lowest level group would be able to achieve being a C grade. 

I think that the underlying message that such a system conveys is that only certain types of skills are valuable in British society, and in addition, I believe that the skills that are promoted are linked to economic performance. By streaming young people at school, the system is preparing them for different pathways in the future. The underlying function of such a strategy may be to ensure that there is a balance of highly and less skilled workers. This links with the social reproducation theory which we also discussed in class. 

For me, the system of streaming was not detrimental to my aspirations or limited the opportunities that have been open to me because fortunately I was not placed in a lower set. I also believe that this system is not so rigid that people cannot improve and pass up through the sets, however what the system does produce is competitiveness, whereby only those who have a strong desire to succeed will do so. Unfortunately, for the majority who are passive, they accept the educational opportunities they have been assigned and in turn, the employment opportunities (or lack of) which are open to them.

Language Development

Journal 1

27/07/2010

What True Education Should Do

Sydney J. Harris 

"Socrates never said, "I know, learn from me." He said, rather, "Look into your own selves and find the spark of truth that God has put into every heart, and that only you can kindle to the flame."" (p.5)

I found this quotation very interesting as it highlights some of the issues concerned with the role of the teacher that we have discussed in other classes. What struck me about the passage was the timelessness of these ideas that were first spoken so many years ago but are still relevant and being debated by future teachers of the twenty-first century. For me the idea of the teacher being a facilitator of learning, a guide rather than an instructor seems a contemporary notion, and one which I do not feel that I have experienced during most of my educational career. Nevertheless, over the short period that I have been on this programme I feel that this is something extremely valuable that I have learnt and has inspired me as to the type of teacher I would like to become.

Another aspect of this passage which I found particularly interesting was the use of the word "every" (p.5). This is very powerfull as it implies that the author believes that everyone has the same potential to learn with the right education. Finally, the last part of the quotation is something that I also agree with; that each individual must become active, individual learners in order to grow. For me, a great teacher encourages their pupils to love to learn so that they will become self motivated to 'kindle' their own learning. even after they have left school.