Five Research Articles
1.
Lisa Dart. Literacy and the
lost world of the imagination. Educational Research, Volume 43, Number 1 (February 1, 2001), pp. 63-77, <http://0-
ejournals.ebsco.com.opac.sfsu.edu:80/direct.asp?ArticleID=N9U1U66GQ76W8XTV3AUR>
Summary:
Abstract: This paper examines English teachers' understanding
of the imagination and how they think it is developed in the classroom. A small
sample of Heads of English from East and West Sussex secondary comprehensive
schools in the south-east of England were interviewed. Findings are analyzed in
light of relevant approaches to English teaching over the past century. A
complex picture emerges. Teachers' descriptions of the imagination are clearly
redolent of Romantic ideas and development of the imagination was expressed as
crucial in English teaching. Yet, paradoxically, developing the imagination is
no longer seen as a central pedagogic concern. Other influences dominate
classroom practice. Assessment of National Curriculum requirements, English
teaching conceived as a series of discrete skills and the changing status of
the mass media in the curriculum have, it is argued, all contributed to a shift
of emphasis. Developing the imagination has been sidelined. Furthermore,
innovative approaches from a tradition of English teaching have been occluded.
A school culture conducive to imaginative work, together with a clear pedagogy,
are now imperative. Additionally, professional insecurity is one of the
consequences for teachers dislocated from the subject's history by other
demands. The paper concludes that a re-examination of an earlier tradition of
English teaching is needed, but one that recasts that tradition to find new
understandings for developing the imagination in the classroom.
Importance and Connection
to Literacy:
This article is important in
that it addresses the issue of imagination in the classroom, and how it has
slowly been pushed out of the classroom. National Curriculum requirements (akin
to standardized testing) are seen as a major reason this has taken place. This is an issue we touched on in class
in that we discussed how standardized testing are not only culturally biased
(and thus inaccurate means of measuring ability), but they can hinder learning
in the classroom as teachers will sometimes “teach to the
test.” This practice has a
profoundly negative effect on learning, as students are taught skills which may
help them to achieve a high score on a test, but are not applicable (or at
least are not taught in a way that shows them to be applicable) outside of the
test. Displaying memorized
literacy skills on an examination does not always create the knowledgeable type
of literacy teachers should strive their students to reach. These testing methods, and other ways
in which the educational system is attempting to boost achievement take
instruction in the direction of more traditional methods because they are more
easily assessable. This occurs
despite the fact that when creativity and imagination are permitted in
assignments, cognition and memory of the designated material improves. It is the task of English teachers to
make sure that imagination and creativity is present in their classrooms,
seeing English literacy not merely as a set of “discrete skills” to
be acquired, but as a tool one may use for expression and communication.
2.
Steven G. McCafferty1.
Gesture and Creating Zones of Proximal Development for Second Language Learning.
The Modern Language Journal,
Volume 86, Number 2 (2002), pp. 192-203, <http://0-
ejournals.ebsco.com.opac.sfsu.edu:80/direct.asp?ArticleID=ETGAURB2T2EEE1FE4EGF>
Summary:
This study investigated the
role of gesture in and of itself and in conjunction with speech in creating
zones of proximal development (ZPD) for second language learning and teaching.
A university student of English, newly arrived in the United States, was video
recorded once a week in conversational interaction with an American graduate
student, an ESL/EFL teacher, over two different periods lasting 15 weeks
altogether. The view taken in the study of Vygotsky’s concept of the ZPD
follows that of Newman and Holtzman (1993), who argued that it primarily
concerns revolutionary activity, that learning and teaching transforms as a
consequence of interacting in the ZPD, and that this affects all participants.
Findings indicate the important role that gesture played both in promoting
language learning and in facilitating positive interaction between the two
participants, helping to create a sense of shared social, symbolic, physical,
and mental space.
Importance and Connection
to Literacy:
Using Vygotsky’s Zone
of Proximal Development as a point of reference, this article discusses role of
gesture in the classroom and its importance in regards to teaching language
skills. It is significant that
this article refers to historical theory as well as current research. I found this article to be particularly
intriguing because it discusses the ZPD theory in regards to something I
perhaps would not have done so myself.
Something as simple as gesture is often overlooked. Frequently in today’s classrooms,
students are engaged in more technological practices and human interaction is
seen merely as a accompaniment to education rather than a vital aspect of. Seeing gesture as a means of positive
interaction is more important than ever in modern schools as the population
becomes increasingly diverse.
Incoming teachers must come to expect some difficulties in communicating
with these diverse populations. Gestures
offer a common language which both participants are literate in (though of
course, there may be some cultural differences with regards to gesture as
well). This article conveys
research particularly important to those who wish to teach ESL or foreign
language classes, but I think can be useful to all in the teaching profession.
3.
Sylvie Mrug, Jan L.
Wallander. Self-Concept of Young People with Physical Disabilities: does
integration play a role?. International Journal of Disability, Development
and Education, Volume 49, Number 3
(September 01, 2002), pp. 267-280, <http://0-
ejournals.ebsco.com.opac.sfsu.edu:80/direct.asp?ArticleID=UF9GCTWC2E5FT8XPK450>
Summary:
Different countries have
approached the education of students with a disability in different ways. Some
have advocated for maximum integration, while others have maintained separate
schools for those with special needs. The impact of the different educational
settings on the self-concept of young people with a physical disability so far
has received very little empirical attention. This study compared four groups
of students with a physical disability who differed in their level of school
integration: (a) US integrated students (n = 53), (b) Czech integrated students (n = 14), (c) Czech students educated at special schools
on a daily basis (n = 51), and (d)
Czech students attending special schools on a residential basis (n = 66). In addition, these young people with a
disability were compared to a normative sample of Czech students without a
disability. The comparisons were made on self-reported self-perceptions,
aggression/emotional instability, view of the world, and dependency using the
Personality Assessment Questionnaire (Rohner, 1991). Significant between group
differences favoring integration were found. More integrated students reported
lower levels of aggression, more positive views of themselves, and more
positive views of the world. Discussion addressed implications for educational
policies for children with special needs.
Importance and Connection
to Literacy:
Often times in our attempts
to satisfy and protect those who may need special attention, we unintentionally
harm them by sheltering them from reaching their full potential. Such is often the case with disabled
students. In our reading on
dyslexia this semester we learned how integration can both be overwhelming and
valuable to a student. Judging
from the research, it seems that self image plays a major role in this. Having a positive view of yourself not
only encourages you to achieve, but it also leads to a more positive outlook on
you capabilities and lessens reactions composed of anger and blame when
difficulties arise. This article
aptly discusses the issue of integration as a positive practice for disabled
students, supporting the argument with applicable research. It is vital for teachers to understand
the increased difficulty with which disabled students encounter the education
process, but this difficulty should not fail in valuing theses student’s
insights with equal care.
Education must not exclude anyone from the best environment for them to
learn in. What must be examined
now is the most effective and appropriate means of integrating disabled
students, assuring them of increased understanding, and equal appreciation.
4.
Andrew Stables, Carol Morgan,
Sonia Jones. Educating for significant events: the application of Harre's
social reality matrix across the lower secondary-school curriculum. Journal
of Curriculum Studies, Volume 31,
Number 4 (July 1, 1999), pp. 449-461, <http://0-
ejournals.ebsco.com.opac.sfsu.edu:80/direct.asp?ArticleID=5H7MVDFHK1Y62K467786>
Summary:
Abstract: A model based on the conceptual framework defining
'identity projects' devised by Rom Harre has become a basis for assessing
creative arts activity in schools. According to this model, the 'social reality
matrix', individual identity is dependent on social context. The work of
'transformation' and 'publication' serves to confirm the individual as moral
agent within a moral and social order, resulting in stronger social identities
for the marginalized and in greater self- expression for the socially
established. Thus the creative process is key both to personal growth and to
social order and progress. Socio-constructivist and experiential theories of
learning emphasize that all learning is brought about through the involvement
of personal and social activity in a process of personal growth. Thus there
would seem to be a case for applying Harre 's insights to curriculum planning
beyond the creative arts in order to increase student satisfaction from a range
of discourses. We explore the curricular implications of Harre's work for
teachers of English (as a first language), modern foreign languages and
mathematics, with a particular emphasis on the lower secondary-school
curriculum (ages 11 to 16). Although examples are taken largely from England
and Wales, we believe that the models can be developed in many local and
national contexts.
Importance and Connection
to literacy:
The significance of this
article lies in the fact that it examines the process of learning itself. Drawing from research, and
constructivist theory which we briefly discussed in class, it applies to the
acquisition of any and all knowledge.
Whether it be literacy in SAE or literacy in the creative arts, the
process of learning applies to both.
The article also examines the importance of ownership in regards to the creative process, which relates to
any and all assignments that students will complete in the classroom. Education is very much a personal
experience (albeit in a social environment), and the personal acquisition of
knowledge requires independent work.
As creation is a necessity for personal growth, and learning requires a
personal engagement, it is of great importance that we develop a creative
pedagogy for our students.
5.
Jeffrey Uhlenberg1.
Racial Gap in Teachers' Perceptions of the Achievement Gap. Education and
Urban Society , Volume 34, Number 4
(August 1, 2002), pp. 493-530, <http://0-
ejournals.ebsco.com.opac.sfsu.edu:80/direct.asp?ArticleID=PR0BBYLNJMEJA5QV9ATR>
Summary:
Why does the achievement gap
exist, and what should we do about it? Ogbu and Simons suggested that urban
minority parents "hold teachers and schools, rather than their children,
responsible for poor academic performance." Other adults focus on the
children and families, commenting on such things as poverty and lack of
parental concern. And then there are the students who talk about being
underestimated, dismissed, or just bored. The purpose of this study is to examine
Black and White teachers' perceptions of possible causes and potential
solutions to the achievement gap. Similarities and differences in their
perceptions are highlighted. Our study suggests that before we can take a
discussion of solutions to the next level, teachers must first examine and move
past their personal assumptions and strive to understand the whole reality.
Importance and Connection
to Literacy:
Unfortunately our current
society is often separated along racial and cultural lines. One area in education that is separated
along these lines is achievement.
This difference in achievement is fact, but the reasons for these
differences are often times in dispute.
The arguments that arise out of the discussion for reasons behind
differences in achievement is, like seemingly everything else, divided by
racially and culturally different perspectives. For the most part, black teachers attributed the achievement
gap to schools, teachers, T.V. and other tings not directly associated with the
students or their families. White
teachers on the other hand held the students themselves, and their parents
accountable for the achievement gap.
Solutions on both ends point to more school assistance, and some home
inquiries, with white teachers focusing much more on home inquiry. It is important that in this study, the
teachers often times ranked items low in importance if such would blame them or
their race. This shows the
possibly subconscious bias that both races hold. It is important for teachers to ignore these biases, or
overcome them, in order to find the best means available to eliminate the
achievement gap. This article
discussed a culturally relevant pedagogy as one possible solution. This I feel is not enough alone, but is
a good start, and something I can take into the classroom with me.
5 Lesson Plan Critique
1.
A View of Yourself Through
Famous Writers
http://atozteacherstuff.com/lessons/ViewofYourself.shtml
Summary: In this
lesson, students are to identify a famous quote from short stories, plays,
novels, poetry, or any other literature that best represent them. Students may use fiction or non-
fiction literature for this project (“Bartlett’s Familiar Quotes”
being a suggested reference book).
Students present their quote to the class, explaining why they chose the
specific quote. Students may also
use visual aids in their presentation, or even dress up and perform a
skit. Presentations should last
3-5 minutes. This project will be
done outside of class, with the presentations taking place on the due date.
Positive Aspects: This lesson is valuable to the students because it
allows a degree of personal expression, while having the student identify
themselves in relation to a work of literature. Not only can this create a certain appreciation of a
particular author in the mind of the student, but the presentation cultivates
oral communication skills, while the preparation hones analytical and self-
examination skills.
Developmental Areas: There is too little emphasis on the written part of
this exercise. Also, presentations
of this sort may be too personal for some students to participate in.
Adaption: I really enjoy the basic idea of this lesson. It is a valuable exercise for students
to connect themselves with a specific piece of literature, as it may lead to an
appreciation of literature in general.
I would focus much less on the presentation aspect of the assignment
however, even excluding it altogether because it is such a personal task. I would not be opposed to non-print
projects (drama, picture, etc.) turned in by the students either, but such must
be accompanied by a written explanation explaining its significance. Overall, my focus would lie in the
comparison itself, and not the presentation. Also, I would allow class time for the completion of this
project, supplying books of quotations for the students to look through. I might then assign a project in which
each student is to read the entirety of the text in which they took their
quotes from.
2.
Summary/Note taking/Main
Idea and Details
http://atozteacherstuff.com/lessons/Summary.shtml
Summary: In this lesson, students practice the skill of
summary and note taking. The
teacher will read allowed for 5-7 minutes, while the students take notes in
outline format, writing their notes on large sticky notes(3x5 inches). Teacher then selects students to read
their notes, having the class decide which student has the most accurate
outline. Students will then
transfer the main points from their notes onto medium sticky notes (2.5x2.5
inches). Teacher will again call
on students to share their notes, picking the most accurate example. Teacher will ten explain summary as the
main idea plus two one or two details.
Summaries describes as a brief description of the essence of the
selection in question. The final
exercise will be for the students to summarize the reading onto small sticky
notes (1.25x1.5 inches).
Positive Aspects: This exercise helps students to hone their note
taking and summarizing skills, which will aid them in their academic career as
well as on standardized tests.
This skill in valuable for the acquisition of analytical and recognition
skills.
Developmental Areas: This exercise should be carried over into te reading
of another selection. This
selection should be the responsibility of the students to read, and summarize
on their own.
Adaption: I would not really change this activity at all. As discussed in the developmental area,
I would simply add another exercise in this skill at the completion of the
initial exercise, in which the students are required to complete a reading and
summary on their own.
3.
Painless Poetry
http://www.lessonplanspage.com/LAPainlessPoetryCreatedFromNovelsIdea912.htm
Summary: A few pages from a popular novel is copied and handed
out to students. Students are then
to skim through the pages, highlighting any phases (5-7) that catch their
eye. Student then copy phrases on
machine tape. Students are then
put into groups of five, and the groups are expected to create a poem using
only the phrases that each students has selected. When finished, the poem is to be assembled onto a large
piece of construction paper for display.
Positive Aspects: This activity focuses student attention on word
choice in a specific piece of literature, and engages them in a creative
exercise which exposes them to the art of poetry. The activity is valuable in that is includes group work,
allowing student interaction. This
activity can be exciting for the students in that it allows a sense of
ownership in the completed project, giving each student a voice in the
creation.
Developmental Areas: Specificity is lacking in this activity. How many pages of text will be passed
out to the students, and how long are their poems expected to be?
Adaption: I think I would change a couple of specific details in
regards to this lesson. First, I
would either choose pages from a text which the students have read previously
in class, or I would provide them with a summary of the text in which the pages
are selected from. Also, I would
allow the students to select individual words from the text, not just phrases
(through those are welcome too.
The size of the poem should be 15-25 lines, and there will be no
required format (free verse is fine).
4.
More Grammar Review Using
“Jabberwocky”
http://www.askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Grammar/GRM0
001.html
Summary: Teacher reads the poem “Jabberwocky” by
Lewis Carrol to class from Computer screen while the follow along on their
computer screens. Students are
also given hard copies of the poem.
Teacher explains the poem to student as a “nonsense
poem.” Students attempt to
interpret poem, after teacher gives some examples of interpretation. As homework, the students must pick one
stanza from the poem, labeling the parts of speech the best they can. Teacher will review the parts of speech
in class, and provide sheet in which the various parts of speech are defined
(with examples).
Positive Aspects: This lesson is successful because it succeeds in the
very difficult task of designing a fun and creative exercise in grammar. It helps the students hone their skills
in recognizing the parts of speech, not just as a memorized list of words, but
in relation to sentence structure.
This activity in successful in exposing students to the relations
between the different parts of speech, as well as exposing them to
“nonsense literature,” which is most likely to be a rare exposure
in the classroom. It is an
effective means of assessing student skill levels in regard to grammar.
Developmental Areas: This activity should be started in class. Also, it might be beneficial if this
activity was designed to take place in groups. The use of computers at the start of this lesson is
unnecessary.
Adaption: I would do this activity in groups, and accompany it
with a number of other fun activities.
Depending on the class, I would assign the students to draw a picture of
the scene in which the poem takes place, including a representation of the
“Jabberocky” itself. I
could also assign the students to create their own nonsense poem, in which
group members are expected to make sense of. I would limit te student identification of the parts of
speech to verbs, nouns, adverbs, and adjectives, but might require a more
elaborate analysis of a text that wasn’t “nonsense.”
5.
Creative Writing with
Newspaper Photos
http://www.askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Writing/WCP001
1.html
Summary: Students
are asked to define creativity.
They are then told to choose a funny or interesting photograph from a
newspaper or magazine. They will
create a story based on this picture.
Stories can be in the form of fiction, or in the form of a news
story. Stories may be posted on
the wall with their accompanying photo if desired. Students then engage in a discussion of the effectiveness of
using a picture as a prop for creative writing.
Developmental Areas: Hoe much time is given for this activity, and what is
the desired length of the story?
Adaption: I think I would give this lesson as is, except I would
allow the students to bring photographs from home (having magazines and
newspapers in class for those who need them). I would give students three days for this activity, the
second day being used for editing, the third for assembling picture and story
onto construction paper, with a short presentation to the class. This project would set up future
creative writing activities in which the students will do without the aid of
photos. Also, I would expect the
“story that the students write to be in journalistic format, as the
factual approach is a valuable form for students to explore (allowing
creativity in such a fact-based format).
5 original lesson plans
1. http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?LID=ukhohscvh5cvcp
2. http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?LID=udzbf0hrcqzqha
3. http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?LID=kmh0c6ccz6cvcp
4. http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?LID=kkzdzpcnhqzqhp
5. http://lesson.taskstream.com/lessonbuilder/lesson_builder/lesson_print.asp?LID=ftcmhjf7e1hqhk
5 Resources
1.
Abcteach: http://abcteach.com/
A site with “over 5000 worksheets, and thematic
plans. Has a link for student
teachers/new teachers to communicate in a forum type chat room to discuss
problems they are having, ask advice, discuss theory. Great for inexperienced teachers seeking advice.
2.
Better English
exercises: http://www.better-english.com/exerciselist.html
Site has internet based worksheet exercises English
learners can use. Teacher can use
these and model lessons after them, or, as a great way to integrate technology,
students can complete these online themselves!
3.
Kirby, Dan, and Tom
Liner. Inside Out:
Developmental Strategies for Teaching Writing. Portsmouth: Boynton/Cook Publishers Inc., 1988.
This text is a source book for strategies and
activities in the teaching of writing.
This book brings together a wide array of progressive strategies to
teach today’s students.
There is a wealth of options in this text for all types of writing. Teachers can use this text in
developing activities as well as devising alternative exercises in writing for
students who are not motivated by other course assignments.
4.
Milner, J.O. and Lucy Milner. Bridging English. Columbus,
Ohio: Merrill Prentice Hall, 2003.
Bridging
English is a great source for all
beginning English teachers. It provides lesson activities, teaching strategies
and theories, and general information about how to teach English to secondary
students. From this book, I have already learned how to become a more effective
teacher by knowing how to ask questions that provoke critical thinking.
Overall, each chapter offers a valuable lesson on how to become an effective
English teacher that engages students.
5.
Web English Teacher: http://www.webenglishteacher.com/
This website offers lesson plans, literary criticism,
biographical information on authors, various classroom activity ideas, as well
as links to other resources. Covers
all disciplines in the k-12 language arts curriculum. Teachers can use this for reference in all aspects of their
profession.