My Learning Letter

My Work (Book Talks, Mini-Lesson, Unit Plan):

            Throughout the quarter, I could tell that every assignment we were given was going to make us better teachers. For my book talk, I chose Milkweed by Jerry Spinelli. When I started reading my book, I used the double-entry diary from Cris Tovani. I started the book by asking Tovani’s questions (I wonder, this reminds me of, I visualize, I am confused about, etc). I think this helped me build background knowledge throughout the book as I continued asking myself those questions without the diary. I learned a lot from my book as I read and re-skimmed it for the purpose of telling others about it. I had to think about what the most important points were and how I could actually use the book in the real world. The book talks were really good practice for when we conduct book talks in our classrooms. I really liked that each EWU student presented so many lesson ideas and had diversity of texts. Some were great for study in class and others were awesome to interest kids in reading. I love that I have a big file of books to temp my students with.

            I learned a lot from the mini-lessons. Although I thought I taught fairly well, some of my classmates are teaching rock stars! I felt in awe when Trish was teaching about some of the history of the Holocaust. She was such a good story teller. History is story telling! I think that Sean’s lesson on identity was really powerful as well. I learned during my own lesson that I need to be careful with my time restraints. I chose good texts but I had to rush the class to get everyone to complete the work in time. I need to work on the length and complexity of my tasks and giving clear directions. Also, I need to work on speaking loud enough. I think I learned the most from my peers. Anna taught me to be firm when addressing distractions in the classroom. Russ taught me to relate activities throughout the lesson to each other. Several displayed how to have students interact with the learning targets through paraphrasing and defining. John and others showed me good techniques to validate my students’ answers and work. Aaron taught me to be more sensitive when giving feedback by saying, “I noticed…” Dr. Agriss reminded us all to not have our backs to the class when writing on the board and to tie our learning targets back into our lessons at the end of the lesson. As a student, I learned that I am a really bad listener. I hardly ever hear directions; thus, I distract my elbow partner when I ask them what we are doing. Somehow, I magically zone out every time the teacher gives directions. I know my students do this too so I think it is good to ask them to repeat the directions to you.

            I am really proud of my unit plan. I definitely think it needs a lot of editing but I know that I put a lot of thought and passion into it. I used research to support my rationales and activities. I created a student voice tracker and I think my calendar and evaluation plan are really useful. Although this project was difficult, I learned a lot from it. I learned that the best way for me to create a unit plan (or even just individual lessons) is to start with really good objectives of the skills and knowledge students should gain. Next, I should create an assessment that actually assesses all those objectives. Then I can start writing daily objectives for how to get my students to the assessment and the activities that will help the students reach the daily objectives. Instead, at first, I tried to write my lessons without clear unit objectives. I had to go back and really understand my objectives and assessment before I could write useful daily lessons. I also learned a lot about good resources for teaching the Holocaust. I think USHMM.com might be my favorite website right now. Again, I had a problem with trying to pack too much into my lessons. It was difficult to write the schedules for each lessons because I realized I did not really plan well for time constraints. Nevertheless, I think all my activities relate well to the unit objectives.

Theories & Discussions:

            These are not going to be in order of what we read but more in the order of influence over my thinking.

            Langer’s “A Response-Based Approach” and Brooksfield and Preskill’s “Discussions of Democratic Society” taught me a lot about discussion. In discussions, our students should learn from each other. Although many teachers rely on guided discussions, students can gain a lot from unscripted discussions. In my own classroom, my students have taught me so much about texts that I did not see before. When we let students really engage in free discussions, they arrive at their own conclusions. They become confident to be independent thinkers and explore their own hunches. Students can become responsible thinkers and good listeners through discussions where everyone is involved.

            McLaren’s “Critical Pedagogy: A look at Major Concepts” taught me a lot about how we teach our students to think. Starting in middle school, we give our students dystopia books to read to start questioning their world. McLaren posits that students should study the contradictions of power in society. There is a dominant culture that rules subordinate cultures. I think of Sidney White where the “Greeks” (sororities and fraternities) want to destroy a house a bunch of “nerds” live in so they can enjoy more privileges of power. When students look at these problems they learn how to think to build solutions. In social justice, we teach our students how to ask meaningful questions and discuss from every perspective. Students free themselves from the prejudices of the dominant culture or other cultures to create equality for the good of all. They recognize problems and explore solutions. In these discussions, different perspectives should be shared.

            Fiere’s Pedagogy of the Oppressed outlined some of the problems we have in education. The oppressed try to live like their oppressors but cannot. They must earn their independence together. In our classrooms, we can give our students opportunities to be good citizens and question authority. In my current class, we are questioning the problems in the media. I had two periods actually create a list of questions they would ask an advertiser and my friend who works for a marketing agency in radio and TV commercials is going to record himself answering them for my students. They asked some really hard questions like, “Do you think it is right to stretch the truth?” I think they are beginning to see how they are influenced to buy certain ways, especially by popular culture and advertising. Teachers can use popular culture to connect students’ interests to classic texts. Sometimes students understand a complex text better when they can relate it to something from their culture. It can also be used to connect the lives between the elite and common cultures. Advertisers use it to make people feel like they need to be cooler. When teachers use popular culture and connections to the community, they are veering away from banking education (teaching information without an application) and moving toward problem-posing where students have room to create solutions.

            In Tomlinson’s “Mapping a Route to Differentiated Instruction,” I learned that we need to teach students the objectives at their personal level. They can reach the objectives based on their readiness and interest, not how many different activities a teacher has for them. I think students can differentiate their own learning through questioning and choosing texts of various difficulty. Tovani (I read it, But I don’t get it) helps students understand difficult texts through writing in double-entry diaries and asking themselves questions as they read. Good readers consistently check for their own understanding. They make connections between what they read and what they already know about the subject or the world. Teachers may find that students need various levels of scaffolding to understand a subject. Through tools like popular culture and informational texts, students can build background knowledge that will help them understand and apply their lessons.

Influence on me as a teacher:

            We use double-entry diaries almost every day in my classroom as we read various texts. In my reading group, I often stop discussions to ask students what passages remind them of or to check if they understand the words they are reading. When students ask why they have to write in the double-entry diary, I explain that writing helps us organize our thoughts and prepares us for the assessment. We use discussions nearly every day. In my groups, I try to give my students room to ask questions and answer themselves. We will soon be practicing literature circles where they will direct their own questioning and cannot be lead to an answer. We also studied The Giver by Lois Lowry as a dystopian text. Through it, students really got to question Jonas’s society and their own. They thought about which society really was better in several aspects and took a stance. They got to decide if various aspects of the book were moral or not.

            I am not very good at creating lesson plans yet, as I learned from my unit plan and mini-lesson. I really need to practice writing well-timed lessons. Now I know to start my lessons with the overall objectives and assessment in mind and then my lesson objective before I start planning my activities. I can start being transparent when teaching my students the connections between the lessons and the objectives. I also want to incorporate pop-culture in my lessons. I read about a rap song that could be good in a Holocaust unit. Students can study various popular songs for parts of speech. We often mention movies in class and sometimes we study them. I think it would be good to start incorporating more types of popular culture in the classroom. They care too much about their lives out of school to ignore it.

"American Born Chinese" by Gene Luen Yang

A lot of my students enjoy reading graphic novels. I think there is some debate on whether graphic novels can be a legitimate literary text students should study. Although they contain far fewer words than prose, graphic novels are ripe with visual techniques that students learn to interpret. Furthermore, with the fewer words, students are required to fill in the blanks for themselves. My own students recognize that graphic novels and prose both employ description but that a graphic novel can be a great medium for story-showing instead of storytelling. I really enjoyed reading American Born Chinese. The author ties together three different story lines in a surprising way. Also, I think he addressed the issues of bullying, stereotypes and identity in a whole new way. Even if students aren't struggling with anti-Asian discrimination, they could be dealing with their sexuality or another aspect of their identities. Here are some ways I would use this text:
1. Students can study graphic novels as a medium to tell a story or narrative. First, as they read American Born Chinese they note one of the main story-lines and how the author develops the story through images. Students would write their own narratives and then create a graphic novel or comic for that narrative. Students are writing and thinking critically about which details are important and how a scene would really look. They are connecting the writing with images in their heads.
2. American Born Chinese is all about stereotypes, racism, discrimination and identity. Jin Wong realizes he is ostracized by his peers and by high school decides to change his identity. Through the three story lines, students can see various examples and effects stereotyping. In the Monkey King story, the monkey king turns violent when he is restricted from appreciation (and a good lunch) just because he is a monkey. He exchanges his kingdom and the love of his monkeys for power and an identity above the other deities. Young Wong's teachers are blatantly careless with their stereotypes. Wong's peers make a lot of assumptions about him and won't be his friend. Then he makes a couple friends (also Asian) who all suffer from various moments of bullying. Finally, Chin-Kee is the ultimate stereotype. He refers to himself in first person; he has terrible grammar; he eats cats and gizzards, he wears a top-knot and old fashion clothing. Probably the worst stereotype mentioned was when Chin-Kee told the girl he wanted to bind her feet and make her have his babies as if she was a possession. Students often struggle with taking their knowledge of the past (or just rumors) and applying them to the present. Some of my own students were calling Japanese people our enemies because of what happened in World War II. Then I asked them if they knew any Japanese people and if they were really like how they were thinking of them. Students can use their own experiences to understand this topic better and how to end it in their society.
3. Finally, I think it would be fun to look at the proverbs and wisdom present in this text. Chinese culture is often depicted as one rich in proverbs and parables. Students can read this graphic novel for the stories Yin's mother tells him and the monkey story-line. They can determine what the moral of the stores are and compare them to Western fables. In addition, students can write proverbs and fables of their own to demonstrate a point.

"Night" by Elie Wiesel

Night is often used in high schools, at least in Washington, as literature to help students attain information and empathy toward the Holocaust. Any instruction on the Holocaust must have a supportable rationale like students will learn about discrimination, authority, and bystander syndrome as they study the Holocaust and apply their knowledge to create solutions for their world today. Teachers must be careful with how they teach their students about the Holocaust because some students may become desensitized or, alternately, traumatized by this era of hate and cruelty. In worst cases, students might blame the victims for their weakness. Therefore, teachers use literature, fiction and non-fiction like Night, to introduce the human side of the Holocaust to their students. Here are several strategies a teacher can use with Night.

1. Students can study Night in literature circles. In each group, students are in different roles that correspond with each other to promote a deeper study of the text. One student may be in charge of background research, another in charge of discussion questions and yet another leading the bridge builder that connects the book to other information they already know.
2. Night is a memoir about one youth’s experience with anti-Semitism, concentration camps and death. Throughout this text, students can study how the author expresses his feelings (he will never forgive himself for not protecting his father), deals with violence and hunger, how his character changes and the historical context of the story (this would fit in with a chronological study of the Holocaust).
3. Students can also study the text for information about the Jewish faith. Elie’s faith changes throughout the story from avid student to tormented unbeliever. Although the focus would not be on how God failed the Jews, it could focus on Elie’s personal evolution emotionally and spiritually. Teachers beware of students over-identifying and becoming traumatized by the text.
4. Students can study Night for instances of discrimination, intolerance, violence, and hatred. The study should not end there but build upon the students sense of social justice and how they can change the world. Student can compare the Holocaust to instances of genocide in Africa and hate crimes they have witnessed or heard about in their own lives. This could lead to a project where students contribute to the betterment of their community.
5. Students are studying human rights. Through a study of Night, students study Night as a testimony of human rights activism. Students can also research and study other human rights activists, connect the stories and present on the information to their class. Then students create a plan on hose they could become human rights activists.

"Romeo and Juliet" by William Shakespeare

Romeo and Juliet was not my favorite text to read in high schools and it was not my favorite play to read in college. In high school, I did not struggle with the language but with the choices of the main characters. This text can be challenging for secondary students because 1. language 2. poetry and play writing 3. number of characters. With that said, there are several aspects of this books that are helpful to teach students new skills.

1. Translate into modern speak. Shakespeare invented a lot of new words. This play was written in modern English that is fairly unfamiliar to students. In order to get meaning out of the text, the teacher will need to do a bit of scaffolding on new vocabulary and how puns are used.Students work on interpreting and analyzing unfamiliar language to build on their own use of language and to understand complex language in their modern world. Students could translate a scene and then film it in the modern context.

2. Poetry. Shakespeare often employs soliloquies, sonnets and poetic elements in this play. Lines are in iambic pentameter. When students study Shakespeare's use of sonnets and write their own, they can organize their thoughts on a subject in a new way. Furthermore, students can use Shakespeare's use of metaphors to create metaphors that help them understand other subjects. Using metaphorical thinking and language can help students gain deeper understanding of their world. Additionally, a study of imagery in "Romeo and Juliet" can teach students how to be descriptive in their own writing.

3. "Romeo and Juliet" is a good play to study a time period. Written during the Elizabethan era, the play is set in Verona, Italy. Although the descriptions are not totally accurate to the area, students can compare the customs and concerns of the people with their own culture to learn more about the past. Moreover, students can study the tradition of theater in the culture. This is a tragic play though it was a romance. Students can examine what makes a tragedy, how the lovers acted and how those compare to their world.

4. Students can study "Romeo and Juliet" for theme. Overall the theme, or moral of the story, is that families should not feud, or people should not fight over nothing because the innocent pay for it. In addition, students can study the play to analyze how characters act and react to each other. How do the character's actions build on each other to continue the feud? Students can study the choices of the characters and decide whether they think the choices were wise and valid or not.

Overall, I would choose a Shakespearean comedy to teach. However, students can learn a lot (ethically) from tragedy and connect it to their own lives.

"The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie

As a college student, I enjoyed reading Alexie's novel about a Spokane Indian boy facing challenges to make a better future for himself. This text offers us many aspects to study. Here are a few:
1. Culture & Diversity.
     This novel is set on the Wellpinit Reservation, just north of Spokane. Some of Spokane's landmarks are mentioned. Arnold, the protagonist, ventures off to Reardan, a rural community, in order to get a better education. His sister marrieds a Flathead Indian and moves to Montana. For Washingtonian students, these details could make them want to read the book more and make them more connected to the text. I felt especially excited when Polson, MT was mentioned because I've been there. As a lesson, the teacher could focus on geography and the history of the tribe. Students can use the text to compare and contrast the two communities on their practices and living conditions. Furthermore, students can discuss how diversity is addressed in this book.
2. Identity.
       In the beginning, Junior sees himself as a dirt poor Indian with "water on the brain." He has cerebral palsy and other issues that make him easy to pick on. But his teacher forces him to realize that his identity is not with his drunken tribe members. When Junior starts going to Reardan, he becomes Arnold: a confident student and capable athlete. Arnold builds a positive self view of himself and changes as a person a lot throughout the book. He struggles with being Indian on the reservation but "White" when he is in Reardan. Students can look at that transformation and analyze the resolution.
3. Coming-of-age & high school.
        Arnold experiences a lot of hard things and a lot of great things in High School. He learns how to take care of himself and how to become a better student. He gains new perspectives about his tribe and makes decisions based on increasing wisdom.
4. Grief.
       Arnold is faced with the death of his grandmother (killed by drunk driver), sister (burned to death while drunk, and Eugene (Dad's friend, shot while drunk). Arnold has to deal with the humor of his grandmother's funeral, the inappropriate reaction to his sister's death and his sadness at Eugene's death. Students can analyze Arnold's phases of grief and his thoughts on his family and tribe throughout. What does he think about alcohol? What are some of the tribe's traditions for deaths?
5. Challenges.
      Arnold faces many challenges, many of which are listed above. He has problems and he finds solutions. He think he will be bullied, so he punches the cool jock first. He lost his best friend, so he keeps sending him questions and funny notes. He wants a better education, so he befriends the nerdy kid. He gets hurt in a basketball game, so he makes sure to beat them the next time. Arnold does not always know what to do but students can analyze the trouble he faces and how he always makes good. He makes more for himself and his future.
6. Poverty.
      Arnold often talks about the poverty of the Spokane Indians. He also mentioned that there are some white people that are poorer than the Indians. Arnold struggles with having to walk to school, having dingy clothes, not being able to eat and not being able to pay for dates. Students can look at the causes and  challenges poverty places on living and think of creative solutions to end poverty, at least for the tribe.

TPA Lesson Plan

    Eastern Washington University has adopted an adaptation of a lesson plan template from the University of California for teacher candidates to use. This template requires a lot of thinking and writing but is a tool to teach student teachers how to think about lesson planning. By the time students graduate, they will have written several lesson plans using the TPA. Though they may not use the TPA, specifically, again in their teaching careers, the TPA trains teachers how to think and what do consider when making a lesson plan until it is instinctual.

     When considering a unit, the teacher needs to know the demographic of their classroom and the culture of the students being taught and even their parents. Personalities and personal hardships both effect how a classroom operates each day. Teachers also consider individual student needs when planning the specific activities for each lesson. Instruction should begin with standards to which goals and objectives are related. One thing teacher candidates learn is that learning activities and instructional strategies should be based on research and thoughtful planning. The teacher is held accountable to use best practices. Teacher candidates write what my school calls a “Learning Target” so each student knows what they are learning. Teachers need to explain the core vocabulary used and how the target relates to their learning.

     Some things that I personally need to work on in my lesson planning are assessment and making connections between the objectives and activities to the assessment and learning goal. One question is, “How will you record what you see and hear.” So far, I do not have an ongoing file on my students other than the gradebook. I am not too good at keeping details of what they have learned individually in my head. When students take assessments, every question should be aligned with an objective. Students should be able to really show what they have learned. Furthermore, students may not understand that the activities they do help them learn skills we will look for in their assessment. We want to see them to see the line of improvement in their skills as we work on assessing them.

Mapping a Route Toward Differentiated Instruction

"Mapping a Route Toward Differentiated Instruction" by Carol Ann Tomlinson

     Differentiated instruction takes place when students work at different speeds and levels. Tomlinson suggest that the traditional method of teaching all students the same thing, at the same pace is not necessarily helpful for all student to learn. Her first step to differentiated instruction is to have the end goal in mind. To have successful teaching, students need to have new understanding and be engaged in what they are learning. Just because a teacher gives students different amounts of time to finish an activity or uses different activities that allow movement, creativity and choice, does not mean the teacher is creating differentiated lessons. The lesson must always have the end goal in mind and the students should know what that goal is so they can link their activities to long term learning. Just because the students are engaged or having fun does not mean that they are gaining deeper understanding. I worry about this in my future classroom. I believe teachers need to find creative ways to engage students and provide them with different strategies to learn. One way to do that is use games. If I am not careful, I will use games or fun projects because I want my students to be happy, but they will not further student learning.

      The differentiated lessons begin with key concepts students should know by the end of the unit like "culture". Then teachers use principles like "how cultures are shaped." Next the teacher defines facts and terms students should know by the end of the unit and the skills they should have such as interpreting historical data. Finally, teachers use essential questions to engage student interest in their learning. These questions can be about how the topic is related to their lives. Teachers can differentiate instruction in different ways. One is that student work can be directed by their personal interests. Another is that differentiation depends on the students' readiness. Teachers can give different resources and levels of support depend on their level of understanding and skill. Finally, the instruction depends on the teacher's assessment of student progress. Throughout instruction, the teacher can introduce different strategies like differentiated groups or differentiated graphic organizers to assist in learning at different levels of readiness. I had not previously thought of differentiation this way. I thought of it more as giving the students who work faster another task to work on when they were done. Instead, departments work together to set the key concepts, terms and skills students need to have in order to move on. The teacher creates lessons that engage different levels of skills and understanding, not speeds and not just different activities keep students from calling the class boring.