Technology Survey

How many computers are in the classroom? 4 which doesn't include the laptops that are always in the classroom.

Do they have Internet access? Yes

Can you access Google tools?Yes actually all of the students are using Google tools to do their PBL.

Do you have access to a laptop cart? Can they get on the Internet? Yes there is a laptop cart in the classroom which have 11 laptops, with all of them being capable to get on the Internet.

Is there a computer lab? Do the computers have Internet access? Can you access Google tools? How do you

reserve it? Yes, just sign a sheet a couple of weeks in advance.

How many of your students have computers with Internet access at home? Of the 2 classes I observe, out of 47 students 38 of them have Internet access at home.  

Are there locations in the community where students can access the computers and the Internet? Yes the libraries in Fairmont have computers and Internet.

Double Entry Journal #10

Kidwatching is very important to a teacher because it can show the teacher how their students learn. A teacher can use this see how a student interacts with another students and see the different ways the students learn. As a teacher is kidwatching he or she is seeing the similarities and differences within the culture of that class. This also allows the teacher to see the different things their students inherit from their cultures.

Double Entry Journal #9

It is important for students to use primary language during literacy events in order for them to express their thoughts and ideas without having to worry about being "corrected". This definitely applies to children with Appalachian dialects, if a student is understanding the subject being taught they need to feel they can answer the questions with the confidence they are correct and not worry if they are using "proper English". 

Some of the differences between student centered perspective and teacher centered perspective include:
Students centered perspective:

• more student-student interaction
• create their own questions
• make their own connections

Teacher centered perspective:

• more teacher-student interaction
• teacher posed questions
• more structured environment

Here is a link to an article about Appalachian literature incorporated in an American Literature class.

Double Entry Journal #8

One reason it is a mistake to group all English as a Second Language Learners together is these students could be form completely different places on the world. These students would be given the same instructions without out taking their previous experiences into consideration. Another reason would be some of the students may have never heard of English before while others in their group have at least been exposed to English. One more reason it is a mistake would be that some of the student's primary language could be Latin based. If the students primary language is Latin based then they are more likely to adapt to English while other students in their group struggle.   

A virtual backpack is something a student brings to class everyday. In the "backpack" is what the students has learned from personal interactions outside of the classroom. Such as knowledges, skills, morals and values. This relates to Funds of Knowledge because it shows that students learn numerous things outside of class. Not only do they gain knowledge and skills from personal interaction but also are shaped into the person they become.  

Reflection on Digital Story

The digital story is a great way for me to learn about the multiple learning styles my students may have. The term cultural deficit refers to the negative thoughts and beliefs of a person abilities and skills due to where they are from (Irizarry, 2011). Addressing multiple learning styles overcomes the idea of having a cultural deficit. Rather than looking at my students as having a deficit I need to realize they have a different way grasping a specific topic.

By having the students create their own digital story with little limitations, it allows them to express themselves and their culture. As mentioned in the article Tall Tales of Appalachia smart,   thought they didn't belong in college because they were hillbillies solely due to where they were from (O’Brien, 2003). If students have a strong sense of cultural pride they will never have this feeling. If students have cultural pride this can be viewed as a cultural capital due to the students using the resources that are accessible to them and knowing their strengths.

While a student creates their digital story, they open themselves up to building a community within the classroom. As the students watch others digital story’s they begin to see the similarities they have with each other. By the students feeling a sense of community they will be able to receive a richer education (Moll). Not only will the students feel like they have a better understanding of their peers but they will also feel a connection with them. With this connection they will feel more comfortable to ask for help from each other and help each other. I view this sense of community as a cultural capital due to the fact that a students feel they have a support system because of their relationship with each other.  

Final Draft of Digital Story

Double Entry Journal #6

One experience I have had with a culturally responsive activity at Fairmont State was in my RA training. We have a speaker come in to talk to the RA staff about diversity. She gave us a small piece of paper and a few different colored markers. She then told us to write down things that describe who we are. Every one's paper looked different, there were some things that people had in common but no one's papers look identical. I realized this was an exercise to have us express ourselves by writing words that described us and decorated the papers in our own unique way. I thought this was a great activity and it helped me to realize the diversity within our staff.

Resources:
I found a great document about a culturally responsive teaching project done in Kanawha County WV.
Culturally Responsive

Photo Story

Double Entry Journal #5

1. After reading the article one thing I learned that as a writer grows they need to talk about what they are writing to their colleagues. I also learned it is not necessary to wipe out the a student's family's use of words. Another thing learned was to teach writing excellence means adding language not subtracting it.

2. One fact I found interesting was to move students to more flexibility when they not not totally change the way they write. Another fact I found very interesting was when the article said the goal is to make more relationships available. I find this to be a great point and not telling students to do away with their dialect but learn more about language to make more relationships.

3. How can I help students to understand they need to expand on their language to improve their writing and never lose their local dialect?

Resource:
Here is a link to the NCTE Beliefs about Teaching of Writing article.

Related Resource:
This website has many different approaches to teaching writing.

Poem: Where I'm From

I am from the foothill of third hill mountain and lick run, from Nadine’s hot French bread and homemade butter from Belle our Guernsey cow.

I am from a family built log home with a metal roof that lulled me to sleep with a gentle patter of the falling rain.

I am from the thick of the forest where wild berries abound and my homemade bridge over a creek where I spent much of my youth.

I am from Feuillet’s and Lees, the French and the Indians, from hearty and independent, loving and free, encouraging and mindful.              

I am from parents who broke the mold and held on to the trail less traveled, who stood by their word and read aloud at the schools and paid it forward.

From moonlight trail rides and hayloft gatherings strewn with Christmas lights.

Raised to give thanks to ALL living things and that God is everywhere. Worshiping in the glorious outdoors with the sky as my chapel and the golden rule at my core.

A ridge runner as my uncle would say with a strong pull to the Bordeaux regions of central France and an edge of the river of the Iroquois nation and a touch of the bagpipes from over the pond.

With a likeness to my Pop from his high school picture but a deep vein of passion for horses that rides back to my ancestors.

Now with the pot stirred what bubbles to the top… the flight of my arrow… the site of my shot…with strong ties to loved ones of blood and of choice.. and no fear of ever using my voice.

Double Entry #4

Quote:
Various families with rural backgrounds knew a great deal about the cultivation of plants, animals, ranch management, mechanics, carpentry, masonry, electrical wiring, and medical folk remedies. (Moll 11)

Reaction:

 While reading the article I came across this sentence and it really hit home. I find it very interesting that Moll looked at the positive sides the these peoples lives. I was raised on a small farm and my father is capable and has experience with all of the task in the quote above. It always amazed me how talented my father was at fixing things. I now realize that he had to master these trades keep the farm going and save money. Families with rural backgrounds might not have the education that urban families do but that does not represent their ability to learn. Moll proves this in his home investigations of many different families. 

Related Resource:

This website is a great example of how people are trying to conserve the trades that cannot be done by machines. Here is the link A Place for Trades

Resource:

Moll, L. "Funds of Knowledge." Look at Luis Moll's Research Into Hidden Family Resources 11. Web. 2 Sep 2011.

   

Double Entry #3