Cultural Influences (713)

Cultural Influences

Over the past years, my school’s climate has drastically changed.  The culture, race, and ethnicity have all become more diverse.  As I have watched the population change, I have come to realize that not one culture is the same and members of the same cultures are not the same.  We all come from different backgrounds, socioeconomic statuses, values and beliefs that play a large role in our lives.   Therefore, it is obvious that we as teachers must be aware of different cultures norms, ideas, beliefs, etc.  It often is frustrating trying to keep up with the ever changing world but we as teachers are not serving our students if we do not keep up with current views and values to incorporate into our classrooms. 

Society has placed many stereotypes of certain cultures.  For instance, Malcolm X commented on a previous educational experience “I realized that whatever I wasn’t, I was smarter than nearly all of those white kids.  But apparently I was not intelligent enough in their eyes to become whatever I wanted to be” (44).  During his time, African Americans were given the stereotype that they were not as smart as white students.  Prejudice beliefs gave African Americans a negative stereotype that still often follows them today.  As teachers, we must realize that this is not true and all children come from different backgrounds regardless of their race.  Being culturally aware, means realizing that society is constantly changing. 

Students come from different backgrounds that place different emphasizes on school.  If a child comes from an unsupportive family, then most likely his/her educational values will be different from a student whose family ranks education as a top priority.  A student’s behavior is often a result of what is seen at home.  Therefore teachers’ frustrations concerning specific behaviors are often unanswered due to the circumstances of a child’s background and culture.   

How do we deal with someone who ALWAYS dominates meetings?

Most likely we have all experienced a dominating colleague.  Yes, I am talking about the one who always controls the meetings, does not like to hear others opinions, thinks their ideas are always the BEST, etc….  Is collaboration really taking place in a setting like this?  How can we call this collaboration? 

Dictionary.com defines collaboration as the act of working with one another on a joint activity and something created by working jointly.  Friend and Cook define seven principles of collaboration:  as voluntary, having parity, having mutual goals, sharing responsibility, resources and accountability.  For effective collaboration to take place we must consider the seven principles listed above.  Best results occur when ALL the seven principles come together.  Effective collaboration does not occur when ONE person controls everything. 

One may ask how can we ensure participation among all group members limiting the power from one person. Once a group has been formed, it will be extremely helpful if the group creates expectations and norms for all group members to follow. This will encourage the even distribution of jobs and power among all group members.  Group members should revisit their norms and expectations periodically to ensure successful collaboration.  One helpful suggestion is to have an agenda for every meeting.  This will ensure responsibilities among all group members and allow for group participation of what items to discuss.  Hopefully, this will create equal representation among all group members. 

Differentiation Growth

My Personal Differentiation Growth

Many times when teachers hear the words “differentiation” they often groan.  I must admit that at times I have feared the idea of differentiation.  Teachers, like me, are often under the impression that to differentiate a unit or basic activity takes a lot of extra time and preparation.  However, the more I differentiate the easier it becomes.  

This semester I have made it a goal to include differentiation into one to two activities a week.  Each week while reading assigned chapters, I have learned more and more techniques to include in my classroom.  A personal favorite is from Frances Karnes and Suzanne Bean’s Methods and Materials for Teaching the Gifted, Chapter 6 “Product Development for Gifted Students.”  All students thrive by producing various products based on their own unique abilities and interest.  This chapter provide a large list of products that are easy to incorporate in every classroom.  Product development is extremely important in all students especially gifted.  Giving them the opportunity to explore different options allows for them to really show what they learned in a particular unit as well as demonstrate to the teacher their own personal growth and new knowledge.  

Throughout this course I have examined various curriculum models to use in the classroom.  These models provide opportunities to differentiate for all learners.  Personally, I was only extremely familiar with Bloom’s Taxonomy.  Yes, Bloom’s Taxonomy is a very important model to use in the classroom and allows for differentiation among all students, however, as I researched I found more and more wonderful models to use.  A particular favorite is The Renzulli Schoolwide Enrichment Triad Model (SEM).  Research using the SEM model shows both positive outcomes for both teachers and students.  Independent Studies allows for both creative thinking while taking on an analytical approach.  

I have tried various independent studies this year for my gifted students.  I have often feared this method of differentiation.  However, after reading multiple articles and chapters, I have learned how to successfully incorporate this idea in my classroom.  An important aspect I learned about conducting independent studies in my classroom, is the importance of constant communication among the teacher and participant.  Communication allows for the teacher to still serve as a facilitator in the students learning process.  

As I continue to go through Meredith’s program, I hope to one day fully incorporate differentiation into all learning units.  I hope to serve as an advocate for gifted learners at my school and increase the importance of serving this special population.  

Teaching Gifted and Talented Students in the Regular Classroom

Gifted Students in the Regular Classroom

Today’s heterogeneously classrooms are filled with an array of learning abilities among of all students.  How are we as “educators” ever expected to meet the demands of all students in our classrooms?  Everyday teachers are faced with this problem as they plan units.  

Budget cuts have taken away funding from gifted education.  Therefore, it is the classroom teachers job to make sure they are providing challenging and rigorous lessons engaging their gifted population.  Tracy Riley provides an overview of various ways to make sure your gifted students needs are being met in your classroom.

As a classroom teacher, there are many areas in educating my gifted students that I need to improve on.  Yes, I have great plans and ideas of how I am going to challenge these students but I must admit that these great plans do not always make it into my classroom! I personally struggle with “pre-assessments” before each unit.  My social studies curriculum consists of very broad topics in which I have a hard time determining if a student has surpassed the anticipated skills.  Therefore it is often in the middle of a unit that I notice a student has already mastered the concept being taught.  Possibly I should be assessing the students throughout the unit in order to make sure all students needs are being met even the gifted population. 

My goal as an educator is to provide more opportunities for student exploration in my classroom such as “learning spots.”  Riley mentioned an idea of setting up various centers pertaining to curriculum throughout the classroom. Students can explore different concepts and ideas that interest them pertaining to current information being presented.  I personally believe my students would greatly benefit by having a few minutes each day exploring concepts being taught in the classroom in greater detail on their own.  Student exploration and interest is extremely important for all students including the gifted population.  Many teachers may fear that learning spots will require extra planning and resources, however, many of the activities that could be placed in a particular center may be activities you already have but do not have the time to incorporate them in your lessons, as well as activities you may have that are not appropriate for all learners.  Many of the resources are at the finger tips of your hands!

With the growing demands of state mandated tests, teachers feel pressured to teach to the curriculum so that ALL learners receive the basic knowledge expected.  How is this beneficial to our gifted population??  ITS NOT!  Therefore, teachers must take advantage of various learning activities to challenge their gifted population.  Activities such as “spin-outs” allow for teachers to have the opportunity to divide students based on ability and present them with the same concept but in a different manner.  This ensures that gifted students needs are being met in a totally different way then special needs learners.  Teachers need yearly professional development examining how to educate all learners in the classroom by challenging the highest achievers and meeting the basic needs of certain children.  

Jigsaw Learning

What is Jigsaw Learning?

Jigsaw Learning is a cooperative learning strategy that has been around since the 1970s.  Jigsaw Learning allows all learners the opportunity to become experts in a specific field and “fit” their findings with those of their peers within a central theme.  This style of learning encourages all students’ work essential in order to understand a final product or idea.  All students are held accountable for their in the jigsaw model.  

Why Jigsaw Learning?  

Jigsaw Learning was first used in 1970 in an Austin, Texas classroom.  The students in this classroom were mixed racially for the first time in their school career.  However, the students of this particular classroom experienced feelings of fear,anger and distrust among one another.  By incorporating the jigsaw method into this classroom, students began demonstrating respect for one another and those who rarely participated were given the chance to become experts and teach their peers.  Students had to trust one another in order to receive all the information necessary for the upcoming test.  

Findings indicate that the Jigsaw Learning Model eliminates competition among peers and an atmosphere of trust and personal responsibility.  The Jigsaw Learning Method works for all students placed in a heterogeneously classroom when the teacher has designed groups according to students work ethic and needs.  Jigsaw Learning classrooms report that students are more engaged throughout lessons and the attendance rate is higher. Experts believe this style of learning engages all types of learners.  

How Do I Incorporate Jigsaw Learning in My Classroom?  

Before incorporating this model in your classroom, make sure you know all your students abilities.  Students should be divided into 5-6 groups depending on class size and what you want them to learn. Make sure all groups consist of all types of learners, races, and gender.  Appoint one leader in each group.  Divide groups work into smaller segments in which each participant has one idea to research.  Group members will then disperse into groups that share “like” topics.  Group members will then come back to report to their original group their findings and research.  It is a good idea to test all group members after presenting their information.  This ensures that every group member took their role seriously along with learning the information presented by their classmates.  

What do I Think about Jigsaw Learning? 

I have tried Jigsaw Learning in my classroom several of times.  I must admit that it is often hard when dividing groups and ensuring full participation of ALL group members.  I often have students come to me stating that someone is not participating to the fullest.  Personally, that is my only problem with Jigsaw Learning.  I often fear holding all group members responsible and possibly testing them on the information presented.  Therefore, I often find myself reteaching what the groups just accomplished.  

Today’s curriculum encourages students to be the head of their own learning while the teacher facilitates.  What a great way to encourage this way of thinking by participating in Jigsaw Learning!  I must admit that it often excites me when I hear students discussing topics and sharing their own opinions with their peers without my direct guidance.  Jigsaw Learning does encourage students to be independent thinkers and take on their own responsibility of independent learning.  

After reading the listed website, I am encouraged to utilize this learning tool in my Differentiated Unit Plan.  I believe it will benefit all learners as well as bring in multiple learning styles.  Students do need a change of how information is presented.  Being a social studies teacher, I often find myself presenting the students with the same lecture based notes, however, this does not benefit everyone or encourage student based learning.  By incorporating Jigsaw Learning into my unit, students will have the opportunity to share their expertise with their peers.  

Critical Thinkers

What skills do your students need to be critical thinkers?  

My 7th grade social studies classes this year consist of a variety of learning levels.  Like all heterogeneous classrooms, I have students who are reading on a 3rd grade  level, ones who can barely speak English and a large majority  who possess gifted qualities.  How can I encourage them all to be critical thinkers????

Critical thinking entails students’ ability to think more abstractly.  Everyday I see students who can recall basic facts but can they even relate beyond the facts?  Each year students’ abilities to think more in depth should increase.  As a social studies teacher, my students are expected to draw conclusions between the countries we are studying and the United States.  However, I am sad to say that not all my students have mastered this concept.  They also should leave my classroom with the ability to examine cause and effect pertaining to different concepts.  How will I ensure all my students will be able to conquer this task?

Personally, I believe my students should begin the year learning about different countries and cultures.  By addressing other ideas hopefully with time my students will automatically be able to see any similarities or differences that might occur between their own lives and those who they are learning about.  For those learning behind grade level, this is a big achievement, however, my gifted students should be able to automatically see the connections and take it a bit further and relate it back to the entire United States.  By taking small steps, hopefully every students ability to think critically will grow with time and practice.  

Students should also be walked through the steps of reaching critical thinking.  By examining the different phases students will see their accomplishments and realize there is more to learning than restating facts.  

Teaching Analytical and Critical Thinking Skills in Gifted Education

Karnes and Bean Chapter 9

Teaching Analytical and Critical Thinking Skills in Gifted Education

Today, gifted students in our classrooms differ from their age peers in many ways.  Most importantly, gifted students are able to perceive information at a greater capacity and show their knowledge in a more productive way.  Gifted students are able to demonstrate information in an advanced, complex manner using their higher level creative and critical thinking skills.  

Unfortunately, curriculum and teachers have steered away from incorporating analytical and critical thinking skills for gifted students in the classroom.  Many factors have led to the neglect of these important skills in gifted student education.  Generally, when teachers design units for gifted students they refer to Bloom’s Taxonomy.  Bloom’s Taxonomy has received much praise for its idea to encourage higher order thinking skills, however, the higher level skills incorporated often do not focus on a thoughtful analysis of an issue.  Many teachers believe that by following Bloom’s Taxonomy they are planning units based on higher level skills, however, they are not demonstrating lessons that encourage an in depth understanding of a skill that Bloom’s implied.  In order for students to accurately analyze and use the critical thinking process, they must first understand how to conduct a meaningful analysis and evaluation of a given topic.  Many teachers have not been taught how to lead students through the evaluation process and conduct a thorough analysis.  There are few teacher education programs and resources available to aid teachers in the critical and analytical thinking process.  

Another common misconception pertaining to Bloom’s Taxonomy is how student’s demonstrate a thoughtful analysis.  Teachers using Bloom’s Taxonomy often believe that higher order thinking skills revolve around definitions, the ability to compare/contrast, sequencing, classification, etc.  However, Bloom’s intended for a more thoughtful thinking process when distinguishing between concepts.  The Bloom model lacks clarity for teachers when incorporating higher level thinking skills into their classrooms.  For instance, students must be able to evaluate an idea based on some basic information.  Often, teachers leave out this basic information when requiring students to evaluate a work.  

Overall, Bloom’s Taxonomy does work when designing units based around analytical and critical thinking skills, however, educators lack the knowledge that the Bloom’s model is much more abstract that what is seen on paper.  Therefore, analytical and critical thinking skills have been neglected while educating our gifted youth.  Schools and counties should provide constant professional development for all teachers about Bloom’s Taxonomy and how it requires much more than the verbs the model suggest. Also, professional development should be geared around encouraging higher level thinking in all classrooms.   Personally, this chapter has been extremely beneficial.  I am currently designing units with my Professional Learning Team incorporating Bloom’s Taxonomy.  However, up until now I have not considered the idea that Bloom’s does require much more abstract thinking.  I plan on taking a more in depth look at how to encourage my students to look more abstractly at an idea and the steps it takes to reach this understanding.