I really enjoyed participating in the group differences forum. It was interesting to discuss significant topics with people who share similar interests with me. Additionally, I felt as though basing our discussion around scholarly articles not only allowed us to offer educated responses, but also prevented emotional reactions to controversial topics. In addition to the topics discussed, I think homelessness would be another significant topic to include, perhaps combined with poverty.
Prior to the forum, I had basic thoughts and knowledge about each specific topic; however, I gained insight into different facets of each topic by hearing other people's experiences, perspectives, and beliefs. This activity encouraged me to consider where I stand in regard to each topic and why I believe what I believe. Each person brought something unique to the discussion, which heightened the quality of the conversation.
In particular, the topic of religion in schools sparked my attention. Even though I have spent an entire semester studying as part of the Urban Multicultural Cohort, I have never discussed religion. I find this interesting because religion is a viable part of many individual's cultures. If teachers are encouraged to provide resources and lead discussions that introduce and educate students about various traditions and beliefs from a variety of cultures, why is religion excluded from this instruction? In order to promote students' understanding and acceptance of different religions, I think teachers should discuss different religious beliefs. Otherwise, different religions will be foreign to these students, which could spark conflict and intolerance in the future. This is one topic I wish we had gotten to spend more time discussing because it is often a taboo topic that gets neglected.
My goal for the group differences forum was to not hesitate to jump in the conversation. I feel as though I met this goal.
Thursday, April 25, 2013
PLE 11: Barb Rentenbach
Although I was unable to attend Barb Rentenbach's lecture, I enjoyed watching the following two videos: Autism Teacher Please and Here We Are World: A Conversation Among Friends. These videos gave me insight into the context of Rentenbach's struggles and successes in life as a person with Autism. While I have learned about Autism through a Special Education class and various child psychology classes, I have never considered Autism from this perspective.
A misconception I had about people with Autism is that often they have sensory issues and prefer to be left alone and have their personal space. However, Rentenbach discusses how even though she cannot always communicate does not mean she does not enjoy companionship. Specifically, she discusses how just being with someone offers a sense of equality. On the other hand, I always thought that people with Autism are socially inept and often are unable to process social cues such as sarcasm or humor. However, the video about the FC conference, shows many facets of individuals with Autism, including humor, competence, and peer relationships.
Facilitated Communication should be accepted and the students who use these will be accepted by peers. Additionally, students look to the teacher for how to react towards students with disabilities; therefore, the teacher should treat FC students with equity and respect. While watching the video about the FC conference, I learned about how amazing this tool is to relay the incredible thoughts of people who cannot speak. Even though people with Autism often have high intellectual achievement, sometimes people have misconceptions that people who have Autism are incompetent. I believe this misconception stems from the lack of ability to communicate. If a person cannot effectively communicate, others typically assume they do not have credible thoughts. Thus, being able to first type one's ideas in order to communicate is highly beneficial in breaking down this misconception.
A misconception I had about people with Autism is that often they have sensory issues and prefer to be left alone and have their personal space. However, Rentenbach discusses how even though she cannot always communicate does not mean she does not enjoy companionship. Specifically, she discusses how just being with someone offers a sense of equality. On the other hand, I always thought that people with Autism are socially inept and often are unable to process social cues such as sarcasm or humor. However, the video about the FC conference, shows many facets of individuals with Autism, including humor, competence, and peer relationships.
Facilitated Communication should be accepted and the students who use these will be accepted by peers. Additionally, students look to the teacher for how to react towards students with disabilities; therefore, the teacher should treat FC students with equity and respect. While watching the video about the FC conference, I learned about how amazing this tool is to relay the incredible thoughts of people who cannot speak. Even though people with Autism often have high intellectual achievement, sometimes people have misconceptions that people who have Autism are incompetent. I believe this misconception stems from the lack of ability to communicate. If a person cannot effectively communicate, others typically assume they do not have credible thoughts. Thus, being able to first type one's ideas in order to communicate is highly beneficial in breaking down this misconception.
Sunday, April 7, 2013
PLE 10: Language Development
Theories in educational
psychology promote the idea that language plays a critical role in cognitive
development. Examine Table 2.2 (p. 51),
paying particular attention to the age range that you are interested in
teaching. Consider how you might
incorporate or adapt the strategies presented for use with your own students.
Typical linguistic characteristics of Kindergarten, First, and Second graders include:
Another method is to ask students to construct narratives about recent events. For instance, the teacher could have students share what they did over the weekend or spring break. Having students share their experiences orally helps students gain basic conversation etiquette such as taking turns and answering questions. Additionally, students can practice listening to others by sitting quietly and paying attention while other students talk.
Finally, asking students follow-up questions helps the teacher asses whether or not students are accurately understanding important messages. A teacher could place sticky notes with questions throughout a book for the student to ask himself or herself as he or she reads.
http://www.nea.org/grants/13154.htm
Lukens, Rebecca J. "Literature: What is it?." Critical Handbook of Children's Literature. Pearson: 2013.
Typical linguistic characteristics of Kindergarten, First, and Second graders include:
- knowledge of 8,000 to 14,000 words by age six
- difficulty understanding complex sentences
- overdependent on word order and context
- superficial understanding of being a good listener
- literal interpretations of messages and requests
- increasing ability to tell a story
- mastery of most sounds, some difficulty pronoucing r, th, dr, sl, and str
- occasional use of regular word endings with irregular words
- basic etiquette in conversations
- reluctance to initiate conversations with adults
Another method is to ask students to construct narratives about recent events. For instance, the teacher could have students share what they did over the weekend or spring break. Having students share their experiences orally helps students gain basic conversation etiquette such as taking turns and answering questions. Additionally, students can practice listening to others by sitting quietly and paying attention while other students talk.
Finally, asking students follow-up questions helps the teacher asses whether or not students are accurately understanding important messages. A teacher could place sticky notes with questions throughout a book for the student to ask himself or herself as he or she reads.
http://www.nea.org/grants/13154.htm
Lukens, Rebecca J. "Literature: What is it?." Critical Handbook of Children's Literature. Pearson: 2013.
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