Glenda E.
Fahey
Replies
The following represents my replies to the essays of others:
Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 11:07 am
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Assertive Discipline
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Your point about some teachers allowing gum in their classroom struck a nerve. I definitely feel there can be problems which arise from inconsistent enforcement of even very basic school rules and policies. We have issues on a regular basis because some teachers choose to "overlook" violations. This occurs in grading policy, homework assignments for students whose parents take them out of school for mid-year vacations, dress code, gum and candy, hallway behavior, etc. This not only causes friction between those teachers who recognize the necessity of maintaining adherence to rules and those who selectively ignore them, but confusion on the part of students AND parents. I realize that there are conditions that may prevail which could require an exception in some instances, but I believe that fairness and consistency is essential to a school environment.
OK - I'm off my soapbox now!
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 1:46 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Annette's Activity 2
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When you commented on Mayer, "Mayer shows data that suggests Assertive Discipline using positive rewards may not work for the children who are intrinsically motivated to learn. In fact, attempts to to reward an intrinsically motivated child may actually turn the child off to the activity they once enjoyed. (Mayer p.253) The intrinsically motivated child may not need the reward, but the children who need a reason to participate in any type of activity need to have the rewards," I found myself asking the same questions you were - if you have a reward system in place to encourage a positive behavior (ie. reading books), you wouldn't want the reward to put off the students who already had an intrinsic desire to read through your system of reward, yet you definitely want to encourage those who may not be so motivated. Perhaps the answer lies somewhere in the middle - possibly a flexible system where the solid readers could benefit in some other way? It's a definite conundrum - it's a good observation, and I'd love to hear how others are dealing with this type of situation because my guess is that most do not really realize that this type of effect is being experienced by that group of readers. It probably wouldn't be very obvious because that group of students is probably high achieving any way (am I stereotyping?).
It's food for thought!
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 2:10 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Kristy's Activity 2
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I just wanted to comment on your following discussion:
"The only way that I can see Thorndike's Law of Effect and assertive discipline working effectively in the middle school environment is to have school-wide rules and consequences employed. All students would then have no questions about what is expected of them at school. These strategies seem like they would be ideal to use in the middle school, because of the time limitations that we endure. If a certain behavior occurs than a specific consequence follows.
The only problem that I see is documenting and tracking to ensure that the end results are achieved. In the school that I work at we work on teams, which helps significantly recognize students behaviors as well as taking action to either affirm that the behavior persists or diminishes. It would be difficult to ensure that all teachers followed the assertive discipline model in the same way, which would still create discrepancies"
I agree with you about having a school-wide system of rules and consequences, and yes, it can be difficult to track from teacher to teacher. In our district, our middle school has a school-wide set of rules and consequences - a step program - that everyone follows (not all to the same degree, but that is a different discussion!) The way that they are structured, however, is that the student is on a separate step system with each teacher during the day. The steps don't follow a student from one teacher to another. Therefore, a student could be on step 1 with one teacher, step 2 with another, and no steps with anyone else. Each quarter, the steps are erased, and all begin with a clean slate.
The teachers in our middle school also work in teams, which does allow for conversation regarding student behavior issues, trends, etc. between them. They work together to devise strategies to help the students who are "repeat offenders," often including building specialists in their discussions.
The program works fairly well because all students know the school's rules, they know the consequences, and they know exactly how they will be treated through the implementation of the steps. They also know that they have a team of teachers working together, and that are on the same page so they have less chance of "playing" one teacher or another during the course of their day!
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 2:20 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Assertive D. & the Law of Effect
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Elizabeth - I agree with you when you stated the following:
"When students do the exact opposite of what you "praise" them on doing, I wonder if it is a result of the student not feeling that it is much of a praise. Rather, it could be an embarassement to them or they are being looked upon as a teacher's pet. Wolfgang stated, "The praise must be personal and genuine, and for middle and high school students it must be given quietly out of the hearing of peers or in such a manner that it will not make the older student look as if he or she is "sucking up" to the teacher." (p91-92)"
I also wonder, though, if the reinforcement from peers - perhaps later - is stronger and more intrinsically motivating to these students than the positive reinforcements from the teacher? Do you think that could be a factor in the increase of the negative behavior?
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 2:21 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Assertive D. & the Law of Effect
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Regarding your discussion:
"When students do the exact opposite of what you "praise" them on doing, I wonder if it is a result of the student not feeling that it is much of a praise. Rather, it could be an embarassement to them or they are being looked upon as a teacher's pet. Wolfgang stated, "The praise must be personal and genuine, and for middle and high school students it must be given quietly out of the hearing of peers or in such a manner that it will not make the older student look as if he or she is "sucking up" to the teacher." (p91-92)"
- I would wonder, also, if the reinforcement from peers - perhaps later - is stronger and more intrinsically motivating to these students than the positive reinforcements from the teacher? Do you think that could be a factor in the increase of the negative behavior?
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 9:42 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: James
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In response to your discussion:
As Meyer's alludes to I think you want student to develop and intrinsic wanting to learn (or do good) for them rather than wanting to learn (or do good) to please others. Assurtive discipline seems to favor pleasing other or for fear of punishment rather than pleasing ones self. Once what has been learned in the past (S-R) can be synergized with new material (S-R) and be related to for meaning then learning can be of value to the learner. (Understanding what you are learning or why you are acting a certain way).
I definitely agree that the goal of behavior change is intrinsic motivation, and that can only come from the student's internalizing meaning from reinforcers. You put it well when you said that AD "seems to favor pleasing another for fear of punishment rather than pleasing oneself." I don't believe that most of us want our students to feel that way, and we would want our students to understand their behavior in order to be capable of changing it for the right reasons - self.
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 10:02 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: mquinn responds
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Mary, you asked the question, "I wonder at what developmental level a child can make sense out of feedback."
I think that is a really good question, and I believe that even very young children can and must learn to make sense of feedback. While we certainly must teach the most basic of rules to very young children, we must also help them to understand possible consequences and benefits to compliance with these rules. Discussion with children in age-appropriate language can "get the ball rolling," so to speak, so that children begin to grasp the connections related to their lives. I don't think this is a process that children innately possess, but something that must be taught much as any other.
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Current Forum: Lesson 2 -
Productive Feedback
Date: Mon Mar 15 2004 10:19 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Pat's Lesson 2
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I was drawn to your discussion of your early teaching career:
"In the beginning of my teaching career assertive discipline was the "latest and greatest". The school district I was teaching in held large group seminars and institute days for training. As a new teacher I found assertive discipline to fit right in with my need to be "in control". I followed assertive discipline to the letter. Somewhere in the midst of my second year I began to realize that my classroom was very mechanical and that there were students who were constantly moving through the hierarchy of consequences."
I, too, began teaching when assertive discipline was the be-all, end-all of discipline programs. Its neat packaging, simple scripting, and promise of Utopian results was all the rage. WOW - it was that simple! The teacher has a right to teach, the right to be in control. That really made sense then, but I, too, found it to be much less. I felt the atmosphere of the classroom was very sterile and, as you said, mechanical. It was unpleasant, and didn't really fit the style of teaching and management I felt I wanted to migrate toward. The rules were great - simple, easily understood, but I just didn't think my students were flourishing under this "regime." While AD might be a starting point for new teachers who don't really have an established, individualized management plan and need something to begin with, I don't think it meets the needs of all children or all teachers.
Just my two cents!
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Current Forum: Lesson 3 - Use
of punishment
Date: Thu Mar 18 2004 12:05 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Give yourself a check
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Writing the note home is similar to our system of having students complete a behavior contract. In their contract, they also have to explain why they received their checks, specifics about particular events, and how they plan to remedy their behavior in the future. These are signed by parents and returned to school. I agree that having the student involved in explaining themselves to their parents is usually productive. Once in awhile you encounter a parent or parents who will confront you with argument, but those instances are infrequent. The overall effectiveness of student to parent contact has been very positive for us, and students rarely have to advance to the next steps of the discipline plan.
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Current Forum: Lesson 3 - Use
of punishment
Date: Thu Mar 18 2004 12:12 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Lesson 3 - Use of Punishment
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I have two questions:
1. As most students generally consider computer classes "fun," and they don't like to miss out, do you still see the same levels of misbehavior that classroom teachers experience?
2. Regarding your counting procedure - do students have separate counts per each teacher they see, or do the counts accumulate throughout the student's day?
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Current Forum: Lesson 3 - Use
of punishment
Date: Thu Mar 18 2004 12:14 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Lesson 3 - Use of Punishment
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I have two questions:
1. As most students in my experience generally regard computer class as fun and motivating, do you find you see the same levels of misbehavior as the classroom teachers in your school?
2. Regarding your counting system - do students have a separate count for each teacher they see in a day, or are the counts cumulative through a student's day with all teachers?
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Current Forum: Lesson 3 - Use
of punishment
Date: Thu Mar 18 2004 12:27 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Colleen-Punishment Essay
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I want to comment on your discussion on prevention as being more effective in maintaining discipline. I agree with you very strongly. It is absolutely essential to establish rules and procedures for the classroom at the very start of the year, and to begin the enforcement of them immediately. Too often, I have seen teachers who feel that they should be more "friendly" with their students, treating them as buddies. Often, these students begin to feel they are on an even playing field with the teacher, and soon start to stretch the limits of the "friendship," leaving the teacher with a big mess that is very difficult to bring under control again. It is much harder to establish disciipline once it is out of hand, than to maintain a controlled environment on an even keel. In fact, I have found that the teacher who begins as one who strictly enforces rules right from the beginning can actually begin to let up once the standard for acceptable behavior has been established in the classroom.
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Current Forum: Lesson 6 -
Procedural Knowledge
Date: Mon Mar 22 2004 8:01 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Genetics
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What a great example of an IF-THEN situation! You not only clearly illustrated IF-THEN bundles, but you also gave me a great genetics review! In your use of simple genetics to demonstrate this type of procedural knowledge, you were able to introduce the second recessive gene to complicate the simple logic of your existing IF statements. While it may have caused confusion at first because it conflicted with students' initial understanding of genetics, it could be explained and merged with the knowledge they already had, giving them a more complex understanding of the material.
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Current Forum: Lesson 6 -
Procedural Knowledge
Date: Mon Mar 22 2004 8:11 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Lesson 6
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Your example of procedural knowledge in teaching foreign language is a good one. In fact, IF-THEN statements might apply to teaching any language and specifically, grammar, where "rules" are applied. I think you can definitely look to English to find the conflicting IF-THEN bundles because there are so many exceptions to the rules. Since we usually teach the cases where the rules apply, it is easy to throw students off when we introduce the cases that don't fit the generally accepted rules. Your idea clearly illustrates the logic and benefit of teaching a concept in a specific sequence of IF statements, and the conflict when something is introduced that doesn't fit the established understanding.
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Current Forum: Lesson 6 -
Procedural Knowledge
Date: Mon May 3 2004 7:53 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Tammy's Procedural Knowledge
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I actually enjoyed your example of subraction with regrouping as procedural knowledge, and agree completely that the students must "effectively conceptualize the process,' as well. What I found humorous is that some students never seem to be able to conceptualize the process, and it needs to be retaught and retaught and retaught from year to year, even through adulthood. It's just one of those things that so many people have trouble with. Look at how many people overdraw their checking accounts!
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Current Forum: Lesson 6 -
Procedural Knowledge
Date: Mon May 3 2004 7:56 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Annette's Procedural Knowledge
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The library checkout process is a good example of procedural knowledge, and one that you would think would be a simple idea - easy to master. It's interesting that there would be so many ways in which they could confuse the issue!
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Current Forum: Lesson 7 -
Computers and building lessons
Date: Sat Apr 24 2004 4:47 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Tammy's Computers & Building Lessons
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I loved the GeoMystery site. I've never visited that one before, and I think it is very well done. What I liked best, though, is that students have the opportunity to apply pre-existing knowledge to their attempts to solve the mystery, while the interactive nature of the web site provides guidance at the same time, allowing students to both learn from their mistakes and reinforce their correct selections along the way. I plan to recommend this site to the teachers in my district. I'm sure they will also find it valuable.
Thanks!
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Current Forum: Lesson 7 -
Computers and building lessons
Date: Sat Apr 24 2004 4:58 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: computer lesson
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We have similar software in our district where students have to identify beginning, middle, and ending sounds - both through matching to pictures and listening to the spoken word. They have the opportunity to click on and manipulate the letter combinations to complete words provided to them by the software. Students learn to associate the spoken and written letter combinations with those necessary to create a word to match the picture or spoken word. Reinforcement is given to the correct answer, and instruction or suggestions are provided if an incorrect answer is given. In either case, the physical manipulation of concrete parts helps students to learn.
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Current Forum: Lesson 7 -
Computers and building lessons
Date: Sat Apr 24 2004 5:08 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Casey's Computer Lessons
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It sounds like wonderful work your students are doing. It is certainly a fact that many teachers are unable or even fearful of searching out internet resources to help them in their teaching. Many lack the skill, and it is well known that many lack the time and/or inclination to do so for a variety of reasons. This project seems to be very fulfilling to the students involved in the work and potentially of great service to teachers who will find the efforts of the students valuable to them. Kudos!
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Current Forum: Lesson 7 -
Computers and building lessons
Date: Sat Apr 24 2004 5:14 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Karin's Lesson 7
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We have also used "packaged" Internet scavenger hunts as stepping stones to give students an introduction to internet research. I totally agree that students need some guidance in this area. All too often, we see teachers bring their classes to the lab, only to sit and grade papers while their students, even though they look busy, are actually wasting a great deal of time, producing very little.
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Current Forum: Lesson 7 -
Computers and building lessons
Date: Mon May 3 2004 8:09 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Computers as supplements
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I completely agree with you and your reference about the computer that , "suggests caution in its use because it changes very rapidly and to use it effectively, the teacher must be well versed and knowledgeable." Yes, the teacher needs to exhibit care with respect to computers and the internet, but I would also extoll the virtues of the internet with regard to a wealth of up-to-date, real time data that is very relevant to the field of science. Caution, yes - value, most emphatically yes!
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Current Forum: Lesson 7 -
Computers and building lessons
Date: Mon May 3 2004 8:11 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Annette's Computer lessons
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"Having been a Technology Facilitator in charge of providing training to staff members, I know that teachers are being trained and often times still are not using the programs or websites to provide learning opportunities for the children."
Oh, my goodness, you are so right! We try so hard to reach out to teachers, but in some cases, they're still not buying in to the value of teaching with technology. I don't know what the answer is, but it certainly continues to be a struggle!
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Current Forum: Lesson 8 -
Website analysis
Date: Mon May 3 2004 8:24 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: analysis of web site readability
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I enjoyed visiting these two sites. I had been to the IPL before, but hadn't used it as you did to compare its contents to that of another web site. I think that efficient navigability of a web site is crucial to any user of that site. The information contained within may be good or even extraordinary, but unless you can easily find what you are looking for and maneuver around easily without getting lost or off-track, it is rendered virtually useless as a valued resource. It might be one thing for me to "wander" a bit, but in the classroom, there is no room for inefficient use of the valuable time we have so little of.
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Current Forum: Lesson 8 -
Website analysis
Date: Mon May 3 2004 8:28 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Sheree B's Spying on Web Sites
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I really liked the way you compared the two web sites via chart format. It made the comparison very direct and easy to interpret. I am also a huge fan of PBS.org - it's loaded with incredible information and is extremely user-friendly.
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Current Forum: Lesson 8 -
Website analysis
Date: Mon May 3 2004 8:39 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Karin's web site analysis
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It was certainly clear that the five paragraph essay site did not rank very high with regard to web page evaluation! The California history site was quite wonderful, and definitely excelled in this regard. I guess what I would keep in mind is that the purpose of these sites is very different, with differing objectives. That might give some "allowance" to the essay site for its apparent lack of flash!
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Current Forum: Lesson 8 -
Website analysis
Date: Mon May 3 2004 8:42 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Tammy's Web Analysis
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I loved GeoMysteries! What a great site! I can understand why students would find it interesting to attempt to solve the mystery. They probably don't even know they are learning, and if we could accomplish that with students every day, wouldn't that be incredible!
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Current Forum: Lesson 9 -
Metawriting
Date: Mon May 3 2004 8:49 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Karin's Metawriting
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First Steps sounds like a wonderful program. What is the url of the site? I tried A+teacher.com and couldn't connect. Is there a subscription to use the site? It sounds like there are opportunities for students to reflect on the processes they are using while writing, and in the changes and revisions they are making along the way.
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Current Forum: Lesson 9 -
Metawriting
Date: Mon May 3 2004 8:55 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Mary and meta-writing
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I was interested in the way you distinguished your potential definitions for metawriting as "thinking about writing" or" thinking about the meaning of writing." I can see how you might find the first to be the more mechanical as though you were focused on the format of the written piece, and the second to be more reflective of how the writer gave thought to each stage, and the development of the content and meaning of the message of the writing.
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Current Forum: Lesson 9 -
Metawriting
Date: Mon May 3 2004 8:59 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Annette's Metawriting Concept
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I agree that metawriting could be evident throughout each phase of the writing process. A writer's metacognitive reflection on his or her writing would definitely point to higher levels of thinking, such as you might encounter in the notion of metawriting.
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Current Forum: Lesson 11 -
Misconceptions
Date: Sun Apr 25 2004 12:23 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Math Misconceptions
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I completely agree with you about students having the misconception that once they don't understand math or experience success in it that they will forever be unsuccessful. I have gone through this with my own daughter. She had a less than exceptional experience with math two years in a row (I don't usually blame teachers, but in this case, it was a major cause), and it has led her to really fear math. Fortunately, she has formed a strong bond with her freshman volleyball coach who is a math teacher in the high school. This teacher has worked with her to try and overcome this anxiety and rebuild her confidence. She worked with us to be sure my daughter got a teacher who would "teach" math rather than tell students to just read the chapter and do the problems. This has helped so much, and my daughter is receiving all A's this year. She has finally realized that math isn't evil and turned everything around for herself.
I applaud you for being conscious of students who do need to have math concepts broken down into manageable chunks because they don't all come into the classroom with the same sound background of successful experience, and may lack some foundational skills necessary to be able to handle the new concept.
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Current Forum: Lesson 11 -
Misconceptions
Date: Sun Apr 25 2004 12:30 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: misconceptions
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I, too, believe that misconceptions exist all around us, in every part of life inside and outside of the classroom. We all bring to the table our prior knowledge and experiences, and these can contribute to developing and furthering misconception. Where does stereotyping come from? We interpret everything around us in our own way, and that interpretation can be very naive and biased, causing us to perpetuate misunderstanding and misconceptions of our own. Add to that the misunderstandings and misconceptions of others, and we have one big mess!
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Current Forum: Lesson 11 -
Misconceptions
Date: Sun Apr 25 2004 1:35 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Misconceptions by Annette
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I agree that there are so many misconceptions about Macs vs. PC's. You said, " I have found that the only way to overcome the misconceptions is to actually use a Mac. The people who have the biggest misconceptions about Macs are people who have not used a Mac consistently. Many of the people I know who have used a Mac choose to stay with Macs when buying a new computer." This is so true. Just in the past couple of weeks, I have spoken with two die hard PC users who are rethinking their loyalties. And one of them is a technician who has consistently joked with me about my home Mac computers! He is finding that now that he is working with the Macs, he has come to believe that they are so user friendly and very capable. You're right - you have to try it to like it!
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Current Forum: Lesson 11 -
Misconceptions
Date: Mon May 3 2004 9:15 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Casey's Misconceptions
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You really brought up an extremely prevalent area of misconception - it is so true that "These misconceptions often cause people to look down on students who have disabilities. Teachers, students, and parents often feel that special education students are given an unfair advantage that other students do not have." Only through education can these myths be contradicted. I have a wonderful web site to recommend to you - you may have heard of it already, but I really think it is well done and worth checking out - we suggest it to parents as well. It provides a great deal of information on every kind of disability, along with many additional sources of information and support references, and gives suggestions for how to deal with each type of disability. One aspect of it that I find extremely worthwhile is that it focuses on different points of view - parents, educators, and even people with disabilities. While the site's main audience is parents, there are resources and strategies for anyone who is dealing with the challenges of learning disabilities. There's nothing more poignant than reading about ADHD from a child who has experienced it. The website is Schwab Learning -
http://www.schwablearning.org
They also have a free monthly newsletter that you can subscribe to that is loaded with current research and great information that you can use.
Look through the tabs at the top of the screen, and you will see how the site is organized. I'd love to know what you think!
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Current Forum: Lesson 11 -
Misconceptions
Date: Mon May 3 2004 9:22 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Computer Literacy Misconceptions
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Are you telling me that the stuff on the internet isn't all true? I'm kidding because I see this all of the time, too. When you explain to students about accuracy, reliability, author credentials, etc., they seem to understand that yes, that makes sense, But, then turn them loose, and the same old bad web sites show up. I think that might be because they don't take the time to check out the source of the web site. If it isn't staring them right in the face, they don't take the time to investigate the author and purpose of the site, the organization behind it, potential bias, etc. Have you seen the web site about the tree octopi? Looks good, but ......
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Current Forum: Lesson 11 -
Misconceptions
Date: Mon May 3 2004 9:38 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Kerin: Misconception = Opportunity
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"Whenever I am asked a question that I do not know the answer to in science, there are lots of opportunities. One of my favorite responses is, 'I don't know, but that's a really great question. I'd like to know the answer to that. How about if you research it for us tonight and report back tomorrow.' This gives me the chance to put the learning back into the hands of my students."
It's always interesting to me to see that students feel teachers are knowledgeable about everything, and I agree that we can "pop this bubble" rather quickly, but it feels good for awhile!
I think it is important to do as you suggested, and place the responsibility for learning on the shoulders of the student. Often, they will return bubbling over with information to share and a wonderful feeling of accomplishment for having done so. I think that success in finding and reporting on the elusive information is empowering to students, especially, as you say, the student is able to "one-up" the teacher!
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Current Forum: Lesson 13 -
Class meetings
Date: Mon May 3 2004 9:50 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Classroom meetings
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I think that using "chat" technologies for discussion is a good idea. Look how many times we have used it during the course of CTER so far. As far as asynchronous discussion, well, here it is!
I also wonder about some of the limiting logitical considerations for holding class meetings as Glasser suggests, but I liked your use of this type of forum for holding class discussion for high school students. It would seem to be a good solution to the problem of getting students physically assembled together outside of the school day. Most have internet access at home and discussions could be scheduled at a time that might avoid the commitments of clubs, jobs, sports, etc. If even this represents a difficulty, the asynchronous mode of discusion would allow for participation even by the student with the most unwieldly schedule.
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Current Forum: Lesson 13 -
Class meetings
Date: Mon May 3 2004 9:57 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Deborah's Class Meeting
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"I have never conducted a classroom meeting and without much basis for evaluation it is difficult to determine if I am a proponent of the process."
I have not used class meetings in the sense of the Glasser model either, and I agree that it would be difficult to evaluate. I just don't see how there would be time in the day to do this regularly. We're so pressed with curricular priorities, state standards, and testing that there isn't a minute to spare. I don't disagree with the noble purpose of the class meeting - I just don't see how it is possible!
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Current Forum: Lesson 13 -
Class meetings
Date: Mon May 3 2004 10:01 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Laura's class meetings
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"I also feel that by setting up a classroom meeting, the teacher has a tendency to move the students in a direction that he wants them to go related to solutions. In a sense, this is creating a false democracy. One must be very careful not to sway the discussion toward a wanted goal. "
Maybe this isn't such a bad thing??????? I, too, believe that an emphasis on the responsibility of each individual in a classroom has tremendous value, but I guess I would have to see it in action to get a more clear understanding of the mechanics. I'm still stuck on the lack of time to do this in our classrooms today.
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Current Forum: Lesson 13 -
Class meetings
Date: Mon May 3 2004 10:07 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Class meetings
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I thought your example of using the class meeting model with your basketball team was great. I would think the emphasis on free and open communication, group problem-solving, and planning would be an excellent tool to apply to developing team unity. Wonderful teamwork!
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Current Forum: Lesson 13 -
Class meetings
Date: Mon May 3 2004 10:14 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Sheree B's Class (and Family) Meetings
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I think that most of the kindergarten classrooms I have visited use a "circle time" kind of activity to start the day. Math and calendar activities, seasonal activities, story time, etc. take place in a circle in the classroom. This sounds like the ideal place to implement the class meeting, and it makes sense to start it at this level so that students would develop an understanding of purpose and benefit to the meetings. I think your ideas for taking advantage of this time to talk about problems and encourage student assistance in solving them is excellent. I'm sure it's not too early to make students aware of their responsibility to a group of which they are a member (class). Thanks for the insight.
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Current Forum: Lesson 13 -
Class meetings
Date: Mon May 3 2004 10:16 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Mary's meetings
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He drew a circle that shut me out
Heretic, rebel - a thing to flout.
But love and I had the wit to win:
We drew a circle that took him in.
Edwin Markham
What a perfect expression!
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Lesson 15 (Cognitive Apprentice):
Current Forum: Lesson 15 -
Cognitive Apprenticeship
Date: Mon May 3 2004 10:24 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Tammy's Cog. App.
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"Eventually, the students need me less and less."
And what a wonderful feeling that is! When we implement a tactic (such as cognitive apprenticeship) which serves to make our students independent learners, our role as teacher and" imparter of all knowledge" changes drastically. We can finally step aside and let them "roll" with their newfound skills When this happens, both student and teacher are empowered in new ways!
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Current Forum: Lesson 15 -
Cognitive Apprenticeship
Date: Mon May 3 2004 10:32 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Apprentice Learning by Annette
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The role of cognitive apprentice is quite evident in the involvement of engineers to facilitate student learning in an area which might be unfamiliar to students and possibly the teacher. Learning from experts from the "real world" can be enlightening to students. I like that the software program also serves as an apprentice of sorts as students manipulate the components to try and achieve the best results.
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Current Forum: Lesson 15 -
Cognitive Apprenticeship
Date: Mon May 3 2004 10:41 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Kristy's Cognitive Apprenticeship
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The Georgia Youth Apprenticeship Program sounds like a wonderful opportunity for students. I'm curious about the length of time the students are involved in the program and how they are selected. Is it an at-risk program of some kind? What is the age group that participates, or are there multiple?
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Current Forum: Lesson 15 -
Cognitive Apprenticeship
Date: Mon May 3 2004 10:47 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Martha's Apprenticeship
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I have recently read several articles praising the use of cooperative groups in mathematics. Speaking from a personal perspective, my daughter, who has developed a real fear of math due to some poor classroom experiences, is now in a class where the teacher regularly uses cooperative groups. I have seen a great difference in my daughter's attitude towards math as well as an improvement in her grades. I'm a believer.
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Lesson 15 (Priming Student Motivation):
Current Forum: Lesson 15 -
Priming Student Motivation
Date: Mon May 3 2004 10:54 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Tammy's Motivating Students, (hopefully!)
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That was a wonderful way to motivate your students about the learning they were about to embark on. They didn't even realize how much they learned before anything was taught!
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Current Forum: Lesson 15 -
Priming Student Motivation
Date: Mon May 3 2004 11:00 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Student Motivation through technology
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I think your web site shows students not only that the project is fun, but that it is possible, as demonstrated by the successes of others. It acts as an anticipatory set to the concepts being taught in your lesson, and appeals to a variety of learners in an interesting way. Students are motivated to begin, and this is often a hard thing to accomplish.
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Current Forum: Lesson 15 -
Priming Student Motivation
Date: Mon May 3 2004 11:06 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Kristy's Motivation
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"In the field of education we compete with many outside forces including the media, video games, and high tech/high functioning toys and gadgets, which effects our students in the classroom."
I agree with you, and not only do we "compete" in some ways, we have to come to terms with the fact that our students today learn in different ways than we did. Brain research shows that the brains of today's children actually function differently than ours do, and we have to realize the implications of this in the classroom. Visual imagery, sound, motion - these are all ingrained in the brain function of our students, and we have to learn to incorporate these where we can in order to more effectively reach our students. It's all really fascinating!
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Current Forum: Lesson 15 -
Priming Student Motivation
Date: Mon May 3 2004 11:10 pm
Author: Fahey, Glenda < gefahey@uiuc.edu>
Subject: Re: Annette's Motivation Essay
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I love the "Sim" products! I'm sure your students learned so much more than how water affects their lives while working with Sim Town. In having to consider so many different factors and their relationships to each other while constructing the town, the thinking skills required by students to experience success in this effort were very complex. What a great product to use, and what wonderful experiences for your students!
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