Key emphases # 1
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Reyna
Mar 6, 2010, 12:41:21 PM3/6/10
to 1301: Negotiating Curriculum
One of the key emphases I found was the idea that literacy is not
limited to reading and writing. According to Street in Teach the
Forms of literacy Knowledge, skills, and values people need for new
Times” literacy is a broad term that has social qualities. He argues
that dominant groups usually apply a set of literacy qualities to
determine whether someone is literate or not. His discussion made me
think of how many times I have judge a student as not capable of or at
the same level as his/her peers based on the qualities I prescribed to
literacy or based on the standards that I am given. Moje makes a
similar claim when she argues that students come to our classrooms
with funds of knowledge but that educators often “discount and
devalue” this knowledge. A year after completing my action research
and exploring funds of knowledge, these two scholars have made me
asked myself, how often have I discounted and devalued what my
students knew during this school year. They have validated my initial
step of acknowledging my students strengths when analyzing test scores
but have also made me question how I was incorporating students
outside of school literacies in the classroom.
limited to reading and writing. According to Street in Teach the
Forms of literacy Knowledge, skills, and values people need for new
Times” literacy is a broad term that has social qualities. He argues
that dominant groups usually apply a set of literacy qualities to
determine whether someone is literate or not. His discussion made me
think of how many times I have judge a student as not capable of or at
the same level as his/her peers based on the qualities I prescribed to
literacy or based on the standards that I am given. Moje makes a
similar claim when she argues that students come to our classrooms
with funds of knowledge but that educators often “discount and
devalue” this knowledge. A year after completing my action research
and exploring funds of knowledge, these two scholars have made me
asked myself, how often have I discounted and devalued what my
students knew during this school year. They have validated my initial
step of acknowledging my students strengths when analyzing test scores
but have also made me question how I was incorporating students
outside of school literacies in the classroom.
jasmijn quon
Mar 6, 2010, 1:07:50 PM3/6/10
to 1301-negotiat...@googlegroups.com
Dear Class and Reyna,
I think the ideas you posted are honest and are actually quite true for most people in this world, especially people who have not been enlightened to CC's Transformative Literacy Master's program! No- seriously, there is truth in the fact that society does assign values of what literacy are and then, I think this is where labels come into play, which I think brings about oppression, lack of access, and the other stigmas associated with illiteracy. Thus, I think it is part of our job and social responsibility to spread the idea of multiople litearcies and the value of these non-print literacies, as well as reading the world as well. This is perhaps even more valuable in oppressed or poverty-stricken worlds, I wonder. Thus, maybe t his is where our pedagogy and negotiating the literacy curriculum comes into play. What do you all think?
-Jasmijn
I think the ideas you posted are honest and are actually quite true for most people in this world, especially people who have not been enlightened to CC's Transformative Literacy Master's program! No- seriously, there is truth in the fact that society does assign values of what literacy are and then, I think this is where labels come into play, which I think brings about oppression, lack of access, and the other stigmas associated with illiteracy. Thus, I think it is part of our job and social responsibility to spread the idea of multiople litearcies and the value of these non-print literacies, as well as reading the world as well. This is perhaps even more valuable in oppressed or poverty-stricken worlds, I wonder. Thus, maybe t his is where our pedagogy and negotiating the literacy curriculum comes into play. What do you all think?
-Jasmijn
From: Reyna <Ms.re...@yahoo.com>
To: 1301: Negotiating Curriculum <1301-negotiat...@googlegroups.com>
Sent: Sat, March 6, 2010 12:41:21 PM
Subject: Key emphases # 1
Pauline Hunter
Mar 6, 2010, 2:44:35 PM3/6/10
to 1301-negotiat...@googlegroups.com
Hello everyone I need to find my document to make revision. Can
someone help me please. It was attached to nicole's response. I want
to edit and send it individually like evreryone else
someone help me please. It was attached to nicole's response. I want
to edit and send it individually like evreryone else
Help. Me please. Pauline aka awhodat
--
Sent from my mobile device
Peanut
Mar 14, 2010, 10:38:42 PM3/14/10
to 1301: Negotiating Curriculum
Hi Reyna,
Tapping into student's funds of knowledge is a great way to
incorporate home school partnership into our teaching. Society has
created a prescribed script for literacy that sometimes discount the
rich literate lives of our children on which formal education can be
built. As we consider the state standards themselves, they are mainly
focus on speaking, writing and listening within a predefine criteria.
All of the state standards are confined within a standardized test.
How childre can read write and speak for social expression by
answering multiple choice questions. I also fall short of tapping into
my students funds of knowledge because it is not a usual practice by
myself and other senior colleagues that are my mentors. I am however,
using this opportunity, especially with open school night coming up to
explore the funds of knowledge that exist within student's home by
interviewing their parents.
Tapping into student's funds of knowledge is a great way to
incorporate home school partnership into our teaching. Society has
created a prescribed script for literacy that sometimes discount the
rich literate lives of our children on which formal education can be
built. As we consider the state standards themselves, they are mainly
focus on speaking, writing and listening within a predefine criteria.
All of the state standards are confined within a standardized test.
How childre can read write and speak for social expression by
answering multiple choice questions. I also fall short of tapping into
my students funds of knowledge because it is not a usual practice by
myself and other senior colleagues that are my mentors. I am however,
using this opportunity, especially with open school night coming up to
explore the funds of knowledge that exist within student's home by
interviewing their parents.
Erica Tymeck
Mar 15, 2010, 7:53:41 AM3/15/10
to 1301-negotiat...@googlegroups.com
Hi Gary-
I woud like to respond to one of the items you said in your post to Reyna regarding standards, "As we consider the state standards themselves, they are mainly focus on speaking, writing and listening within a predefine criteria.All of the state standards are confined within a standardized test.
How childre can read write and speak for social expression by answering multiple choice."
How childre can read write and speak for social expression by answering multiple choice."
Not being very familiar with the NYS Standards (I teach in a private school and just before that, I was in Rhode Island), our last assignment seemed surprising to me. How can we incorproate "reading" and "writing" for "social expression", when there is so much emphasis on other things.
I agree with you (as I think you wrote in another post) in regards to referring to article 2 in the hidden curriculum packet. Katisha and I were having a really interesting discussion in class regarding this article and the standards. We realized that in so many ways the standards act as an aspect of hidden curriculum because they exclude so many people (some special education students and ELL students) and things (the content that you are naming above).
Peanut
Mar 15, 2010, 10:35:04 PM3/15/10
to 1301: Negotiating Curriculum
Hi Ericka,
> > > outside of school literacies in the classroom.- Hide quoted text -
>
> - Show quoted text -
Peanut
Mar 15, 2010, 10:49:40 PM3/15/10
to 1301: Negotiating Curriculum
HI Ericka,
It seems that when I hit the tab button to start my posting it
automatically send my reply before I even begin the body of my
message, so I am sorry for the previous incomplete post.
I am also looking at the standards from a third grade teacher
perspective so my critique is based on my experience as a third grade
teacher. Nonetheless, it seems like there are many standard
shortcomings of the standards throughout the education system. I would
like to additional point made by one of the administrator that was
interviewed by the researchers. The administrator states that, " I
wanted it to be a realistic curriculum for the kids in our
district... most of the standards developed by the professional
organizations and states were bloated and quite, 'world class'. I’m
not sure that we have a world class society, world class support from
the state... I would like to highlight the idea of world class support
from the state because it is a key emphasis when states and federal
government are the one pushing these standards on the local
communities. Nothing would be wrong with the standards themselves if
they were adapted to serve the entire population and resource and
funding was giving to back them up. There is a current push to raise
the standards for New York in order to make us more competitive with
the other states and the rest of the world. This seems to me like a
top down approach which can work if we take into consideration the
process of starting from the bottom and working our way up to meet
those goals
It seems that when I hit the tab button to start my posting it
automatically send my reply before I even begin the body of my
message, so I am sorry for the previous incomplete post.
I am also looking at the standards from a third grade teacher
perspective so my critique is based on my experience as a third grade
teacher. Nonetheless, it seems like there are many standard
shortcomings of the standards throughout the education system. I would
like to additional point made by one of the administrator that was
interviewed by the researchers. The administrator states that, " I
wanted it to be a realistic curriculum for the kids in our
district... most of the standards developed by the professional
organizations and states were bloated and quite, 'world class'. I’m
not sure that we have a world class society, world class support from
the state... I would like to highlight the idea of world class support
from the state because it is a key emphasis when states and federal
government are the one pushing these standards on the local
communities. Nothing would be wrong with the standards themselves if
they were adapted to serve the entire population and resource and
funding was giving to back them up. There is a current push to raise
the standards for New York in order to make us more competitive with
the other states and the rest of the world. This seems to me like a
top down approach which can work if we take into consideration the
process of starting from the bottom and working our way up to meet
those goals
On Mar 15, 7:53 am, Erica Tymeck <etym...@gmail.com> wrote:
makeda huggins
Mar 21, 2010, 7:48:37 PM3/21/10
to 1301: Negotiating Curriculum
Hi Reyna,
I think many of us only look at the literacies that the Department of
Education deems important. As an educator we develop a 7th sense about
our students and their abilities but we are made to believe that if it
does not fit into what is considered an accepted literacy strategy,
math strategy etc... then it is irrelevant. Our children develop
(without even knowing this is what they are doing) strategies to learn
the concepts we are throwing at them. Perhaps the strategies they
develop may be faulty but it still tells us that they have developed
some form of an action plan to solve a problem. In the Seminal Studies
3 article it states "teachers may praise the use of a particular
feature; they may choose at other times to accept a wrong response
without comment, judging that instruction would be better left until
some later time".I hope this quote fits this point that I am trying to
make. Sometimes teachers may take an answer to build a students' self
esteem. Sometimes even if a students answer is incorrect it may open
the teacher's eyes to see how the student arrives at that particular
response. I think that the incorrect answer clues us into the schema
the student is building. Then it opens a discussion to correct and/or
explain the children's strategy.
This is a very late response but I hope you are enjoying a nice
weekend!
I think many of us only look at the literacies that the Department of
Education deems important. As an educator we develop a 7th sense about
our students and their abilities but we are made to believe that if it
does not fit into what is considered an accepted literacy strategy,
math strategy etc... then it is irrelevant. Our children develop
(without even knowing this is what they are doing) strategies to learn
the concepts we are throwing at them. Perhaps the strategies they
develop may be faulty but it still tells us that they have developed
some form of an action plan to solve a problem. In the Seminal Studies
3 article it states "teachers may praise the use of a particular
feature; they may choose at other times to accept a wrong response
without comment, judging that instruction would be better left until
some later time".I hope this quote fits this point that I am trying to
make. Sometimes teachers may take an answer to build a students' self
esteem. Sometimes even if a students answer is incorrect it may open
the teacher's eyes to see how the student arrives at that particular
response. I think that the incorrect answer clues us into the schema
the student is building. Then it opens a discussion to correct and/or
explain the children's strategy.
This is a very late response but I hope you are enjoying a nice
weekend!
On Mar 6, 1:41 pm, Reyna <Ms.reid...@yahoo.com> wrote:
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