In my role as a teacher, it is quite possible that, at one point, I would have to have students analyze a book they have read for its characters. Let's, for example, use Ender's Game as the book of choice for a high school class. In this book, we would discover the archetypes of the characters and their roles in the larger narrative.
While there are multiple different version of language standards proficiency, depending on your state, there is a well known order of language acquisition, and I will be using the list provided here as my basis for student fluency in regards to how I would accommodate them.
1) Early Production.
At this point, producing language would be difficult for the student, and they would only have simple answers to most questions. When talking about characters (having given them plenty of time to read the section beforehand or at home) I would ask them to describe the characters simply. Boy, girl, hero (or good), villain (or bad), and ask them yes/no questions to make sure they did their reading. If possible, I would also pair them with a more proficient English language speaker to see if the two of them could come to a more complex solution without badgering the student or stressing them. If the class was primarily at this level, I would use a simpler book, or give the whole year to one book rather than multiples if, for some reason, I couldn't use a more simple text.
2) Speech Emergent
For students in this area, I would ask them to actually give simple answers based on ideas and vocabulary that I had presented previously in the class. I would also give a fill-in-the-blank sheet of characters they have run into in the book so far and what roles they might have played in a word bank, while more advanced students would have a similar sheet without the answers provided in a word bank.
3) Beginning Fluency
Students in this area would be asked to read aloud in the class, with patience knowing they may take a little bit of extra time. I would also consider giving an oral test on what characters were doing or how they were portrayed, making sure to have given the definitions of important words before, and possibly having a word bank or hint system to give them reminders if they get stuck not on not knowing something, but not knowing the word for it. Written tests wouldn't be quite so complex, but I would start feeling confident in the student's abilities around here.
4) Intermediate Fluency
Students at this level would start getting questions about opinions, or more deeper questions of themes such as why certain characters acted certain ways, or what order of events caused certain things to happen. I would still have understanding for when the problem is vocabulary and not their knowledge on the topic, but written tests would begin to reach the same level of complexity as verbal testing. I'd give them a little extra time on tests. I would also be very confident in putting them in a group for discussions at this point, as they could likely add as much as any other student to the conversation.
Tuesday, February 28, 2017
Tuesday, February 21, 2017
Special Education, Special Consideration
When it comes to special education in America's schools, the process can be seen with a lot of stigma. A teacher I interviewed, when it came time to possibly go with special education consideration for a student, had the process stopped by the parents, who did not want to deal with the stigma of having a special education student.
This seems entirely unfair to the student, but, honestly, the most important element of special education is the family. Often times, they can be one of the people who refer the student for special education services, they are integral to the failure or success of most forms of special education the students would need (as the skills learned in the class must be reinforced at home)... but, above all, it is their child who all of this is happening to/for, and one must always respect the parent/guardian's wishes when it comes to the child. However, if we want to remove some of the stigma surrounding education, educating the parents on what it would entail would do wonders.
For starters, it's not a fast process, nor is it undertaken lightly. Six weeks of data are collected by the teachers, with different strategies and situations provided and applied to see if, perhaps, there is another solution that can solve the problem without special education. Even then, the referral could go to doctors or other professionals who decide that, while there is an educational issue, special education may not be the solution, and thus a simple change of the academic order will happen. For those students who are identified and qualified under IDEA (the Individuals with Disabilities Education Act), a team is immediately put in place with goals to support the teachers, the parents, and above all, the student in the road to the child's education.
All public schools must comply with FAPE (Free and Appropriate Public Education), but to what degree that is depends on the students' needs. They must provide help in the Least Restrictive Environment, but whether that is a Fully Self Contained classroom where the child (or children with similar needs) are separated entirely from the other students, a Resource room where the children are brought for extra care or attention apart from the general education, or simply additional SPED support for the student in the General Education classroom depends on the disruption it would cause the child and the children around them. However, before you worry that a child with a minor disability will be locked away in a completely separate room, know that school, like anyone else, want to spend the least amount of money on a problem, and thus will default to simple solutions if they will work before working on more complex or extreme ones.
The important thing when it comes to Special Education is that it is caught early. The earlier a disability is found and worked around, the less impact it will have on the child's education and opportunities in the world going forward. There are programs around the world that are working to ensure that every single child has the best chances going forward, whether it be Finland's focus on catching disabilities early and working incredibly hard with the parents and teachers for the good of the child, or the School of One in New York working to specialize education for all students based on their needs. On the day when the funding for these kinds of programs is widespread enough for all schools, it will be a new advent in education all across the globe. Until then, we must work with what we have to personalize special education to the needs of the student and give them just as many opportunities as the children around them.
This seems entirely unfair to the student, but, honestly, the most important element of special education is the family. Often times, they can be one of the people who refer the student for special education services, they are integral to the failure or success of most forms of special education the students would need (as the skills learned in the class must be reinforced at home)... but, above all, it is their child who all of this is happening to/for, and one must always respect the parent/guardian's wishes when it comes to the child. However, if we want to remove some of the stigma surrounding education, educating the parents on what it would entail would do wonders.
For starters, it's not a fast process, nor is it undertaken lightly. Six weeks of data are collected by the teachers, with different strategies and situations provided and applied to see if, perhaps, there is another solution that can solve the problem without special education. Even then, the referral could go to doctors or other professionals who decide that, while there is an educational issue, special education may not be the solution, and thus a simple change of the academic order will happen. For those students who are identified and qualified under IDEA (the Individuals with Disabilities Education Act), a team is immediately put in place with goals to support the teachers, the parents, and above all, the student in the road to the child's education.
All public schools must comply with FAPE (Free and Appropriate Public Education), but to what degree that is depends on the students' needs. They must provide help in the Least Restrictive Environment, but whether that is a Fully Self Contained classroom where the child (or children with similar needs) are separated entirely from the other students, a Resource room where the children are brought for extra care or attention apart from the general education, or simply additional SPED support for the student in the General Education classroom depends on the disruption it would cause the child and the children around them. However, before you worry that a child with a minor disability will be locked away in a completely separate room, know that school, like anyone else, want to spend the least amount of money on a problem, and thus will default to simple solutions if they will work before working on more complex or extreme ones.
The important thing when it comes to Special Education is that it is caught early. The earlier a disability is found and worked around, the less impact it will have on the child's education and opportunities in the world going forward. There are programs around the world that are working to ensure that every single child has the best chances going forward, whether it be Finland's focus on catching disabilities early and working incredibly hard with the parents and teachers for the good of the child, or the School of One in New York working to specialize education for all students based on their needs. On the day when the funding for these kinds of programs is widespread enough for all schools, it will be a new advent in education all across the globe. Until then, we must work with what we have to personalize special education to the needs of the student and give them just as many opportunities as the children around them.
Monday, February 6, 2017
The Arts in Education: Cutting Flowers for the STEM?
For a long while now, STEM subjects (Science, Technology, Engineering, and Math) have been sited as a sign of how well our nation compares with other ones on an intellectual level. It also, due to the current technological trends, seems to be the only way to have marketable skills in the new world economy. After all, in these modern times, who lives without a computer? With technology advancing each and every day and new programs and ideas seeming to develop by the minutes, how could anyone put focus on anything other than technology? According to the U.S Department of Education (DOE) (2015)...
"The United States has developed as a global leader, in large part, through the genius and hard work of its scientists, engineers, and innovators. In a world that’s becoming increasingly complex, where success is driven not only by what you know, but by what you can do with what you know, it’s more important than ever for our youth to be equipped with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information. These are the types of skills that students learn by studying science, technology, engineering, and math—subjects collectively known as STEM." (U.S. DOE, 2015)
They go on to show the expected increase of expected jobs in these fields, as well as outline a plan to increase funding in these fields, on the related article here. This idea and focus was compounded by a search of the CCSSO (Council of Chief State School Officers, a non-partisan organization of school leaders from all across the USA that makes sure that students graduate prepared for college and easing states through implementation of new ideas and standards) database, showing many instances of them increasing or focusing on STEM activities, without mention of the humanities or the arts in anywhere near the same number.
However, think back to the core classes you had to learn as a kid. I know this is a generational thing, but for myself, there were four pillars of education: Science, English, Math, and Social Studies. Now, it is true that SEMSS doesn't quite flow as well (and replacing Social Studies with History will only get us SHEM or MESH, which... the second one actually should probably have been how the areas were billed, to be honest) but it seems like these pillars of education, held on to for so long, are crumbling beneath the all-powerful tech giant that is STEM. And if it is getting more funding, that means that it is being removed from other areas, right?
Yes and no. While it is true that the NEA (the National Education Association, a group that does wonders in advocating for quality public education in the USA) does put a focus on STEM education, with a dedicated site that says that "bolstering the nation’s science, technology, engineering and math (STEM) workforce is essential." (National Education Association, "STEM", n.d.) with no similar page made for the humanities or the like, they also are dedicated to the ideas of the Common Core State Standards.
NEA believes the Common Core State Standards have the potential to provide access to a complete and challenging education for all children. Broad range cooperation in developing these voluntary standards provides educators with more manageable curriculum goals and greater opportunities to use their professional judgment in ways that promote student success. (NEA, "Our Positions and Actions", n.d.)
This is where the interesting "loophole" comes in, as the Common Core State Standards Initiative points out the importance of language on their website.
The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. (Common Core State Standards Initiative, "English Language Arts Standards", n.d.)
They understand the importance of all of the subjects and disciplines to work together, allowing for complex and critical thinking from one area to branch into another, working all aspects of the mind (an important thought, considering all of those words problems you probably had to do in school). Essentially, while schools may continue to place a premium on STEM, in the 42 states and additional territories that have accepted Common Core State Standards as their standards for at least ELA/literacy and math (CCSSI, "Development Process," n.d.) continue to focus on at least English as a vital part of continuing to learn the language.
This all makes sense, as English is the means by which we in the United States of America (and an incredibly significant portion of the world) communicate. All words, all knowledge, all wisdom, all thought... it is all bound up in language: its use, its understanding, its conveyance... Without a basis in the language, how is a student supposed to learn the skills they need that are only taught in said language? There is a desperate need for people to be able to understand languages, as even with my own investment into the inner workings of English as a language (having a degree in it, a degree in using it for performance reasons, a certificate in using it creatively, and a certificate for teaching it to people who don't speak it) I found myself wrestling with the true meaning of some of these websites. I feel the language needs to be taught, and used, at both the technical/academic level and level for daily use by people who may not be as devoted as I to the wonderful intricacies of language... but that's a completely different argument.
With the knowledge that English as a language was safe from the looming shadow of STEM, I had to wonder about the arts. Arts funding has been on a steady decline for years, at least if you ask any of the schools in the area around me (who have boarded up most of their art programs in favor of football funding and new gyms) and the beautiful flower of communication, the part which transcends even language, striking purely at emotion and feeling, seems to be disappearing...
But is it really? There are two key factors that keep the arts alive and kicking, and they come from places both unlikely, yet incredibly appropriate.
The first to catch my eye was the statement by the AFT (American Federation of Teachers, a group that advocates for the rights of teachers, students, and their families and neighborhoods for high quality education, social activities, and health care using things like activism and collective bargaining). They have two important ones that I wish to point to personally. First, in 2010...
All students need a rich, well-rounded curriculum.
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. ... Let's ensure that every student has a rich curriculum that: ... *Includes the arts, physical education, technology and foreign languages (AFT, 2010)
This shows that they mean it when they wish to have a well-rounded curriculum, letting the student learn not just about STEM, but about arts, their bodies, the outside world... They are focusing hard on everything a student needs to function. But they are not alone, due to something mention in their resolution in 2016...
WHEREAS, the spirit of the Every Student Succeeds Act aligns with the AFT’s commitment to reclaim the promise of public education, and, if implemented properly, ESSA has the potential to ensure every public school is a place where parents want to send their kids, where students are engaged, where educators want to teach, where the curriculum is rich, where there is joy in teaching and learning, and where all children are successful (AFT, 2016)
This brought my attention to the Every Student Succeeds Act, or ESSA, signed into law on December 10th, 2015. This law updated No Child Left Behind, giving power back to the states to determine standards and helps to make funding available to areas that need it instead of punishing poorly performing schools to make them perform even worse. While this act opens the door for arts funding to stop (as the previous laws held the funding of the arts on par with science and history and the other subjects for a well-rounded education, and now this is no longer the case) I choose to believe that, despite the statement by the DOE made earlier in the piece and the focus of even President Obama on STEM programs, individual states will realize the importance of the arts in their efforts to give students a well-rounded education. And if they do not do so on their own, we must make sure, as citizens of this country, to remind our local school boards and state legislatures of the importance of the arts in society.
Personally, I understand the focus on STEM. The world is an increasingly technological place, and knowledge in those fields is important to succeed in one of the mainstream markets of tomorrow. But if we lose sight of the important things of the past... of culture, of the arts, of language, of communication... we lose sight on each other as people, rather than numbers. I learned more in my life on stage (cooperation, leadership, following instructions, logic, carpentry, basic programing, basic electrician skills, public speaking, confidence, self-esteem, balance) than I did in many of the classes labelled STEM, and on top of that it was an activity after school that kept people learning, interacting, and away from the dangers and negative aspects of society. These outlets are important to being not just a skilled worker, but a well-rounded human being when you grow up, and it is important to make sure that these ideas continue on into the future.
"The United States has developed as a global leader, in large part, through the genius and hard work of its scientists, engineers, and innovators. In a world that’s becoming increasingly complex, where success is driven not only by what you know, but by what you can do with what you know, it’s more important than ever for our youth to be equipped with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information. These are the types of skills that students learn by studying science, technology, engineering, and math—subjects collectively known as STEM." (U.S. DOE, 2015)
They go on to show the expected increase of expected jobs in these fields, as well as outline a plan to increase funding in these fields, on the related article here. This idea and focus was compounded by a search of the CCSSO (Council of Chief State School Officers, a non-partisan organization of school leaders from all across the USA that makes sure that students graduate prepared for college and easing states through implementation of new ideas and standards) database, showing many instances of them increasing or focusing on STEM activities, without mention of the humanities or the arts in anywhere near the same number.
However, think back to the core classes you had to learn as a kid. I know this is a generational thing, but for myself, there were four pillars of education: Science, English, Math, and Social Studies. Now, it is true that SEMSS doesn't quite flow as well (and replacing Social Studies with History will only get us SHEM or MESH, which... the second one actually should probably have been how the areas were billed, to be honest) but it seems like these pillars of education, held on to for so long, are crumbling beneath the all-powerful tech giant that is STEM. And if it is getting more funding, that means that it is being removed from other areas, right?
Yes and no. While it is true that the NEA (the National Education Association, a group that does wonders in advocating for quality public education in the USA) does put a focus on STEM education, with a dedicated site that says that "bolstering the nation’s science, technology, engineering and math (STEM) workforce is essential." (National Education Association, "STEM", n.d.) with no similar page made for the humanities or the like, they also are dedicated to the ideas of the Common Core State Standards.
NEA believes the Common Core State Standards have the potential to provide access to a complete and challenging education for all children. Broad range cooperation in developing these voluntary standards provides educators with more manageable curriculum goals and greater opportunities to use their professional judgment in ways that promote student success. (NEA, "Our Positions and Actions", n.d.)
This is where the interesting "loophole" comes in, as the Common Core State Standards Initiative points out the importance of language on their website.
The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. (Common Core State Standards Initiative, "English Language Arts Standards", n.d.)
They understand the importance of all of the subjects and disciplines to work together, allowing for complex and critical thinking from one area to branch into another, working all aspects of the mind (an important thought, considering all of those words problems you probably had to do in school). Essentially, while schools may continue to place a premium on STEM, in the 42 states and additional territories that have accepted Common Core State Standards as their standards for at least ELA/literacy and math (CCSSI, "Development Process," n.d.) continue to focus on at least English as a vital part of continuing to learn the language.
This all makes sense, as English is the means by which we in the United States of America (and an incredibly significant portion of the world) communicate. All words, all knowledge, all wisdom, all thought... it is all bound up in language: its use, its understanding, its conveyance... Without a basis in the language, how is a student supposed to learn the skills they need that are only taught in said language? There is a desperate need for people to be able to understand languages, as even with my own investment into the inner workings of English as a language (having a degree in it, a degree in using it for performance reasons, a certificate in using it creatively, and a certificate for teaching it to people who don't speak it) I found myself wrestling with the true meaning of some of these websites. I feel the language needs to be taught, and used, at both the technical/academic level and level for daily use by people who may not be as devoted as I to the wonderful intricacies of language... but that's a completely different argument.
With the knowledge that English as a language was safe from the looming shadow of STEM, I had to wonder about the arts. Arts funding has been on a steady decline for years, at least if you ask any of the schools in the area around me (who have boarded up most of their art programs in favor of football funding and new gyms) and the beautiful flower of communication, the part which transcends even language, striking purely at emotion and feeling, seems to be disappearing...
But is it really? There are two key factors that keep the arts alive and kicking, and they come from places both unlikely, yet incredibly appropriate.
The first to catch my eye was the statement by the AFT (American Federation of Teachers, a group that advocates for the rights of teachers, students, and their families and neighborhoods for high quality education, social activities, and health care using things like activism and collective bargaining). They have two important ones that I wish to point to personally. First, in 2010...
All students need a rich, well-rounded curriculum.
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. ... Let's ensure that every student has a rich curriculum that: ... *Includes the arts, physical education, technology and foreign languages (AFT, 2010)
This shows that they mean it when they wish to have a well-rounded curriculum, letting the student learn not just about STEM, but about arts, their bodies, the outside world... They are focusing hard on everything a student needs to function. But they are not alone, due to something mention in their resolution in 2016...
WHEREAS, the spirit of the Every Student Succeeds Act aligns with the AFT’s commitment to reclaim the promise of public education, and, if implemented properly, ESSA has the potential to ensure every public school is a place where parents want to send their kids, where students are engaged, where educators want to teach, where the curriculum is rich, where there is joy in teaching and learning, and where all children are successful (AFT, 2016)
This brought my attention to the Every Student Succeeds Act, or ESSA, signed into law on December 10th, 2015. This law updated No Child Left Behind, giving power back to the states to determine standards and helps to make funding available to areas that need it instead of punishing poorly performing schools to make them perform even worse. While this act opens the door for arts funding to stop (as the previous laws held the funding of the arts on par with science and history and the other subjects for a well-rounded education, and now this is no longer the case) I choose to believe that, despite the statement by the DOE made earlier in the piece and the focus of even President Obama on STEM programs, individual states will realize the importance of the arts in their efforts to give students a well-rounded education. And if they do not do so on their own, we must make sure, as citizens of this country, to remind our local school boards and state legislatures of the importance of the arts in society.
Personally, I understand the focus on STEM. The world is an increasingly technological place, and knowledge in those fields is important to succeed in one of the mainstream markets of tomorrow. But if we lose sight of the important things of the past... of culture, of the arts, of language, of communication... we lose sight on each other as people, rather than numbers. I learned more in my life on stage (cooperation, leadership, following instructions, logic, carpentry, basic programing, basic electrician skills, public speaking, confidence, self-esteem, balance) than I did in many of the classes labelled STEM, and on top of that it was an activity after school that kept people learning, interacting, and away from the dangers and negative aspects of society. These outlets are important to being not just a skilled worker, but a well-rounded human being when you grow up, and it is important to make sure that these ideas continue on into the future.
Resources:
American Federation of Teachers. (2010). AFT'S Pathway to
Student Success: What Every Student Needs. Retrieved from http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs
American Federation of Teachers. (2016). Taking Action on the Promise of the Every Student Succeeds Act. Retrieved from http://www.aft.org/resolution/taking-action-promise-every-student-succeeds-act
Common Core State Standards Initiative. Development Process. Retrieved from http://www.corestandards.org/about-the-standards/development-process/
Common Core State Standards Initiative. English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/
National Education Association. Our Positions and Actions. Retrieved from http://www.nea.org/home/56614.htm
National Education Association. Science, Technology, Engineering & Math (STEM). Retrieved from http://www.nea.org/home/stem.html
U.S Department of Education. (2015). Science, Technology, Engineering and Math: Education for Global Leadership. Retrieved from https://www.ed.gov/Stem
Students
cannot become the thinkers, inventors and leaders of tomorrow if we
only teach them how to fill in bubbles on multiple-choice tests. Our
curriculum must match our hopes for the next generation, and should
equip all children with the knowledge, skills and tools they need to
lead successful, meaningful lives. - See more at:
http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpu
All students need a rich, well-rounded curriculum.
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. - See more at: http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpuf
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. - See more at: http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpuf
All students need a rich, well-rounded curriculum.
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. - See more at: http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpuf
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. - See more at: http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpuf
All students need a rich, well-rounded curriculum.
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. - See more at: http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpuf
Students cannot become the thinkers, inventors and leaders of tomorrow if we only teach them how to fill in bubbles on multiple-choice tests. Our curriculum must match our hopes for the next generation, and should equip all children with the knowledge, skills and tools they need to lead successful, meaningful lives. - See more at: http://www.aft.org/resolution/afts-pathway-student-success-what-every-student-needs#sthash.eA1FAqHp.dpuf
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