First Speaker
- Why is
this video helpful for teaching in West Virginia? It discusses how to help teach children
who use a different dialect. This
may help with the urban language we experience in West Virginia.
- What
evidence is presented that supports the credibility of the speaker? She shows different works or stories
created by students in different grades making the same repeated
mistakes.
- Describe
the traditional approach to responding to student writing? Correction!! Teachers correct mistakes
or errors in student’s grammar and overall writing.
- Why
does the traditional approach not work in improving student writing? Because students are following the
grammar patterns of home and/or community speech. This is what they know.
- Name
the three strategies associated with the linguistic approach to
writing instruction 1. Scientific method applied to grammar
discovery
2. Contrastive analysis Marzano’s #1
strategy 3.
Code switching as meta cognition
- How do
you know the cat and Taylor go together?
They are right next to each other.
- What is
different between the two patterns of possessives for informal
and formal English? The owner and
what they own! Informal pattern=
could be the owner plus what they own.
Formal patterns= could be the owner plus‘s plus what they own.
- What
strategy is being used for teaching the second grade students the
different patterns between informal and formal English? They are using code switching. They are set for where you are at the
time. For example, the way you
should write or speak in school versus they way you speak in your
community. We adjust our language
to fit the setting. Another example
is text messaging.
- Describe
how the scientific method is used to teach students to code switch. Instead of seeing writing as mismatched
we need to collect data (student writing as data) and then get students to
observe and seek patterns. Next
have student describe the patterns (form hypothesis). Then check the hypothesis. Last have students modify their
hypothesis.
- What
question is being asked to engage students in the comparison and contrast
strategy? What changed? This will led them to discover a
pattern.
- How
does code switching support Meta cognition? As they think about where they are, they
will think about what they need to do to fit into the setting or situation
in which they are in at that moment.
- What
evidence is presented the code switching approach works? Describe
one of the studies? Taylor in
1991: English teacher found that
developmental students were continually failing. She set up two different class
rooms. (A traditional classroom and
a contrastive analysis classroom.) The
traditional classroom, after one semester of learning produces 8% more
vernacular in students writing. In
the contrastive analysis classroom there was a 59% decrease in vernacular
features.
Second Speaker
- How did
the students respond when asked how they felt about being corrected when
they talked? They felt stupid,
angry, and confused.
- Give an
example of a "fund of knowledge" the teacher drew on to help
students learn to code switch? She
asked students what they wore when they dressed up. What they wore when they weren’t dressed
up. She explained that this is an
example of formal and informal. She
went on to discuss where they would go or where it would be appropriate to
where formal and informal clothes.
Then she moved onto language.
- What
are some added benefits aside from raising test scores that stem
from using contrastive analysis? Students
begin to recognize language differences.
They begin recognizing these differences on their own, they pick
them up easily. They begin to understand
that people do not all sound the same but they can learn.
Contrastive Analysis is comparing the
structures of two different languages.
It is an example of both of these because to make an hypothesis you have
to look at and consider many different things.
When you look at something and find its similarities and differences
then this is a part of contrastive analysis.
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