Dr. MillerSpring, 2014: Educ 5365| March 11

Class focus: Cultivating and Motivating Learning “Habits” Across Content: Trending Views on Grammar and Creative ProcessesReadings for today : Read Kirby & Crovitz, Chps 4, 5, 6

D2L: Strategies for Improving Instruction for Black & Hispanic Male Students Lee, Culturally responsive pedagogy and performance-based assessment

Essential Questions

Esse4:30-4:35 Check ins and EQ- hand in self assessments

LP #2, be sure to map it out carefully—flex date: (RD by April 1 – let’s make Data due Apr 22)Keep this mind for today…

Culturally Relevant Theory (CRT) is grounded in three tenets: “an ability to develop students academically, a willingness to nurture and support cultural competence, and the development of a sociopolitical consciousness” (Ladson-Billings, 1995b, p. 483).

4:35-4:50 Ashton teaches4:50-5:25 Student-led discussion (Alex) (Ashton and Vic next week—build in artifacts, readings, writing prompts)5:25-545 Introduce Unit Plan assignment and map (map due next week- sign up for times)5:45- Hand out writing dream team—be sure to add to this

Notes….6:30: activity6:55- end, next week, readings and mindset quiz (no need to do spot check- we did it)

Some highlights from readings: A new report from the Schott Foundation for Public Education finds that only 59 percent of Black male and

65 percent of Latino male ninth-graders graduate from high school four years later, while 80 percent of White, non-Latino male ninth-graders graduate four years later.

820,000 Black males in college vs. 1.6 million Black females in college In 1980 there were 100,000 Black males involved in the penal system and presently today there are 1.5

million; 70% are drug related. Black males are 700 times more likely to be incarcerated then white males Black and Hispanic youth are 17% of the educational system, constitute 41% of Special Education, and

only 3% of Gifted and Talented. 33% of Blacks and Hispanics are suspended from school each year. In 1920, 90% of Blacks and Hispanics had their fathers present, in 1960, 80% and currently 32% Black males are 84% of the NBA; 67% of the NFL, but only 1% of doctors, dentist, engineers, and

teachers. 60% of urban school children do not graduate from high school; 40% of those who do, only read at a 4th

grade level

Why do we need assessment? What are the various ways we can assess students? What is Culturally Responsive Assessment?

Low literacy is the factor prison inmates have most in common 45% of Black youth live below the poverty line 60% of Black youth do not have a father present in the home

Underlying causes for low-performance in schools: I. A strong self-hatred* and self-disrespect* within male students of color created from a lack of knowledge

of self and positive role models II. A drastic shift in influences from family, school, and church to peers, sports, rap and television, which

results in students not valuing a traditional education III. A school culture and belief system that results in low expectations and ineffective instruction that

perpetuates the same cyclical method IV. A European-centered curriculum* that does not differentiate for the needs of diverse cultures and

learning styles

Show--: Show- what’s in a test score….

It is important to keep in mind though that tests are culturally and economically biased and that the achievement gap is a (Kirkland, 2010) construct that was designed to demonstrate and normalize the myth that non-White and poor students do less well on standardized tests compared to White students. As the gap has gained more power structurally, it has been used to justify the value of dominant ideologies of middle and upper-class Whiteness in schools. In order to develop a true picture of what any test score really means, results should be disaggregated, read over time, account for background and schooling experiences, and examined cumulatively and holistically. What numbers represent Who it representsStakeholders’ dreams for replenishing the economy

White, middle class students and who have resources or access to them

Values of the dominant social and ethnic classesSociocultural deprivationCumulative neglect of motivationPrior practices of teachersHow home effects self-perceptionAny type of neglect or abuseInternalized inferiority complexStereotype threat-negative self concept

A test score…What it doesn't represent Who it doesn’t representTruth or reality Non-white students

Students from impoverished backgrounds or

who lack resourcesHope The majority of studentsIntellectual Capacity Students whose first language is not EnglishResearch that claims standardized testing is biased

Teachers’ best practices

The full picture of a studentStudent success in schoolA student’s potential to do well in college or lifeSociocultural or multi-class values

Language Exploration Awareness (LEA)

Language Exploration and Awareness: from Larry Andrews Numerous studies indicate that traditional approaches to teaching the English language

have been ineffective. Many studies indicate that studying traditional grammar and parts of speech have made

little difference in students’ reading, writing, or speaking proficiencies Studies indicate that thought and language are interdependent: what I think affects what I

say and what I say, affects what I think Many teachers still teach through antiquated paradigms or decontextualize grammar…

Ways to approach language/ 2 philosophies at oddsPrescriptive- approaches language rules as right or wrong/passes judgment, seeks to impose arbitrary rules that come from outside the language or to preserve a stage of language that has been left behind

Some of these rules include:•Double negatives•Split infinitives•Postponed prepositions

Descriptive- describes language and suggests ideas, rules

Dictionaries- debate began in 1961 w/Merriam Webster’s 3rd Unabridged Intnl Dictionary (all words, including swear words were included: descriptive)American Heritage Dictionary- Prescriptive published in response to the above

Oxford English Dictionary (OED)-most comprehensive of all dictionaries- claims to have every word•Prescriptive- American Heritage Dictionary/proper English•Descriptive-mutable/most dictionaries

What are some egregious outcomes of prescriptivism? What do you think about prescriptive rules of grammar? What were your own experiences with grammatical rules? Some of these issues feed into language planning (English only debate)

Critical Knowledge about NCLB ; what affects us •Imposed federal control over public education-current law of the land•Schools must make satisfactory annual yearly progress towards raising test scores or else endure the wrath of penalties: private control, job loss, funding loss•States are using different standardized tests that meet NCLB guidelines

•Teachers are losing critical teaching time, which is supplanted with test prep and exams•Tests are symptoms of “failed” teaching and imposed as remedies….

Organic approach to teaching English--Activities that emphasize meaning- learning should be approached contextually(grammar, issues, writing)--Uses authentic language found in society- examples that are relevant and timely (real life issues)--Developmental view- language is a work in progress--Activities develop awareness of several aspects of language --Activities are student centered and inquiry oriented (stay away from lecturing)--Activities require active reflection and critique—these are critical skills

Consider what some say in Defining Good English--marked by success in making language choices so that the fewest number of people will be distracted by the choices;•appropriate to the speaker/writer’s purpose•appropriate to the context•comfortable to both the speaker and listener when we say something that seems out of line, we pay a social tax- levied against those who violate society’s norms and expectations

Apply what we’ve discussed above and consider how it connects to this sectionDiscourse Patterns

Andrews recommends that you should pay attention to this grammar list…aim for mastery of key grammatical norms- these 20 represent the most frequently occurring in written language:

What would you add or subtract?

Dominant language in US is called American English so as to distinguish it from British, Canadian, and Australian English. comprised of different dialects- so it varies by region and linguistic

behaviors consider this:

Some people argue that the term Standard American English (SAE) is elitist, Why?

English for Wider Communication/English Varieties is what we see the research has moved toward.

African American Vernacular English(AAVE)/ Black English Vernacular (BEV)/Ebonics--slaves congregated and did not assimilate and language was insular --this does not represent a degenerate language--many people who speak AAVE…know how to switch registers/codes (speech variety)--to marginalize people who speak this kind of English is linguistic prejudice

African American Communities and AAVE/BEV Not a monolithic community, variation from community to community Keep in mind that until the close of the 19th century, over 90% were unable to

read and write. Every Southern state sans Tennessee had laws forbidding instruction of AA

until reconstruction- the church took exception to these laws 1870 AA went to great lengths to raise money to purchase land, build schools

—MOVE TO OBAMA HANDOUT… discourse pattern focus…Now discuss full group: EQ, Why does Culturally Responsive Assessment matter?

Based on this discussion, should we move toward context-based and differentiated assessments (or as in ELL learning, it’s called, post-method—which challenges that teaching, learning, and assessment should not be “top-down” but must grow from within the intersections of language within various social, economic, cultural and political environments as it takes into account the teacher, the learner and the context) (Kumardivelu, 2005). Consider Lee’s article, especially pages 273 and 275. Based on her argument, what can you do to generate CRA? Generate some suggestions.

6:30-6:50: Applications…. FILL OUT NOTECATHCERAccounting for the 3 levels of CRT, discussion of grammar and its relationship to writing, discourse patterns, design a Culturally Responsive Assessment (CRA).

Do the following and (Keep it simple): Decide grade level Decide on a topic you want to teach your students related to today’s discussion Write two objectives (see standards for support)

What is the product they’d produce to demonstrate learning (must be connected to objectives- both objectives can be part of the same product)

How will you assess learning Please design the assessment based on your discussion*You will present this to the class.

Here are some possible suggestions or feel free to select a related topic: Giving students opportunities to write for different audiences and for different purposes; Opportunities to write without concern for grammar What do you think about asking students to keep journals? Thoughts about encouraging students to write poetry- do you place a grade value on it: Thoughts about developing good writing habits Given that classrooms are more diverse than ever (they probably always were but research and activism

have lifted the veil) and knowing that discourse patterns and logic varies by culture (“topic-associative” or “topic-chaining,” “performance discourse,” or “narrative style”), how can you devise assessments that accommodate every student? Should you have multiple assessments? Should you teach students about shifting style and discourses by context?

What does it mean to have voice as a writer? What can you do to engage students in honing an authentic writing voice? What can help students develop authentic writing styles? What types of creative writing will you encourage? What is your belief about descriptive and prescriptive grammar? Will you emphasize both? Should you always assess writing? Discuss Based on what you now know about theory and discourses so far, what can you do to support students’ in

developing their CC possessed by Communities OC- aspirational, linguistic, familial, social, navigational, resistant and validating their home discourses, English varieities, vis-à-vis, voice?

1954 Brown vs. the Board of Education; struck down separate but equal of Plessy vs. Ferguson

History of AA education is rooted in the sacred-secular (non religious) continuum and the oral-literate continuum.

Sacred

Oral Literate

Secular

Four modes of discourse:1. Call-response- spontaneous verbal and non-verbal interaction between

speaker and listener in which all of the speaker’s statements (calls) are punctuated by expressions(responses) from the listener2. Signification (roastin’)- range from mild teasing to vicious slander3. Tonal semantics- use rhythm and vocal inflection to convey special meaning or to enliven speech; talk, singing, alliterative word-play, repetition, word stress4. Narrative sequencing- essence of strong storytelling; based on griots, revered tribal orator who told stories

AAVE (African American Vernacular English )/BEV (Black English Vernacular)

not all African-Americans speak this language not all of its speakers are African-American there are regional varieties linked by common features

Implications for the classroom : Some arguments: (1). That AAVE will supplant English for wider communication and students will lack skills vs. (2) We should preserve students native language

some students are placed in special education or lower-level classes some are given speech therapy major case: 1996, in Oakland, Board of Ed announced plan to recognize

Ebonics as a home language. School board eventually abandoned its position-there was much after mean-spirited attention given towards the teaching of AAVE in schools.

AA are often tracked into lower level classes and reading groups;