This would be the opening post for the next chapter, "An East Oakland Odyssey..." I am going to try and follow Cindy's outline for posting protocal - wish me luck! What struck me when I started to read about Elena was the broad scope of her question. It seemed too vast to cope with for a t-r inquiry. She discussed reading needing to be social and teaching students to love reading, again - seemed pretty big to me. The other part of this article's content that stayed with me was her situation and how she decided to handle her LARGE question. She knew she would have the same students for 3 years and she decided to concentrate her research on just 4. At first I was not sure what I thought about this for a couple of reasons, one being that I know I always feel I am finally getting to know my students on a deeper level once they are leaving - so her situation seemed unattainable. Another was that is seemed to be unfair. Now all of this was what struck me on the surface level of reading about her venture.
As I found myself highlighting and jotting down notes in the margins I realized I was seeing this on a much more positive and constructive level. First of all she made her questions manageable by controlling the number of students in her study. I bet this would make the data easier to understand. I also agree that changes for one student would most likely help more than one student. Her ideas about teaching students to love reading, having reading be social, and finding a touchstone book seemed to bring her ideas to a more personal level. I have a feeling this made the classroom a more comfortable place for her and her students. I liked the way she reminded herself that her goal was to change attitudes and not scores - if you can change an attitude than a score will most likely change next anyway - right?
The one irony I did see in Elena's journey was that in the beginning she was searching for equity for her studnets. In the end she commented on the possible inequity she created with her methods. I would be interested to hear other comments about that.
How did this connect with my research? Well it was very helpful and I wonder if it was a purposeful decision to have me post on this one. My research revolves around 'writing circles' which would be my form of writing workshop and connect closely to literature circles. Her article gave me more ideas to add to my writing activities. She also made me think of some interesting questions like: Can writing be social? Is there a 'touchstone' writing assignment? When confidence is such a key factor, would I be better off inflating grades to encourage students (I know a teacher who does this and it works wonders for him)?
Over and out CSUWPAI - can't wait to read the posts!!!
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Technology & Inquiry. Just like PB&J. But without that sticky feeling in the roof of your mouth.
12 comments:
Good questions, Renee. I, too, found it intersting that she only focused on four students. It also was surprising to me how candid she was with her students about the research she was doing. [I actually read this article earlier, and that's what prompted me to have a conversation with my students about writing workshops.]Somehow I saw this as "cheating" at research. But then I figured it was more like letting kids in on how you're going to evaluate an assignment.
Writing is social; it is influenced by past and present experiences, it fluctuates depending on the day, time, mood and people involved. By having writing workhops, we are admitting to the influence peers can have on writing. I'm curious about a 'touchstone assignment' --what if there is a 'touchstone writing group experience'??? I think there is! :o
I'm not so convinced about inflating grades though....
I too was struck with the idea that reading is a social activity. Although I've never viewed it this way it occurred to me as I read that I too, have always enjoyed the analysis and talking connected with reading groups. Being sure this was going to be important I was so proud of myself for being on track - however, I soon was lost in my own dilemma. At first the inclination was to stick with the topic (especially after seeing what you and Stacey wrote), but what I gleaned from the chapter was so much more significant to me that I can't let it go.
“Why are we reading this?” This was in the forefront of my mind as I tackled this chapter. I really did want to understand the point of the exercise – and I’m happy to report that I believe I’ve got it!
Many issues worthy of discussion popped up as I digested these materials – most of them aren’t germane to this particular venue. I’ve made notes for myself in the margins of my book, and perhaps at some point in time I’ll go back and mull over these ideas, but for the time being I want to focus on the one “aha” that struck me.
On page 77 Williams reports Eddie writing “What I learned this semester was that I learn best by acting. When I act I get to be that person and I know how they felt, and I understand history that way.” This passage is highlighted and accented with three little stars. Acting allows reflection - which leads to understanding. And here is my epiphany.
One of the things that has always bothered me about teachers allowing students to use art as a way to report something – such as an illustration in place of a book report – is that I think many students chose to do this because it’s “easy to do.” The student draws well, so this is an easy way out of the assignment. I say it’s an easy was “out” because too often these types of drawings aren’t reflective. They aren’t really a solution that leads to understanding. Using art as a response is TOTALLY VALID, but it must be art that is reflective, that helps the student internalize the ideas of the reading. An illustration is so often NOT reflective. Yes, it gives form to the author’s idea – but it doesn’t signal that the student understands.
For years my discomfort with the whole idea of allowing students to “use art to respond” to writing is like drawing a picture of the problem. Thinking about this passage allowed me to transcend the literal picture and gain insight that is an illustration proving that I’ve internalized the concept and really understand WHY I had that discomfort in the first place.
So, “Why are we reading this?” I guess, to me at any rate, we’re reading this for a couple of reasons. First to give us a model of how different teachers approach research (thus help us understand what it really IS). Second, the book gives us examples of how different teachers respond to the problem of presenting their research. And finally, it forces us to read something we might not have read in the hopes that we’ll arrive at an “aha” moment – and through that moment gain a new clarity in our own thought processes.
I knew I would get some response about the grade inflation. It is a good question though - at least I think so!
I still want to hear about the equity/inequity thing. Doesn't anyone else think it is ironic?
On the equity/inequity issue - I don't think it's possible to study individuals and not create a situation in which students are viewed differently, if not treated differently. Just the fact that the researcher gets to know an individual better makes it impossible to approach the rest of the class without bias. Investing deeply in your students is a double-edged sword. One overriding question I had was how was the carry-through. Sometimes I think a good teacher can really have an influence - but I wonder about the long term effects of the influence.
Focusing on individuals at least makes you stop and take stock, at a very personal level, with what's going on.
As far as the grade inflation - that's a loaded topic. I think kids know what they deserve and you're really not fooling anyone. My thoughts at this point are that it's like a candy reward, working in the short term but not the long term. However - they do say that if you do something a certain way long enough it becomes habit, so perhaps this is one way to establish a routine that will carry through. Again, I'd like to hear the further success of this particular student before I draw any conclusions.
Am I just a cynic?
Natalie - I don't think you are a cynic. Isn't that the problem with collecting data in the first place? How do we really know what has long term affects. This teacher had the student for 3 years and was still curious about the effects her research would have on him in the future.
I apologize, but I have deep concerns about this chapter. I know I'm late to the party (again), but there are some serious problems here. Respo, the irony here is so thick it's choking me.
Inequity: I participated in the "Schools Attuned" program last year. It's fantastic, but it takes weeks to attune one student. I have 180 students every semester. To spend that kind of time on one student is great because "it matters to this one" ("Starfish Story" reference) but what about the other 179? It takes away from my ability to think about and spend energy on the rest of the class--I just kept wondering how many kids needed the attention she kept giving to Eddie who weren't getting it.
She says herself that she "awarded him privileges that other students did not receive." She blows this off as something to "reflect on," but the bottom line is that this is not fair and that kind of favoritism should not be a side effect of t-r.
Second, I wonder if Eddie was extorting money from Ernesto. Eighty percent of these kids are on free and reduced lunch. Why would Ernesto be freely giving money to Eddie for Eddie to do his own homework?
I created a gang in elementary school that raised serious money (for my age) with exactly this kind of extortion--hidden from the teachers with this exact same brand of bravado and yes, we (particularly my victims) "brushed off" teacher's questions exactly as she describes.
Deepest apologies to Eddie if this is not true (I trust that his name has been changed, and I'm not accusing him of any crime, I'm only speculating), but think about it. Why would Ernesto be paying Eddie? It makes no sense unless you entertain the idea that there is some extortion going on in these "negotiations". For her to call it "peer approval and encouragement" just really hit me as totally bizarre--again, why would you pay someone else to do his own homework?
Last, grade inflation may make your job easier, but it doesn't help the kids. Life is not handed to you (unless you're Paris Hilton) on a silver platter, and grades shouldn't be either.
Motivate the kids by telling them that you value their presence in your class--affirm that what they say in class is intelligent and valuable, write positive comments on their papers, notice when they change for the better (or worse) and tell them that you've noticed the change, but I don't think we should be giving them grades they don't deserve.
Some of the kids that come back to see me when they don't have my class anymore; kids who I know I've made a difference for, are kids who had to fight just to pass my class. Natalie and smb, I know you don't believe in grade inflation, do you?
Renee, you mention a colleague who has success with grade inflation. Are you sure that's why he's successful? Also, how are you defining "success." How does his grade inflation affect you as another teacher in his building? You seemed pleased before that someone picked up on this thread, and this is an issue that I feel very strongly about--I really appreciate the fact that you gave us so much to think about with your post.
jc - you had some very clear viewpoints there. I didn't think about the extortion issue, now that you say that it makes perfect sense!
As for grade inflation, I don't know if I am pleased, but I was looking for some opinions from others. I did have a feeling it would be the type I am getting.
jc - you asked a good question. The teaher with inflated grades soes create some issues for the others. "my child isn't having problems in ___'s class." But this teacher also sees amazing results. Granted the person is an all around gifted teacher.
The other thing to through in is that I don't think grade inflation would work for me all through the year, but it might work in the beginning. It might make the students motivated to hold on to their A and feel a possibility for success. Maybe???? I am still just toying with the idea.
Wow, I miss one day checking the blog and look what happens! I myself had questions about whole money thing, but sometimes I am the ultimate cynic and wanted to try and break the mold :).
"Grade inflation" is such a loaded idea. I know that when I had students working in the dark room I would give a grade for effort because the process is all about trial and error - and it was totally possible to work all day and have nothing to show for it. Grades in my class were typically pretty high (although I did give my share of D's and F's) because I configured my grades to emphasize the process instead of the end product. However, I never thought of this as grade inflation - but I also recognized that as an art teacher I was in the enviable postion of having few people in the administration even look at my grading system.
Glad to see the "spirited" discussion that has ensued. It does bring up some touchy issues as far as research goes. I would love to have a group discussion (in person) this summer - I still have questions about the whole quantitative vs qualitative issue.
First, to address Renee's response. I suspected that the grade inflation affected other teachers in the building in some ways. I also suspected that there might be other reasons for that teacher's success.
I do think it's an interesting point that giving kids an early indication that they can do well may work in the way you describe, as long as the "inflation" did not continue for long. As you said, it may encourage students to work hard to keep their As.
Oddly, my philosophy has been the opposite--I usually hit them hard with a tough quiz or other grade early on to show them that I mean business. It does cause some distress and may have a negative impact on my class culture though; I think you have a very interesting point.
Natalie--I wanted so much to talk about quantitative vs qualititative evidence in my previous comment but I was already way over maximum length and couldn't. If I have another complaint about this chapter it's that it is so anecdotal that I found it difficult to get anything worthwhile out of it. It lacks "consistently reliable" (to steal Cindy's phrase) ideas for teaching that are more universal in their application.
There are some really good ideas buried in here (touchstone texts, reading as a social activity), but they're buried beneath a bunch of anecdotal stories about one kid in a very unique student-teacher situation.
I'm not saying that it's bad necessarily--for some teachers this might be exactly what they're looking for--but it's not what I'm looking for in a good t-r article (the previous two were much better in this regard) and I didn't find it to be particularly enlightening. Subjectivity is our strength if we recognize it and utilize it, but then I think it's important to move beyond purely subjective anecdotes about teaching.
Wow. Tons of interesting stuff here. MY apologies while I head off onto a tangent -- but it's natalie's fault.
Natalie, either at the mother blog or at your blog, could you please write more about reflective art and how to create/facilitate that process in a classroom that isn't necessarily an art class? I've been struggling with that for five years now and could use some help.
More on the rest of y'all's comments after I skim through the book some more -- I don't want to speak out of ignorance.
I have to admit --I've been trying to avoid the grade inflation question. Grades seems to be a hot topic with teachers.
Yes, Jason, you're right. :) I don't agree with grade inflation, and I, too, offer a b*tch of a test over the very first reading in ALL of my classes. It does set the tone in my classroom that you had better be prepared. Additionally, when I do offer extra credit or participation points, I do not add those points until the end of the semester -- not quarter -- semester. I've caught so much flack that I'm contemplating not offering extra credit.
I've actually been called into the office because I "give" too many failing grades. I've seen spreadsheets and bell curves showing what my grades should look like. Argh! I don't "give" grades; students earn them.
Just my two cents! :) smb
Wowee! To echo about five other people, lots to discuss here! I had to take notes about the comments I wanted to try to add to....this may take more than one post...I wanted to add to the grade inflation thing and the extra credit comment Stacey made. I, too, am a tough grader and the only e.c. I offer is service-based (book drives, free 5K walks, etc.)...I have to admit there are not many opportunities for it in my room , but I feel better doing that kind of e.c. than just more work when kids didn't do it the first time around. I know the high school teachers don't offer any, and as the feeder teacher for those teachers, I try to prepare the kids for what's to come. I can't seem to find anything wrong with free, service-based e.c., though, and the h.s. teachers seem okay with that, too.
As for the Ernesto and Eddie scenario, I found that also very, well, strange and oddly glossed over. What exactly is the deal with those two kids? Whatever it is, I really don't get it and it doesn't really seem to sit well with me. But, I also have serious trouble with money and grades being related, whether it's parents paying their kids for report cards or holding something over a kid's head in terms of money. The whole thing seemed a little fishy to me and I agree with Jason that it is briefly mentioned and supported by the teacher, overall, which seems to go over some line of ethics to me (though what the line is, I'm not entirely sure!)
I would also agree with Jason about Cindy's idea of "consistently reliable" info in this article. While I did relate to some kids (I have an "Eddie" in my class, as I'm sure many of us do.), the mere fact that the teacher is favoring Eddie seems to invalidate her research, does it not? I'm still trying to figure out what the heck research means, but I thought for sure it meant that things that happened were organic and uninfluenced by the t-r. Am I wrong here? Can we choose to almost doctor the classroom in the way this t-r did? By giving kids different privileges is sometimes considered differentiation for behavior, but here it seems to make her research unreliable. Is that true? Or can you do that based on the kid? For instance, I allowed one or two kids to turn things in late, as long as it was complete at the beginning of the year based on what they were dealing with at home. Now, and towards the middle of the year, I reeled them back in to meet the same expectations all the other kids had. They did not like it and pitched fits for a while, but are with the program for the most part now, as it would look for them. I consider that an accommodation, but a temporary one. Is that the same thing that was awarded Eddie and would that then be considered doctored research, were I to use these kids in my work if it were about academic success? And if so, would I need to exclude them from my research? I guess what I am asking in terms of this week's article is: what is considered reliable research and how do you even the playing field for research subjects if they are at-risk kids whose needs are in constant flux? Or is that okay to include in qualitative research?
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