South Harrison High School

With only 35% of students tested reading proficiency, South Harrison High School could benefit from instructional intervention in the area of Reading.

In my experience, I have found that students often struggle with assignments because they fail to completely read or comprehend instructions. A possible strategy for this would be to monitor comprehension by testing it before, during and after assignments.

Three pieces of evidence that the strategy works.
•Teacher-prepared notes show students what is important and how ideas relate, and offer a model for how students should take notes themselves (Marzano et al., 2001).


•Notes should be in both linguistic and nonlinguistic forms, including idea webs, sketches, informal outlines, and combinations of words and schematics; and, the more notes, the better (Nye, Crooks, Powlie, & Tripp, 1984).


•When students review and revise their own notes, the notes become more meaningful and useful (Anderson & Armbruster, 1986; Denner, 1986; Einstein, Morris, & Smith, 1985).

Action Research

1. What is the title of the project?
Looking in the Mirror: Helping Adolescent Talk More Reflectively During Portfolio Presentations

2. What is the problem?
Tim Frederick explains in his introduction:
"The reality for many of my students is that there is a deep divide between themselves and their learning, which has grown over several years and is the effect of years of unsuccessful attempts at learning. They are simply not interested in learning or looking at themselves as learners."

3. Describe the instructional intervention.
Frederick implemented a portfolio assessment project to have students focus more on learning that "blindly completing assignments." "Portfolios give the responsibility of assessment to the assessed[...] Portfolios can empower the powerless; they invite voices to speak in places which usually value obedient silence"

4. What kind of strategy is the instructional intervention?
The strategy used was "Reinforcing Effort".
"Students growing up amid challenges can develop an attitude that "failure is just around the corner," no matter what. Research makes clear the connection between effort and achievement—believing you can often makes it so. This research shares recommendations and techniques that encompass student recognition, beliefs, and attitudes about learning."

5. What evidence is presented that the strategy will work?
Not all students know the connection between effort and achievement.

Student achievement can increase when teachers show the relationship between an increase in effort to an increase in success.

Rewards for accomplishment can improve achievement when the rewards are directly linked to successful attainment of an understood performance standard.

A critical decision for teachers is how to provide recognition. Abstract or symbolic recognition has more impact than tangible things, such as gum, movie tickets, or prizes.

6. How will data be collected to determine if the strategy will work?

7. How was the data analyzed?

8. What were the results?

New Anchor Video (WebQuest 2)

Formative Assessment

For a formative assessment for my WebQuest, I liked the concept mapping website bubbl.us. Since my subject area is web design and all the students have access to computers, I think this site would be an excellent place for them to start the process of developing their Internet Safety website.

Anchor Video

This is the anchor video I chose for my WebQuest.

Webquest - Driving Question

I found an interesting webquest on Internet Safety. With the ever-expanding growth of the social networking and the Internet, I feel that it is important that students recognize how to navigate the web safely. The webquest I found gave the scenario that fearing for their safety, parents and school administrators banned the use of the Internet. Students must provide that they understand how to use the Internet safely and teach others to do the same.

A simple driving question for this quest would be:
How can students practice Internet Safety?

Power Standards

Since Business Education is not considered a core subject (which is a shame), I had a tough time finding a Power Standard I thought would relate. However, I chose Power Standard 5 in Reading and Language Arts. View it by click here.

Since this Power Standard states that:
Using a specified format (e.g. APA, MLA, Chicago), students will create an argumentative/persuasive or informative research project using a variety of electronic and non-electronic resources and then plan, create, organize and present a unique and properly documented media product to a specific audience.

I thought this fit with Business Education because it requires electronic resources and the creation of some sort of document. Additionally, I thought my struggling student may find it interesting because it is an argumentative or persuasive presentation. High school students feel passionately about things, whether it be fashion, music or politics. I thought a project like this would give a student an opportunity to express themselves and their interests.

Currently, I am doing my clinicals in a Web Publishing class. For that purpose, I picked a WV CSO for Web Publishing. Since they are saved as Word documents, I could not link directly to the document. However, here are some CSOs I felt related:
BE.O.WPP.6.1 utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects.
BE.O.WPP.6.2 demonstrate writing skills required to complete career/technical assignments and projects.
BE.O.WPP.7.1 search online using a range of technology tools and media to access relevant information needed for problem solving.
BE.O.WPP.7.2 create information for oral, written, and multimedia communications, adhering to copyright laws.

Learning Style

When I took the multiple intelligence survey, I scored close to the middle on most things. My highest was:
3.57 Self: You have a very good sense of self. You like to spend time by yourself and think things over. You will often take in information from another person, mull it over by yourself, and come back to that person later to discuss it. You like working on projects on your own. You often prefer to learn by trial and error. Effective techniques to enhance your learning include keeping a journal and giving yourself time to reflect on new ideas and information. More ideas:

My lowest was Logic/Math. I could have told you that without the survey.

Top Ten Wiki Reflection

Rebecca Pilver's lesson on the Top Ten Most Awesome and Dangerous Sea Animals created an exciting learning opportunity for not only her students, but additionally for her as a teacher. The project offered a wide variety of learning experiences from information about sea life to the use of technology and the Internet. The students' creation of a wiki met WV Standards of Learning as outlined below:

Standard One:
"Experiences are created to advance student learning and systems thinking through processes such as critical thinking, collaboration and problem solving and that encourage creativity, innovation and self‐direction."

Students worked in groups to collect information on several sea animals. This collaboration encouraged students to work together to complete the assignment. Students were required to complete different tasks and display creativity through projects such as the myanimalshape.com profiles.

Standard Two:
"Students’ misconceptions and misunderstanding of concepts are addressed in the lesson design to assure that the appropriate next steps in learning are taken."

Students learned that Top Ten websites reflect only the opinions of whoever is doing the site. Students viewed and critiqued videos while gathering information on their animals. From this information, they formed their own opinions on which animals were the most amazing and dangerous.

Standard Three:
"The teacher extracts data from ongoing formative/classroom assessments to inform and adjust instruction for intervention, enrichment or the next acquisition lesson."

Once the students completed their group's wikis, they viewed those of their classmates. Once all the animals were compared, students were ask to name the most dangerous and amazing animals. Mrs. Pilver believed that the groups would look at each project and judge from that information. However, all the students picked the animal their group worked on as their favorite. Mrs. Pilver had to re-evaluate the lesson. Presented with the problem, Mrs. Pilver approached the class for a solution. The students offered the solution of doing more work so all the projects would have the same types of information and then they could rerank the animals.

Student Observation

Having been in the classroom every afternoon for the last couple weeks, I knew exactly which student I wanted to "observe" when given the task. "Bobby" is a sophomore. He's very unique with bright clothes and piercings. Having talked to him on a few occasions, he seems like a decently intelligent student. While entering grades, I noticed that his average for the 6 weeks is really low (below 30%). So, I started watching more closely. "Bobby" rarely stays on task. He often tries to sneak and listen to music. Additionally, I've noticed that he is often absent.

Next week is the end of the grading period. My host teacher gave all the students copies of their missing assignments and a second chance to turn things in. "Bobby" doesn't seem interested and spent at least 30 minutes staring at a blank computer screen.

Culturally Responsible Teaching

Culturally responsible teaching brings the cultural knowledge, prior experiences, and performance styles of diverse students into the classroom. Through culturally responsible teaching, students become more engaged and feel vested in their education. America is a melting pot of varied heritage and culture. This uniqueness and diversity should be celebrated. By encouraging students to design digital stories based on their cultural capital, they can combat negative stereotypes, educate others about their culture and develop a sense of pride about where they are from.

“Mountaineer,” a PBS documentary, investigates the stereotypes suffered by the people of West Virginia. During the documentary, students attempt to take some of the negative stereotypes and labels back. “You think we’re hillibillies? We’ll show you Hillbillies!” By developing a photo story based on the true lives of West Virginians, a genuine reflection of our heritage can be shared.

Where I am from...(photostory)

Where I am from...

I am from a patchwork quilt handmade to be used, from Carhatt bibs and Bold Orchid lipstick sold by the Avon lady.

I am from the tin roof, weathered and worn, whose soft pitter patter lulled me to sleep on rainy nights.

I am from the tall sycamore tree and the fuzzy bulbs that covered the yard.

I am from the much anticipated Christmas party and a somewhat odd yet amazing sense of humor, from Johnie and Orpha and Delpha and the Gross family.

I am from the ability to look at things from a different prospective and the knack to create something from nothing.

From “you’ll never know if you don’t try” and “let me show you how that works.”

I am from finding my God in His creations, the beauty of a sunrise, the crimson and gold crisp fall leaves and a pure white snow.

I'm from Sutton, WV and buttermilk biscuits baked in an iron skillet and Pap’s venison stew with roasted potatoes and sweet homegrown carrots.

From the walk to the chicken coop, hands clasped behind my back, the apple tree with 2 kinds of apples surrounded by yellow jackets and the stone walkway lined with touch-me-nots that popped open revealing their seeds when my little fingers could not stay away.

I am from the mismatched frames scattered throughout the house, a brick hearth’s dusty mantel, and a china cabinet stuffed with trinkets and treasures.

I am from “til death do us part”, second chances and new beginnings.

What more could a girl ask to be from…

Student Interest Inventory

Since my subject area is business, I picked an Career Interest Survey. It can be viewed by clicking here. By knowing what careers students are interested in, teachers can include activities of interest to the students.

"...As soon as she opened her mouth."

“In Donny’s home, because neither parent could read nor write, the children grew up understanding that life did not include print. In fact, they did not understand that print existed as a meaningful semiotic system; it did not “mean,” did not function in their lives. And they lived full and interesting lives without it.”

This passage, as the whole article, really struck me. I had never thought about reading being a completely foreign concept. It’s just something we do. The analogy of the foreign student in driver’s education offered a perfect comparison. How can we expect students to understand literacy and reading if they have no foundation? A cultural deficit attributes students’ lack of educational success to characteristics rooted in their home and community environments. Although this deficit exists, it does not absolve a school from their responsibility to educate the student.

Mountaineer!

Although I was born in Ohio, I have always considered myself a West Virginian. My dad used to tell me that when he graduated from high school, they handed you a diploma and a map to Ohio or Pennsylvania. When he graduated in 1958, there was little work in rural, Central WV. He moved, as two of his older sisters had done, to Pennsylvania. After working there, then serving in the Army, he made his way to Akron, Ohio to find work. That's where I was born; however, I never considered myself a "Buckeye." It probably wasn't as often as it seemed, but every chance we had, we traveled "home" to WV to visit family. Just about everyone who lived on the street I lived on was from WV. The joke was "last one going home on the weekend, turn off the lights." Home has always been WV.

West Virginians have a great deal to be proud of. From these hills, many great Americans have come - Olympic Gold Medalist, Nobel Prize winners, great musicians, actors and athletes. However, we maintain our image of a "backwoods" place with uneducated and unwashed hillbillies. Perhaps, we, as West Virginians, perpetuate this stereotype. Even within our own state, we talk about other areas. My husband is from Logan County. I remember when we first started dating. I had several people tell me to be careful going "down there." Because "those people" are just a "little different." To be honest, they're not that different at all. Like many West Virginians I know, they're a hard-working people who have learned to make the best out of what they have. They depend on each other because they know they can. They are proud to be who they are and where they are from. Positive characteristics for any people and the ones that West Virginians should be portraying to the world.

Spring 2011

Well, a new semester has started and my blog returns from the dead. Links to EDUC 3351 and Blackboard are listed under gadgets.

Spring 2011

Well, a new semester has started and my blog returns from the dead. Links to EDUC 3351 and Blackboard are listed under gadgets.