Annotated Bibliography #6

Annotated Bibliography #6

Bibliography

Strangeman, N. H. (2006). Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom? LD Online.  Retrieved November 15, 2010, from http://www.ldonline.org/article/13002

Summary:

            The article I read for this week’s annotated bibliography assignment dealt with combining the two approaches of Response-to-Instruction (RtI) and Universal Design for Learning (UDL) to address the needs of students with disabilities.  Both are noted as strategies that have helped to improve students’ abilities focusing on specifically those students with disabilities.  The difference between the two is that, “RtI is a process for making educational decisions based on at-risk student’s success or failure during specialized intervention, while UDL is a process for making curriculum design decisions to maximize success in the general curriculum,” (Strangeman, 2006).  Both approaches share the objective of improving educational outcomes for students.  The article presents some general strengths of both approaches, furthermore discussing the potential impact of taking those strengths in combination to best meet the needs of the students.  Both approaches emphasize the need to administer on-going assessment to monitor and track growth throughout the process.  The article also recommends possible ways to incorporate technology throughout this process.  According to the article, the Center for Applied Special Technology (CAST), has devised three sets of broad teaching methods that support neuroscience-based insights into how each learning network functions, combined with an understanding of how digital media can support flexibility.  Additionally, the article states that this method of teaching leverages the fact that recognition networks can extract meaning using different sensory modalities and acknowledges that this may be different for each individual student.  CAST has developed digital, supported reading environments that integrate research-based approaches.  Some of these features include text-to-speech and multimedia dual-language glossaries to support these differences.  Additionally, there are also various levels of instructional challenge and support, as well as strategy.  The students also have the ability to choose from a variety of animated characters as tutors.  According to the article, the use of technology can, “increase flexibility and adaptability with the additional benefit of improving teacher support and student engagement,” (Strangeman, 2006). 

Discussion/Reflection:

            Overall, I found this article to be very helpful.  I have been very intrigued by the process of RtI and how this process can be implemented to reach its fullest potential.  After reading the article, I believe that the combination of these two approaches, RtI and UDL, seems to be something worth trying.  Thus far my knowledge of RtI has never involved the use of technology to any great extent.  However, I believe that with the introduction of and combination of UDL and RtI there appears to be a more in-depth approach to addressing and meeting the needs of students.  I thoroughly appreciated the acknowledgement that technology can be introduced and implemented in the classroom to help students become more successful.  I am also very interested to learn more about the technology that is available to help support the needs of all students. 

Annotated Bibliography: Teaching with Technology (Optional)

Annotated Bibliography: Teaching With Technology (optional)

Grammar Blast (n.d.).  Houghton Mifflin English: Grammar Blast.  Retrieved November 9, 2010, from      http://www.eduplace.com/kids/hme/k_5/quizzes/.

Summary:
The technology tool that I chose to investigate focused on language arts.  Although there were countless resources available, many with very intriguing links, the link that I found to be most interesting and applicable to my classroom was the link entitled “Ten grammar games and lesson plans”.  As I perused the information provided on this particular link, I found Grammar Blast.  This particular game was developed by Houghton Mifflin, therefore it is something that I can incorporate into my classroom without embarking upon and endless search for reliable sources.  One benefit of this resource is that the games are divided into specific grade levels ranging from second to fifth grade.   I could easily navigate through the system and find, without great effort, appropriate materials for specific grade levels.  In addition, the Grammar Blast game incorporated a variety of language arts skills within the formatted game which involved a series of 10 questions to which the students had to select their answers from a multiple-choice menu.  The questions were concise, yet they targeted specific skills at each grade level depending on the unit selected.

Discussion/Reflection:
I was so excited to learn about all of these technology tools available at my fingertips.  I sometimes feel overwhelmed and frustrated with the endless, unproductive internet searches.  I was particularly impressed with this particular site because of the format of the site.  The targets were divided by grade and subject matter so all I had to do was click on a link.  Additionally, the games are short and to the point.  This would provide me with a great opportunity to take just a few minutes to work individually with a student or with a small group of students to practice specific skills or to utilize the site as an informal assessment throughout the course of a specific unit.  I also believe that this would be a great tool for my 3rd grade students who are involved with Acuity.  This particular test (Acuity) is completed on the computer.  Unfortunately, many students, general and special education students alike, struggle with computerized tests.  The additional practice they receive by participating in games like Grammar Blast would be very beneficial for these students to help them gain important testing skills.  Overall I found this site to be very helpful.  I am eager to utilize this tool with my students.  

Annotated Bibliography #5

Annotated Bibliography #5

Annotated Bibliography #5

Works Cited:

Vaughn, S., Linan-Thompson, S., Hickman, P.  (2009).   Exceptional Children:  Response to         

instruction as a means of identifying students with reading/learning disabilities.

Retrieved November 7, 2010, from www.highbeam.com/doc/1G1-105439064.html.

Summary:

            This particular article entitled Response to instruction as a means of identifying students with reading/learning disabilities was of particular interest to me because of my role as a special education teacher in the elementary school where I teach.  The article discusses in great length the recent push for intervention procedures in assisting students who exhibit learning difficulties, specifically in the area of reading.  One staggering statistic shared in the article indicated that since the category of learning disabilities has been established in 1977, the “identification of students with learning disabilities (LD) has increased more than 200%”, (MacMillan, Gresham, Lopez, & Bocian, 1996; MacMillan & Speece, 1999).  Additionally, the article also notes that there are many flaws identified when utilizing the discrepancy between IQ and achievement criteria.  The flaws noted in the article include the following:  IQ is not an indicator of potential; the psychometric properties of the standardized tests often prevent students from receiving the special help they need until they are age 9 or older; discrepancy scores are unreliable; the focus on students’ academic needs is not prioritized; discrepancy is not a valid marker for disability; and lastly, misidentification rates are high.  As a result of these flaws, the process for identifying students with learning disabilities or other disabilities has changed.  One of the changes in the process includes emphasizing the use of professional judgment by using measures of school performance in addition to scores obtained from psycho-educational testing.  One limitation of utilizing professional judgment is that this judgment potentially could vary from state-to-state, district-to-district, or even school-to-school within the same district.  Consequently, the process needs to be clearly defined to all participants throughout the procedure.  Another change in the identification process is the implementation of RtI (Response to Intervention).  This process involves providing additional support to students who are not working at grade level.  The RtI process is intending to work in stages, focusing on set schedules and established times.  This particular article discusses the option of utilizing 10 week periods at the end of which, the students are re-evaluated and the determination of their ability is reassessed.  Based upon the student score, the student either returns to the classroom, meeting the requirements, or remains in the RtI process for another 10 weeks.  Upon completion of this round of RtI, if the student still has not made adequate progress, the request for testing begins.  Thus providing additional information to the testing procedure.  This new process has been beneficial in identifying students based on additional information than what was previously utilized.  The article also noted several ways that students could be supported, including, but not limited to, technology, scientifically research based reading programs, additional remediation, etc.  Overall, the article proved to be very informative in regards to explaining the role of RtI in the testing process. 

Discussion/Reflection:

            I found this article to be very informative in regards to RtI, especially now that my role as a special education teacher has changed so dramatically.  Before RtI, I was able to work with special education students in a small group setting, working at their level and their pace.  Although the students generally did not move at the same pace as their general education peers, the goals of these students were still based upon the standards established by the state.  Unfortunately, that is not the case anymore.  Although I see the benefits of RtI for some students, specifically the general education students who may need a small amount of additional support, I do not see the same growth for the special education students.  This is a frightening thought for me.  With the passing of No Child Left Behind, all students are “supposed” to make growth to meet grade-level standards.  I am perplexed at how these students are going to make the needed growth without the needed support.  As I mentioned previously, I do see the advantages of implementing RtI, however, I do believe that there needs to be a balance of this process and the additional support provided to special education students to help all students be successful.  This article helped me further my understanding of the process.  

Video Analysis #2 Two Million Minutes Debate

Two Million Minutes Debate by Dr. Yong Zhao and Robert Compton

Video Analysis #2

First of all, let me begin by saying that I am so glad that I was able to view this video.  I truly appreciate the “breath of fresh air” Dr. Zhao delivered.  In fact, I feel as though I have “wind in my sails” again.  Although I found the first video to be very interesting, I believed that our educational system was, once again, being condemned.  Nevertheless, both videos have provided insight that have been very thought provoking.

1.  What is the message sent by Yong Zhao and what is his purpose?
I believe that the message sent by Yong Zhao is one of faith in the American educational system.  Furthermore, I believe his decision to move his family to the United States to ensure that his children will have the “American educational” experience speaks volumes!  Unfortunately, for some time now, the news tends to shed a negative light on the educational system in the United States.  The first video also presented similar findings.  I sometimes feel overwhelmed and discouraged, often doubting myself as an educator.  However, after listening to and observing Dr. Zhao, I found confidence in my abilities as a teacher.  I felt as though “we” finally have someone in “our” corner.  An individual who believes strongly enough in the educational system of the United States to actually move from one of the countries that, according to Compton, are superior in regards to education.  Amazing.  I believe Zhao’s message was clear.  The educational system of the United States is effective.   Dr. Zhao’s purpose in this particular debate was to defend his reasoning pertaining to his thoughts in regards to the educational system of the United States.  Additionally, I also believe that Dr. Zhao also presented some compelling information, statistically speaking, in regards to data from China.  Consequently, I viewed Dr. Zhao to have a dual purpose throughout the debate. 

2.  What techniques are used by Yong Zhao to attract and hold attention?
I enjoyed listening to and watching the debate.  One of the techniques that really held my attention was the humorous way in which Dr. Zhao interacted with his information and with the audience.  Additionally, he included many visuals with astounding statistics, both visual and verbal, to support his case.  Another technique that left a lasting impression was the use of the maps presented during his slide show.  Utilizing this technique certainly provided a “clear” picture for what Dr. Zhao was reporting.  Another technique that I found to be a great attention grabber was the fact that Dr. Zhao actually lived in China.  Therefore, his first-hand life experiences really made an impact and held my attention throughout the entire debate.  In fact, I often found myself wanting to hear him speak instead of Robert Compton.  One other technique that I found to maintain my attention was the way that Dr. Zhao did not stray from the topic.  Often times, in my opinion, the conversation seemed to take a turn toward a more business discussion.  However, Dr. Zhao quickly refocused the discussion to resume conversation that was topic related.

3.  What lifestyles, values, and points of view are represented in Yong’s message?
Yong’s message included a variety of information in regards to lifestyles, values, and points of view.  To begin with, Dr. Zhao has first hand experience of living in China.  He spoke knowledgeably about what life was like for him in this country.  In addition to his first hand experiences, Zhao also included a stunning punch with the statistical information in regards to the values in both cultures.  Although this presentation was delivered in a different context than the video from last week, I still believe that Dr. Zhao did a phenomenal job of including this information during his presentation.  Specifically relating to the fact that the points of view for American students versus Asian students when considering an education varies greatly.  American students attend college because they want to.  However, Asian students are forced into academics.  I believe Zhao called it “forced excellence”.  Additionally, Dr. Zhao seemed to focus on the need to appreciate and applaud individuality.  Again, some people may not agree with this thought process.   In addition to the statistical information presented by Dr. Zhao during his presentation, he also offered further comments regarding lifestyles during the question/answer session.  Noting that not all people find wealth as a source of happiness.  Regardless of the lifestyle, value, or point of view presented, I found that Zhao seemed to appreciate that fact that the United States still promotes a sense of individuality and moving away from that would be disastrous.

4.  How might different people interpret Yong’s message differently?
I believe that Yong’s message could be interpreted differently by different groups of people.  Obviously, Robert Compton certainly did not share my enthusiasm for what Dr. Zhao had to say throughout the debate.  I do believe that the interpretation would depend greatly on life experiences, lifestyles, and values that are established long before a formal education actually begins.  Often times, students come to school with the preconceived notions of their parents.  Some of which are positive, but some are negative.  Whatever the case may be, the decision, in some cases, has been made long before the experience has actually taken place.  Individuals from other cultures or countries may also perceive this very differently.

5.  What is omitted from Yong’s message?
Based on the type of presentation/debate that this particular video displayed, I am not sure that I felt anything was missing.  I believe that Dr. Zhao certainly defended his points and supported his stance with compelling statistical information.  I believe that if there is one thing that I would like to see added would be some question/answer time with him alone regarding how he came to know that the United States was where he wanted to be.  When did he make that decision?  I would also like to know what his thinking is in regards to what “we” need to do to better our educational system without moving toward standardization.  Again, I am not sure that this was necessarily missing, I just do not believe that there was an opportunity for him to elaborate given the nature of the event.

6.  Now you have heard two sides of the story.  Which side would you vote for?
Let me just say that I struggled to even get this video downloaded (DIGITAL IMMIGRANT     for sure!).  Nevertheless, I am so glad that I was able to experience this.  After last week’s video, I felt like I was a bad teacher and I was not meeting the needs of my students.  However, after watching this video/debate tonight, I actually found a second wind.  I certainly understand some of the points made by Robert Compton, but after listening to him throughout this debate, I kept hearing a common theme…..money!  Additionally, I felt as though the information presented by Compton had a tendency to leave me questioning what was said.  Now granted, that could have been because I found him to be overbearing, but I feel as though Dr Zhao supported his case much more effectively and stayed focused on the topic.  I believe that the information that Dr. Zhao presented is something that should be seen by educators to know that we are successful in what we do.  One comment that he made during his presentation dealt with these other countries, specifically China, have high test scores, but low abilities.  Yes, these Asian students can remember very well, that is how they are taught.  However, that does not mean that these same individuals will be successful in life after the test.  Another staggering statistic shared by Dr. Zhao was that regarding China’s suicide rate.  I was astounded to say the least.   Yet this is what our educational system is compared with.  Overall, I found the debate to be interesting.  I will have to say that I would certainly vote for view of the American educational system presented by Dr. Zhao.  Not only because I am a teacher, but he stated three key facts that I believe are difficult to dismiss regardless of location.  Zhao noted in his presentation first, it is not a good idea to compare countries.  Now, this is something that I have heard a time or two because we never really know what students we are comparing.  What can we gain from this?  Secondly, Zhao recognized that no country (economy) can survive with only 1 or 2 types of talents. Lastly, diversity of talents is critical, according to Dr. Zhao.  I would definitely agree with each of these points.  As a special education teacher, I realize that not all of my students may make a decision to go to college.  Does that mean that they should not be permitted to pursue a life of happiness?  No.  It simply means that as educators, we provide the best education possible to each and every student and we celebrate the talents and successes of those students based on who they are as individuals. 

Two Million Minutes Documentary Analysis

2 Million Minutes

Video Analysis

Who is sending this message and what is the author’s purpose?
Although I did not find a definite source of monetary support for the documentary, I do believe the author of this particular video appear to be Bob Compton.  There appear to also be other individuals who also had a part in the development of this documentary.  The author’s purpose of developing this documentary seems to be one that  compares American education with those of China and India.  Particularly focusing on the lack of educational focus in the United States compared to the other countries.   

What techniques are used to attract and hold attention?
The author of this documentary utilized a variety of techniques to attract and hold the attention of the audience.  First, the idea that the information is presented through this media rather than an article or print format speaks volumes to me.  Acknowledging that as a society, we (generally speaking) are more inclined to take in new information in this format.  Within the documentary, the author included staggering statistics to enforce the point of this video.  Additionally, the author utilized actual students and families to film this documentary.  This most certainly held my attention in the fact that these individuals were not actors.  Instead, their stories were real therefore bringing the points of this issue into focus.  The aspect of being able to “relate” to another individual definitely contributes to the attention factor.

What lifestyles, values, and points of view are represented in this message?
The one element that stood out to me throughout the documentary in regards to the message conveyed through values especially is that all of the families involved in the making of this documentary deemed education as important.  I believe that this is one of the factors that also contributed to emphasizing the overall point of the video.  Education, with all of those involved, was important.  Although education is important to each of the participants, there was also a great deal of focus in regards to how participants spend their time when they are not in school.  This is one area that I found to be “tough to swallow”.  I certainly believe that an education is critical to success in life.  However, I was one of those students who also had a social life growing up.  I feel that I better learned to optimize my time with all of the events that I was involved in.  Just because I had other interests other than school does not make me any less of a student or as an individual.  This was the one way in which I felt the documentary was making the point that as Americans, we do not utilize our time “wisely” when compared to other students in different countries.  Along with this aspect, I found it to be quite interesting that even though the American students did not devote as much time to their studies as the other students, these students were still able to get into the school of their choice.  Again, I recognize and believe in a strong education for all students; however, I found myself wondering how frustrating it must be for the students from other countries to spend all of their time studying only to be denied access to a school of their choice.  I can relate specifically with this through experiences I have had with exchange students from various locations all around the world.  Typically, before each of them left to return home, a common comment regarding their return to the US to complete some education.  These students were nearly all amazed at the free time they were given when compared to their native country.  I had never really contemplated that thought much until watching this video.  Now I have a better understanding of maybe why these comments were made by these young adults.  

How might different people interpret this message differently?
Interpretations of this documentary could vary greatly depending on the audience.  As noted previously, families involved in the making of this video deem education as an important component of a successful life.  Generally speaking, each of us taking this class would also agree with that.  However, I do wonder how parents who do not value education would perceive the message in the video.  Would this change their way of thinking to want more for their children than what they had?  Could this documentary help parents understand the importance of an education?  I believe that truly the impact of this video would be dependent on the emphasis placed on education in the home.  What is important in one household may have no value whatsoever in another.  Does that make any of us any less of a person?  Especially from my professional background as a special education teacher.  I found myself wondering how some of the parents would interpret this video.  I have many parents who value education.  These parents assist their child on their educational journey.  However, some of these students have low cognitive skills.  What would the perception of this documentary be for those students?  “Success” can be measured in so many different ways. 

What is omitted from this message?
The one thing that I would very much like to see is a follow up with the participants in the documentary.  How did the students change once they entered the next level?  How did parents’ expectations or views change?  What happened to students in the other countries who, despite their efforts, were denied the opportunity to continue in their school of choice?  How many of these students considered coming to the United States?  Overall, the documentary provided some very thought-provoking points that made me consider aspects of the American educational system that I had not considered.

Professional Development Web Site Evaluations

Professional Development Web Site Evaluation

http://www.ascd.org/

http://www.doe.in.gov/

The two professional development web sites that I have selected to investigate are listed above.  The first web site is www.ascd.org and the second is www.doe.in.gov.  Additionally, I am utilizing the UC Berkeley guide to evaluate these particular web sites.

I selected my first web site because this is something that we utilize in our building.  As part of our professional development within our building, we decided that this would be a resource that could provide information that is helpful for all educators.

1.  The first web site on my professional development list is the ASCD also known as
the Association for Supervision and Curriculum Development.  As far as the URL is concerned, I noted that the web site is a nonprofit, nonpartisan member organization as the domain extension is “.org”.  The site does in fact correspond to the name of the site. 

2.  In scanning the perimeter of the page, there were numerous links provided.  The links include the following; about ASCD, Join/Membership, Community, Research a Topic, Publications, Professional Development, Online Learning, Conferences, Initiatives and Programs, Public Policy, and ASCD Store.  However, there does not seem to be mention of a publisher specifically.  The ASCD organization is responsible for this particular web site.  The date listed at the bottom of the page is 2010 while other specific dates indicating what in-services are available and what dates they are held during the current week.  The web site is created for educators.  There is also listed contact information listed should further information be needed.  The credentials of this particular web site appear to be reputable as does the information presented.   

3.  The ASCD web site also lists the mission statement on this page.  The history and membership information is also included.  The links do work.  There is a wealth of knowledge just waiting to be explored.  One particular link that I enjoyed investigating was the “Research a Topic” link.  There were a wide variety of topics listed with information pertaining to each topic providing additional information regarding those links.  This is very helpful for educators whether in the classroom teaching, or making sure the school is running smoothly as an administrator.  
The academic journals are also of great support.  From what I could gather, I did not see anything that would present itself to be negative in nature.  I did find that the links included did link to other sites that provided additional information regarding a specific topic.

4.  According to alexa.com, this particular web site has 1,878 linking sites.  Although the site is ranked in Alexa Traffic as site 145,637; this particular site is referred by search engines approximately 23%.   Although there is a designated area for “reviews”, none have been written currently. 

5.  After considering the information presented on the web site and utilizing the UC Berkeley guide, I found that the information presented in this site was accurate and reputable.  This particular page contains a great deal of helpful information covering a wide variety of areas for educators.  I do believe that this particular site does contain information that is credible and useful to the “visitors”. 

 I selected my second web site because this is something that I utilize frequently in regards to writing IEPs and also in being a member of our School Improvement Committee.  This particular site provides a wealth if information that has helped me on many occasions. 
1.  The second web site on my professional development list is from the Department of Education.  The URL indicates that this web site stems from a government office as the domain extension is “.gov”.   The one person that can be found regularly on this page is Tony Bennett.   This page is published by the Department of Education; therefore, the information provided is extremely beneficial to all educators. 

2.  After scanning this particular web page, I noted a tremendous amount of information to be available through various links.  Information regarding Indiana schools, learning standards, student testing, school performance, education partners, online services; information for students, parents, educators and researchers and media.  Additionally, there are links provided for school data, academic standards, ISTEP+, and Learning Connections.  There is also contact information listed as well. 

3.  The links I explored were very informative.  Although I did not navigate through all of the links, the ones that I did worked great and provided a great deal of helpful information.  The specific link that I always find to be very helpful is the link for academic standards.  This is a great tool that is very helpful in locating grade-level standards in the development of IEPs. 

4.  According to Alexa.com, this particular web site has 6,137 additional sites linking in.  In regards to Alexa traffic ranking, this particular site is number 7,165 in the world and 1,644 in the United States.  As with the other web site, there was a place identified for reviews, however, there were no reviews written at this time.

5.  Based on the UC Berkeley guide, I believe that this site is a credible site.  The information contained on this site is very helpful.  In addition, it is very easy to access information about my own school on this site.  I do believe that the information is useful and the resources included are reputable.  I would recommend this site to any educator.

Information Literacy (IL) Quiz Results

Information Literacy (IL) Quiz Results



1.  List 4 major search engines and a major directory.
   
    Bing, Yahoo, Google, Dog Pile
        Ask.com

2.  What is a blog?
    A blog is a website that is designed by an individual, usually, and utilized as a communication tool for that individual and others.  For example, a teacher may design a blog to “communicate” with parents in regards to homework or information to be shared.

3.  Why might you use quotation marks when conducting a search?
    If you are looking for a title or name of something specifically.

4.  URL is an acronym for?
    Universal Resource Locator

5.  Identify three Boolean search items.
    I have no idea.

6.  How do you find the owner or publisher of a Web site?
    Look on the web site for an individual’s name.

7.  Identify these extensions and what they represent.

    .org=organization    .com=commercial    .sch=I don’t know           

    .k12=kindergarten through 12th grade  .edu=education    .gov=government

    .ac=I don’t know    .net=network    .mil=I don’t know    .co=country

8.  How do you find out who is linked to your school’s Web site?
    You can find out who is linked to your school’s web site by looking at the web page established by the school.

9.  What clues in a Web address might indicate you are on a personal Web site?
    If a web site is a .com or something that is sponsored by or designed by an individual.

10  How would you conduct a search for the following;  a list of Web sites of all the academic institutions in South Africa?  (Hint:  South Africa’s country code is .za).
    www.academicinstitutionsofsouthafrica.za.co

11.  How do you find the history of any given Web site?
    Look for dates provided on the web site.
   
12.  How would you conduct a search for the following:  US higher education Web sites that contain the word turtle?
    www.turtle.edu
   

13.  How do sites get to the top of a result list in Google?
    Sites can move to the top of a result list in google by being “searched” frequently.








WOW!  I managed to obtain an astonishing 4 points making me “somewhat savvy” in regards to my knowledge on IL.  To be quite honest, I feel as though the “grader” of this quiz is being very generous as I found myself struggling significantly with many of the questions.  One of the main things that I took away from this quiz was the realization that although I utilize some form of technology on a daily basis, I really had no idea what some of the information was pertaining to.  I realize, upon completion of this quiz, that I need to be better prepared in my own knowledge before I can accurately and appropriately guide my students in their endeavors to utilize technology to the best of their ability.  Just have the ability is not good enough.  The foundation of what it is I am using and why I am using it would certainly be beneficial in the classroom as a teacher and as a student.