Stanley L. Swartz, Ph.D.
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cory craig
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Is anyone else having trouble pulling up the video off of Dr. Swartz's webpage?  When i try to open the video in a new tab it just keeps trying to open continuously without ever completing the function.

David Hollis
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I can't get it to play either. Anyone have any ideas?
Timetra
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I can't even find the link to the video......i went to courses/course syllabus and i didnt see the link.

Martha Greenley
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My loginand password are not working so I have not been able to access the video.

Kasondra
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I am having the same issue.  I cannot view the 2nd video.  I was able to watch the 1st one the other day.  The link for the second one is taking a very long time and it opened up the first video at one time.  Not sure what to do....
Michael
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I am having the same problem.  Login is not working, and no video can be found at the address we were given.
Michael
Andy Strauja
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I am having the same problem.  When I try to watch it, the screen pops up with:

Not Found

The requested document was not found on this server.


Web Server at stanswartz.com
 
My password also does not work, as I used a password with 6 numbers, and it only allows us to enter 4.
Bethany
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Hey everyone....

If you are having a hard time getting the video right click on this link http://www.stanleyswartz.com/530movies/DIFFICUL.MOV and "save target as" to your desktop. Then you should be able to view it using quicktime.

Hope this helps!

Bethany McPherson
Sam
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Sam
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I was doing the online "Guided Reading" key terms and had a hard time with number six.  It is: 6. Reading is aprocess. Basic to the process is the understanding that what can be or units of or meaning. But in the book I cannot find "unit of _________ or meaning" anywhere.  In the book, it is "Reading is a cognitive process. Basic to the process is the understanding that what can be said can be written down and then read again by the writer or by someone else." Pg, 3.  Is anyone else having issues with that one?
Matthew Lowell
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Matthew Lowell 002716011

ESPE 613 Fall 2011

3 Reading Reflections from: Guided Reading and Literacy Centers  pages 2 – 54

And  7. Record of Oral Reading  pages 137 & 138

Week  One

 

#1

Pg. 2 – “Students read a portion of the text orally during the guided reading sessions, and they read other portions independently.”

                I teach a class of emotionally disturbed teenagers at Elsinore High School in Wildomar. I have eight students ranging from 9th grade to 12th grade and through varying cognitive levels. Students come and go to their various mainstreams throughout the day, and then return to my room as scheduled and appropriate.

                During 3rd period we have a table group that focuses on driver’s education. I stumbled across a set of old texts as I was moving classrooms and decided to assume the use of them. Everyday my aid and I go through the text and highlight the essential reading and information as it connects to the review questions. We do this in three copies of the texts.

                At the beginning of the group, all the students are given highlighters and they highlight the same material and passages in their book. This is the first time they browse the information. Then we begin the guided reading process as students read alternate highlighted passages. This is the second time they peruse the information. And finally they do the review questions. This can be done  aurally (orally) for token economy points, or the students can right them out independently. In the end, the students have reviewed the information three times. So far, so good!

Pg. 13 – “Prepare an introduction to the story, keeping in mind the knowledge and current skill level of each student. Engage the students in a conversation about the story.”

                When trying to read with a group or presenting a lecture, I find this step is the most important to remember. That is, it is helpful to tie the chosen topic into a personal experience of the presenter or the listener. This increases the interest overall and makes the whole experience more tangible to the participants.

                It’s important to know the reading level of each student when assigning passages or checking for comprehension. The students appreciate this as well (even though they may not know it). No one wants to be embarrassed in front of a group.

 

#2

Pg. 23 – “Smokie: The complex sentences in this text extend to a non-facing page.”

                This structure and presentation of phrasing shows the young reader that a sentence is constructed of larger parts and begins to demonstrate the concept of ‘clause’ and ‘phrase’. It also teaches little guys how to keep reading onto the next page, that, the end of a page does not have to mean the end of a sentence.

Pg. 25 – “I Can Fly: In this basic riddle book, the students read five lines of text and need to use the clues in the text to find the answer to the riddle. They can still use pictures to help them read, but the illustrations are less supportive, as they contain more objects to consider.”

                What I like about this design is that the text lines can be used to identify images, and the images can be used to identify the lines of text. However, they do not match up exactly, which leaves room for examination and inference on the part of the student. It also demonstrates that text and pictures are each full of information, and together, even more so. One can bring clarity to the other. In my room I often use exercises that include writing about or describing a picture. And I also do the advert, where an illustrated picture can help define some text.

                Everyday my students are responsible for a journal entry. I have a prompt on the board or they can write about anything of their choosing, as long as it is appropriate for the classroom. Sometimes I ask for an accompanying drawing. And sometimes I ask only for a drawing. It creates variety to avoid boredom but also increases their ability to construct a summary.

Pg. 36 – “sophistication of the concepts presented, student familiarity with content, text layout and features, vocabulary, sentence length, complexity of language structures, text type, length of the text, probable student interest in the subject”

                With my students, it’s all about interest level and content. Although in high school, most of my students are not strong readers. And most of my students have short attention spans, impulsive behaviors, and are certainly behind the academic curve, as it were. If left to read on their own, the stories need to be exciting and in clear language. Examples of this may be The Outsiders or Call of the Wild. The content in these types of books is such that my students with behavior problems can relate to things such as greasers, rich kids, and rumbles, as well as ‘the law of club and fang’. Our favorite read at current is East Side Dreams by Art Rodriguez. I choose to read this book aloud on a daily basis because it has a time line that is circular and Native American in nature. Every chapter is a story of its own, and is not necessarily dependent on the previous or following chapter for continuity. And the language is clear and not pretentious, nor is it ‘dumbed-down’ too much. The stories in this book talk of a Latino teen that grew up in the East Side of San Jose in the late sixties and early seventies, and his tales of streethood, and eventually, prison. The passages are full of all the violence and action that my students love, but does not glamorize such things, and rather, indirectly injects more positive morals.

 

#3

Pg. 39 – “Generally, as the size of print decreases, and the density of text per page increases, the text becomes more difficult. The arrangement of text influences text difficulty. Adding features such as bolded print, columns, and captions makes a text more difficult. A greater number of such features in a text also makes it more difficult.”

                With my students, I notice that the inclusion of these features does little to make things easier for them. I have to tell my teenagers again and again to ‘pay attention to the bold print or the blue-block letters. These are important points and topics. That’s why they are written this way, to guide you to the answer. The chapter is like an outline that follows the review questions!’ Sorry, deaf ears. They don’t seem to get it. They don’t seem to recognize why different headings have different fonts or colors. They don’t understand the basic outline design ‘I., A., 1., a.’ and so on. I think I need to work on this. I plea for them to pay special attention to the margin notes in a text, as well as the tables and figures. There is often so much pertinent information in these boxes and blips but, sadly, these things go unnoticed.

                This passage on pg. 39 has inspired me to study the design of a chosen text rather than the content of it. I think studying the outlining structure of a book might be enlightening for them. I’m on it!

Pg. 47 – “The students are encouraged to share any background knowledge they have about either the contents or the text type…As the students share various ways of gathering information, the group will look at the table of contents and make predictions about the contents in the text.”

                I like the idea of creating a foundation to read upon before beginning a book. In my class, this process has to be fast, and down and dirty. It is a great challenge to have my kids read a book, let alone get them to spend the time preparing to read the book. They would perceive this as simply more unnecessary work. However, I can depend on my effort to personalize the reason why we are reading this particular book. I can make a connection (either historically or otherwise) as to how this chosen work relates to me, and in turn, relates to them. Once it’s vested, it’s much easier to attack the reading.

Pg. 50 – Our goal is that the students are monitoring their reading in such a way that they are aware that their reading is either accurate or that they are at a point of difficulty and either know or don’t know what to do to solve the problem they have encountered.

                If a student is at high school age and is still not a good reader, they are easily discouraged from correcting themselves in a patient matter. More often what I see is a shut down or defiance in order to avoid the task or embarrassment. I will have to build a technique to teach my guys how to know when they are at the point of shutdown and then to identify it. Rather than close down in frustration and avoidance, it would be so much more relieving if they could simply say, “Ok Mr. Lowell, this is where I need some help now.”

***

               

 
Attached Files
doc RRR_ESPE_613_WEEK_1.doc (33.50 KB, 10 views)

Fear Anxiety Tension
Reply with quote  #12 
The video describes the idea of "Problem Ownership" where teachers have a tendency to use sarcasm and create anxiety for the learner in their classroom. Using sarcasm creates victims. Victims feel anxiety. Anxiety affects performance.

Students model each other in times of confusion. If one student says 'I don't know', then other students will follow with the same phrase as an excuse.

A special Ed student employs the idea that 'if I can't see the teacher, the teacher can't see me'. It's human nature to look away from anxiety.

As far as processing goes, 'give the gift of time' and give the special Ed student more time to process a directive, whether it's behavioral or academic.

In the general Ed classroom, a correct answer gets very little response, but a wrong answer warrants a lecture. No wonder these guys get nervous in the
morning.

Often the child is blamed for being the victim, as if he is not motivated or trying hard enough. Remember the child has a disability.

Perception! Remember that direct instruction brings clarity.

Sometimes a child might say 'I don't know what I did wrong' and actually mean it. Don't assume the student is always self-aware of their behaviors.
Matt Lowell
Reply with quote  #13 

Matthew Lowell

12/02/11

ESPE 613 Fall 2011

Reading Assignment: Working Together: What are the obstacles for the implementation of this model at your school site?

The following are distinctions and passages gathered from various sources about the assigned reading and videos from these resource sites on 12/02/11:

http://www.teachervision.fen.com/teaching-methods/resources/2941.html

http://nvpie.org/inclusive.html

http://olc.spsd.sk.ca/de/pd/instr/strats/guided/guided/html

http://learningdisabilities.about.com/od/publicschoolprograms/p/collaboration

http://www.thefreelibrary.com/MAKING+COLLABORATIVE+TEACHING

 

Historically, teachers have worked in isolation-one to a classroom.  As children with disabilities entered the public schools in the 1970’s, they were taught in separate classrooms with their own teachers.  Over the past 25 years, these students have slowly moved into the flow of the regular classroom, thus the use of the term “mainstreaming.”  However, students were mainstreamed for selected subjects or parts of the day; they were not considered part of the typical class.  Now the philosophy is to include all students in the same class, which has brought about teams of general education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills.

The biggest change for educators is in deciding to share the role that has traditionally been individual:  to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. 

Cooperative teaching was described in the late 1980’s as an educational approach in which general and special educators work in co-active and coordinated fashion to jointly teach groups of students in educationally integrated settings.  In this type of teaching both general and special educators are simultaneously present in the general classroom, maintaining joint responsibilities for specified education instruction that occur in that setting.

An effective team of teachers will work together as equal partners in interactive relationships, with both involved in all aspects of planning, teaching, and assessment.  Areas for this collaboration will include curricula and instruction, assessment and evaluation, and classroom management and behavior.

In a collaborative model the general education and special education teachers each bring their skills, training, and perspectives to the team.  Resources are combined to strengthen teaching and learning opportunities, methods, and effectiveness.

Typically the primary responsibility of general education teachers is to use their skill to instruct students in curricula dictated by the school system.  Typically the primary responsibility of special education teaches is to provide instruction by adapting and developing  materials matching learning styles, strengths, and special needs of each of their students.

General educators bring content specialization, special education teachers bring assessment and adaptation specializations.  Both bring training and experience in teaching techniques and learning processes.  Their collaborative goal is that all students are provided with appropriate classroom assignments.  So that each student is learning, challenged and participating in the classroom process.

Research finding where schools collaborative teaching has been practiced indicated benefits both special education students and their typical peers.  Improvements were attributed to more teacher time and attention, reduced student-teacher ratios, and more opportunities for individual assistance. 

As general education classrooms include more and more diverse students into their classrooms, teachers realize the value of accepting each student as unique special educators understand that effective general education practices really are appropriate for students with special needs, and general educators often turn to special educators for additional ways to teach their increasingly diverse groups of students.

Students with disabilities develop better self images, become less critical and more motivated, and recognize their own academic and social strengths.  Their social skills improve and positive peer relationships develop.

 Low achieving students show academic and social skills improvement.  All students gain a greater understanding of differences and acceptance of others.  All develop a stronger sense of self a new appreciation of their own skills and accomplishments, and all learn to value themselves and others as unique individuals.

Staff report better professional growth, personal support, and enhanced teaching motivation.  Collaboration brings complementary professional skills to planning, preparation and delivery of classroom instruction.

The concepts of individualized instruction, multiple learning styles, team teaching, and detailed planning are all of direct benefit to students.  The purpose of the collaboration is to combine expertise and meet the needs of all learners.

Guided reading is a strategy that helps students become good readers.  The teacher provides support for small groups of readers as they learn to us various reading strategies (context clues, letter and sound relationships, word structures, and so forth).  Although guided reading has been traditionally associated with primary grades it can be modified and used successfully in all grade levels.  For example, older students may need to learn new strategies to understand how to read an information book in a way that is going to give them access to information they are seeking.

When the proper books are selected, students are able to read with approximately 9o% accuracy.  This enables the students to enjoy the story because there is not an overwhelming amount of “road blocks” that interfere with comprehension.  Students focus on the meaning of the story and application of various reading strategies to problem solve when they do hit a road block in their knowledge or reading ability. By providing small groups of students the opportunity to learn various reading strategies with guidance from the teacher, they will possess the skill and knowledge required to read increasingly more difficult texts on their own. Independent reading is the GOAL – guided reading provides the framework to ensure that students are able to apply strategies to make meaning from print.

Interactive writing is a teaching and learning activity that supports strong reading and writing connections.  Interactive writing is a process that involves teacher and students as co constructors of written text.  This collaboration is called “sharing the pen.”  Through interactive writing, students learn about the process of writing as they plan and write together with the support of their teacher. During an interactive writing lesson, a teacher can demonstrate concepts and conventions of print, phonological skills, early reading strategies, and how words work.  For the most part, students are in control of the writing leading to an increased knowledge of spelling.  Students learn to develop spelling patterns similar to the decoding and phonics strategies students use for reading, again, strengthening the reading and writing connection.  They learn how to construct words through linking letters, letter clusters, and sounds.  Since the written texts created are read and reread many times during and even after the lesson, students are exposed to sight words and words recognition increases.

Interactive writing can be used with both whole and small groups of students.  As general education classrooms include more and more diverse students into their classrooms, teachers realize the value of accepting each student as unique special educators understand that effective general education practices really are appropriate for students with special needs, and general educators often turn to special educators for additional ways to teach their increasingly diverse groups of students.

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