Matt Taylor- Pedagogy Practicum

Reading across the curriculum as the key to student success

This was an interesting article. The argument was similar to the article by D’Alessio and Riley. The difference was that the information in this article was broader in discussing the effects procedures to affect student performance. Furthermore, the procedures targeted reading which indirectly affect, arguably, writing. I see this as an interesting article because it is closer related to our research project, yet it is rather vague. 

The field seems to have a lot people giving ideas about what is effective, giving vague descriptions, yet little evidence of effectiveness. Again, this why I think our research project will be a much needed addition to the literature. 

According to the above article, the four strategies for reading across the curriculum are the following: 1) understanding the reading; 2) overt teaching of critical reading skills; 3) modeling and practice of reading; and 4) learning to read in specific disciplines. These above four strategies appear to be similar to scaffolding, yet I’m still a bit unclear on the definition of scaffolding. Many of the descriptions in our articles are a bit ambiguous. 

I did, however, find an online article that describes scaffolding more clearly. See: http://projects.coe.uga.edu/epltt/index.php?title=Scaffolding#What_is_Scaffolding.3F

The site gives a decent amount of information on the characteristics, critical features, general elements, methods, points to consider, and applications. Additionally, it lists challenges and benefits.

Scaffolding writing skills for ESL students in an education class at a community college.

The authors described a semester where they implemented several procedures to increase student writing skills. The purpose of this article was, for the most part, to convey the effectiveness of these procedures. The authors argued that the procedures resulted in the students earning higher grades, and improved writing and understanding of English language during that semester.

The authors suggested that the main reason for student improvement over the semester was the scaffolding assignments that include low stakes writing. The low stakes assignments were used to have students write about information covered in earlier classes related to classes later in the semester (i.e., integration of information). The students journaled (i.e, low stakes writing) in each class for approximately 15 minutes. The writing was based on a planned topic that regarded previous class material.  Also, the student used learning logs. The students kept a log of notes about material read and discussed it in class.

The students had substantially better grades during the target semester compared to the pervious semester. Anecdotally, the authors stated that the students performed the high stakes writing with more enthusiasm and turned it in on time, which apparently is abnormal. 

Based on the above information the scaffold writing assignments appear to be very effective. It is great that these instructors are sharing this information with the academic community. Furthermore, I think it is wise that our practicum has a hand in further assessing the effects of scaffolding (even though it is for reading).

Based on my search of through the literature there is a need for an empirical demonstration of the effectiveness of scaffolding. The procedures that we have planned for next semester will allow us to come to strong conclusions if we find an effect.

Statement of Teaching Philosophy for Psychology- 2nd draft

 As an instructor of psychology, my teaching philosophy is to motivate students through teaching procedures that incorporate goals inline with student assessments. Additionally, I believe the use of research based teaching procedures will increase learning in the field of psychology and related. Furthermore, I see myself as a mentor for the students. 

 As a whole my teaching procedures include active participation, written assignments, quizzes, and frequent feedback. Active participation includes answering and asking questions during lecture, use of clickers, and mini-in-class assignments. Written assignments include in class assignments, home work, quizzes, or presentation outlines. Quizzes are given at the start of each class period and based on previously assigned readings and lecture. The students receive prompt and detailed feedback about their performance in all activities where it is possible to assess their performance. 

 The above mentioned teaching procedures help prepare a student for exams that are given every four class periods. The exams incorporate material previously covered in assignments and novel material related to topics covered in the course. The novel material allows assessment of the student’s integration of information across topics. The exams use essay, short answer, and multiple choice questions as a means to assess various types of knowledge. 

 I use the above mentioned procedures along with my own stories and jokes that liven up the course. I encourage students to give their own experience, which often times turns into a discussion within the class. I have a knack for encouraging students to feel comfortable and participate in class. I anecdotally believe that a class where there is a high rate of participation leads to a greater student appreciation for the course topic and education in general.

 Finally, aside from the value that I put into the above mentioned areas, I see a mentor as one of the most important aspects of an instructor. I see my self as a mentor or trusted teacher to students. I feel that one of the best ways to help students is to give them individual attention outside of class. One of my favorite roles as an instructor is helping them create goals beyond school and helping them determine what sub-goals need to be met to attain the post-graduation goal. Many times student want to attend graduate school and would benefit from research experience. I enjoy giving students opportunities to help on my own research. This allows me to shape there skills as students and researchers, thereby increasing skills used in graduate school. 

 As a mentor I want to help students determine their direction in both academics and how academics will help them in the “big picture.” I believe that academia is one of society’s greatest assets. As an instructor it is my mission to maximize every students potential so that he or she will better society.

CUNY Open Admissions

            

            I am having a hard time understanding how an “open admission” academy is defined. The author argued that CUNY was open admission from 1969-1999. The article stated that during the open admission period the schools charged tuition and had admission criteria.  Therefore, it appears that the only change from the open admission period to the current state was an increase of the admission criteria.

The author’s issue with the change of admission criteria is a valid point, however one may argue that an increase of admission criteria was necessary. The author didn’t mention why admission criteria were increased (aside from influence by Mayor Giuliani). It is plausible that an increasing NYC population created problems for the academy because the number of applicants that met the open admissions criteria was greater than the number of student positions available. In turn, the admission criteria were increased (open admission was abolished) to equate the ratio of appropriate applicants to accepted students for the size of the academy.

Based on the above scenario, one may argue the increase of admission criteria as appropriate. Furthermore, one may argue that any admission criteria do stratify the student population. The open admission period had admission criteria, therefore undoubtedly there were students who were unable to attend school. One may argue that the increase of admission criteria might be a good thing for society. Anytime restrictions are put on society there are persons excluded, and eventually the majority of society will adapt/conform. I would argue that society needs increased admission criteria to further improve societies knowledge base. The problem seems to be how society will meet new admission criteria.

I agree with the author that much of the burden (persons who do not meet the four-year academy admission criteria) will be given to the community colleges. Additionally, I think substantial burden is put on the secondary education system. Judging by the number of four year schools to community colleges, it appears that most students go directly from secondary school to a four year school. Therefore, one may suggest that the necessity of attending a community college with intention to transfer credits to a four year school is the fault of the secondary school system. Nevertheless, the community college system must be in line the with four year academy if primary intent is to prepare the students for further education.

Research Project on Reading Across the Curriculum

    From the description of the research project it appears that the focus will be the manipulation of the format of the reading and how that affects assessment scores. If I understand this correctly, then I think this is a great idea. In my experience, little research focus has been given to the format of the reading material, rather it is usually based on the effects of mini assessments (e.g., homework, quizzes, etc).

 

    Before I write much more I want to let you know that I’m not familiar with the term “scaffolding.” I assume that it refers to a building of reading topics. In other words, one topic would be described and then followed by another, each topic increasing in detail upon the previous. Since I’m not sure about the definition I will only talk about the design of the study.

 

    There should be an equal number of assessments, therefore I don’t think we could use the data from the four control reading assignments in the fall to compare to the data from the two control and two scaffolding (experimental) reading assignments in the spring. Additionally, depending on the assessments used to determine effects of reading assignments it might be difficult to assess the potential effect of the scaffolding readings across the various courses. 

 

    I look forward to discussing this in further detail because I think the topic is a great idea. Nevertheless, I think the most difficult task will be getting all instructors to follow the research protocol. In other words, to come to some causal conclusion we will need to make sure that all instructors have the same type of control and scaffolding reading assignments. Additionally, the instructors will need to grade the assessments correctly and ensure that all students are actually reading the assignments.

Statement of Teaching Philosophy for Psychology, First Draft

            As an instructor of psychology, my teaching philosophy is to motivate students through teaching procedures that incorporate goals inline with student assessments.  Additionally, I believe the use of research based teaching procedures will increase learning in the field of psychology and related.  Furthermore, I see myself as a mentor for the students. 

            As a whole my teaching procedures would include active participation, written assignments, quizzes, and frequent feedback.  Active participation could include answering and asking questions during lecture, use of clickers, and mini in class assignments. Written assignments would include in class assignments, home work, quizzes, or presentation outlines. Quizzes will be given at the start of each class period and based on previously assigned readings and lecture.  The students will be given prompt and detailed feedback about their performance in all activities where it is possible to assess their performance. 

            The above mentioned teaching procedures will help prepare a student for exams that will be given every four class periods.  The exams will incorporate material previously covered in assignments and novel material related to topics covered in the course.  The novel material will allow assessment of the student’s integration of information across topics.  The exams will use essay, short answer, and multiple choice questions as a means to assess various types of knowledge. 

            A substantial review of literature was conducted to identify the teaching procedures and assessments that maximize learning and testing of the knowledge.  The intricacies of the teaching procedures are beyond the scope of this statement, however the lack of detail in this area should not be confused with the amount of effort and value put into use teaching procedures that are research based. 

            Finally, I see my self as a mentor to students.  Aside from the value that I put into the above mentioned areas, I see a mentor as one of the most important aspects of an instructor.  In my experience I have maximized my effectiveness as a mentor by building rapport with students.  Building rapport can be difficult, but I’ve found connecting through empathy is a good way to build rapport.  I convey that as an authority figure, I have felt the same way too.   

            As a mentor I want to help students determine their direction in both academics and how academics will help them in the “big picture.”  I believe that academia is one of society’s greatest assets.  As an instructor it is my mission to maximize every students potential so that he or she will better society.

Review of: Disciplinary Styles in the Scholarship of Teaching, A View From Psychology

Early pedagogy evolved from findings in the psychology community.  The pedagogy of the early 1900s was based mostly on learning theory.  The article suggested that early psychological research analyzed the following: generalization of learning to novel situations, facilitation of learning, and “learning with understanding.”  The early learning theory progressed into two popular sub fields: memory and structure of knowledge, and cognitive development. 

The American Psychological Association (APA) created many divisions as a focus within psychology community.  The second division to become established was the Division of Teaching Psychology.  The purpose of Division 2 is to: “a) communicate research experience in teaching, b) facilitate studies of the teaching process and situation, and c) symbolize the teaching profession itself.”   

I agree with the motives of Divisions 2, but in my experience very little of the psychological community focuses on research in teaching.  I agree with the article that it is often difficult to stay atop the trends in the greater education community trends.  Additionally, I would argue that it is even more difficult to effectively communicate valid and reliable teaching procedures to the greater education community.  Often it appears that the general education community does not understand psychological research methodology, therefore has difficulty distinguishing between good and poor quality research. 

The article suggests that researchers in the psychology community will probably be consulted by persons in the greater research community to help them design studies to assess their teaching procedures.  To date, I disagree.  I’m not personally aware of any faculty or student in our program that has collaborated with persons in the education community to help assess their teaching procedures. 

I strongly believe that the psychology community must take a greater role in applying their abilities to assess teaching procedures and better communicate the results with the greater education community.  The greater education community doesn’t need to become experts in psychological research methodology, rather just needs input from experts research methodology.  In my experience, the area of pedagogy is a fertile area for those looking to conduct research.  Furthermore, there is large community that is looking for qualified sources to establish and verify effective teaching procedures. 

Review of: Inventing the University by David Bartholomae

Review of: Inventing the University by David Bartholomae

  Bartholomae identified student work as “imitation or parody rather than a matter of invention and discovery.”  This quote follows suite with another statement by Bartholomae; students are frequently taught history instead of how to be historians.  As I interpret it, Bartholomae argues that there are different types of learning.  It appears that we often prepare our students to be passive learners as a substitute for active learners (prepared for novel situations). 

            

            The issues mentioned by Bartholomae seem to coincide with Stearn’s discrimination between "skills-based learning" and "knowledge-based learning."  Stearn didn’t suggest a preference for either type of learning, but Bartholomae does.  Bartholomae doesn’t make it specifically clear what procedures are needed to prepare our students for novel situations.  I would agree that some teaching procedures may prepare a student better than others, but what are they? 

            I believe that both articles are concerned with similar ideas and both ideas seem to be of utmost importance.  It appears that there might be a lack of research in the education community to support the value of various types of learning.  I would like to discuss research in the education community and how it supports the commonly used teaching procedures used by instructors/faculty. 

Review of: General Education Revisited, Again by Peter Stearns

Review of: General Education Revisited, Again by Peter Stearns

I hadn’t really considered the importance of general education until this article. It is clearly argued that general education is intended to provide a student with a base/breadth of knowledge. The base/breadth of knowledge is intended to help the students in many ways (e.g., to shape interests, develop critical thinking skills, etc). I think the greater question is the extent to which various procedures increase "skills-based learning" and "knowledge-based learning." Furthermore, which type of learning is more valuable and how are they defined. I assume that skill-based learning, for example, would be to construct and use an object whereas knowledge-based learning is an understanding of what the object does.

        If the purpose of general education leans more towards the purpose of shaping interest, then we may not need to focus our efforts on skill-based learning. If the purpose of general education is intended more for development of independent thinking, then we may want focus on skill-based learning. Additionally, based on my above assumed definitions then I would argue that skill-based learning would include knowledge-based learning, and be more effortful and time consuming than knowledge-based learning alone. If one type of learning is more effortful and time consuming than the other then it would appear especially important to determine the appropriate type of learning (Stearn suggests that there is a battle between too much and too little general education, which time is undoubtedly a factor).

In summary, general education coursework should establish the procedures used for various types of learning and the extent to which each is valued. General education should be maximized.

Review of Telecommunications Syllabus

Review of Telecommunications Syllabus

 

In the following review I will attempt to analyze the syllabus according to the assigned questions.

 

1. Unfortunately I’m not sure what is meant by “teaching philosophy.”  I would like to talk about this at the meeting.

 

2. As I see it the students are viewed respectfully, yet as persons who need to earn their place. The syllabus informs the students under section “E” that they need to demonstrate participation and engagement in order to earn a quality grade. Yet, I see it there is a fine line where substantial participation/engagement and disruption meet. I would be nervous about asking too many questions and in return being punished. What is disruption?   

 

Additionally, it appears that the students are important and acknowledged for the hard work that will be undertaken during this course. It is loosely implied that the hard work will prepare the students for the CPE exam, something that appears to be important in this field.

 

3. I’m not familiar with the definition for “student centered,” but it seems that the course is rather student centered because the course will focus on student writing. Nevertheless, the comments by the instructor in section “C” suggest that the teaching process is not pleasant. The instructor states the following in regards to the WI work: “it will take a lot more of MY time too.  You can trust me when I say that I won’t like it any more than you will.” In my opinion, this statement suggests that the students are bothering the instructor and that this is a nuisance to the instructor. If I were a student, this would make me hesitant to ask for help, specifically for the WI work.

 

4. While looking at the syllabus the first question I wonder is when assignments and readings are due. Additionally, it isn’t clear how the various assignments are weighted for the final grade (it does suggest that WI work is worth 30% or more of the grade, yet it can be dropped if the student does poorly). Also, what types of quizzes are given (essay, fill-in blank, multiple choice, etc.)? How much extra credit is offered?