Assignments+Spring

Spring 2011 **Reading and Writing Assignments:** Reading, viewing or listening assignments and journal topics and questions.

05/ **03** /11 **12**** th Reading Assignment **

Please visit New York Harbor School's website, hear two reports from NPR at Envisioning Multicultural Schools, and read the report of the homeless mother enrolling her son in the school district where she is not a rent paying resident.

**05/ 03 /11 12** ** th Writing **** Assignment **

The first assignment in TEAMS is to describe the characteristics of the person you remember as the best teacher you have known. For the final assignment, in TEAMS, please consider and describe in two pages: what you have learned about yourself as a learner through the topics and experiences in the course; what you would support as national changes in education policy and funding to address the issues of successful learning for all students in public schools.

Please include your ideas about the reading/listening assignments in your description of what you would support for education policy and funding changes. We explored red-lining in class. The homeless mother and child are seeking the best schools and red-lining is the history of how school funding is appropirated: poor districts stay poor and wealthy districts have more because each community pays for its own schools.

The exhibit of photos from South Africa at the UMASS gallery is an example of the results of red-lining legislated to keep members of the society out of the housing, education, and jobs marketing.

**There is no 11th assignment due.**
 * ** For extra credit hours, tutoring or class make up, Wed. on campus, streaming video of the event at 4 :

http://umass.edu/umhome/facultylectures/ **Distinguished Faculty Lecture: Manisha Sinha** Wednesday, April 27, 2011 • 4:00 pm Free Admission **UMass Amherst Campus ****Mullins Center • Massachusetts Room **
 * "Professor Manisha Sinha of the Department of Afro-American Studies presents a lecture entitled "Did the Abolitionists Cause the Civil War?" **

**To help mark the sesquicentennial of secession and the American Civil War in 2010-2011, Professor Sinha will revisit the place of abolition in the sectional conflict. As she traces its development from radical agitation for social reform to a broad-based antislavery political party, she will describe the often overlooked role African Americans played in the movement and note reverberations in contemporary political rhetoric on secession and states’ rights."**

If you do not have time to accomplish this assignment before class Tuesday, do only the readings ( not the US Citizenship Test) and submit the one page paper with the 11th assignment. 04/ ** 19 ** /11 **10**** th Reading Assignment ** Read (and/or hear) **all of the resources on the page English Language Learning.**
 * The 10th assignment has been posted very late, my apologies accompany it **.

**04/ 19 /11 10** ** th Writing **** Assignment ** ** A single page with a thoughtful description and your score on the US citizenship test is what this is asking for .** Where would you choose to live in the world in order to learn a new language and become part of a culture you do not know? Would you go to a country or a place with many English speakers or with many native speakers who also speak English or would you go somewhere with few English speakers around you? Where might you go to teach English as a second language? How many of the U.S. citizenship questions did you know?

04/ ** 12 ** /11 ** 9th Reading Assignment ** Go to the page Special Education and read the following selections
 * Universal Design for Learning
 * Conceptual Models for Disability
 * Differentiated Instruction and the Nine Types of Adaptations chart
 * Models for Successful Inclusion

**04/ 12 /11** 9th ** Writing **** Assignment ** Think of the students you are tutoring and write a refelction paper that addresses the following questions:
 * 1) What are some of the problems they are facing in school and how might //**Differentiated Instruction**// or //**Universal Design for Learning**// strategies help them to learn?
 * 2) Have you seen any adaptations in use in your school from the chart //** Nine Types of Adaptations? **//
 * 3) If you are aware of Special Education students in the school, are they fully included? Partially included? Not included?
 * 4) How effectively do you think the prevailing teaching methods are working for both regular and special education students?


 * 4/03/11** ** 8th Reading Assignment **
 * Open this week's topic, Race and Racism to read the following selections:**

[|Study Finds Widespread School Segregation] from Northeastern University [|2010 report finds an achievement gap between African American and White male students] [| Black and White Wealth Draws Farther Apart] [|Eugene Allen, White House Butler for Eight Presidents] After Battling Racism, Veteran Found Peace On His Golf Course

4/03/11 **8th Writing**** Assignment **


 * First, c **onsider each of this week's readings in terms of ** what is new or surprising information and what affected you in a way that you will remember for a long time**, then describe what you learned that is new and what you will remember.

Second, answer these 2 questions with references made to what you read in the assignment.
 * 1) **Do you see, hear, feel, or experience racism or discrimination on a daily basis? on an occasional basis? never?**
 * 2) **What have teachers, mentors, or others done to demonstrate or promote understandings of diversity and multiculturalism and deconstruct**


 * 3/29/11** **7th** ** Reading Assignment **
 * Open this week's topic, Gender Issues in Schools, to access these readings.**
 * **Impact of the Beauty Industry on the Self Image of Young Women**
 * **Where the Girls Are: Gender Equity Report**
 * **Girls' Gains Have Not Cost Boys**
 * **Putting the 'Boy Crisis' in Context**


 * 3/29/11** **7th** ** Writing Assignment **


 * Please answer the Site Discussion questions at the top the page Gender Issues in Schools **.

Stonewall On our campus is the Stonewall Center, named for a historical place and event. Could you or I describe its historical context? Do we know anyone who could relate the occurrence personally? Please view the trailer, read the introduction, and explore further readings []
 * 3/22/11 6th** ** Reading Assignment **

A Class Apart This past week in California, the number of Hispanics under the age of 18 became the largest group in the state's population. [] Many of them, and perhaps most of the population of America who is not Hispanic, does know know a piece of American history. Please view //A Class Apart,// at the American Experience website at PBS.  []


 * 03/22/11** 6** th **** Writing Assignment **

In 3 paragraphs discuss each of the two reading assignments by answering these 3 questions:
 * 1) Had you known of this history prior to viewing it at the American Experience? In other words, had you encountered this history in your middle or high school history courses or in college courses?
 * 2) Does knowing this history inform your thinking about teaching in any ways?
 * 3) How do you prefer or most enjoy learning about history?


 * 3/8/11 5th** ** Reading Assignment **


 * Read the summary of Ronald Ferguson's research on the Achievement Gap ** and the ** SAT Math Scores charted ** by race/ethnicity chart from the wiki page Graduation Rates, School Dropouts and Achievement Gaps.

a report about mathematics learning by **Keith Devlin, the math guy**, who reports about math for **Week-end Edition Saturday with Scott Simon**. For more about //**Keith Devlin at Stanford University**//, []
 * Hear** []


 * 3/8/11 5th** ** Writing Assignment Please answer the questions about the readings. **
 * 1) Do ** Ronald Ferguson’s research findings ** and the ** SAT Math scores chart contradict**** your beliefs about the causes of achievement gaps **? **Explain why they do or why they do not.**
 * 2) Ferguson’s findings indicate a key to changing the achievement gap is **not homogeneous tracking**, **but modifying or changing teacher attitudes and practices with students**. Do your educational experiences provide evidence of how teacher attitudes and behaviors can be key to producing successful learning for students?
 * 3) **What teaching practices supporting academic achievement by all of your students** do you, a future classroom teacher,**plan to use** ?

**Read** ' ** The Importance of School Connectedness For Students' ** from the wiki page How Students Experience Schoo l. Consider your ideas about the **in-class discussion questions** at the top of the page as we'll discuss your ideas in class.
 * 03/01/11** ** 4th **** Reading Assignment **

**Read** // Writing and School Reform // from the wiki page ** Tutoring Writing **
** ' ** **Student Attitudes Toward Writing** ' from the **National Commission on Writing for America's Families, Schools, and Colleges** and ' **Writing Process Fit For Young Writers** ﻿ ' (**Edwards, et. al., 2003**).

Writing has been called the "**Neglected R**" in today's schools as its teaching may take less time than that of reading and math. Write a two to three page reflection paper that addresses your own feelings about writing and answers the following questions:
 * 03/01/11** ** 4th **** Writing Assignment **
 * 1) Why do many elementary, middle and high school students, particularly boys, struggle with writing in school?
 * 2) How might teachers use the technology popular among children and adolescents, smartphones, iPod touch, and social networking sites to develop their students' talents as writers?
 * 3) How might you support students with their writing assignments in your current role as a tutor and your future role as a classroom teacher?

2/15/11 **3rd Reading Assignment ** - Wiki page Tutoring Mathematics []
 * Open the link below and scroll down the screen until you see **Class Act** and under that, **The Algebra Project**. In the box to the right, click **Video**. ADVANCE THE VIDEO PLAYER TO 12:30, and view a video about Dr. Moses's and the Algebra Project.


 * Read the article [|Kids Master Mathematics When They're Challenged, But Supported]
 * **Read the article**__//** [| Reading Coaching for Math Word Problems] ** **OR READ THE SYNOPSIS OF THE ARTICLE BELOW**: //__
 * **Read the article**<span style="color: #008000; font-family: 'Comic Sans MS',cursive;">__//<span style="color: #008000; font-family: 'Comic Sans MS',cursive;">** [| Reading Coaching for Math Word Problems] ** <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-style: normal;">**OR READ THE SYNOPSIS OF THE ARTICLE BELOW**: //__

// Math word problems are intricate language constructions —they contain unfamiliar words, complex combinations of // text and numbers, and considerable amounts of information to decode and organize. Young readers who are confused and distracted by everyday language, math words, or combinations of both may know how to do the necessary math operations, yet answer incorrectly because they do not clearly comprehend what the question is asking them to do. Others may be confused about the math operations needed for the problem. Those who struggle with both the reading and the math face the biggest challenges. These youngsters are the least successful with math word problems, performing worse than students with only math difficulties or students experiencing neither reading nor math difficulties (Fuchs & Fuchs, 2002).

**Synopsis**:

�306 307�. ** Math word problems are small stories ** with characters and problems to be solved. They do not appear to be stories to many students because they are ** written in formal syntax ** that does not sound familiar. **The formality of the language obscures the meaning**.

**// Strategy //** : ** If the language of the stories were simplified **, many students could understand the intent of the problems. ** Rewrite the language of the problem, orally or in writing **. Compare the two versions with the student and ask which version feels more familiar and comfortable to solve.

�1217 ===1218�. ** Unfamiliar vocabulary words block understanding **. //“Haley swam 22 laps each day for 18 days. Then// //she swam 25 laps each day for 10 days What was// //the total number of laps she swam over the 28// //days?”// (Massachusetts Department of Education, 2006) **// Strategies //** : **If a student does not understand words** ** in a problem ** (swimming laps)**, substitute familiar vocabulary in the context**: shooting hoops, running bases, biking miles. ** Use familiar actions or activities to solve the problem :** 22 hoops for 18 days, 25 hoops for 10 days, what was the total number of hoops shot over 28 days? ** Use only the numbers and ignore the story ** **. Do 22** something **each day for 18** days, �1237

** Draw a visual representation **. A visual helps illustrate the meaning of the words is. Make a calendar, write 22 into 18 days and 25 into 10 days. �341===
 * 1238� something **each day for 10** days, to find the total number over 28 days. If the student understands “total number over 28 days” of both actions, the problem may be solvable.

342�. ** Proper names **, if students do not know them, ** slow the reading and can confuse the reader **.

**// Strategy //** : ** Change the name ** to a student's own, or to a friend’s name, or ** say the first letter **, D for Darnae or R for Rafael.

4. ** Math vocabulary is different when it sounds similar ** —"**total number of different combinations**" is different from "**total numbe**r". Total number requires addition or multiplication or both. Total number of different combinations is most easily solved by multiplication. "**How many**" is different from "**how many more**". How many requires combining things to make a total and how many more requires subtracting the smaller amount from the larger one

**// Strategy //** : ** Make math placemats or book covers ** so students design, in their own unique styles, visual displays of information through comics or design of graphics, that explain the terms. They will reread what they draw more than a sheet of printed definitions given to them. ** Let students define and give examples of terms in their own math glossary **. Review these with them often, adding more terms that appear in problems.

5. ** Students do not reread the problem before answering to make sure that they understand ** what they are asked to do.

**//Strategy//**: ** Invite students to write problems for classmates or a tutor to solve **. **You write problems for them and with them**. In this way students become conscious, through their writing and drafting, of the importance of each word. In writing the problems and supplying answers that are deliberately crafted to be tricky, as they are on the tests, students learn that closely reading and attending to both questions and answer choices is helpful.

2/15/11 **3rd** ** Writing Assignment ** Write a two to three page reflection paper that addresses each of the following questions:
 * 1) What do you think might happen to the math learning if all students who are not succeeding were able to participate in **The Algebra Project**? What do you think would occur if all students could participate in such a program?
 * 2) After reviewing **//"Reading Coaching for Math Word Problems"//**//which of these strategies might have helped you with learning math and WHICH of these strategies do you think you might use in your tutoring?//
 * 3) What are you thinking about math and yourself as a math learner after reading, **//"Kids Master Mathematics When They Are Challenged But Supported"//**?
 * 4) What are you wondering about both in terms of tutoring math and of tutoring in general?

02/08/11 **2nd** ** Reading Assignment **

**on the Wiki page,** Tutoring Reading is much information, but ** the assignment is only these 3 items **:


 * **Listen to the first 13 minutes, the first half, ** of a podcast from This American Life //,// broadcast on National Public Radio, where **Geoffrey Canada** explains why he created the Harlem Children's Zone, [].
 * **Read** pages 1-7 of the Executive Summary of the report, **Early Warning! Why Reading by the End of Third Grade Matters [|http://www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/123/2010KCSpecReport/Special%20Report%20Executive%20Summary.pdf] . **


 * **Read the National Council of English** position paper, [|A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students' Needs].

02/8/11 **2nd** ** Writing Assignment **

Write a 2 page paper in which you address each of the following questions to answer, ** What is READING **?:
 * <span style="font-size: 14px; font-weight: normal; line-height: 21px; margin: 0.5em 0px 0px; padding: 0px 0px 0px 3em;">**Who** reads?
 * **What do you read** throughout a day and a week?
 * What do you read on **paper**? on the **computer**? on a **phone, iPod Touch, iPad**?
 * What do you read that **does not have words**?
 * How did you **learn to read print symbols**?
 * What would you **like to be able** to read?
 * What **strategies do you know to use** to support the students you will be tutoring with reading?

02/01/11 **1st Reading Assignment ** **Read** all of the information from the wiki page TUTORING IN TEAMS.
 * Briefly answer ** //In Class Discussion Questions// at the top of the page **on an index card or paper. Bring the index card or paper with you for your in class site discussion.**

**Also read** Mulitple Intelligences and Mindsets to prepare for Tuesday's class activities. **Read and consider but do not answer on paper** //In Class Discussion Questions// at the top of the page

02/01/11 **1st** ** Writing Assignment **

Teachers and tutors are critical to student success. ** Write a 2 page paper in which you describe the characteristics ** of the person you consider to be one of the best teachers you have met in your life.

** Answer these questions ** in your description:
 * 1) How was this person different from others in motivating and supporting you to achieve successful learning?
 * 2) Did this person affect your **mindset** in positive ways?
 * 3) Did this person include in instructional methods strategies that apply to the theory of  **Multiple Intelligences** ?

The assignments below are not finalized for the second half of the semester's classes after March break next week. You do not have any of these assignments to do yet.

**View these websites:** Press the drawer that says "Read". Then, without filling out search criteria, press the "Search Published Work" button. Read some of the work that students have published in this site. If you have never accessed this source for learning about writing conventions, search for something that you are always wondering about and see what you learn.
 * **National Gallery of Writing** [|http://galleryofwriting.org]
 * **Grammar Girl Quick and Dirty Tips for Better Writing** []

Fifth ** Reading **** Assignment due 3/1/11** Wiki Page LGBT Students
 * Read the following selections**
 * 2007 National School Climate Study (review key findings)
 * 2001 Hostile Hallways report (read summary points on the wiki)
 * Take Action Against Bullying (review strategies)

Fifth ** Writing Assignment ** due **3/1/11** Write a one page reflection paper on how your elementary, middle or high school sought to address issues of school safety while providing support for LGBT students and families.
 * Did the school have anti-bullying policies?
 * Did teachers have a policy against the use of hateful language in class?
 * What other steps might have been taken to provide a safe learning environment for all students?

Sixth ** Reading **** Assignment ** due **3/8/11** Wiki page Graduation Rates, School Dropouts and Achievement Gaps
 * Read**
 * Our summary of Ronald Ferguson's research on the Achievement Gap.
 * Math SAT Scores by race/ethnicity chart

Sixth ** Writing Assignment ** due **3/8/11**
 * 1) Do ** Ronald Ferguson’s research findings ** and the ** SAT Math scores chart contradict**** your beliefs about the causes of achievement gaps **? **Explain why they do or why they do not.**
 * 2) Ferguson’s findings indicate a key to changing the achievement gap is **not homogeneous tracking**, **but modifying or changing teacher attitudes and practices with students**. Do your educational experiences provide evidence of how teacher attitudes and behaviors can be key to producing successful learning for students?
 * 3) **What teaching practices supporting academic achievement by all of your students** do you, a future classroom teacher, **plan to use** ?

**Seventh Reading **** Assignment due 3/22/11**

[]
 * === **<span style="color: #008000; font-family: 'Comic Sans MS',cursive;">//__What to Look for in a Classroom__// ** ===
 * ===<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 21px;">**//Did You Know?//** ===
 * This video is a remix of a Powerpoint presentation originally created by Karl Fisch, Scott McLeod, and Jeff Brenman on Powerpoint slides. The remix into a short video was intended to captivate an audience's attention which a Powerpoint presentation did not achieve. **
 * This video is a remix of a Powerpoint presentation originally created by Karl Fisch, Scott McLeod, and Jeff Brenman on Powerpoint slides. The remix into a short video was intended to captivate an audience's attention which a Powerpoint presentation did not achieve. **

Seventh ** Writing Assignment due �449 725�/�450726�/11** Please consider these questions in light of what you have chosen to major in, what you rejected or never considered as a major, and what you see yourself doing for a profession(s) in your lifetime of work.
 * 1) How has your view of yourself as a learner affected your school performance?
 * 2) How do your friends’ views of themselves as learners affect their school performance?
 * 3) How can you, the tutor, help students develop more positive beliefs about themselves as smart, capable learners who can succeed in school?
 * 4) Is there tracking of any sort that affects you as a student at the University?


 * Eighth Reading **** Assignment due 3/�453729�/11**
 * Read: Go to this week's topic, Gender Issues in Schools, to access these readings.**
 * **Impact of the Beauty Industry on the Self Image of Young Women**
 * **Where the Girls Are: Gender Equity Report**
 * **Girls' Gains Have Not Cost Boys**
 * **Putting the 'Boy Crisis' in Context**


 * Eighth Writing Assignment ** due **3/2�455731�/11**
 * Please answer the Site Discussion questions at the top the page Gender Issues in Schools **.


 * Ninth Reading **** Assignment due 4/�460736�/11**
 * Go to this week's topic, Race and Racism and review the following selections:**
 * [|Study Finds Widespread School Segregation] from Northeastern University.
 * A [|2010 report finds an achievement gap between African American and White male students]
 * //Given Half a Chance: The Schott 50 State Report on Public Education and Black Males from// Schott Foundation website at []
 * Online NewsHour: A Conversation with Rudy Bridges and After Battling Racism, a Veteran Found Peace on his Golf Course

Write a two page reflection paper that addresses each of these questions from the ** Race and Racism ** page:
 * Ninth Writing **** Assignment due 4/�466742�/11**
 * **Do you see, hear, feel, or experience racism or discrimination on a daily basis? on an occasional basis? never?**
 * **Reflecting on your own ethnicity and heritage, what stereotypes are associated with your heritage or nationality?**
 * **What have teachers, mentors, or others done that have made an impression on you personally to demonstrate or promote understandings of diversity and multiculturalism and deconstruct racial stereotypes****?**
 * **Which of the readings or links below taught you something or affected you in a way that you will remember for a long time?**


 * Tenth Reading **** Assignment due 4/ 12/�7461454� **
 * Go to the page Special Education and read the following selections **


 * Universal Design for Learning
 * Conceptual Models for Disability
 * Differentiated Instruction and the Nine Types of Adaptations chart
 * Models for Successful Inclusion

Think of the students you are tutoring and write a refletion paper that addresses the following questions:
 * Tenth Writing **** Assignment due 4/�473749�/11**
 * What are some of the problems they are facing in school and how might //**Differentiated Instruction**// or //**Universal Design for Learning**// strategies help them to learn?
 * Have you seen any adaptations in use in your school from the chart //** Nine Types of Adaptations? **//
 * If you are aware of Special Education students in the school, are they fully included? Partially included? Not included?
 * How effectively do you think the prevailing teaching methods are working for both regular and special education students?

Read (and/or hear) **<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">all of the resources on the page English Language Learning.**
 * Eleventh Reading **** Assignment due 4/�480756�/11**


 * Eleventh Writing **** Assignment due 4/�485761�/11**


 * Twelfth Reading **** Assignment due 4/�488764�/11**
 * Go the page Envisioning Multicultural Schools for an outline of the assignment.**


 * Twelfth Writing **** Assignment due 4/�491767�/11**

Answer the following questions after you finish your virtual visits to schools.

 * What school reform or educational change practices are advocated by the school?
 * What elements of the school do you believe will improve learning for students?
 * Would you choose to teach in the school you visited on the webquest? Why or why not?

**Please consider what you learned ﻿teaching your peers and reflect on the experience by writing about the following four topics:**
 * GROUP PRESENTATION REFLECTION**
 * Thank you for your planning and presentation to our course this semester as it is a major source of practicing teaching <span style="font-family: 'Comic Sans MS',cursive;">. **
 * Content **: What did you learn about your topic that you did not know before doing this presentation?
 * Process **: What did you learn about the act of teaching by presenting your topic more than once to different groups of students?
 * Methods **: What did you learn about creating lessons for students by working with small groups to provide hands-on/minds-on experiences for your teaching and their learning?
 * Materials **: What did you notice was the reaction of groups to including technology as part of your teaching?