Connected: An Autoblogography About Love, Death and Technology

Choice One: "Connected: An Autoblogography About Love, Death, and Technology" by Tiffany Shlain

After viewing the film, what particularly struck you as powerful or important?

            Overall, I felt that this film was powerful in the way that Tiffany Shlain interwove her own personal story with the bigger picture that she wanted viewers to see. In her narrative about the interdependence of our world, Shlain has provided a personal narrative within it which further emphasizes the relationship between an individual and the world.  The main concept behind the film is the interdependence of our world and how that interdependence has evolved and become more and more powerful in the age of technology. 

Shlain emphasized that the more connected we become, the greater the consequences of human actions.  I feel that this is a point that is often overlooked or lost on today’s world. I know personally I often witness individuals exhibit behaviors that they feel will not impact our environment because they are just one individual among billions of people on Earth. They do not consider the fact that the actions of individuals when they occur on a large scale (the billions of people that live on our planet) impact our world as a whole.  For instance, I have a friend that refuses to buy a reusable water bottle, and instead has a plastic water bottle that she drinks and throws away each day at lunch. That one water bottle thrown away each day makes up 365 water bottles each year (from just one person!). This wasteful behavior of one individual may seem small to that person but when multiplied by all of the individuals who do the same thing it leads to worldwide concerns, such as the Texas-sized island of garbage floating in the Pacific Ocean that Shlain discusses in the film. 

Shlain states that with connection comes responsibility, and I believe that this a powerful statement that many people do not think about. Yes, it is great that we all are able to connect across oceans, that with just the click of a button you have access to resources continents away, but at what cost?  This connectedness has furthered our desire to consume, and as we continue to consume more and more we are using up resources that are not regenerating. While many people may feel that consuming is good and keeps our economy growing, they have failed to open their eyes and look in their own backyard. They never stop to realize that the resources used to produce the products that we are never-ending consumers of will eventually run out. 

Blogs I have responded to:

1. Taylor Terhune
2. Whitney Campi

Content Knowledge

1. Disciplinary Lenses

"Disciplines are not collections of certified facts; rather, they are lenses through which we look at the world and interpret it......they orient our attention to specific questions about the world...and provide us with standards for what counts as viable answers to such questions." (Boix Mansilla, Gardner and Miller, On Disciplinary Lenses and Interdisciplinary Work).

What is one specific way that your content research (math, science, history, non-fiction, literature, writing, art, modern languages, physical education) thus far has caused you to re-think about an idea, or question, or caused you to challenge assumptions that you had previously not considered-or-even pushed you further in your thinking? Discuss.

My content research thus far has caused me to re-think, question, and challenge assumptions about autism. In particular, the three primary sources I have found thus far (Twirling naked in the streets and no one noticed: growing up with undiagnosed autism by Jeannie Davide-Rivera, Look me in the eye my life with Asperger’s by John Elder Robison, and Temple Grandin’s TEDtalk The world needs all kinds of minds) have really changed the way I think about autism. All of these primary sources gave me great insight into autism from the point of view of someone on the autism spectrum. In particular, I found it really interesting to read both Davide-Rivera and Robison’s memoirs, as both of these remarkable individuals lived with undiagnosed autism until late adulthood. I think that often as educators, and other professionals who work with autistic individuals, we see autism as a special need or a disability and not for the strengths and remarkable gifts that those on the spectrum possess. This idea is additionally reiterated through Temple Grandin’s talk where she explains the way her mind works, “thinking in pictures”, and how it allows her to solve problems that many people not on the spectrum do not notice. Gradin also asserts that the world needs people on the autism spectrum as they possess different ways of thinking that make them extremely gifted and often specialized for important tasks and jobs.

         
My research has also made me realize an unfortunate truth, which is that many educators, such as myself, do not know enough about the autism spectrum to feel confident in the way in which they accommodate students on the spectrum in their classroom. The research shows that many teachers express a concern about their self-efficacy and motivation to teach students on the autism spectrum. Additional findings show that many teachers in the general education classroom do not believe it is their job to educate these students on the autism spectrum. I have a heavy heart as I read these studies that express these negative, pessimistic attitudes that many teachers have toward the autistic students assigned to their classes. I additionally feel that many of these feelings could be changed if teacher preparation programs, as one research article I found suggests, expressed teaching and accommodating the strengths and needs of autistic students in an inclusive education environment as a very accomplishable and rewarding endeavor.

2. The Death and Life of the Great American School System, Diane Ravitch

·       How do you think the Common Core standards might fit in this narrative of school reform

The Common Core standards are aimed to give students skills and thinking processes that prepare them for the real world. The skills emphasized in the new Common Core standards are meant to be practical and applicable skills that have a use beyond the classroom. I think that the Common Core standards are a step in the right direction to a reform that focuses more on practical skills and less on the straight memorization and regurgitation of facts.

I think that in the long run, Common Core standards will be just another plot point in the narrative of school reform. Inevitably, these standards will be readjusted, reworded, or replaced as they will not be the magic fix to raise test scores or close the achievement gap just as none of the previous reforms have been able to either. I believe that while Common Core standards sound like a positive change from the standards we have become accustomed to in California, the pendulum will swing back from the process-focused Common Core back to the rigid must-know skills that the current standards focus on. I think that until reform focuses on the bigger picture and bigger issues, changes such as the implementation of Common Core standards will continue to be fads that we see come in and fade out. 

·       In Chapter 9, Ravitch says critics argue schools would improve if unions ceased to exist.

"Let's start with the hardest question: should teachers' unions exist? Do the protections they offer their members depress student achievement? Are they an "adult interest group," as their critics charge, whose priorities conflict with the needs of their students? Would schools improve if there were no unions to represent the teachers?" (Ravitch 173)

• What argument does she present based on available research? What do you think?  

Ravitch presents a range of perspectives on teachers unions based on available research. Ravitch discusses how teachers unions came about, and explains that one reason that teachers began to join unions was “to protect their right to think, speak, and teach without fear,” (174).  She discusses how teachers have historically been underpaid and many teachers joined unions to seek higher pay and better working conditions. 

A solid point made by Ravitch on page 175 states, “one would think, by reading the critics, that the nation’s schools are overrun by incompetent teachers who hold their jobs only because of union protections, that unions are directly responsible for poor student performance, and that academic achievement would soar if the unions were to disappear. This is unfair. No one, to my knowledge has demonstrated clear, indisputable correlation between teacher unionism and academic achievement, either negative or positive.”

The chapter continues on with Ravitch making solid points from the perspective of union critics, with a discussion of how tenure works and how unions makes it more difficult to dismiss some incompetent teachers from their job. I agree with her statement that because unions are not going to disappear, “district officials should collaborate with them to develop a fair and expeditious process for removing incompetent teachers rather than using the union as a scapegoat for low performance or for the conditions in the school and society that are beyond the teachers’ control,” (176). 

Overall, it is hard to formulate my own opinions on teachers unions, as I am only a recent credential graduate and am yet to complete my first year teaching. I believe that a great deal of my opinion on unions will be formulated with experience. However, from reading this chapter as well as doing my own research on the topic, I see where both sides are coming from on the issues. I think it is unfair for teachers to have to fear their job due to things beyond their control such as low test scores due to circumstance (demographic factors, school conditions, etc.). At the same time, I do not think it is right for incompetent or ineffective teachers to continue to teach year after year if they are not benefiting their students. I understand that in the teaching profession, as it stands today, many teachers feel that in order to protect themselves and their job they need to be a part of a union. In fact, many school districts require their teachers to join a union. However, I think that these unions and the school districts need to find a common ground and work together in order to do what is best for the greater goal—student learning. 

I found a great deal of information and opinions about teachers unions online. I have included the links to some interesting nformation I found for anyone who is interested in checking them out.

http://www.edutopia.org/are-teacher-unions-problem (Teacher Unions)

http://teachertenure.procon.org/ (Pros and Cons of tenure)

http://www.publicschoolreview.com/articles/429 (History of teacher unions and pros/cons)

Blogs I have responded to:

1. April Klassen
2. Taylor Franceschi  

The Raising of America

The Raising of America

What strikes you as most important in this discussion of the relationship between social policy, child development and later achievement?

The Raising of America Sample Reel/Preview and Are We Crazy About Our Kids: The Cost / Benefit Equation videos brought up many important points about the relationship between social policy, child development, and later achievement. One thing that really struck me about the discussions in these videos was that our own experiments and studies in the U.S. have influenced other nations policies and investments in early childhood education and yet our country continues to invest money in a failing model. These other nations discussed in the video, Quebec for example, have seen that investing money in early childhood education can produce a large return on investment and lower the country’s spending on social welfare programs in the future. Additionally, I found it striking that the video states that every other rich nation guarantees paid material leave and many provide some form of free or affordable childcare and preschool.  Overall, both videos drive home the point that if we as a country want sustainable economic growth we need to invest in our children!

What do you think this perspective adds to the discussion of school reform?

The perspective presented in the videos adds a great deal to the discussion of school reform. Essentially, we are investing our money in the wrong places. Coming from the viewpoint presented in the videos, we should be spending less on test prep and the implementation of the latest and greatest standardized tests and more on preparing those children at an earlier age for success. The preschool program discussed in the video in Salt Lake City, Utah shows that we have substantial evidence to support the argument that investing in high quality early childhood education such as the preschool in the video provides us with a greater return—a significant reduction in the achievement gap between low and high income school communities.

What is one question that these videos raise for you?

One of the major questions that these videos raised for me was in regard to the state of California in particular. The video states that only one out of ten of our early childhood education centers are accredited, and even scarier the state inspects cemeteries more frequently than childcare centers. This led me to question---what does this say about our priorities? What difference could be made in our state if we were to introduce a sustainable pilot preschool program such as the one shown in Utah? And why haven’t we explored that option instead of dumping more and more funds into the failing education model in place?

Blogs that I have commented on:

Taylor Terhune

Michelle Graffis

Mind the Gap

1. Chapter one: In recounting her journey through many educational reforms, Diane Ravitch makes a  number of provocative statements. (Choose two and quote them, then personally respond)

-->

School reformers sometimes resemble the characters in Dr. Seuss’s Solla Sollew, who are always searching for that mythical land “where they never have troubles, at least very few.” Or like Dumbo, they are convinced they could fly if only they had a magic feather. In my writings, I have consistently warned that, in education, there are no shortcuts, no utopias, and no silver bullets. For certain there are no magic feathers that enable elephants to fly. (p.3)

This quote really stood out to me when I read Chapter one of Ravitch’s book. The metaphorical comparison of reformers to characters in Seuss’s Solla Sollew provides a strikingly clear picture of the “fantasy” land in which many reformers live. There are no magic feathers, or shortcuts, that reformers can take in order to fix the American education system.  While everyone involved in the education system, politicians to teachers, would love a quick fix to our current issues will not make failing schools succeed or close the achievement gaps this easy solution simply does not exist. I liked that this quote summarized Ravitch’s viewpoint on the matter, as I feel the same. I look forward to seeing where the book goes with this idea, and hope that Ravitch has solutions and not only criticisms. 

The more uneasy I grew with the agenda of choice and accountability, the more I realized that I am too “conservative” to embrace an agenda whose end result is entirely speculative and uncertain. The effort to upend American public education and replace it with something market-based began to feel too radical for me. I concluded that I could not countenance any reforms that might have the effect—intended or unintended—of undermining public education. (p.13)

This quote was meaningful to me as I share Ravitch’s opinion that a reform that makes public education in America more like a corporate business than a public service does not sit well with me. Ravitch states later in the chapter that American public education is so closely tied to the promise of American life.  I feel that if reformers and policymakers were to try to alter this system and make it more like a business, where schools compete for the top students and test scores are measured like profits, what kind of product are we producing? The goals of education reforms should be to help schools to develop better curriculum and in turn educate young people in a way that makes them successful thinkers and citizens.

2. Chapter two: On page 16, Ravitch gives a  brief definition of a well-educated person. How would you characterize a well-educated person? What should any well-educated person know in today's world?

-->

I agree with Ravitch’s statement that the “well-educated person has learned how to explain ideas and listen respectfully to others.” Additionally, I believe that a well-educated person is one who knows how to think critically, who does not simply accept facts or information presented to them as the truth but analyzes what they read and what they hear and evaluates it based on evidence and their own perspectives.  Any well-educated person should have basic knowledge about the world in which they live and how their culture, country, and background shape the way that they and others see the world. A well-educated person should understand how to engage in intelligent conversation without degrading or dismissing the opinions of others.

3. Thinking about the class discussion on the book, what stands out for you? What would you have liked to say that you did not say?

I found the class discussion of the book to be interesting and informative. What stood out most to me is that most of my peers seem to agree with Ravitch that public education should never be run as a corporation as it does not carry the same goals or the same “products”.  Additionally, it seemed as though most of us agreed that standardized testing acts as accountability check in the business model style of reforming education. We all feel that this kind of testing puts enormous pressure on all involved in the education system, most significantly the students and the teachers, and that this form of assessment does not necessarily judge the knowledge of the student nor the value and skill of the teacher.  I cannot think of something I would have liked to say that I did not say.




4. Choose one gap you listed from your subject area and identify 3 resources: a website, an article, and a book that can help you fill that gap. List these and discuss what you learned from one of these.

-->

A gap from my subject area that I see is the resources available to educate and inform mainstream teachers of autistic students on how to correct and manage difficult behaviors that these children may exhibit as well as how to best include and instruct them in a general education setting. 

One excellent resource I discovered is on the National Education Association website. There is an entire page devoted to Autism Resources for Teachers. The page includes information on what autism is and how it effects those who have it, helpful instruction methods and techniques, and activities and materials. This page can be found at http://www.nea.org/home/15151.htm.

Another incredibly useful resource I found was a website called http://www.nationalautismresources.com/. The website includes Autism 101 Tips for Teachers New to Autism, as well as an array of products that your school can buy to assist your students with autism such as electronic communication devices, conversation and social prompts, informational books on how to help your students as well as books for students to better understand their feelings and difficulties, and much more.

A book that I found that I believe is a particularly useful resource is How to Set Up a Classroom for Students with Autism: A Manual for Teachers, Para-professionals and Administrators by S.B. Linton. The book has tons of helpful ideas for setting up your classroom for students with autism. The book has detailed instructions about classroom set up as well as behavior intervention plans and much more.

5. Your annotations of resources are meant to be both scholarly and brief. Discuss in detail why/how any two of these articles were useful to your topic/question(s). Consider such things as listing specific information you learned that you didn't know before; how this new learning leads to other questions or sources; why this writer was convincing; whether you would seek this writer out for other articles he/she has written, and anything else you'd like to state in a blog that others can learn from and read.   
  -->
Rossetti, Z. S., & Goessling, D. P. (2010). Paraeducators' Roles in Facilitating Friendships Between Secondary Students With and Without Autism Spectrum Disorders or Developmental Disabilities. TEACHING Exceptional Children, 42(6), 64-70.

This article was very interesting as it outlined how paraeducators can facilitate friendships between high school students with autism and their non-disabled peers. Although this article was written with high school level students in mind, I believe that a great deal of it is applicable to elementary age students as well. I found this article very interesting because it provided realistic suggestions of ways in which paraeducators, or teachers, can encourage autistic students to engage in conversation with their non-disabled peers and improve their social skills. One thing in the article that I found to be a useful suggestion to have autistic students connect with their peers is

Higginson, R., & Chatfield, M. (2012). Together We Can Do It: A Professional Development Project for Regular Teachers' of Children with Autism Spectrum Disorder. Kairaranga, 13(2), 29-40.

This article was very useful for my topic/questions because it emphasized the importance of professional development for teachers in mainstream classrooms who have autistic students. One thing that was very clear from this article was that many general education teachers initially have negative attitudes and lack of understanding towards their autistic students. Additionally, they are not informed about what strategies are effective for thee students nor why these strategies are necessities for these children. The study found that through this professional development program, teachers became more knowledgeable and tolerant towards children with autism spectrum disorder (ASD). The authors of the study recommend professional development programs such as the one outlined in the article as an effective way to assist teachers to make changes needed to include students with ASD in their mainstream classrooms.

Blogs I responded to:
Sarah Wilkerson
Kaitlyn Vignocchi
Jennifer Steele
 

Course II (Content Knowledge) Session One

-->

Content Knowledge (Course II)

1.     Describe how outside-school experience(s) have expanded or deepened your subject area content knowledge, and tell how it enhanced or changed your understanding. Include at least one specific experience.

Outside-school experiences have expanded and deepened my subject area content knowledge in a multitude of ways. I feel that a great deal of my content knowledge has been acquired outside of the classroom. These experiences include going to work with my dad and asking a never-ending series of questions about his job, going to museums and exhibits with my family during the summertime, helping the girls I used to nanny for with their homework, and various different volunteer jobs.

One specific experience I can remember is when I was in middle school and I was part of a youth council. We completed a number of different community service projects throughout the year, but one project specifically that I remember was when we went to the Monument Crisis Center and spent time with the children and families there. One of the families at the center had two young girls, probably in about 2^nd or 3^rd grade. The girls were working on their homework and so my supervisor said that I could go and sit with them and see if they needed help. One of the girls was working on her math homework where she was working on multiplication problems. I remember that she was stuck on a particular problem and I was trying to figure out a way to explain it to her. I knew that she understood her addition facts because I could see she had worked out the previous addition problems without trouble. I decided to encourage her to solve the multiplication problem by adding the numbers multiple times (using repeated addition). Having to think of a different way to explain a multiplication problem to the girl helped me to expand and deepen the way I thought about various math problems, a subject I was not particularly good at.

2.     Respond to the class discussion of Ball’s “The Subject Matter Preparation of Teachers.” Have your initial judgments or opinions change based on the discussion?

The discussion of Ball’s “The Subject Matter Preparation of Teachers” really just reaffirmed my own thinking while reading the article. I was really surprised that an article that was written so long ago still had so much relevance and truth in the education profession today. It seemed as though a majority of my classmates found themselves asking the same questions that came to mind for me as I was reading: How can teachers really have all the subject matter knowledge to teach prior to going out and actually teaching it? What can we do to better prepare teachers in training? How can we as teachers work to improve our subject matter knowledge when we teach so many subjects in such a variety of grade levels?

My small group focused on discussing the quote on page 9 of the Ball article: “Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry in the discipline.” We particularly were discussing this quote in its relationship to History and Social Studies and how many teachers simply present students with facts and dates to be memorized. We discussed how this does not adequately prepare students because they are not forced to think critically about what they are reading or to look at history as a narrative—a story told from a point of view. We all agreed that it is important to encourage students to question what they learn, even in a discipline where information is often presented as concrete facts, and participate in intelligent discussions about the content.

3.     Where are you in developing and pursuing a line of inquiry?  What is your question?  Are you satisfied with your question?  At this point, what do you know about the research available in this area?  What ideas do you have for possible experiential learning sources?

I am focusing on investigating the topic of students with autism in mainstream classrooms. Specifically, the two major questions I have been researching thus far are: How does the mainstreaming of students with autism improve their communication and social skills? And also, what strategies are most effective for managing problem behaviors of students with autism in a mainstream classroom?

While my questions are still somewhat broad, I am satisfied with them.

I have found a variety of research available in this area, ranging from articles published in psychiatric and psychological journals to studies of autistic students in general education classrooms and their social interactions with their non-autistic peers. Most of the sources I have found thus far are secondary sources. I plan to search for several books that I have heard about through friends who are special education teachers that are written by autistic individuals about their own personal experiences.

For possible experiential learning sources, I was thinking about trying to find general education teachers who have had autistic students in their classes and interviewing them about what strategies worked well both for developing those students’ social skills as well as behavior management.

An additional, and vague, idea I had was to search for autism organizations and see if there were any conferences or resources I could utilize.

4.     Feel free to add artwork, photographs, quotations, or personal experiences that connect to your content area. Express yourself.

A few informative, interesting resources on Autism:

Autism Fact Sheet

Autism Speaks

Autism Society

Blogs I responded to:
Allison Broude
Jessica Bender