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Greg McVerry

#edu407 Some Examples of a Literacy Mantra

Mantra, a Sanskrit word from Buddhism., means a repeated phrase used during meditation. A universal truth that keeps you grounded? So what truths will you hold

1 min read

Mantra, a Sanskrit word from Buddhism., means a repeated phrase used during meditation. A universal truth that keeps you grounded?

So what truths will you hold about literacy? What will guide yoru everyday actions as a teacher.

Some Examples:

another example of a literacy mantra: https://twitter.com/telliowkuwp/status/1089170164673855489 Number of Words != good writing or intelligence

Check it out here is a literacy mantra and it's never too late for a mantra by definition they should transcend time and space https://twitter.com/dogtrax/status/1089142504610512896

https://jacquelinnesblog.wordpress.com/2019/01/26/module-1-theories-of-meaning-making/

https://elizabethlopezdot.wordpress.com/2019/01/27/my-philosophy-of-literacy-education/

here is a great resource from @mahabali's read this page: https://blog.mahabali.me/readthis/ that you might want to consider when thinking about your literacy mantra: http://infed.org/mobi/curriculum-theory-and-practice/

https://elementarye.school.blog/2020/01/30/my-literacy-mantra/

Greg McVerry

@dajbelshaw Made me immediately think of Felix and Magic Bag of Tricks, made you this quick gif (trying to stay away from giphy now that I know facebook will get all the data) https://jgregorymcverry/photos/gif/education/felixbagoftricks.gif

Greg McVerry

@BrianHerb17 I wonder if there are activities they could do at home in their language of choice rather than forcing even more assimilation of English only education.

Greg McVerry

Week One Module for #edu506 @scsu studentd building up their skills in teachign online literacies in k12 classrooms

Goals:  Explore methods to make our online classes a caring place where every student know what it takes to succeed. Objectives: Analyze how you applied elements of Community

2 min read

Goals: 

Explore methods to make our online classes a caring place where every student know what it takes to succeed.

Objectives:
  • Analyze how you applied elements of Community of Inquiry to your first week
  • Explain why intentional hospitality matters in online learning.
Read

Skim the readings for the salient points. Try to survive this week. I debated just giving you an infographic but I went full source in case you return.

Bali, M., Caines, A., Hogue, R. J., DeWaard, H. J., & Friedrich, C. (2019). I ntentionally Equitable Hospitality in Hybrid Video Dialogue: The context of virtually connecting. eLearn, 2019(5), 5.

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9.

Write

Share a reflection of your first day.

Share yoru daily and/or weekly schedule

Participate

You took pride in designing your classroom. Your online class should be the same. Over time you can add all the paint and posters, get all the student work hung up, make anchor charts.

For now less is more.

  • Get a piece a paper,
  • Draw out the text structure of a "class period" or "day" depending on your k12 school gets set up.
  • You get no more than four boxes.
  • Now make this layout in Google Classroom.
  • Provide a shot of your paper and the classroom template (NO student data can be displayed)
Reflection

This first week with your students your major focus has to be on social presence and intentional hospitality. Share the strategies you used to keep learning social while creating an environment where students know you care.

 

 

Greg McVerry

Yes: Attending remotely. My goals: * Set up an education torrent section for videos on /myseeds * Add CSS Subgrid to article cards * Automate my rel next and rel prev (stretch goal)

Greg McVerry

An inclusion of Black feminism and Black women edu- cation scholarship in curriculum studies would help to prepare teachers to fight against the racist and sexist tides of standardisation and conformity endemic in public school education.

-Tiffany Nyachae

Greg McVerry

Thank you so much for your honesty. I am glad to see leaders with conservative voices on campus. I 100% respect your right to be wrong, just as much as I hope you respect my right to be wrong.

Too much has become about winning and not enough listening and careful reflections of patterns that swim in different data.

If you are looking for conservative voices in education I try to follow a good mix. Check out the edreform section of /following page.

The Fordham Institute is a good place to start, 74.org is a right-center education publication, rearcleareducation will have a conservative collection of articles.

The point for us in studying these issues in children's literacy and literature is just to understand the reaffirming power of seeing our own stories.

Greg McVerry

Our #edu506 Disciplinary #Literacies Questions

Students completed a 3-2-1 in reaction to the readings. They had to list three things they learned, two things, they found interesting, and one question

2 min read

Students completed a 3-2-1 in reaction to the readings. They had to list three things they learned, two things, they found interesting, and one question they still had. Here are there questions:

How can we better educate teachers on how to use different texts with children. For example, what resources are there for teachers to help with selecting text that apply to different student backgrounds and skills.

How much should we limit vocabulary learning? Obviously there are endless words to be learned, but given the limited resources, where do we stop? Gunning made a few suggestions on choosing 4-6 words to key in on when reading a new book.

When we are teachers what newsletters or publications can we explore to better inform our ELA et al teaching going forward?

I have read through many ways to help expand a child’s vocabulary. Examples of this are: reading high-quality books, Word Central, riddles, and vocabulary self-collection strategy. From experience, is there one way you have noticed that works better than others? Or does it ultimately come down to whatever is the best learning structure for that individual student.

One aspect that I felt like I wanted to read more about was how to embed using disciplinary literacies across all subjects in a classroom.

 How do we make sure that all students are receiving all of the necessary skills for each discipline? Some students work with other educators in the building (specialists, special education teachers, etc.) that might not use the same terminology or skill.

 

Greg McVerry

My Support for CT HB5376 which eliminates EdTPA in Connecticut #literaces #edchat #teacheredchat #edu506 #edu307 @ctmirror

This is a reply to an editorial: Thank you all for engaging in this important topic, though I do not think the author was suggesting no

4 min read

This is a reply to an editorial:

Thank you all for engaging in this important topic, though I do not think the author was suggesting no assessment in student teaching.

Violet Jiménez Sims suggested that EdTPA is the WRONG assessment not that all assessment is bad. The author argued for local control based on high quality feedback rather than handing over testing to a national corporation that leeches away not only dollars from needy students but the American principle of local control in education so important to our federalism.

EdTPA has nothing to do with good teaching as we do not even know if it accurately (reliability) measures what is says it measures (validity). In fact the authors of the state report in support of EdTPA could not even agree on it's efficacy. Two of the report authors REFUSED to sign the report. How do I convince student teachers this matters when two of the State's experts can't even agree?

In terms of authors Aflano, Horton, and Todd voted yes while Grant and Ayalon voted no (copy of report). When 40% of the State's experts do not agree with findings they wrote we need another solution.

A Problem We Created

One of my favorite scholars on teaching writing, Ed White, used to say, "Assess thy self or be assessed." Education Deans around the state made this mess. They never trained, observed or coached student teaching supervisors. We saw this in the data where students would score almost perfect scores every time. This is not a knock on evidence, scores should be skewed positively after four years of instruction, but it was an indicator of lack of validity. Scores should never be that similar.

So the Deans around the state are looking for an easy way to appease accreditation boards far removed from Connecticut classrooms. They turned to giving Pearson, the testing conglomerate, a giant government handout. One that should not sit well with fiscal conservatives or those who favor local control of schools.

A Better way Forward

We learned many lesson in the last decade of edreform focused on teacher quality. Mainly just because you SHOULD do something doesn't mean you CAN do something. It would be great to assign a numerical quality value in CT to every teacher. The math simply does not work. We end up taking multiple flawed assessments and building a composite score. It like we shine two turds, combine them, and then sell the dish as mud pie.

More importantly we learned the importance of coaching and feedback. There are very specific practices we know show gains in student performance. there are class cultures that allow all students to thrive. We can observe teachers, either veterans or candidates, and provide feedback on how they can grow. This increase in instructional capacity may lead to improved student performance.

There is a better way forward in Connecticut. The majority of teachers in the state get assessed against the System for Educator Evaluation and Development which includes the CCT Rubric for Effective Teaching 2017. Here is my novel idea...We train teacher candidates using the same rubric for effective that is used in the classroom. Imagine that...training people using the same instruments that will be used to judge their performance. Not only would we regain and protect local control over edreformers who seek to nationalize teacher preparation but we would use good pedagogy.

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In full disclosure: I am not an expert. My PhD is in educational psychology, with an emphasis on cognition and technology, but I have spent the last five years serving as the Peer Validator in New Haven Public Schools. Any teacher who scores at the top or the bottom of the scale gets observed by me. I also spent threes observing hundreds of teachers in Newark Public Schools.

This experience lead me to create an app called ReVIEW Talent Feedback System, to coach school administrators on how to deliver high quality feedback using the CCT Rubric for Effective Teaching. Feedback, not some silly Pearson test, drives growth.

This app has been used by the CSDE, CREC, Hartford Public Schools, and New Haven Public Schools to train administrators on coaching for growth.

Our app is partially funded through start-up grants from UCONN and SCSU. In fact, we have a profit sharing agreement with SCSU if our app truly took off. I receive no income from UCONN or SCSU for the development of this tool.

Greg McVerry

And I noticed that @jacobmcjacob's post on the need to queer our education does not work. Looks like he took one of my fav blogs eva down. I am going to find a suitable replacement text.

CLMOOC

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