Beruflich Dokumente
Kultur Dokumente
Benjamin Bergman
Term II Child Study
Upenn - GSE, Fall 2015
Table of Contents
Focusing Question
What are the impacts and possibilities of Titos moderately outgoing
personality in a school environment in which students are encouraged to be
quiet?
Childs Physical Presence and Gestures
Tito is a caucasian boy with dirty blonde hair and stands slightly taller
than any other boy in his third grade class at Penn Alexander. He generally
has a relaxed facial appearance which tends to correspond with his
disposition. He often looks calm, almost bored because of his slightly heavy
eyelids. Occasionally Tito makes odd faces as if he is stretching his face
muscles. Tito often expresses emotions by raising his eyebrows. For
example, Tito sometimes raises his eyebrows when he appears interested in
something he is learning. Sometimes after Tito speaks to someone, and while
waiting for that person to respond, he grins narrowly and with what appears
to be a feeling of very slight happiness.
Tito is usually at his desk, like the rest of the students in the class (See
Appendix D for the classroom map). At his desk, he sits on his chair properly
(as compared to, for example, putting his feet on the chair), and he seems to
usually have a fairly good posture insofar as he keeps his back mostly
straight and leans forward or backward from the hip. Tito has stood by his
desk on various occasions which indicates that he sometimes needs a break
from sitting.
When Tito walks in the classroom (such as when he walks between his
seat and the rug) it appears that his limbs and head are relaxed and even
droopy. His style of walking makes it appear as if he looks bored or as if
walking is a struggle and he would just rather stay put than walk to the rug.
In other words, his step has no pep in the classroom. At recess, however, Tito
will run around with the other boys, and so it is during recess that his
physical appearance has much more vigor.
Titos voice is standard in pitch for a boy his age. When he speaks to
me, to a teacher, to friends, or to his classmates as a whole, he almost
always speaks with an appropriately audible volume. The tone of Titos vocal
expressions change based on the situation. For example, when Tito speaks to
a teacher he usually has what sounds to be a respectful, semi-formal tone,
whereas when Tito talks with his friends his tone of voice sounds less
stringent and more natural albeit still respectful. I wonder how Tito
communicates with his parents.
Disposition and Temperament
Tito appears to be fairly mild-mannered in overall disposition. I have
not witnessed Tito losing control over his emotions. For example, I have no
reason to believe Tito has ever thrown a temper tantrum while in school
since starting the third grade. Tito has not shown any outward signs of
depression, anxiety, or any other mental disorder - at least not to my
knowledge, but I am no expert on mental disorders. While Tito can be
moderately outgoing in and out of the classroom, his temperament seems
fairly normal for a third grade boy, and that is why I would characterize him
as having a moderate disposition overall.
Tito sometimes looks bored in class. He looks bored because he will
sometimes lay his head on his folded arms on his desk, and this is something
I have witnessed across academic subjects. Other times he looks bored
because his eyes wander and his physical presence is not one of alertness,
but instead is relaxed. Tito has displayed what appears to be signs of
boredom at least three times a day every day I have observed him. However,
my data is limited because while he may physically appear bored, in
actuality his internal state may be one of interest or excitement.
Social relationships
Titos relationships with others varies greatly depending on with whom
he is interacting. When interacting with friends outside during recess, Tito
appears mildly energetic. He does not appear excessively hyper-active
because he does not continually and wildly run around with friends at recess;
rather, he runs around a moderate amount and takes breaks in between
running to walk or standstill, even while playing active games like wall-ball or
soccer. It looks odd when he stands still while playing wall-ball because his
change in movement from dynamic to static seems to come from nowhere.
When he pauses, I can not tell if he is just bored, is strategically positioning
himself to catch the wall-ball, is simply taking a break because he is tired, or
something else entirely. Whatever it may be, I believe his pauses
demonstrate that he is not usually hyper-active.
and how to use the ball (sensibly) illustrates that he is comfortable telling
his peers what to do, at least in gym class.
Titos relationship with his teachers is one of simultaneous
disobedience and respect. While Tito disobeys his teachers rules to be quiet
on account of his outgoing personality, upon
me which I view as a sign of respect. While Tito is nice to me, he is not overly
warm. For example, while he will high five me, he has never hugged me.
Interests and preferences
One of Titos favorite things to do is play computer games. He told me
that he particularly likes to play Arc Games which tend to be sci-fi and highfantasy massive-multiplayer-online action/adventure games. He was curious
if I play Arc games, and he told me that he plays them because they are
fun. On a different note, Tito told me he likes food such as burritos, and he
expressed a strong interest in the cakes that were brought to class on a
couple of occasions for students birthdays.
Tito appears to have what Gardner (1993) would call a strong bodilykinesthetic intelligence, which corresponds to the activities he enjoys doing.
During recess he likes to play wall-ball and soccer, and he appears to be
good at those activities based on his ability to throw the wall-ball far, to
catch the wall-ball, to read where the wall-ball will bounce, and to make
controlled kicks of the soccer ball. He told me he likes to play outside,
wrestle his friends, and run. During gym class, he performed shuttle runs
faster than about 80% of the other kids in the class. He demonstrated his
kinetic intelligence during the shuttle runs by sliding head first into the finish
line on the hardwood gymnasium floor. His dive was performed well because
he landed firstly on his chest, and he used his horizontal momentum to
distribute the impacting energy throughout his body and then back into the
ground. After diving in a controlled and fluid manner which seemingly
resulted in no bodily harm, he turned himself over on his back and squirmed
back a few feet using a similar motion to that made when creating snow
angels. While squirming about, he appeared really happy because he had a
big smile on his face and he was acting really goofy. It seems he thoroughly
enjoys the runners high, especially after sitting in the classroom most of the
day. In all, I have reason to believe that Tito likes being physically active in
and out of school.
Formal and informal learning
Tito usually (but not always) appears bored in the classroom. Tito told
me that social studies is the easiest and most boring subject. Tito does not
find social studies to be boring because its easy; he finds it boring because
it is taught in a boring manner and the content is unengaging. While Tito
says he finds social studies boring, on multiple occasions I have witnessed
Tito express what appears to be interest in social studies. For example, when
watching a video from Scholastic about animals in South America he said
excitedly, Woah!.
While Tito says that social studies is the most boring subject, he told
me that science is his least favorite subject because it requires a lot of
thinking; however, he likes doing experiments. Tito often looks unengaged
during math based on how much he yawns, how his eyes wander, and that
he will sometimes put his head on his desk while the teacher lectures.
Titos favorite classroom activity is independent reading. During
independent reading, Tito consistently seems very engaged in his book.
During virtual read alouds of picture book (which are done during the last ten
minutes of every class), Tito usually appears engaged based on his eyes
seeming focus on the screen. Based on Titos homework that I graded and
the subject-specific interviews I conducted with him, I would argue that Titos
English language reading and writing capabilities are relatively stronger than
his mathematical reasoning skills.
Tito takes four classes which are not taught by his primary teacher: art,
computers, science, and gym. Tito seems to enjoy art class, which is only
once a week. During art he looks engaged in whatever project he is working
on and undistracted by the people around him. He seems to pay attention to
the art teacher when she speaks based on his eye contact with her and the
fact that he asks clarifying questions. Tito seems to fairly enjoy computer
class which does not surprise me because he likes computers. I have
witnessed that he is on task in computer class based on his computer screen,
and the fact that he is on task indicates that he is not struggling to keep up
with the lesson. During science Tito constantly gets reprimanded by the
teacher for talking too much and for touching the science equipment (placed
right in front of Tito) before he is explicitly told to touch the supplies. I
believe that Titos touching of science equipment is indicative of the fact that
he is at least partially interested in the scientific instruments with which he
does experiments. While Tito sometimes calls out in science class, he also
sometimes raises his hand to be called on. And when he is called on, he
often makes keen observations about whatever experiment he is working on
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at the time. He has even received praise from the teacher on multiple
occasions for his astute observations. Finally, Tito is always seemingly quite
excited to go to gym - just like the rest of the boys in his class.
Section 2: Literacy
The interview took forty-five minutes. Tito seemed comfortable and
relaxed for all of the interview. He even seemed relaxed when he came
across words that were difficult to spell or read. To begin the interview, Tito
read aloud from The Seven Natural Wonders by Lisa Freund and I took notes
on his reading ability. Then Tito and I took turns reading aloud a brief
biography about Susan McKinney Steward from the book Five Brilliant
Scientists by Lynda Jones. Afterwards, Tito used pencil and paper to spell a
list of words taken from Words Their Way. Finally, I interviewed Tito on his
general thoughts about reading and writing.
According to the classification system used in Words Their Way, Tito is
in the late within-word-pattern spelling stage. While Tito seems to
understand the CVC pattern - having spelled the words bed and ship
correctly - a more comprehensive spelling list would need to be administered
before concluding that he has a strong understanding of the CVC pattern.
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While Tito only spelled three of nine words correctly (see Appendix C for a
photograph of his spelling), Tito utilizes his knowledge of spelling patterns to
make sense of unfamiliar words. For example, Titos spelling choices indicate
that he understands the fundamental concept behind the long vowel pattern
CVCe. Tito spelled float as flote and spelled train as trane. So while Tito
is making use of the CVCe pattern, he is using it incorrectly. As a teacher I
believe it is important to teach Tito the CVVC pattern in which the first vowel
is long such as in the words float and train. Perhaps a pattern sort (as
described in Words Their Way) would be a useful way to teach Tito certain
spelling patterns with which he gets confused.
Tito is able to read fluently but reads somewhat slowly. When reading
aloud from The Seven Natural Wonders, he read at an average pace of about
1.5 words per second, excluding any outlier words on which he spent over
two seconds each to figure out. Tito considered this to be a medium-level
read, and I agree with Tito. The reading was what Goudvis and Harvey (2007)
call a just-right book because while it seemed challenging to him, it did not
seem frustrating. Specifically, of the 139 words in the passage, he
pronounced 130 of them correctly on the first try, and he self-corrected most
of his errors. He pronounced the word steep as step which is interesting
because he correctly pronounced the word deep. While he was not able to
use context clues to figure out the word steep, on a couple other occasions
he demonstrated his ability to figure out words using context. He initially
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pronounced the words tourists and deposited incorrectly, read the next
few words after, and then self-corrected using his new contextual knowledge.
While he does not need to stop and pause at every word (or even most
words) in an attempt to figure out how to pronounce it, he also is not quite at
the point of being able to read phrases with consistent grace. When Tito read
aloud, he did not read with much expression. For example, it sounded like he
did not read with purposeful inflections on specific words or phrases, and, in
all, his voice was fairly monotone throughout the passage. According to
Words Their Way, Tito would probably be categorized as a mid to late
transitional reader.
Tito demonstrated strong reading comprehension skills during the
interview. After reading a biography about Susan Steward, one of the first
black, female doctors in America, he told me that there was no part of the
passage that he did not understand. To confirm his assertion, I asked him if
he knew what the word homeopathy meant, a word which the book only
used twice and only defined once; Tito gave an impressively fitting, concise
definition. When I asked him how he knew the definition, he said, I was
listening to you read it. Further demonstrating his reading comprehension,
Tito summarized the passage, made multiple inferences (such as inferring
how the main character may have felt as one of the few black, female
doctors), and connected the text to his own life by comparing and
contrasting issues of racial segregation then and now.
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Tito reads at home for about one hour a day. Part of the time he reads
at home is for homework. Tito also reads for personal pleasure. He said, I
read if I have nothing to do, and my friends are not there, and Im not
allowed to play video games. While Tito prefers to hang out with friends at
home over reading, on a couple occasions I have witnessed Tito reading the
comic series Bone by Jeff Smith during recess. On one of these occasions I
asked Tito why he was not playing wall-ball or soccer like he usually does,
and he responded simply, I like to read.
During independent reading time in school, I consistently observe Tito
reading Bone. When I asked Tito why he reads comics, he said, I like the
pictures in them, and theyre more fun to read, and theyre a tiny bit quicker
to read than normal ones.
When Tito reads at home, he does so alone and quietly. At the
beginning of the school year, Titos class did a shared reading of Third Grade
Angels by Jerry Spinelli in which the teacher read the book aloud while the
students read along silently in their own copies of the book. Tito found this
activity to be bothersome because the teacher would read at a different pace
than his. He explained that sometimes the teacher would read too slowly in
which case he had to pause and wait, and other times too quickly in which
case he could not keep up. It seems that one way Tito learns effectively is by
being allowed to read information silently and independently (as compared
to being read to). In my classroom, Tito often has social studies information
read to him in the form of a virtual read aloud of a weekly Scholastic issue
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via the SMARTboard. It may be more effective for Titos learning if the sound
was turned off, thereby allowing him to read at his own pace.
Tito told me that he only writes at home when doing homework. I have
noticed that Tito does not have a tendency to write a lot; rather, he will write
just enough to fulfill classroom assignment expectations. In alignment with
Calkins (1994) suggestion, I believe Tito would benefit from keeping a
notebook which was divided by themes or genres. That way, Tito could
gradually add to a theme or topic over many class periods, and hopefully
begin to notice that he has a lot more to say about a topic than he may have
initially assumed.
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Section 3: Math
The interview took about forty-five minutes. Tito answered every
question correctly, and he seemed to be relaxed throughout. His
explanations for how he answered questions has given me insights into his
problem solving abilities and approaches. Tito answered addition and
subtraction problems using a diverse mixture of direct modeling, counting,
and numerical reasoning (or number sense). He answered equal groups
problems using repeated addition, skip counting, and by drawing arrays.
While Tito often relied on counting tiles to solve addition and
subtraction problems, he demonstrated a budding development of number
sense. One problem in particular demonstrates this point very well. In order
to solve a join result-unknown problem (nine plus eight), Tito first counted
out nine tiles. Then he recounted those nine tiles starting at the number ten,
which demonstrates his ability to count on. It also demonstrates his ability to
reason abstractly since he was able to arrive at eighteen with only nine tiles
by allowing each tile to correspond to two non-consecutive numbers. After
deducing that nine plus nine equals eighteen, he subtracted one in his head
to come up with the correct answer. It was his decomposition of nine into
eight and one that gives evidence of his numerical reasoning skills. However,
this roundabout way of solving the problem demonstrates that he does not
necessarily solve problems efficiently.
His main solution strategy for solving a variety of addition and
subtraction problems in which the result was given and in which the result
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would require more thinking or it would take longer or that he could but
it was hard to explain how he would do so, therefore I do not consider him
fluent at two-digit addition and subtraction story problems.
Tito is beginning to develop a relational understanding of single-digit
multiplication, because he demonstrated an understanding of not only to
compute multiplication problems but also a limited understanding of what
the problems actually mean. Furthermore, he demonstrated flexibility in
solving multiplication problems insofar as he used varying techniques to
come up with solutions.
Tito seemed to understand multiple ways to solve the problem: Three
kids are collecting leaves. Each kid collects two leaves. How many leaves are
there total? He fairly quickly wrote the numbers 2 4 6 on his paper while
reciting each number, and then concluded that the answer is six leaves.
According to the OGAP framework on multiplication thinking, his use of skip
counting would put him in the early transitional stage. However, he then
explained that he could have immediately told me the answer, and he only
wrote down numbers to show his work. This initially suggested to me that
two times three was a known fact to him. But then he told me that this was
an addition problem that he solved by doing repeated addition, thereby
moving him down to OGAPs late-additive stage. The following problem
confirmed that he is straddling the additive and early transition stages. When
asked to solve a story problem representing three times three, he skip
counted by threes to six, after which he wrote down that six plus three
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equals nine. He said, There are nine cookies in all because three plus three
plus three equals nine, in other words, three six nine.
When I asked Tito to solve three times four (written 3x4), he was
confused at first. I then asked him what it means to do three times four, and
he immediately knew how to solve the problem. I found this to be an
interesting response because it gives evidence that he thinks in terms of not
just what problems say but what they mean, which indicates that he is
developing relational understanding. While he used repeated addition and
skip counting to solve the previous equal groups problems, for this one he
drew an array. While these varying strategies for solving multiplication
problems would suggest that he has what Russell (2000) calls flexibility in
solving problems, his relational understanding of multiplication is limited.
While Tito easily came up with his own unique word problem to represent
three times four, when I asked him to come up with an addition sentence to
represent three times four he spouted off different pairs of numbers that add
to twelve. Even though his use of an array and skip counting and his ability
to create a word problem demonstrate his relational understanding of
multiplication, his inability to derive an appropriate addition sentence
(despite some seeming understanding of the relationship between repeated
addition, equal groups, and multiplication) is why I deem his relational
understanding to be existent but limited.
I believe it would be useful to wean Tito off of tiles in solving addition
and subtraction problems. As a teacher, I would demonstrate to him how to
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use pencil and paper to think about these problems, and I would build upon
his prior knowledge of how to decontextualize and make abstract
representations. I would model how join change-unknown, join startunknown, part-part-whole part-unknown, and comparison differenceunknown problems can be solved using subtraction and without any tiles. I
would focus on developing his numerical reasoning, with the hope that he
would realize how much quicker numerical reasoning has the potential to be
to solve problems than direct modeling. I believe it would be useful to focus
on how numbers can be decomposed, which is something he is beginning to
understand.
In developing Titos multiplication skills, I would spend a small portion
of class time having him do rote memorization of single digit numbers in
combination with skip counting and repeated addition exercises to reinforce
and give meaning to the rote memorization of the times table. Furthermore, I
would build upon his knowledge of arrays to teach him area models in
combination with the distributive property.
Section 4: Science
Titos entire formal science education is through Penn Alexander.
Penn Alexander has a strong science education curriculum insofar as
students learn science mainly through experiments rather than mainly
through doing worksheets or listening to the teacher lecture as is so often
the case in science classrooms. At Penn Alexander students have one fortyfive minute science class per week.
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the idea that things that are light and flimsy tend to fall over more easily
than heavy, sturdy objects. Titos suggestion that heavy, non-bending
objects stay in place better than light, pliable objects suggests that he has
an intuitive understanding of physics (in particular: basic Newtonian physics).
However, Tito did not acknowledge gravitys role in causing a page of a book
to fall.
When I asked Tito what gravity is, he responded, If there was no gravity we
would be floating right now, so gravity is basically to keep your feet on the
ground. On the top of the earth there is a little gap of gravity and then nongravity. Tito explained that gravity decreases the farther away you get from
earth until it becomes absent. He said, As you get higher and higher there is
less gravity and oxygen. Tito said he does not know why there is less
gravity farther away from the earth, and he guessed that it might be
because there is less oxygen. Tito does not seem to understand that gravity
has to do with the mass of objects. Still, it is impressive that he had the
insight to make a correlation between his fairly accurate understanding that
both oxygen and gravity decrease as one moves outwardly away from
earths surface.
Tito has done the sink/float experiment before.
Upon placing a big bowl of water in front of Tito, and various small
objects strewn on the table, Tito immediately asked if this was a sink/float
experiment. He then told me that just for the fun of it he had done a
sink/float experiment at his friends house in which they used various
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part of it. According to Tito, doing history means learning about history. He
was unsure if someone who has never learned about history is a part of it.
I found it interesting that Tito initially viewed history in terms of
famous people even though his third grade social studies class spent a
couple weeks focusing on the self (through creating biographies, selfportraits, and facebook pages). This discrepancy in how Tito defines history
and the content of his social studies class is perhaps best explained by the
fact that Tito differentiates history and social studies. He told me that he
gets history and social studies confused. He says that he may have learned a
bit of history, but he probably did not realize it at the time, and when he did
learn history it was outside of the social studies curriculum.
Tito learned the fifty states, but doesnt know the function of a
state.
Upon asking Tito what he has learned in social studies, he responded,
Where I live, the fifty states, mostly about where things are so far. Tito says
he had to learn the fifty states for tests. Tito explained that knowledge of
the states is useful so that one does not confuse cities and states. While Tito
may feel his main purpose in having to learn the states was to get a good
grade, it is impressive that he was nonetheless able to create a purpose for
this information extending beyond school and into his everyday life. He
realized that this geographical information could be applied outside the
classroom, and his practical application of the material could be considered a
somewhat higher order thinking skill according to Blooms Taxonomy.
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Tito said he does not know why there are different states, or how the
states formed, or what functions they serve. Tito said that life might be bad if
there were no states because a lot of geography would be different. When I
asked him to explain how geography would be different beyond the maps
themselves changing, he paused for a very long time, seemingly unsure
what to say. It seems Titos understanding of states, despite being able to
apply this information, is not in-depth as described by Barton and Levstik
(2011); rather, his understanding is largely based on memorizing a list of
facts.
Tito seems to believe that being taught multiple perspective means
being taught from multiple teachers.
Tito confirmed that Penn Alexander teaches social studies using
multiple perspectives. When asked for an example, he responded, Do you
mean different types of social studies or the same type but different
perspectives? His response gave me the impression that he did not fully
grasp what I meant by being taught from multiple perspectives and I
believe I am to blame for not making the question clearer. Still, I pressed
forward and asked him if he is ever taught the same type of social studies
from different perspectives. Tito asked, Does geography count as social
studies? He explained that in second grade he was taught the fifty states
and in third grade he was taught the difference between a town, a state, and
a country, thereby building upon his second grade teachings. It seems Tito
believes he was taught geography from multiple perspectives insofar as his
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second grade teacher taught him just the states, while this third grade
teacher taught him more.
I asked Tito why it might be important to learn the fifty states from
multiple perspectives. He said, Because one could have taught me less than
the other. Or they could have taught me the same thing. Titos response
suggests that he understands why multiple perspectives are important. He
seems to realize that because one teacher may know less about a topic than
another teacher, it is useful to learn from both teachers in order to get a
more holistic perspective. While Tito explicitly says that one teacher could
have taught him less than another, Tito seems to realize the more general
idea that teachers know different things than one another.
Tito did not know the difference between a firsthand and secondhand
account of an event, so I explained it to him. Tito then realized that firsthand
accounts have the potential to give more description. Following a leading
question, Tito told me that one can never entirely trust any source of
information, but he had trouble explaining why.
Tito is open-minded to multiple theories of why the Titanic sank.
Titos class read a brief Scholastic issue about the Titanic, after which I
began reading aloud Magic Tree House: Tonight on the Titanic. Tito told me
that he believes the Titanic is such an important part of history because it
was so tragic on account of the huge number of people who died. Tito
recalled that the ship sunk from hitting an iceberg. He elaborated, But I did
hear from another thing that the water tank blew open and thats what sunk
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it. Titos ability to draw on conflicting explanations without claiming that one
is necessarily the truth, and his willingness to consider explanations other
than the status quo explanation (that it hit an iceberg) demonstrates his
ability to appreciate and be open-minded toward multiple perspectives;
however, his open mindedness may prove dangerous when he is presented
with inaccurate information.
Tito noticed that clothing styles change over time.
I asked Tito to flip through Eyewitness: Titanic and stop at a picture he
found particularly interesting. He flipped through the book rather slowly,
spending a while examining each picture, which indicated to me that he was
fairly interested in most of the pictures. After a couple minutes he had not
chosen a particular picture, so I asked him what impressions he was getting
of the time period back then based on the pictures and paintings of that time
period. Tito recognized that the black and white pictures were probably older
than the colored pictures.
I directed his attention to pictures of people from the early nineteenhundreds. He first noticed that these people were wearing older clothes. He
could tell they were older clothes because not a lot of people wear them
now. This was a well-reasoned observation, because he seemingly deduced
that if there is a picture of people wearing clothes which people do not wear
in the present time period, than the picture is likely from an older time
period.
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Tito noticed that the men wore more turtlenecks back then and now they
wear shirts like these (pointing to his own standard v-neck t-shirt) and
collared shirts. Tito also said that woman of the present time period dont
wear a lot of long coats like that. I asked if women today wear long coats in
the winter, and he expressed uncertainty. After being asked leading
questions, Tito said that based on the pictures he believes people dressed
more formally back then, but he was not sure why people dressed more
formally.
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controlling his behavior. So, what are the possibilities for a student who is
outgoing in a school where silence is valued?
It may be possible that Tito can learn to better control his vocal
outbursts. It is possible that Tito can practice mindfulness and self-awareness
simply by being more conscientious of his desire to speak in relation to
whether or not his hand is raised (Cayoun, 2005). A teacher could encourage
Tito to actively be aware of his vocal outbursts and incentivize Tito to only
speak upon raising his hand. A teacher could initially offer Tito a tangible
extrinsic reward (such as candy) and give Tito praise for each class day that
he does not call out. Simultaneously, a teacher could help Tito develop an
appreciation for a quiet classroom and hand raising by explaining how it
benefits himself and the class as a whole as a means of creating an intrinsic
motivation. Gradually the teacher should diminish the extrinsic reward until
eventually Tito was solely motivated to raise his hand and to be quiet by the
intrinsic reward of knowing that he was helping himself and his classmates
learn. I am left wondering if a quiet classroom in which students must raise
their hands to speak is really the most effective type of classroom. I believe
it may be more useful for students to learn conversation moves rather than
having to be called upon to speak. I also wonder if there is public school near
where Tito lives that would encourage his outgoing demeanor rather than
repress it. Lastly, I am curious what Tito thinks of the quiet culture that
encompasses Penn Alexander, and how he believes it impacts his learning.
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Object
Prediction
(in order of
Titos Exact
Result
Reaction
Float
Entirely
Reasoning
testing)
Fishing
Float
bobber
unsurprised
plastic normally
floats.
Nylon bolt
Maybe will
sink
Sink
Unsurprised
Sink
Entirely
hollow, so it might
not float.
Aluminum nut
Sink
unsurprised
floats.
Two attached
Maybe will
Because theyre
paper clips
sink
Sink
Slightly
unsurprised
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Sink
cylinder
Small
Sink
aluminum
cylinder
Entirely
unsurprised
Sink
Unsurprised
Sink
Unsurprised
Float
Rather
paper clips to
compare). Its going
to sink because
these sank [referring
to the paper clips]
and this [referring to
the cylinder] is much
heavier.
Small acrylic
Sink
cylinder
Small
Maybe will
polyethylene
sink
cylinder
surprised
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Small wood
Float
cylinder
Wood bead
Glass marble
Because wood
Float
Unsurprised
Float
Entirely
normally floats.
Definitely
[No reasoning
will float
provided]
Sink
unsurprised
Sink
Entirely
unsurprised
Sink
cylinder
Sink
Unsurprised
Float
Unsurprised
Sink
Unsurprised
Big wood
Float
cylinder
Clay cylinder
At first:
Very hard
to tell.
rubber floats.
After
finding out
is it clay or rubber?
its clay,
not rubber:
Sink
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September 28: Tito told me his favorite science experiment was making
parachutes which he did in second grade. When asked what he learned
from the experiment, he said the only thing he remembers having learned
was how to make parachutes.
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Works Cited
Barton, K. C. & Levstik, L. S. (2011). Doing history: Investigating with children
in elementary and middle schools (4th ed.). New York, NY: Routledge.
Bear, D. R., Invernizzi, M., Johnston, F., & Templeton, S. (2012). Words their
way: Word study for phonics, vocabulary, and spelling instruction
(5th ed.). New York, NY: Pearson.
Calkins, L. M. (1994). The art of teaching writing. Portsmouth, NH:
Heinemann.
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