TASK 3

Do all students have a capacity to learn?

Absolutely!!! Every student in our classrooms is born with the ability to think and reason--ergo they can learn. What changes is the level and the pace at which each can perform.

What shapes this capacity?

I think various factors contribute in shaping their capacity to learn. I see it as a circle in which the learner is at the center. First comes the family, then the community--neighbors/neighborhood, church or lack off, friends and school. Each plays an important role of support and of providing experiences in which the learner will engage in learning or have the opportunity to learn in some form.

How much influence do I have upon this capacity?

As a world language teacher I have some influence, not as much as their regular teacher for two reasons. Time spent with the students is a key factor. I see them for a total of 75 mins/week. Another is the subject I teach. Since I teach primary grades only, the content remains at a basic level and does not allow me to move to higher order thinking. However, in terms of learning Spanish, my students as a whole do very well regardless of how they are categorized in other areas (high, low, etc). Actually it is in my class where all learners begin basically at the same level allowing them ample opportunities to succeed regardless of their status or special needs. I love this fact because I see the surprise in the regular teachers'face when they see "struggling" students participate and learn in Spanish what they have had difficulty teaching in English!!!!

How do these assumptions shape my instruction?

It challenges me as a teacher to continually find ways to keep my students engaged and enthusiastic about learning--not just Spanish but about being learners. It also motivates me to know that I can make a difference in the way these students view themselves, that is, they are not losers, dummies or "stupid." They can succeed in something if they persist in everything!!!

I choose Domain 1. Planning & Preparation

TASK TWO

Twenty-one years ago I read a book called "The Seven Laws of Learning and Teaching" during my Sunday School training in my church. It's a very small book which today you can buy for $5.00 or less. Most of my understanding of what it is to be a good teacher and a good learner I gleaned from this tiny but excellent book. Why do I share this? Because as I read through these articles, it was clear to me that the most basic principles of pedagogy are not that complicated, instead they have been made complicated (with the best of intentions, no doubt) with the desire for higher expectations. The problem is that they cannot articulate what goals will be achieved.



The key issue at hand is the purpose of curriculum, our role as teachers and our implementation of the curriculum. For me, curriculum is a guide. I am a world language teacher who has to work with a partially completed curriculum because we (myself included) are in the process of developing, revising and evaluating as we go. So, we can say that I am working with a "product in process." However, what I do have I use with this goal in mind: What can the learner do with the language? By starting from this point, my focus is on the learner while at the same time challenging myself as a teacher to think of ways in which my students can be engaged in the language and not just "learning the language." It sounds easy, doesn't it? But it is not!!! I am still responsible for finding many of the resources needed, come up with engaging activities and assessments.



I like the term "emancipated"used by Schwarts because when we have been through the process of learning the curriculum before we teach it, then we are "free" from the curriculum and can teach it in a way that inspires our students. It is then that I can think and become "creative" in my approach to each lesson and align in with the purpose of the curriculum without being a prisoner of the curriculum. For me, not having a textbook is a blessing. It allows great freedom not only for me as the teacher, but to my students. They, too, are not restricted to a form of learning devoid of meaningful cultural and practical engagement. I was happy to see that the learning of world languages is mentioned by Wiggins and McTighe as they talked about the weakness of secondary education. The authors state "schools too often teach and test....and world language skills in isolation rather than in the context of authentic demands." World languages is most often overlooked when discussing the needs and problems in education today. It is good to see world languages recognized as a valued subject on par with the rest.

TASK ONE

Our present task is to examine why we need to consider curriculum. As teachers, it is imperative that we constantly look at curriculum since it is the medium used to perform our work. We want to make sure we have at our disposal a curriculum that has high standards, it's relevant, and as Wiggins states it " develops a thirst for learning" not only as a short term endeavor but one that seeks to develop lifelong learners. As I read the articles I kept thinking about the common complaint of the authors about the "traditional curriculum" which they find inadequate because it doesn't foster critical thinking, it doesn't encourage learner participation as an "expert," and it doesn't provide opportunities for all learners to show what they know. Wraga even adds that it lacks interdisciplinary connections which helps prevent having a fragmented curricula. He goes on to say that in earlier decades (1940's) the interdisciplinary connections were prescribed. So, I thought, " What happened? Why did curriculum development moved in the direction it did to the point where students find learning irrelevant? At the risk of being simplistic, I think the change ocurred--like in many cases--just to try the new "fad" without carefully considering the benefits or lack of to student learning.
Most of my early schooling was in Puerto Rico and as I recall, it was the traditional style. I can see the benefits of a holistic education in which students can engage the textbook, their culture and be able to think interdisciplinary. As a world language teacher, I definitely see the advantages of and practice in my classes the integrated approach. I want my students to be able to communicate in Spanish in a meaningful way. I want them to explore, appreciate and experience the differences and similarities between their culture and others. Of course, the extent of their experiences are limited because of their ages (K-2) and the limited exposure to the language and cultures. However, my desire is to awaken the mind to a world beyond their own and encourage them through their learning to continue their quest in not only learning to speak the language but in becoming citizens of the world. I think this is what Wiggins calls the need for a modern curriculum. One that has a the capacity of making our students "citizens and students of the world."

Introduction

Hola!
My name is Carmen Moreno. I was born and raised in Puerto Rico but moved to the US "a few years ago." I'm married to a wonderful man--Jorge. He is from Ecuador. I lived in Florida for 10 yrs and later moved to Kentucky to do a masters in theology, another in church history and now on my way to complete another in education ( I know...I'm a little crazy). I currently teach Spanish at Bowen Elem. in Louisville. This is my 2nd yr. at this school. This year, we have started an extended language program in which I teach primary grades 3x/wk for 25 min. and a bilingual instructor will teach intermediates. I am really excited about the progress that my students will make by the end of the year in their language acquisition.
During my "free" time I like to read, watch soccer/and or baseball, and go for walks with my husband. I am looking forward to getting to know all of you and learn from you as well.
Adios.....

My first blog!

Hola!
I think I just created my first blog!! I'm proud of myself!