I'm in the process now of reading through my scientific journal research - i've found some really good articles. I'm organizing all of my research into a typed outline, so that hopefully when I write the paper, it will flow easily and nicely.
That being said, since I'm taking so long to get the research really put together, I'll probably bring that in tomorrow, as well as my reflective essay. I won't have the final project written yet though.
Sunday, April 29, 2007
Wednesday, April 25, 2007
confrence reflections
I just had my confrence....just a few thoughts:
My reflective essay seems to be right on track, so I'll probably put that aside for now and begin to work on my report.
I have a pretty clear idea of what the report is now, which is nice. It's basically a regular scientific journal style research paper - introduction, methods, data, conclusions. It doesn't sound too bad.
I think I'll go through the observations and pick just a few selected moments to include in my data (probably 3, so that I can describe, and later analyze them) in detail. The moment working with the boy in the classroom on the computer may be included, or maybe his spelling exercise. Or, I'll include the work with the kindergardeners, so i can easily discuss inclusive education. As far as Avalon, those observations run together in my head a bit more, so I'll have to review them before I reach any conclusions.
We'll see.
My reflective essay seems to be right on track, so I'll probably put that aside for now and begin to work on my report.
I have a pretty clear idea of what the report is now, which is nice. It's basically a regular scientific journal style research paper - introduction, methods, data, conclusions. It doesn't sound too bad.
I think I'll go through the observations and pick just a few selected moments to include in my data (probably 3, so that I can describe, and later analyze them) in detail. The moment working with the boy in the classroom on the computer may be included, or maybe his spelling exercise. Or, I'll include the work with the kindergardeners, so i can easily discuss inclusive education. As far as Avalon, those observations run together in my head a bit more, so I'll have to review them before I reach any conclusions.
We'll see.
Monday, April 23, 2007
scary chem test
I have a scary scary scary chem test Wednesday that I'm frantically studying for, so this blog will pretty much be craptastic....
Wrote a rough rough copy of my rough draft, I dont know if I'm on the right track, but we'll see.
Planning to actually fight my way through the mountain of research that I have starting Wednesday afternoon (or Thursday).
Time to go back to studying - eek i'm so screwed!
Wrote a rough rough copy of my rough draft, I dont know if I'm on the right track, but we'll see.
Planning to actually fight my way through the mountain of research that I have starting Wednesday afternoon (or Thursday).
Time to go back to studying - eek i'm so screwed!
Wednesday, April 18, 2007
summary stuff - reflective essay
So we brainstormed for the reflective essay, and I thought I would just jot down my ideas here, so I have them written down.
I think in my reflective essay I'd like to focus on my growth as not only a writer, but as a student who will eventually enter the "real world," (whether that exists or not is a topic of debate, but I'll leave it for now). I feel like the real value of this class has not been learning to write proposals or progress reports - I can reference that online and figure it out. The real value of English 201 is learning to work without strict guidelines but rather, fuzzy instructions, learning to work under the direction of someone whose belief system is completely out of the standard, "what is learning" box. I'm a science major (as I've said probably a 100 times in this blog), and I"m used to filling in bubbles; this class has been a growing experience for me. My reflective essay will focus on that growth, beginning with my initial frustrations and confusion. Admitidly, I fought hard against "self directed" knowledge, and this is evident in blogs that I will include to provide a starting point for my portfoilio. Then, as I grudgingly gave into the idea (if only in the pursuit of a good "grade"), I really began to grow. This will be evident in the quality of my proposal versus my progress report, versus my final project (I hope). My growth as a writer is clear in these projects, my growth as a thinker is clear in the blogs. Reading through the blogs, it's clear that I grew from a childlike frustration, to a more mature (if grudging) acceptance and openness to the challenges presented in self directed learning. Blogs that demonstrate this will be included.
I think in my reflective essay I'd like to focus on my growth as not only a writer, but as a student who will eventually enter the "real world," (whether that exists or not is a topic of debate, but I'll leave it for now). I feel like the real value of this class has not been learning to write proposals or progress reports - I can reference that online and figure it out. The real value of English 201 is learning to work without strict guidelines but rather, fuzzy instructions, learning to work under the direction of someone whose belief system is completely out of the standard, "what is learning" box. I'm a science major (as I've said probably a 100 times in this blog), and I"m used to filling in bubbles; this class has been a growing experience for me. My reflective essay will focus on that growth, beginning with my initial frustrations and confusion. Admitidly, I fought hard against "self directed" knowledge, and this is evident in blogs that I will include to provide a starting point for my portfoilio. Then, as I grudgingly gave into the idea (if only in the pursuit of a good "grade"), I really began to grow. This will be evident in the quality of my proposal versus my progress report, versus my final project (I hope). My growth as a writer is clear in these projects, my growth as a thinker is clear in the blogs. Reading through the blogs, it's clear that I grew from a childlike frustration, to a more mature (if grudging) acceptance and openness to the challenges presented in self directed learning. Blogs that demonstrate this will be included.
Saturday, April 14, 2007
Thursday, April 12, 2007
time to update
Still sick... :( It's looking like either strep or mono, but we're going to give it a few more days.
Anyway, on the class/project front. I haven't done anything project wise, just trying to survive at the moment. Class - Wednesday, I can honestly say that I was very very very confused about what was happening. Friday, I expect to be just as confused since we're doing the same thing. Hopefully, it will clarify though. Hopefully, I'll be able to focus on whats happening, instead of fighting passing out. Maybe things wont be spinning this time.. :) hahaha.
Anyway, on the class/project front. I haven't done anything project wise, just trying to survive at the moment. Class - Wednesday, I can honestly say that I was very very very confused about what was happening. Friday, I expect to be just as confused since we're doing the same thing. Hopefully, it will clarify though. Hopefully, I'll be able to focus on whats happening, instead of fighting passing out. Maybe things wont be spinning this time.. :) hahaha.
Sunday, April 8, 2007
Thursday, April 5, 2007
Observations...again
Avalon lessons again - just a few today.
11 Am: Jessica, an adult cp patient
I led the horse, while Don and Greg sidewalked with Jessica. Having worked with her before, I was expecting a painful lesson, full of refusals to cooperate and panic. I was pleasently surprised. Jessica completed her stretches at Don's instruction, steered and followed Don's directions, trotted, and worked on language skills a bit. I gave her a word to spell (Mountain), and she steered to each letter and stopped. At each letter, she named three words that started with that letter. I spoke with Sarah afterward, she said that it was one of her better lessons. Since Jessica is an adult, however, I couldn't really compare with her attitude in school.
12 Am: The D'mico girls (a family of kids, one normal, two with cp - one mild and one severe, and one with severe dwarfism, and a mom with a missing leg that she lost during childbirth after a coma)
the D'micos are one of the most inspirational families I've ever worked with, and I've been doing their lesson for 4 years now. Today I just wandered from girl to girl and observed. Each girl had three people working with her, mostly adults. They did their stretches (physical therapy exercises on horseback), and worked on steering. (All direction following excercises.) The girls then had an "easter egg hunt" on horseback, again, an exercise in steering. Each girl works on something different.
Hannah: is a quiet, timid girl. We work on opening her up (she's the normal child), and gaining confidence. She works on steering and general riding skills, as well as spelling and math.
Angela: is mild cp. She works entirely on riding now - she is a confident, independent rider, and has come a long way. She is strenthening her legs, and trying to avoid the stiffening that often occurs with cp. She also does spelling and math with the other girls.
Toni: severe cp. She mostly sits up on the horse and uses the movement to work her muslces.
Sally: the dwarfism client. Sally works on steering, and spelling, ect. Same as the other girl...
Just a general note - story of the family. The mother got pregnant with Toni and Angela first, but went into a coma during delivery. She lost her leg, and the girls wound up with cp. They then got pregnant again, with Sally, and then with Hannah. They are the most incredible family - always upbeat and supportive.
1 pm: Janna - an 18 year old, severe cp client
Janna is a long-time client out at Avalon. This was her first lesson back after a 3 month break, so we kept it short. We walked quite a few laps to allow her legs to loosen up. We also trotted down one side and played basketball. Janna also did steering for a few minutes. After a half an hour, she was too tired to continue, so we dismounted and fed Fritz treats.
11 Am: Jessica, an adult cp patient
I led the horse, while Don and Greg sidewalked with Jessica. Having worked with her before, I was expecting a painful lesson, full of refusals to cooperate and panic. I was pleasently surprised. Jessica completed her stretches at Don's instruction, steered and followed Don's directions, trotted, and worked on language skills a bit. I gave her a word to spell (Mountain), and she steered to each letter and stopped. At each letter, she named three words that started with that letter. I spoke with Sarah afterward, she said that it was one of her better lessons. Since Jessica is an adult, however, I couldn't really compare with her attitude in school.
12 Am: The D'mico girls (a family of kids, one normal, two with cp - one mild and one severe, and one with severe dwarfism, and a mom with a missing leg that she lost during childbirth after a coma)
the D'micos are one of the most inspirational families I've ever worked with, and I've been doing their lesson for 4 years now. Today I just wandered from girl to girl and observed. Each girl had three people working with her, mostly adults. They did their stretches (physical therapy exercises on horseback), and worked on steering. (All direction following excercises.) The girls then had an "easter egg hunt" on horseback, again, an exercise in steering. Each girl works on something different.
Hannah: is a quiet, timid girl. We work on opening her up (she's the normal child), and gaining confidence. She works on steering and general riding skills, as well as spelling and math.
Angela: is mild cp. She works entirely on riding now - she is a confident, independent rider, and has come a long way. She is strenthening her legs, and trying to avoid the stiffening that often occurs with cp. She also does spelling and math with the other girls.
Toni: severe cp. She mostly sits up on the horse and uses the movement to work her muslces.
Sally: the dwarfism client. Sally works on steering, and spelling, ect. Same as the other girl...
Just a general note - story of the family. The mother got pregnant with Toni and Angela first, but went into a coma during delivery. She lost her leg, and the girls wound up with cp. They then got pregnant again, with Sally, and then with Hannah. They are the most incredible family - always upbeat and supportive.
1 pm: Janna - an 18 year old, severe cp client
Janna is a long-time client out at Avalon. This was her first lesson back after a 3 month break, so we kept it short. We walked quite a few laps to allow her legs to loosen up. We also trotted down one side and played basketball. Janna also did steering for a few minutes. After a half an hour, she was too tired to continue, so we dismounted and fed Fritz treats.
Wednesday, April 4, 2007
observations day 1000000001
I'm already tired of blogging - I feel like these blogs should count for the rest of my blogs for the rest of the year. haha. Anyway... observations at Avalon today:
12 pm lesson: Alyssa, an adult stroke victim.
Sarah and I worked with Alyssa, not much to comment on here as she's an adult, and just worked on riding skills today. She had a great lesson though.
1 pm lesson: Jessica, a 21 year old cp patient
Jessica arrived late, so she only rode for about 20 minutes. With her, we worked on just loosening up her muslces, since she hadn't ridden in a while. Again, no real educational studies here - just walking laps and socializing.
2pm lesson: Elizabeth, an 8 year old cp girl
Elizabeth was a fun lesson. She is an occupational therapy patient, primarily there to strengthen her legs (she's finally just being able to walk!) Elizabeth began by doing her stretches, and working on some steering, stopping and starting. We asked her to stop at various letters and give a word that started at each letter. Elizabeth isn't learning disabled, so this was a very basic task for her, but it was more practice at direction following than anything. She did very well.
12 pm lesson: Alyssa, an adult stroke victim.
Sarah and I worked with Alyssa, not much to comment on here as she's an adult, and just worked on riding skills today. She had a great lesson though.
1 pm lesson: Jessica, a 21 year old cp patient
Jessica arrived late, so she only rode for about 20 minutes. With her, we worked on just loosening up her muslces, since she hadn't ridden in a while. Again, no real educational studies here - just walking laps and socializing.
2pm lesson: Elizabeth, an 8 year old cp girl
Elizabeth was a fun lesson. She is an occupational therapy patient, primarily there to strengthen her legs (she's finally just being able to walk!) Elizabeth began by doing her stretches, and working on some steering, stopping and starting. We asked her to stop at various letters and give a word that started at each letter. Elizabeth isn't learning disabled, so this was a very basic task for her, but it was more practice at direction following than anything. She did very well.
Tuesday, April 3, 2007
Observation park lawn day 2
I was only at Park Lawn for an hour or so today, and just did general classroom dynamics observations. In general, I noticed that kids worked in groups no larger than 3, each mediated by an authority. The authority figures used firm language, but also joked around with the kids. Joking around seemed to help gain focus for the less handicapped, but the more severely handicapped required a more authoritative attitude. Also, some kids were more affected by distractions than others. In particular, the less disabled children were more easily distracted (perhaps they're more aware of their surroundings?) The more disabled kids pretty much stuck to their task with an unbelievable amount of focus - although they didn't necessarily accomplish much of anything. Another thing I noticed was that kids were constantly coming and going. Patrick commented that the special ed classroom has very little strict structure - it's fluid, and very much confusing. No one seemed very sure at all of where everyone was supposed to be at one time, because everyone had such different schedules. At the same time though, the kids were responsible for their own schedules and figuring out where they needed to be. Also, there were still cliques within the classroom. The less disabled in general hung out with those of similar ability, whereas the most disabled were extremely isolated.
Monday, April 2, 2007
Observations Park Lawn
Detail Stuff:
*Volunteer from 9 am to 12:30 pm
*Classroom teachers: Patrick Middleton and 3 aides
*Class size: 12
Observations:
I began my day working with Nick, a severely CD kid who just came to Patrick's class. We spent a half an hour or so working on typing his name and phone number. I asked him to sound out the spelling, which took awhile. After that, he just had to recopy it over and over. We used different fonts and colors to "keep it fun." Nick seemed willing to work, and enjoyed the fonts/ect. However, he did get distracted everytime someone entered or left the room (which is quite frequent in a special ed classroom). He also got distracted anytime someone got yelled at (again, often since one of the students was having a rough day). We completed the activity (writing his name 9 times and his phone number 6 times) in about a half an hour, which wasn't too bad.
After working with Nick, I went with the fourth graders (Matthew and Patrick) to help in the kindgergarden class. The fourth graders from Mrs. Lippow's class go to help with the kindergarden reading and project every Monday, and the boys join them. (inclusive education?). This was particularly interesting for me. I observed story time, and noticed that immediately, Patrick and Matthew were isolated. They tried to fit in with the 4th graders, but wound up by themselves. After the story, the kindgergardeners were asked to chose a fourth grade partner - Patrick and Matthew were picked last. Patrick is only mildly disabled, and was picked before Matthew. As a result, I wound up working with Matthew, and his kindergarden friend Brandon. The project was "problems and solutions in the story," and Brandon wound up explaining and teaching Matthew how to do everything. They did complete the project, although it required quite a bit of prodding and guidance on my part. One interesting thing I did note was that the fourth graders were very friendly to Matthew. He said hi, and they responded. I wouldn't say that they treated him as one of the same, but they respected him. The only time he was treated as a regular member of the class was when he attempted to skip in line - the girls yelled at him the way they would anyone. David, on the other hand, socialized pretty well, and guided his partner nicely. Mixing the handicapped kids with the kindergardeners seemed to be an excellent learning tool for David - he could help guide someone and increase his self confidence.
We then returned from the kindergarden class, and I began an art project with Nick. We built an easter bunny box, but it was like pulling teeth. He was more distracted than he had been in the morning. Noises, other activities, the clock, the bells, everything distracted him. In addition, every direction I gave had to be repeated multiple times; even then he seemed to ignore most of them. I was thrilled when lunch and recess arrived.
Recess was interesting to observe also. The special education kids at first, didn't hang out with each other. They made an effort to hang out with their normal peers. In every single case though, their peers either ignored them or walked away. Eventually, the students wound up hanging out in small groups with each other.
General Classroom Observations
In general, each teacher or aide worked with groups from one to three students, depending on the activity or student ability. Particularly difficult and distracted students were taken to the gym to walk on a tredmill or swing on a swing for a few minutes. Everyone seemed to agree that this didn't help very much today; although Patrick said that most of the time it makes a difference.
Primarly, the activities today seemed to center around reading and spelling. Each student had a spelling activity; most were completed very successfully.
After recess, the students settled down to listen to Bridge to Tarabithia be read by Patrick. Listen is a very broad word in this case; each student was coloring and not really paying much attention. They interupted all the time to talk about other stuff, or ask extremely random questions. (ie "are we shaving today?" from a sixth grade boy who was due for his next shave).
In general though, it was a productive day.
Conversational Notes
Talking to Patrick, I noticed a few things. He commented that their biggest challenge was the fact that they are extremely understaffed. After that, he said that distractions are abundant, and they manage the best they can.
*Volunteer from 9 am to 12:30 pm
*Classroom teachers: Patrick Middleton and 3 aides
*Class size: 12
Observations:
I began my day working with Nick, a severely CD kid who just came to Patrick's class. We spent a half an hour or so working on typing his name and phone number. I asked him to sound out the spelling, which took awhile. After that, he just had to recopy it over and over. We used different fonts and colors to "keep it fun." Nick seemed willing to work, and enjoyed the fonts/ect. However, he did get distracted everytime someone entered or left the room (which is quite frequent in a special ed classroom). He also got distracted anytime someone got yelled at (again, often since one of the students was having a rough day). We completed the activity (writing his name 9 times and his phone number 6 times) in about a half an hour, which wasn't too bad.
After working with Nick, I went with the fourth graders (Matthew and Patrick) to help in the kindgergarden class. The fourth graders from Mrs. Lippow's class go to help with the kindergarden reading and project every Monday, and the boys join them. (inclusive education?). This was particularly interesting for me. I observed story time, and noticed that immediately, Patrick and Matthew were isolated. They tried to fit in with the 4th graders, but wound up by themselves. After the story, the kindgergardeners were asked to chose a fourth grade partner - Patrick and Matthew were picked last. Patrick is only mildly disabled, and was picked before Matthew. As a result, I wound up working with Matthew, and his kindergarden friend Brandon. The project was "problems and solutions in the story," and Brandon wound up explaining and teaching Matthew how to do everything. They did complete the project, although it required quite a bit of prodding and guidance on my part. One interesting thing I did note was that the fourth graders were very friendly to Matthew. He said hi, and they responded. I wouldn't say that they treated him as one of the same, but they respected him. The only time he was treated as a regular member of the class was when he attempted to skip in line - the girls yelled at him the way they would anyone. David, on the other hand, socialized pretty well, and guided his partner nicely. Mixing the handicapped kids with the kindergardeners seemed to be an excellent learning tool for David - he could help guide someone and increase his self confidence.
We then returned from the kindergarden class, and I began an art project with Nick. We built an easter bunny box, but it was like pulling teeth. He was more distracted than he had been in the morning. Noises, other activities, the clock, the bells, everything distracted him. In addition, every direction I gave had to be repeated multiple times; even then he seemed to ignore most of them. I was thrilled when lunch and recess arrived.
Recess was interesting to observe also. The special education kids at first, didn't hang out with each other. They made an effort to hang out with their normal peers. In every single case though, their peers either ignored them or walked away. Eventually, the students wound up hanging out in small groups with each other.
General Classroom Observations
In general, each teacher or aide worked with groups from one to three students, depending on the activity or student ability. Particularly difficult and distracted students were taken to the gym to walk on a tredmill or swing on a swing for a few minutes. Everyone seemed to agree that this didn't help very much today; although Patrick said that most of the time it makes a difference.
Primarly, the activities today seemed to center around reading and spelling. Each student had a spelling activity; most were completed very successfully.
After recess, the students settled down to listen to Bridge to Tarabithia be read by Patrick. Listen is a very broad word in this case; each student was coloring and not really paying much attention. They interupted all the time to talk about other stuff, or ask extremely random questions. (ie "are we shaving today?" from a sixth grade boy who was due for his next shave).
In general though, it was a productive day.
Conversational Notes
Talking to Patrick, I noticed a few things. He commented that their biggest challenge was the fact that they are extremely understaffed. After that, he said that distractions are abundant, and they manage the best they can.
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