The Acorn People

Jones, Ron

doi:10.1037/e513872011-008

Cited by 3 publications

(3 citation statements)

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“…In fact, many preservice teachers participating in the PBL unit began to perceive the role of an inclusion teacher as a member of a team, rather than as an isolated teacher trying to make the class work on her own, and many participants expressed that cooperation and collaboration is the only way they could see themselves being successful in an inclusion setting. Other activities that our preservice teachers cited as impacting their decision-making process included (g) listening to guest speakers, (h) undertaking their own self-selected extension activities, and (i) reading The Acorn People (Jones, 1996), which is a true story about students with multiple disabilities set in a summer camp environment.…”

Section: Pbl Activities Valued By Participantsmentioning

confidence: 99%

“…Other activities that our preservice teachers cited as impacting their decisionmaking process included (g) listening to guest speakers, (h) undertaking their own self-selected extension activities, and (i) reading The Acorn People (Jones, 1996), which is a true story about students with multiple disabilities set in a summer camp environment.…”

Section: Pbl Activities Valued By Participantsmentioning

confidence: 99%

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Using Problem-Based Learning as a Tool for Learning to Teach Students with Special Needs

Levin

Hibbard

Rock

2002

Teacher Education and Special Education: The Journal of the Tea

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Rock, T.T. (2002). Using problem-based learning as a tool for learning to teach students with special needs. Teacher Education and Special Education, 25 (3) This article describes how Problem-based learning (PBL) was used as a pedagogical tool to help prospective teachers (a) define various disabilities, (b) learn teaching strategies for inclusion settings, and (c) value collaboration with other professionals. Qualitative and quantitative data are reported about the influence of the PBL experience on 44 preservice teachers during a semester-long PBL experience. Our findings indicate that engagement in PBL can help prospective teachers begin to acquire the knowledge, skills, and attitudes needed to work with children with disabilities in a problem-solving atmosphere that models and emphasizes peer collaboration. Article:Teacher educators employ many forms of pedagogy in order to foster the knowledge, skills, and dispositions that prospective teachers need to be successful in diverse classrooms. Many of those methods focus on direct instruction but other forms of pedagogy can be used to engage learners more actively and to promote the application of knowledge gained to classroom practices. In our work with preservice general education undergraduates we felt the need to use methods that would help prospective teachers apply what they were learning in order to be better teachers of students with special needs. We also needed methods that would help teacher candidates who would not take a special education course develop important skills and positive attitudes for working with students with disabilities and for collaborating with other professionals to meet the needs of their students with disabilities.Problem-based learning (PBL) is one instructional approach that encourages teachers to apply their developing knowledge base to real-world issues as they try to solve complex problems and dilemmas related to teaching and learning (

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Section: Pbl Activities Valued By Participantsmentioning

confidence: 99%

Section: Pbl Activities Valued By Participantsmentioning

confidence: 99%

Using Problem-Based Learning as a Tool for Learning to Teach Students with Special Needs

Levin

Hibbard

Rock

2002

Teacher Education and Special Education: The Journal of the Tea

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“… students who consistently dominated conversations  students who got off task as soon as the teacher walked away  groups that were actively engaged and progressing through the task  groups that were struggling  students who never or rarely participated  students who talked, but were ignored  students who were peer leaders without dominating the group  students who participated successfully and offered valuable ideas I conducted these initial observations during small group discussions held in my English language arts classes and social studies classes. In ELA, these baseline discussions involved the short autobiographical text, The Acorn People, by Ron Jones (1976), and the topics for discussion were provided by me. In social studies, one activity used for these initial observations was a group task involving the identification and evaluation of primary and secondary sources.…”

Section: A Graduated Series Of Lessonsmentioning

confidence: 99%

Voices Silenced, Voices Heard: Exploring Status, Discourse, and Learning in Middle School Discussion Groups

Chiaravalloti¹

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Cooperative learning structures allow diverse groups of students to learn together while developing higher-order thinking skills, yet there are concerns that not all students' voices are being heard. The intent of this study was to discover the relationship between the instructional methodologies one teacher used to foster the development of group skills in students and the ways small discussion groups actually functioned. This study explored issues of power and status on students' learning opportunities in middle school discussion groups. Method: This qualitative study was conducted under an ethnographic lens using a teacher-as-researcher approach. Data were collected over one school year in a sixth grade classroom from two different class groups. Data sources included field notes, audio and video-recordings, and teacher observations of groups. A sociometric device was used to measure the peer status of the forty-eight student participants. Thirty-one recordings of student discussion groups were transcribed and analyzed using Fairclough's (2004) methods of critical discourse analysis. Transcripts were coded for Mercer's (1995) three types of talk: disputational, cumulative, and exploratory. Student participation was measured as a percentage of total group discussion. Students' peer status, gender, and participation rates were compared. It's like, what, 1914? Um, (scratching sounds) 85 Logan It's 1849 86 Leah Yeah, so it will be so-87 John Like 1849 and kind of like, everyone's kinda like 88 Jeremy /Well, like/ 89 John /Dumber/ back then /than what we are like,/ 90 Jeremy /Well, pretty much like/ 91 John In 19 hun-like in the 1900s and stuff 92 Jeremy Well, it's like, /say/ 93 John /So/ they technically wouldn't know that the uh, ash will kill you But some people might But I don't really think Doc would've known 94 Jeremy Like, not exactly, I'm not trying to say it that way Like, if you, if you really take in any ash Or like take a chalk board eraser and just bang it And breathe in You'll prob-you'll probably cough, right? And you'll look like you're not, you're not not in good happy, right? 'cause you're /coughing/ 95 Logan /Yeah, but,/ even if you like, if you breathe in campfire smoke Which it pretty much is 96 Jeremy No, not not the smoke, the ash You're you're actually inhaling the ash 97 Logan Yeah /same thing (unintelligible)/ 98 Jeremy /It's it's different to smell/ smoke But to inhale the ashes 99 Logan They never inhaled the ash 100 John The ash has bacteria in it Which kills the yellow like, bad bacteria 101 Leah /Why would they inhale the ash if they-/ 102 Jeremy /How do you know it's a good bacteria?/ 103 Leah Why would they inhale the ash? 'cause don't they like 104 Logan Drink it 105 Leah /they, they drink it/ 106 Kimberly /yeah, they drink it/ 107 Leah /They don't inhale it/ 108 Jeremy /Well, well you know/ what I mean, Leah 109 Leah /I do?/ 110 Evan /They/ inhale /through their mouth/ 111 Jeremy /Oh, okay, I guess you /didn't know that

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Summer Specialty Camps: An Overlooked Site for Student Nurses' Clinical Placement

Nash¹

1987

J Nurs Educ

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The Acorn People

Cited by 3 publications

References 0 publications

Using Problem-Based Learning as a Tool for Learning to Teach Students with Special Needs

Using Problem-Based Learning as a Tool for Learning to Teach Students with Special Needs

Voices Silenced, Voices Heard: Exploring Status, Discourse, and Learning in Middle School Discussion Groups

Summer Specialty Camps: An Overlooked Site for Student Nurses' Clinical Placement

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