TGIM - Season 2 - Episode 12 NO LIMITS

This is it the last TGIM of Season 2. Let's go into the New Year with a new mindset that has No Limits

TGIM - Season 2 - Episode 6 - Reinvent Yourself

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30 second elavator speech

Sales Man Assignment

Introductory

This document is addressed to Michigan State University Office of Admissions and the Office of Minority Student Affairs and its TRIO centered units. This document seeks to explore 7 of Root-Berstiens 13 cognitive tools as a means to bridging the academic disparity gap that exist between College Achievement Admission Program (CAAP) students, that is, students provisionally admitted and traditionally admitted students. Specifically, CAAP is an alternative admission process for incoming freshman students who have academic potential, but because of economic, cultural, or educational backgrounds or environments would be unable to realize that potential without special supportive services.

Rationale

Recent data reveals that in the last decade Michigan State University is among the worst institutions within the state and worst, in one national study in regards to the persistence and graduation of its African American student population. Analysis reveals that only 40% of blacks graduate in six years versus 61% of whites in the state of Michigan. The graduation disparity between black males and white males is even greater. A 2008 U.S. Department of Education Integrated Postsecondary Education Data System Report reveals that Michigan State University has the largest black/white graduation gap in the nation. These alarming statistics alone are reason enough to suggests that the traditional instructional methods presently incorporated are not sufficient to meet the academic demands of provisionally admitted students and that some alternative means are needed to support this unique population of students.

Table 1 shows MSU compared to the 15 universities that are most similar in terms of size, mission, funding, student academic preparation, and a range of other factors that impact graduation rates. MSU rates the lowest among the 15 universities when comparing black students’ graduation rates to white students. The median gap is 15 percentage points—larger than the national median—and the largest gap, at Michigan State, is 24 percentage points.

Opportunity

The following section provides the aforementioned Michigan State Minority units specifics as to how the writer believes Root-Berstien’s 7 creative tools should be incorporated in the future curriculum of both the UGS 101 Success Strategies for Higher Education course and The Advantage Program, a weekly student-led retention initiative for the CAAP population as a catalyst for change.

UGS 101 & Advantage Professional Development Summer Sessions

During the final two weeks of this course, the writer was able to engage in some much needed reflection. Subsequently, it is the writer’s belief that change efforts must begin with faculty first. In order to effectively impact change regarding the population of students that the Office of Supportive Students serve, the instructors of UGS 101 must attend a professional development series that introduced and undergirded their instruction with 2 of Root-Berstien’s tools: empathy and thinking differently.

Empathy

Empathy is a much needed tool for all teachers; however, the skill is in greater demand for teachers teaching in environments where they are unaware of the life experiences of their students. This is very much the case regarding UGS 101. The OSS application clearly states, “CAAP is an alternative admission process for incoming freshman students who have academic potential, but because of economic, cultural, or educational backgrounds or environments would be unable to realize that potential without special supportive services.” A large number of the students enrolled into the UGS 101 course identify with one or more of the criteria’s previously mentioned. Therefore, those responsible for teaching the course must be equipped with tools that place them in the position to provide the “special supportive” skills needed to assist these student transitions into the university. However, in most cases the university has not paired CAAP students with professionals who understand and or value their unique experiences.

The writer believes teacher ignorance and or misconceptions regarding this population, not student intelligence or aptitude, are the primary causes of negative school outcomes. Empathy can empower UGS 101 instructors with the ability to be better informed and knowledgeable about CAAP students; ultimately, revolutionizing their instruction methods. Further, empathy affords one the opportunity to sense what it is like to be in the predicament of the “other.” This leverage allows the individual to communicate more intimately, allowing the person to feel understood. Subsequently, potential or previous barriers and subtle negative transactions are dissolved. (Bewegtheit) defines empathy eloquently, “to glide with one's feeling into the dynamic structure of an object, a pillar or a crystal or the branch of a tree, or even of an animal or a man, and as it were to trace it from within, understanding the formation and motoriality of the object with perceptions of one's own muscles: it means to 'transpose' oneself over there and in there."

Thinking Differently

Research reveals a sense of belonging and teacher/peer relationships are great predictors to the academic success of students of color. Stated in the previous section, empathy is a critical tool because it has the ability to create the type of environment that fosters a sense of belonging and healthy teacher and peer-to-peer relationships. In addition empathy broadens the instructors lens and provides great insight as to what instructional adjustments are needed to support each individual student according to their uniqueness which is a perfect segue for “Thinking Differently.” Empathy empowers one to feel like others feel, but thinking differently allows one to incorporate feelings into the curriculum - the pedagogy. Root-Berstien put it best, “To think creatively is first to feel. The desire to understand must be whipped together with sensual and emotional feelings and blended with intellect to yield imaginative insight. [5-6].” Based on the special circumstance of which CAAP students hail, they have to believe that the instructors are personal stakeholders in their academic journey and have the skill set needed to help them navigate throughout the institution. Further, John Maxwell, insist, “People don’t care how much you know, until they know how much you care.”

Student Focus

Patterns

A number of CAAP students are first generation students, that is to say, they are the first in their family to attend college. There are major challenges associated with first generation students. For the sake of this assignment the writer will highlight two false expectations about college life: not being academically prepared and in general, being oblivious to the overall college process.

It is the writer’s belief that equipping CAAP students with the ability to recognize patterns is perhaps the most pivotal tool in unlocking their academic prowess. Historically, CAAP students have experienced challenges in courses that required high levels of critical thinking (math and science courses). Alarmingly, this phenomenon has not only affected graduation rates but their career options as well because it has inhibited them from acceptance into specific colleges and programs (Medical, Business, Law, and Education to name a few).

UGS Course

The writer has incorporated the following activities throughout the curriculum. Team teaching with upperclassmen from the CAAAP program and MSU graduates to speak to the students about their personal experience of how they use observation to draw from analogies to grasp the understanding of complex system in math and science. Additionally, the curriculum drew from Youtube videos, sports and other current events to help the student make sense of their new environment. Peer-to peer activities

Perceiving

The cognitive tool of perception is critical for all students but especially CAAP students. CAAP students’ traditional challenge in math, the sciences and other courses that require high levels of critical thinking suggests they need tools that deepen their analysis. The success in homework assignments and quizzes but struggles with test-taking is a sign CAAP students need to be better equipped with regards to observation and imaging skills, which are at the core of perceiving. As a result, strong elements of perceiving are incorporated into the writer’s UGS 101 course. The following activity provides a glimpse of how perceiving is incorporated.

Activity Values & Expectations:

Root-Berstien put it best, “All knowledge begins in observation. We must be able to perceive our world accurately to be able to discern patterns of action, abstract their principles, make analogies between properties of things, create models of behaviors, and innovate fruitfully.” Therefore, my UGS 101 course is designed to create a learning environment that challenges students to shift from passive learners to active learners. The writer has restructured the course in such a manner that demands engagement. In short, the responsibilities of the course are shared between the teacher and students. The responsibilities are divided as follows: lesson plans, instructional activities and the assignment feedback. Students are organized in 8 groups and are given the theme for 2 separate weeks with suggestions and a portion of the grade is determined by how effective their group is in executing the course responsibilities. Below is an example of an assignment to strengthen perceiving skills.

Student and Institution Values and Expectation activity:

·Students will focus on commonalities of current and former learning environments and ways to make school experience more positive.

· Students will develop ways of looking at and appreciating institutional differences of their peers. · Students will learn the institution goals and expectations

· Students will make a list of their individual values.

· Students will learn to synthesize personal and school values in order to identify and prioritize for personal and academic survival

· Students will understand the relationship of the institutional values to their personal values

Modeling/Playing

If you can see it you can achieve it. The problem facing first generation students is that there has not been much in the way of academic modeling on a collegiate level. Root-Berstein defines modeling as “creating a model to represent something in real or theoretical terms in order to study its nature, composition or purpose.” The absence of this tool in the CAAP students’ arsenal is potentially the single greatest factor in their academic struggles. Without a means of studying the composition of college, knowing its ins and outs and how it’s function operates; it is challenging to say the least.

Proposed activity:

The Office of Cultural and Academic Transitions (OCAT) hosts a summer bridge program called Maximizing Academic Growth In College (M.A.G.I.C.). As currently constructed, the program is geared toward incoming minority freshmen who have been identified as students who may be at high risk of not completing their degree program. The program then provides mentors for these students who, like their mentee, are from similar racial and socio-economic status backgrounds.

At first glance, the program seems to have several affective components. However, one glaring weakness is the nature of the structure. For instance, having African American students mentor other African American students leads to the creation of a homogenous environment and in turn causes a severe lack of growth in areas of diversity. The lack of diversity training can then lead to several problems when the student then enrolls in the fall and discovers their summer M.A.G.I.C. program experience is not the true college experience. That is, the program is not an authentic model of the upcoming experience. The dilemma is heightened by the fact that the majority of students in the program come from predominately African American communities and schools. Imagine the look of apprehension when these students enter a lecture hall of 500 students and may only see 4 other students of color in the entire hall. Critical skills needed to succeed in college such as the formation of study groups goes from a non-threatening task, to one that can seem stressful and overwhelming.

The M.A.G.I.C. program could make one minor but key adjustment when it comes to selecting both mentors and mentees for this program. It can choose students from a variety of different backgrounds so that their summer “internship” experience more closely resembles what their “job” will look like when they begin classes in the fall. Making this minor adjustment will assist these students in making the transition from high school to college by allowing them to experience spending time and developing relationships with students from different social and academic backgrounds. This summer experience could ultimately prove to be the deciding factor in whether the student is able to get off to a fast start and persist towards graduation, or whether the stress of a new environment will ultimately lead to the student leaving the university without the one thing they enrolled to obtain,-a degree. Finally, the program can incorporate mock math and sciences course into its curriculum. Providing students with the opportunity to “play” around with the subjects this population has traditionally struggled to grasp.

Abstraction

According to Root-Berstien, abstraction is to concentrate on one feature of a thing or process, in order to boil it down to basics and grasp its essence. One of the greatest challenges to students of color is their inability to concentrate, their inability to block out distractions and give their undivided attention to one task. A great number of these students come from underserved experiences, such that have placed them in a number of vulnerable situations that compete with their academic demands. Most CAAP students are employed and work at least 20 or more hours a week and some are forced to travel back and forth from home to support their family. In short, their social and personal demands leave less time for studies. Subsequently, the tool of abstraction could assist the students in maximizing their study time. For these students, abstraction could empower to block out the distracting thoughts and use the limited studying time available to increase their time on task.

Twitter Assignment

Do you work in a challenging environment with students experiencing academic and personal challenges and want to see some real, substantial academic improvements? Does the current state of urban education “make you want to give up -throw in the towel? As you read this, the disparity gap between urban schools and its suburban counterparts continues to widen in both the secondary and post secondary level. The gap is prevalent in standardized test scores, school resources and graduation rates to identify a few. But what if I told you there is hope? There is a real solution! Would you be interested? Would you abandon some of your ineffective instructional methods for ones that are proven to work? I present to you 7 of the most effective, creative instructional strategies in the profession. Root-Berstien’s creative tools are guaranteed to boost your schools achievement.

How I Love Thee

Eric Thomas UGS101 Course Transformational Outline

The Office of Supportive Services Freshman Seminar - UGS 101 - is a one credit University orientation course for program students. You will enroll in this seminar during your first year at MSU. This course is offered during the fall and spring semester. The seminar is entitled: Success Strategies in Higher Education. This interactive seminar is designed to build a foundation of knowledge for your college career as a learner and future leader. We'll explore academic, social, personal, and career decisions that students face in college, with a focus on the first year.

10:20 a.m. Motivational Minute

10:25 a.m. Week in Review

10:35 a.m. Overview and Expectation of Class

10:40 a.m. Jeopardy Computer Technology Lesson (I will divide the subject matter into 4 categories and slip the students in 4 teams)

11:00 a.m. Collaborative Group Presentation (Sections 4b. -5l will be divided amongst the collaborative groups to reinforce the lesson). Students will be encouraged to make their sections engaging.

11:20 a.m. Comments, Questions and/or Concerns

11:30 a.m. Final Reflections and Homework Assignment

11:40 a.m. Dismiss Class

Rationale: I have designed my course to address and meet the unique needs of the Office of Supportive Services student population. A number of our students experience continuous personal challenges which produce high levels of anxiety. In keeping with these factors, the course will begin by providing student with a short, motivational anecdote to arouse their interest and get them excited about the class. In addition, I will dedicate a few minutes in the beginning of class to any student who would like to share an experience with the class in order to build sense of community.

The expectations of the class will be introduced in the beginning of the course so each student is clear as to what is expected of them. Additionally, there will be an overview from the previous course to reinforce the previous lesson and to ensure that the common thread of the course is captured.

Games in general can be effective teaching and learning tools. In this instance, Jeopardy is designed to strength the students’ ability to retain the subject matter and improve their critical thinking and problem solving techniques.

Based on the research that suggests students gain a richer experience when they are engaged in the learning experience, the course is infused with a collaborative component to encourage team building, vertical and horizontal networking and leadership.

Finally, the course will end with a reflective exercise. Student should learn to frame and reframe complex or ambiguous problems, test out various interpretations, and then modify our actions consequently.

Big Idea

Play

Sparks continues to enlighten me; every chapter provides a thinking tool that if embraced, will revolutionize one's pedagogy. Play, simply put, is engaging in an activity simply for the fun of it, without any real responsibility. According to the text, "There is no success or failure in play, no holding to account, no mandatory achievement. Play breaks the rules of serious activity and establishes its own.”

Professional Play

While reading the definition I got goose bumps. Immediately, my mind wondered back 5 years to 2005 when I created and implemented a volunteer student-driven retention program. A major aspect of the program was researched based. That is, a group of students were given the freedom to mix entertainment and education, a theatric team, a small budget and unlimited creativity to close the achievement gap between majority and minority students.

Practice Play

Every Thursday a group of 10 or more students and I meet in an open office space with apple computers, audio equipment, white boards for two hours to mentally walk through an entire program. Each student closed their eyes and imagined they were in character to determine what aspects of the program worked theoretically but needed more development, and what aspects were ready for immediate implementation.

Symbolic Play

When I think about symbolic play, Dr. Ben Carson, John Hopkins Medical Center. In his book, Gifted Hands, he recalls a time as a medical student where he dreamed the night before a major exam. In his dream he said he had a vision of the professor writing both the equations and answers to the test on a 3 dimensional white board. More amazing than the dream was Dr. Carson’s test experience. In his book he explains that the test was exactly as it was in his dream.

As an educator and a student, I believe we can use symbolic play in the way Dr. Carson did for his medical examine. Through visualization, we have the power to explore and test our environment without risk, without failure. As educators we can teach an entire class through visualization and access the students’ reactions to test if our initial methodologies are best or if they need to be altered. Students have the same opportunity. They have the power visually to test their environment and all the actors in it to gauge their academic skills and make the necessary adjustments at the appropriate times.

Transformation

I recently witnessed transformation in action while serving as a motivational speaker for a charter school on the east coast. Specifically, the institution used a number of transformational techniques to assist their students in their walk toward academic success. Among their transformational thinking strategies was a focus on pupil preparedness versus instruction. Case and point, I observed that the first period of class was not dedicated to academic instruction. Instead, the entire students body and the school’s faculty and staff met in the gymnasium for daily fitness and affirmation. The director of the program believes physical fitness activities enhance brain activity and overall brain development. He also believes the affirmation segment sets both a positive tone for the students and staff as well as alerts the staff of students who may have some emotional challenges that need to be addressed prior to them attending class. Students who fall in the aforementioned group generally meet with a counselor or are placed in support based classrooms.

I currently use similar transformational techniques. My freshmen seminar course begins with a motivational minute, followed by a “your personal time” segment and ends with a “Big Idea” segment which gives students the opportunity to make connection regarding their learning, instead of regurgitating information.

Both thinking tools are extremely helpful in assuring the instructor and the student use creativity as a means of academic development as well as a way to foster “personal ownership.” Play and transformation allow the students and professor to become active participates, stakeholders in their personal education and ultimately, innovators.

Zoom In

The following “play” exercise consist of pictures taken of a Michigan State University classroom used to teach multiple course. 13 random pictures of the classroom were taken and after accessing the pictures, broken down into 4 categories. The first category consist of 3 pictures of varies Mac computers; the second category consist of four angels of the classroom’s white easer board and LCD projector; the third category consist of physical environment (desk, walls, chairs and floor) and the final category is of the storage space. In addition, I have added 2 pictures of an additional classroom space to compare the two spaces.

My Discovery

The first thing I observed while “playing” is that on one hand, the classroom is designed to be meet the demands of a 21^st century education, but on the other hand the physical environment is not conducive to meet the demands.

The colors of the walls are bland, the desk appeared to be comfortable, and in one picture, it appears there is not enough space for the multiple chairs that are at the desk.

The project screen and the white board also seem to be out of place. In a more modern academic environment, classrooms are equipped with a smart-board, which serves both as a station for a professor to write on and give the professor the option to display the Internet.

The final challenge appears to be the storage space. The extra computers and the support devises are cluttered and to some extent a distraction to the study environment.

Transformation

In addition to replacing the white board and the out-modeled project with a smart board, adding color to the walls, switching out the classroom furniture to furniture more comfortable and conducive to learning, replacing the carpet and thinking of an alternative for space for storage of the technical equipment. These transformations represent a few of the adjustments to consider initially.

Big Idea

Modeling

While reading chapter 12 from the book Sparks of Genius, I instantly thought of the Space and Rocket Center in Huntsville, Alabama. Chapter 12 of the aforementioned book discusses modeling techniques used during military training. The first strategies of modeling dated back to King Louis XIII and Louis XIV. The Kings used miniature toy figurines to teach the soldiers outcomes of actions and different movements. The Space and Rocket Center in Huntsville, Alabama afforded me the opportunity to duplicate King Louis soldier figurines. Through functional, theoretical and imaginary modeling, my son and I had an opportunity to reenact the first trip to the moon without leaving earth. The aforementioned model provided an opportunity for my son and I to make accessible lessons that would otherwise be difficult for him to comprehend.

Professional Insight

Real modeling can serve as a serious means of bridging the gap of academic disparity that exist between majority and minority students. For instance, The Office Cultural and Academic Transition sponsors a six week bridge program designed to provide future Michigan State University minority students with an opportunity to get acclimated to the university. The challenge however, is that the program does not is not a true modeling because the program is in homogenous environment. That is, the program consists of all minority students which is not a true reflection of what the learning environment looks like once the students arrive to the university.

As a professional, I can employ modeling as a part of my teaching philosophy. It is a means of becoming more intentional about placing my students in heterogeneous environments, i.e., study groups, social networking opportunities or minority student-to-majority student engagement. This is critical because a number of minority students reframe from taking advantage of academic opportunities outside of the culture because of fear. Modeling, that is, providing minority students with smaller, less threatening opportunities with majority students and professors could potentially provide minority student with greater insight.

Dimensional Thinking

I cannot claim to be a prolific writer but I my writing skills have improved. Several years ago I was able to transform my thinking with regards to how I visualized the writing process. I begin to see writing as an argument. I removed myself from the classroom and journeyed to my childhood neighborhood, where I frequently debated. Specifically, I reflected on an argument regarding Michael Jordan and Magic Johnson. I was able to understand the concept of writing because I realized both required a thesis, supporting evidence and a solid conclusive statement.

Professional

As a professional, I can use the information I take from the interaction between minority students and majority students and multiply it. That is, explore the student-driven academic strategies that I find effective and use them to support a larger number of minority students.
In addition to my personal use, my hopes are that minority students may be able to integrate the information they ascertain from their personal experiences or my findings of the interaction between minority students and majority student to other aspects of their learning experience.

Zoom In

TGIM - Season 2 - Episode 5

To purchase DVD's please visit ET's official website at www.etthehiphoppreacher.com GET READY GET READY FOR ANOTHER 5-DAY ENERGY BOOST...

How I love Thee

I chose the ear because it is a critical aspect in empathy. Based on the fact that empathy requires one to be able to walk in another person’s shoes sort to speak or become familiar with their life’s walk, listening is a prerequisite. Only through deliberate, intentional listening can you learn about a person’s worldview.

The following feelings can be activated through the ear (listening). First and foremost, when we listen to individuals it gives them the sense that we care which helps them feel loved, potentially valued and eventually, part of a community. Specifically, when we given individuals our undivided attention, it can heighten self-worth which gives them a sense of empowerment that can unleash unknown potential.

“As you master the movement…you do them without awareness. When you no longer have to think about how to hit the ball, you can actually start to enjoy playing tennis. “

In one of our assignments we were instructed to think of one word or a short phase that best summarized our topic of interest. As soon as I grasp the concept of body thinking, the name Michael Jordan popped in my head. I could not help but to reflect on his first game out of retirement against the New York Knicks. In that game Michael Jordan scored 55 points.

However, the points he scored that night is insignificant; the way in which he scored those 55 points speaks to the power of body thinking. After scoring an amazing five to six shoots in a row, Michael Jordan turns to the crowd and shrugs his shoulders as to say, “ I do not know how I scored five to six consecutive in a row.” In my opinion, that performance best describes the essence of body thinking.

Although I am not a professional athlete, I drew a great deal of insight from the chapter. I was especially moved by the author’s mention of Helen Keller and how she utilized body thinking as a means of intellectual growth and development. However, as an educator I was especially moved by her teacher’s instructional practice. Although the text did not speak directly about Keller’s mentor, it is obvious that she used a little body thinking of her own. Thus, I if devote the time and effort she employed, I too can use body thinking, as a mean of teaching academically challenged students how to master languages, concepts of mathematics, and science.

By combining body thinking and patterns (a concept studied previously) students will be able to rely on non-analytical skills to enable them to master study skills and make them more effective in various disciplines such as reading, note taking, or test taking. And like the musicians noted, this will enable them play the piano with more than just their fingers, but with one’s mind as well.

Empathizing
Empathy is one of the major principles that govern my teaching philosophy and it is the bedrock of my success in the field. It was John C. Maxwell who insists, “People don’t care how much you know until they know how much you care.”
Recently, I met with a student who visited me during office hours. The student was in tears because she felt that her JRN 200 course made her feel, “dumb.” As a result she wanted to change her major (which she had already done three times) or transfer to another institution. After listening attentively, which I believe is an essential quality of empathy, I shared with her my academic struggles during my college years. I explained to her that it took me 12 years to obtain my 4-year degree. A connection was immediately made with the student and from that point forth I was able provide her with the advise she needed to refocus. It is my personal belief that empathy provides the teacher with an exceptional vantage point. Through empathy you momentarily lose yourself and form an intimate relationship with your student which creates community, where meaningful learning can take place.

However, I do not believe empathy is one-sided; students need to employ this skill as well and not assume the instructor will initiate empathy. Familiarizing themselves with the instructor’s worldview and pedagogical approach could provide the student with valuable insight to help them to be more effective when be instructed by the teacher.

It is important to note that in both empathizing and body thinking, the key is losing oneself in an attempt to gain new insight and a broader perspective.

Big Idea

How I Love Thee

I chose a house cat as the animal of choice. I love house cats but has not owned one since my childhood. I have chosen four pics that best depict thier character.

1. A blue/green image of a beach ball. Unlike humans, cats cannot see red shapes. They generally see blue and green images.

2. My second pic is a of a bowl milk due to the fact that milk is a essential part of cats diet

3. The finally pic is from the ledge of my home because cats have a fetish for heights. Some say it puts them in better position to catch prey (birds, mice, etc...

How do I love thee:

A Foreigner is Common Land

It’s weird but I feel like a stranger of sorts

A citizen but from a distant land

I hear the language but for some reason do not understand

I once felt like this place was home, but now I have no support, no resource, I feel as though I do not belong

No family, no friends I am lost and cannot fit in, how do I become a native and learn to get in

Can someone please help I am lost and confused, I don’t recognize anything, and it seems everything’s new

I want to adjust, find my place in this was familiar space

If only I could immerse myself in this new land, learn the language and find a helping hand

Someone to show me the way, then just maybe I would stay

And who knows, with the right skills, I could be a citizen and my own house I could build

Zoom In

The is the only image I have of Dr. Pero currently, he is not teaching full-time. I selected him as a renowned professor, specifically for students of color. Additionally, I selected three images to describe him.

1. No Outlet sign ( A number of students feel as though they don't belong). The candles and teddy bears represent the light, ray of hope and support he provides.

2. Pedestrian Crossing sign represents his ability to give students direction and his ability to connect them to the needed campus resources

3. Palm Tree in the midst of prison, demonstrates his ability to be a sense of life in the midst of hopelessness

Zoom In

Big Idea Chapter 5/8

The introductory sentence of chapter 5 could not have been truer, “Abstractions are so common in our society that we rarely pay them any attention.” At a glance, I assumed the term referred to some complex art work. This explains why I was not surprised with the Picasso references in the introduction of the chapter. However, through further exploration, I discovered abstractions are much broader in context. In fact, I discovered it expanded into my world, the world of language. This was surprising as a motivational speaker and minister of the Gospel but I quickly realized I had been drawing from the skill regularly, yet was unaware I was doing so. According to Wener Heisenburg abstracting simply put, is the ability to, “consider an object or group of objects under one viewpoint while disregarding all other properties of the object.” Based on this definition, every Sabbath, I take a complex theological concept and draw the congregation’s attention to a specific theme or spiritual lesson. For example, this past Sabbath I took a very common scripture that is generally used to highlight forgiveness and redirected the congregations attention to spiritual modeling. I encouraged the congregation to look past the overt lesson to a much deeper lesson. Look beyond the servant’s inability to forgive his debtor of the debt owed him, and instead focus more on his inability to model the behavior of the judge who had forgiven him.

On a professional note, I believe abstracting can provide a greater focus to the work I do. In fact, I now understand that abstracting could potentially simplify my life, or at least my life’s work. In short, abstracting can empower me to look beyond the day to day complexities associated with students making transitions to identify the central themes and issues.

Analogizing

Contrary to abstraction, I was very familiar with analogizing. In fact, a great deal of the work I perform draws on analogizing. That is, drawing on the learners prior wealth of knowledge and using it as a tool to teach new concepts. For instance, I regularly use sports analogies when speaking to my college students to drive home specific messages. Recently, I used Reggie Bush, a NFL running back and a Heisman Trophy winner, to highlight transitional correlations between college sports and college academics. I shared his amazing collegiate statistics with his marginal NFL statistics. In college he rushed for over 2,000 plus yards, however, he managed to only gain around 800 all purpose yards in his NFL debut. In short, I was encouraging students who were accustom to academic excellence in high school not to get discourage in their first year of college. Reggie Bush discovered that while high school and college football are very similar to the NFL, the level is much more competitive. In the same way, students who have experience great success in middle school and high school may meet some challenges in college based on the academic rigor, but they should not be discouraged.

However, the story of Helen Keller demonstrated the greater use of analogizing, especially when one has obvious challenges. Through the example of Keller, I was encouraged to examine deeper the culture in which my students hail. With a richer understanding of their culture, how they reason, make decisions and make sense of their new world, I can prepare lessons and messages that will help them successfully navigate their way through the university.

TGIM - Season 2 - Episode 4

TGIM - Season 2 Episode 4. ET the Hip Hop Preacher is Back and on FIRE!!!! Fasten your seat belts and get your Monday morning blessing.

How I Love Thee

Existing Patterns

• Ineffective time management
• Inadequate financial resource
• Ineffective use of resources
• Ineffective study skills
• Inability to navigate in new environment

These patterns can help my freshmen students understand my topic, “Helping students of color transition effectively, in the following ways. One, the patterns will inform students of the common challenges freshmen face and the additional factors most students of color experience. Two, by informing students of the these patterns, students are equipped to make certain predictions and set up necessary expectations.

New Patterns

• Create opportunities for students of color to interact with majority professors and majority students.

• Create a program that share with students the new language, codes and rules associated with unversity
  

These new patterns will help my students better understand and handle my topic because it allows them to see the connection between new patterns and effective transitions to college. The implementation of both patterns will assist student in gaining a better understanding the patterns in their new environment. Subsequently, this understanding can potentially foster academically creativity. That is, once they are comfortable/recognize the patterns in their new environment, creating one’s learning and study style students will become acclimatized.

Big Idea

Two big ideas emerged as I read chapters 6 & 7. The first, the recognition of patterns is critical in the learning process. Without the skill one cannot fully engage in the learning process. Two, the ability to recognize patterns can be taught. That is to say, through deliberate and intentional means, individuals can be taught the skill.
Chapter 6, recognizing patterns was especially enlightening and extremely personal. Two holiday seasons ago our office held its annual Thanksgiving family dinner. As usual, we had a unit-wide challenge and I was asked to participate. The exercise was somewhat different from those in the past. The exercise were images compiled of optical illusions and the participants were required to look at patterns and figure out what images were hidden within the pattern. Despite staring at the pattern for hours, days and weeks, the image never materialized. As a matter of fact it took over a month of deliberate, intense practice and the help of a colleague that I was able to successfully see the image pop off the page.
I initially felt a sense of anxiety as I read chapter 6. As I read about recognizing patterns, somehow the feelings of frustration resurfaced that I experienced during that activity almost two years ago at the family dinner. My inability to look beyond the overt pattern and perceive the 3D images meant several things. According to the text(94), my inability to recognize general principles of perception meant I could not move on to the next activity, I could not fully participate. Although I was paralyzed, my colleagues had successfully moved on.
Professional Impact
As I reflect on my professional approach and the areas I can improve based on the readings, two pedagogical adjustments come to mind. First, I feel the need to make a list of all the transitional patterns that I have recognized. This list has two functions, the first is to inform and guide my practice. The second is to assist my freshmen students in recognizing the patterns. For instance, one of the more universal transitional patterns that have an impact on most students is effective time management. Most freshmen fall into academic despair because they have not experienced the type of independence that requires them to be self directed. In addition to time management, other patterns include infrequent exams. Unlike high school, students don’t take exams regularly. These inconspicuous patterns have been the demise of many freshmen.
Shift in Teaching
One of the more salient pieces I took from the reading was, “New patterns yield connections between things previously perceived as being related.” One of the first tools I need to incorporate in my pedagogical approach is the use of diverse musical genres as a means of helping my students learn new patterns. By using a myriad of musical genres, I am able to create new patterns while drawing correlations from patterns they are familiar. I recently read some literature that maintain classical music in particular, as means of improving learning, which stimulates left brain activity.
In addition, to creating a list for myself, my plans are to distribute this list to my freshmen students. The hope is that exposing the transitional patterns to them, it will have a positive influence on how they prepare and experience their initial year. Further, I plan to carve out a least a week or more to discuss the patterns. I believe this exercise would be empowering in that it could create a venue for input, feedback and reflection. With any luck, the exercise will create coping strategies to combat the challenges associated with the transition to college.

Zoom assignment

I am not photoshop savvy, but I will work with someone this weekend to try to outline the image of the turtle that is in the stone.

Picture Explanation

How do you experience your topic? (explanation to image)

Assisting first year students (specifically, students of color) with their transition to college.

Image is of a student and a light bulb. The light bulb symbolizes the students making the connection he/she was unable to make prior to that point. In addition, there is a tunnel which represents the darkness the student experience before being enlightened, the light at the end of the tunnel.

The Sun also represents another form of light which creates the photosynthesis process. Light serves as an energy the student needs to produce personal growth, both mental and personal.

I added the hands to represent myself (the educator). I believe the teacher/student relationship is parallel to the Sun and plants experience. The teacher is the light and the student is the plant

Picture

Diverse Learning Approach

As a motivational speaker and educational consultant for urban schools, I am constantly driving home the message, “without vision-people perish.” That is, without a mental picture of what “you” wish you’re life to be, you run the risk of experiencing marginal success at best. Ironically, chapter 3 and 4 dealt specifically with that topic but in more depth. In fact, before I could finish the second paragraph of chapter 3, I realized that I had done an injustice to the entire concept of visual thinking. According to Sparks, painting a mental picture or “visual perception” is merely a starting point. The text insists that observation, not visual perception, is the bedrock to all meaningful learning and cognitive development. Specifically, I was drawn to the text’s emphasis on active observation, the deliberate and intentional perceiving and noticing of an artifact.

That single concept has revolutionized my pedagogical approach. As an academic advisor supporting students admitted under provisional terms, (first generation, low income, and from urban high schools) my primary focus has been connecting them to the proper resources. That is, connecting them to resources such as the Math Resource Center, the Learning Resource Center, the Writing Center and other support mechanisms. Prior to spending time exploring the dynamics of observation, I made the assumption that the solution to closing the graduation gap between minority students and majority students was imbedded in aptitude. I have been enlightened. My focus needs to shift from aptitude to observation. Each student is capable of learning. The challenge is not the how, but rather the what. By utilizing active observation as a thinking tool, I can help students learn what to look for. Based on my new understanding of active observation, it is impossible to successfully navigate through one’s world without an accurate understanding of it. In short, I need to continue helping students make the needed connections. However, the connections need to expand beyond university-wide resources to connecting them to the university itself. For instance, through the use of analogies, I can help students connect their prior learning experiences to their current learning experiences at Michigan State University.

I believe chapter 4 was a great segue because it spoke directly to how each individual, through a myriad of thinking tools, comes to understand their world. Ironically, chapter 4 provided more insight and depth to the “looking” versus “seeing” concept. In chapter 4 I discovered actively observing, “seeing” is not limited to the recognition of artifacts. As an educator, I believe it includes actively observing human as well. In the movie Avatar, the Na’vi people would greet one another by saying; “I see you.” I see you meant more than hello, but rather, I acknowledge your presence, your worth and I value you as a fellow human being.

Seeing then is important because it empowers me as an educator to (1) recognize there are diverse approaches to learning and honor those diverse cognitive approaches and (2) broaden my pedagogy abilities and strategically work within the strengths of the student population I serve. Based on the text, some individuals discover their world through an analytical approach, learning through coherent and logical means. Others use a geometrical approach, using visuals to comprehend concepts. As the text proposes, specific thinking tools can be taught and it is my responsibility as an educator to teach in a creative fashion that allows students with diverse learning styles to grasp concepts.