Education Assessment Limitations

Assessing education is not only necessary for accountability purposes, but for the evaluation of its quantity and quality.  Those who have participated for some time in the educational process should understand the importance of having their education assess for all three of these elements: Quality, Quantity, and Accountability.

The quality of education should be the best that can be achieved.  Good quality education should be the priority of both the giver of the education and the receiver of such.  To assess the quality of education, the emphasis should be in allowing the individual being assessed to be able to share their knowledge in a creative problem solving manner that challenges their way of thinking.

The quantity of education goes beyond any numerical value that we can place on it.  Good quality education should be complemented with a large quantity of diverse information from a multitude of resources which is readily available for the individual to use as needed.  Assessing the quantity of an individual's education presents the challenge of having to compress a lifetime worth of information into nearly a few seconds.

The accountability of education can only measured through a fair and balanced assessment process.  Two parts that are key for succeeding while being assessed are language and learning.  Educational assessment is limited by the individual's skills and ability to both communicate clearly through language, and develop a successful learning style.  It is these assessment limits of language and learning which can define the difference between meeting the challenges of the educational process, or succumbing to them.

Author: Manuel R. CortezRodas - Educator

Copyright 2014.  MRCR Educational Consulting Firm.  All Rights Reserved.

Native Language Essay: Spanish

Spanish is not my Native Language

Challenges of an English Language Learner

Author: Manuel R. CortezRodas

The first language I learned, and became proficient in, is Spanish.  During my childhood, and early educational development, Spanish was the primary language of communication, it being used for talking, speaking, reading, and writing.  Spanish was used at home, in school, and in the community.

The second language I learned, and became proficient in, is English.  Since my teenage years, and secondary/post-secondary educational development, English has been the primary language of communication, it being used for talking, speaking, reading, and writing.  English was used at home, in school, and in the community.

My first language is Spanish, and my second language is English, but neither language is my native language.  My native language is Nahuatl, and I am not proficient in it.  It has not been a part of my life or education, and has not been used for talking, speaking, reading, and writing.  Nahuatl has not been used at home, in school, or in the community.

This is a challenge to me as a Hispanic Latin-American, to learn and become proficient in my native language.  A language which if not learned, will be forgotten.  Learning my native language will allow me to abridge the abyss that has been carved since the time that my native land welcomed those who immigrated from other lands of the world.  A Hispanic Latin-American culture has emerged over the last 500 years, but it did not originate then, it originated when the sun first rose.

Copyright 2013.  MRCR Educational Consulting Firm.  All Rights Reserved.

Thoughts on Language 2

Speaking & Talking

Author: Manuel R. CortezRodas

We are approaching the close of the school year and we are taking a look at the language development of our learners.  We have looked at the development of reading and writing, and now we take a look at the skills of speaking and talking.  This is done by defining Language, Speaking, and Talking.  These definitions are then applied to the level of skill our students have develop and can demonstrate.  This development and demonstration by our students, lets us, as educators, learn from what we have taught.  This process allows us to see the growth that our learners have done over the school year, and can help us further prepare them for the challenges they will face as they continue in their educational path.

Language

Language is the communication skills developed by learners.  These communication skills are diverse, and our students develop them and demonstrate them, each as best they can.  Each student arrived with a unique level of language development at the start of the year, and now, that development should be reflective of what they have learned up to now.  What they have learned should be reflective of what we have taught them.  Differences between what has been learned, and what has been taught, are to be expected and anticipated, for sometimes skill development and demonstration of skill can go beyond what has been taught.

Speaking

Speaking is a communication skill that we develop to express in an auditory manner.  We hear sounds and feel vibrations that we try to replicate.  Speaking allows us to express our thoughts and ideas directly into audio, allowing others to hear our speech.  Speech can then be preserved by the tools of technology which we have like writing, recording, and publishing.  Speech can also be broadcast and shared with those whom we are able to reach through various means of communication.  Having our students develop their speaking skills will help aid the growth of language.

Talking

Talking is a communication skill that we develop to engage with others.  Talking helps us engage in conversation so we may exchange ideas and thoughts by speaking to one another.  When we talk we must alternate between speaking and listening, and because of this, talking is a skill which should help us develop a balance as we speak and listen.  It also requires us to develop processing skills so that we may accurately express what we say and understand what we hear.  Having our students develop their talking skills will help aid the growth of language.

Copyright 2013.  MRCR Educational Consulting Firm.  All Rights Reserved.

Thoughts on Language

Reading & Writing

Author: Manuel R. CortezRodas

As we approach the close of the school year, it is worth taking a look at the language development of our learners, language development in the skills of reading and writing.  We do this by looking at the definitions of Language, Reading, and Writing, and applying these definitions to the level of skill that our learners have develop and can demonstrate.  We do this for the purpose of studying what we, as educators, have taught our learners.  We do this to see the growth that our learners have done, so that it may also be seen by learners, educators, and others who have worked in the language development of our learners.

Language

We define language as the communication skills developed by learners.  These skills are diverse and developed differently by each of our students.  Each learner arrived to our classroom this year with a unique level of language development.  By now, those students should be at a higher language development level than they were at when the school year started.  Their communication skills should have increased as our students learn from us this year.  Two important language skills to focus on are reading and writing.

Reading

Reading is a communication skill that we develop by having access to diverse material that is age and grade level appropriate.  It is also developed by introducing and increasing the vocabulary of our learners.  Students should be able to read material that is suitable for their age and grade, and be able to show that they understood and comprehend the material they have read.  Reading is an essential skill for students to develop for most of the information and knowledge which we have is accessible as reading material.  It is because of this that reading should be matched with writing.

Writing

Writing is a communication skill that we develop for the purpose of expressing our thoughts and ideas so they may be presented to others for evaluation, interpretation, and clarification.  Technology has allow us to no longer limit our writing skills to calligraphy and penmanship.  We are now also in need to develop typing, formatting, and printing as new language writing skills.  Writing becomes reading material, and reading material in turn inspires writing.  It is because of this that reading and writing should be amongst the primary language skills that our students should develop.

Copyright 2012.  MRCR Educational Consulting Firm.  All Rights Reserved.

STEAM Education Lessons (Part 2)

Preparing STEAM Education Lessons

Author: Manuel R. CortezRodas

Ideas, Themes, and Concepts

What do you want to present to your students in this lesson?  This is the primary question that needs to be addressed as you prepare a STEAM education lesson.  The difficulty of the task is the wide range and availability of ideas, themes, and concepts that are out there, and are worth the time to be introduced to students.  This is why it is so important that the first step in developing a STEAM education lesson be choosing a primary idea, theme, or concept that we, as educators, can prepare and present to our students for their learning.

Language

Once you have chosen a central primary idea, theme or concept, comes the task of developing the necessary language with which to communicate the lesson to the students.  This task begins with the introduction of the necessary vocabulary.

Introducing the necessary vocabulary creates a base language which we need to be able to communicate the STEAM Education Lesson.  Creating a language based on necessary vocabulary allows educators and learners to communicate and exchange ideas, themes, and concepts with success.

Connections

A STEAM Education Lesson should be connected to present.  We should present students with current connections, to the lesson being presented, that are of importance today.  If a lesson is not connected to the present, the it becomes at danger, of falling outside of time, that students experience on a constant day to day basis.  Students are connected to present events of a diverse nature through more that just the strands of technology and arts.  The science, engineering, and mathematics, of STEAM must also become part of the connections that students be presented with.

Applications

What are the applications for the STEAM Education Lesson that we are preparing to present?  The applications for STEAM Education should be founded on the five stands of STEAM: Science, Technology, Engineering, Arts, and Mathematics.  How is each strand of STEAM applied to the lesson, and how does that application to each strand connect to the others? Applications to our lessons should inspire our imagination.  Students should be able to apply STEAM education lessons in the present for what is important.

Required/Applied Knowledge

Knowledge should be required of the learners and applied by the educators.  Each student has a unique level of the required knowledge of the lesson, as well as a unique level of applied knowledge of the lesson, that will vary from learner to learner, and classroom to classroom.  It is for this reason that the educator measure the level of both required and applied knowledge that learners have. 

Copyright 2013.  MRCR Educational Consulting Firm.  All Rights Reserved.

Language and Communication: Reading

"Language and Communication"

"Reading"

Author: Manuel R. CortezRodas

Defining Reading
Reading is the complement to writing.  If we define writing as a tactile visual form of communication, then reading is a visual tactile form of communication.  Writing gives us the skill to express our thoughts and ideas in a concrete way for others.  Reading gives us the skill to receive the thoughts and ideas that others present in a concrete way.  Reading allows us to input information into ourselves so that we may process and analyze it, then determine its value by studying it.

When to be Reading 
Since reading is an input, it can be done from the moment we begin to sense that which is around us.  Infants feel, hear, see, taste, and smell all that is available to them as they begin accumulating information.  We can become so skilled at reading that we could do it at a very fast pace, completing complete writing collections of a rich cultural diversity.  We can get to the point at which we begin to compare what we have read, with what is available for reading, and try to balance or surpass this point.

How much Reading is Good
 If we were to immerse ourselves in reading throughout our lives, we could possibly accumulate all knowledge available to us, but we would have no time to write, and share, and bring our light of clarity and understanding,  to that which we have read, accumulated, and understood.  Since reading and writing are complementary, both skills together should measure our ability to clearly and accurately communicate to others our thoughts and ideas through these two skills.

Why should we be Reading?
Reading provides for us the skills of searching, collecting, gathering, and analyzing information for our need to seek out knowledge and understanding.  We should be reading to better ourselves.  We should be reading to have a diverse amount of knowledge, that we have classified and categorized, on which we can make clear decisions and good choices.  Developing our reading skills gives us a way to connect to information, and the information that we connect to will lead us to a rational decision making path from which our lives will benefit.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved

Language & Communication: Writing

"Language and Communication"

"Writing"

Author: Manuel R. CortezRodas

Defining Writing

Writing is a tactile visual form of communication.  When we write we create a visual communication that can be sensed by touch.  Writing requires that we imprint onto, a tactile material, representations for thoughts and ideas.  Writing is developed through our ability to make marks and leave imprints by using the tools and materials available to us from our current technology. 

When to be Writing

With growth and training we begin to recognize lines, curves, and shapes that we try to replicate by carving, drawing, and inscribing. We use our fingers and hands before moving onto pencils and markers.  We mold clay, chisel rock, and carve wood.  We add our own creative style when replicating letters by creating fonts, adding color, underlining, and making bold traces.  We should encourage each other to develop writing skills from the earliest possible time in our life.

How much writing is good

Although we have established measuring units for writing like words, sentences, paragraphs, pages and essays, we should also keep in mind that we must look at what is being communicated to us through the writing.  Words should be spelled correctly, sentences should be complete, paragraphs should be thorough, essays should be structured properly so that the thoughts and ideas that we are going to convene through writing are clear.

Why should we be writing?

Writing provides for us a concrete record of thoughts, ideas, and expressions.  If the writing is done by many people, with a purpose, after careful consideration of worries and concerns, then writing can become a long lasting example of not only literal meaning, but of a reflection of the human characteristics of thinking, cooperation, development, and growth.  Writing allows us to reach others and share opinions, and if it lasts through time, writing allows us to reach future generations, as well as allowing them to look back at past ones.

Copyright 2012. MRCR Educational Consulting Firm. All Rights Reserved.

Language & Communication: Speaking

"Language and Communication"

Speaking

Author: Manuel R. CortezRodas

Defining Speaking

Speaking is an audible expression of communication in a language.  When we speak we attempt to create an audible sound to communicate in a language.  Speaking requires the physiological ability of the individual to speak and a pre-established common language.  Speech is developed with our skills of accurate sound reproduction and recognition. As we interact with others, we begin to recognize auditory clues that we then try to replicate to develop a speaking pattern.

When to be Speaking

From the time we are born, if we are able to, we produce audible sounds.  The first cry of a newborn, the speech from one of our elders, the laughter of children playing, are all examples of speaking without the need of a language.  Language is needed so that our speaking becomes refined.  That we develop the refined skills of reproducing sounds with accuracy and clarity.  A control over pitch, stress, and intonation, of letters, syllables, and words.  By the current nature of our culture mom, or any of its variations, in any language may be the first attempt we perform when it comes to speaking.  As newborns age they should begin to demonstrate that they can master a more accurate reproduction of the sounds that we are exposed to.  By the time that they reach the age to take part in formal education, a child should have developed the necessary speaking skills as required by the grade level they will be at.

How much Speaking is good

To determine if speaking is good, we need to define what is good speaking, and what is bad speaking.  A measuring scale must be established to determine the skills demonstrated when a student is speaking.  This skill level must then be measured, collected, and assessed for each student.  The individual demonstrations of skill level should then allow us to measure the performance of students, as well as groups of students.  It will also allow for the measure of development in language that will in turn introduce new sounds and words allowing the language to grow.

Why should we be Speaking?

Speaking is good, because it allows us to communicate in a language that is audible for others to hear, listen, and receive.  Others could then process and analyze that which we have spoken for accuracy and clarity in order to determine the meaning of our speech.  Without technological innovations,  speech can only be heard by those within range of our voice.  If speech is not recorded, language accuracy cannot develop, and communication becomes inaccurate.  Our ability to communicate accurately can help us collaborate and share ideas with clarity.  We should be speaking, because it gives us an opportunity express our thoughts and ideas, so that those who are around us may benefit from them.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Language & Communication

"Language & Communication"

"Language"

Author: Manuel R. CortezRodas

What is language development?

Language Development is a combined balance of skills that we acquire in order to better express our thoughts into expressions of clarity.  The skills needed to develop a language are: Speaking, Writing, Reading, and Communication.  Each of these skills can be learned and developed individually, but must be learn at a concurrent level to maximize the clarity of expression in the language.

How is language developed?

Language is developed when a person acquires enough of the skills needed.  From the time we are born we begin to interact with those around us to the best of our abilities.  We hear sounds and try to duplicate them.  We see images and visual clues, and we begin connecting sounds that are associated with them.  As we grow and our skill develops, we begin to understand the connection between what we want to express, and how we can let those around us know.  We hear, listen, and begin to speak.  We practice copying signs and symbols to represent the sounds we hear, and when we see these identify them as audible sounds.

Why is language development important?

Language development is important to us as a society because it allows us to express thoughts and ideas.  We develop communication skills by transitioning from hearing to listening to exchanging ideas by audible sounds, written words, or developing visual clues.  Without language development a society cannot function, for they would not be able to understand each others needs, how to help each other, or how to store and pass information to other generations so they may learn from our experiences.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

ELL Challenges: Communication

English Language Learner Challenges

Communication: More than Translating

By: Manuel R. CortezRodas

An obstacle faced by English Language Learners (ELL's) is communication.  Communication is more than translating.  Translating from one language into English is one tool that students who are ELL's should use in developing their communication skills.  Translating is one tool that ELL's can use for communicating.  Pronouncing, Speaking,Writing, Reading, and Grammar, and are other tools that ELL's can use to develop their communication skills in addition to Translating.  With a combination of these skill developing tools, students who are English Language Learners can better their communication skills in the English language. 

1. PRONOUNCING: This skill helps the student hear the phonics of the English language.  If the student does not hear clarity in the pronouncing of English, the student could misunderstand the correct sound.  The student then would adapt the unclear phonics into their speech development.  It would then require that the student learn the correct pronunciation, and remember not to pronounce the phonic in the improper way.
2. SPEAKING: Having a foundation in pronouncing English sounds and words leads to the development of speaking skills.  As the student is developing pronouncing skills, they should also be developing their speaking skills.  As the student learns, pronouncing should lead to speaking words, and expressing thoughts and ideas with some clarity.
3. WRITING: With the base of having develop the ability to pronounce and speak, the student is ready to begin writing in English.  Writing helps the student create the link between what is heard and said, with what is seen in print.
4. READING: When the student sees a word that is printed in English, the student interprets the writing, speaks it with correct pronunciation mentally, and if necessary, the student  should communicate verbally so that others may hear.
5. GRAMMAR: The student should learn the rules of the language to develop their English communication skills in a successful manner.  It is in developing grammar skills that students will refine sentence structure, essay development, and fluency.

Copyright 2012, MRCR Educational Consulting Firm. All Rights Reserved.

English Language Learner Challenges

"English Language Learner Challenges"

By: Manuel R. CortezRodas

This week MRCR Education addresses the challenges faced by English Language Learners or ELL students.  Each day this week a topic that challenges English Learners will be presented.  The four topics that will be the focus of this week's education series are as follows:

• TUESDAY = Communications: "More than translating a language"
• WEDNESDAY = Culture: "Is this the U. S.?"
• THURSDAY = Climate: "Weather the weather"
• FRIDAY = Conditions: "What has the student lived through?"

Check in at 5:00pm Pacific each day this week for each posting on our weekly educational series of topics.  Thank you for your participation.

Copyright. 2012. MRCR Educational Consulting Firm. All Rights Reserved.