Teaching writing from the inside. Teaching writing from jail..or what we fondly call, "the classroom."
OR
Teaching writing from the inside. Let's get some of that awesome that's inside of you out into the world. It feels good...great even. At the least, it feels better.
Scary:
in regards to ELA standards, "there is nothing explicit about learning to cultivate and revel in the surprise and discovery that accompanies working with words."
"trusting language to lead to meaning can be hard to embrace, it seems counterintuitive to education"
Inspiring:
"Writing began to heal my spirit"
"language surprises me and teaches me"
"plunge ahead with faith and fearlessness"
"Language is...our magic."
Elaborate:
"Sometimes writers plan in detail, sometimes they plan a little, and sometimes they don't plan at all." This is true. We need to know what is appropriate. The text, on several occasions and in one section, indicates that we do need to provide opportunities for students to write not just fluff, but pieces with real substance. This includes learning how to write papers.
"I want students to know that language is an ally that stands with them, whether they write from the heart or tackle mandatory writing tasks" YES!!! It doesn't matter what you are writing, develop your own style. Try new vocabulary. Make each piece your own. Even expository papers or literary analyses provide opportunities for your own particular brand of writing.
"The world of writing is a mural, not a snapshot." Again, this reiterates the fact that we must learn to write in different forms, even ones we do not like. I am leaning this in creative writing. As a rule, I hate poetry. However, I still need to learn about it, and appreciate it. I don't have to love it, but I should know it. There are some great pieces of work out there, even for someone who hates poetry.
Teacher as Writer
Certainly, "those who can't do, teach" is a phrase with little substance. I agree that when teaching writing, we should approach the classroom from a status of awareness and experience. We need to have dealt with the craft we are attempting to communicate to students. This seems obvious. I will say, however, that we do not have to be the best writers to communicate our love for the written word. I am not a great writer, but I get by. Perhaps if I had more time to breathe, I would be able to develop my writing skills further, to place I would eventually like to be at. For now, I can say that although I am not the greatest writer (yet), I love it - and I hope that is what I can teach my students. Writing is our weapon against the world. We should brandish it with respect and pride.
Saturday, February 23, 2013
Sunday, February 17, 2013
Chapter 14
Technology is a challenge for me. I won't even buy a Nook. Not because I'm poor, but on principle alone. I love real tangible books. I love paper pages and margins covered in notes and thoughts and highlighted excerpts that make me laugh or cry or question or just think. I like the warm feeling of a book that's rested on my chest as I've fallen asleep holding onto characters as if they were literally trapped in my grasp. Some things are sacred.
AND...some people are too sentimental...guilty.
Technology is extremely important in the classroom. As we have read in previous chapters, educators need to think outside of the box. What kind of citizens would we like to produce? What sort of values and skills should students be able to demonstrate when they graduate? How can we help students be well rounded and incorporate technology to synthesize a produce or concept that is valuable in the world? One answer is technology.
Max is a great kid. I'm Max, except Max is probably smarter and less self-indulgent. Max appreciates the value of pen on paper (or keys to screens?...yikes.). There is something great about expressing ownership over thoughts and ideas that have been committed to a place where it can be processed and considered - even judged - by others. As Max tell us, "In school, writing is about turning something in. Here it's about having something to say." GREAT IDEA MAX. Although there are times when students will have to simply accept that school is a place where educators will occasionally ask you to do things you don't want to do, and YES you will have to do it or there will be consequences (just like in the "real world"...an ironic concept we might want to discuss one day), there are also times when educators should take an opportunity to make school less painful and more meaningful. The examples provided here, blogs, book trailers, podcasts, and wikis, are valid options.
I enjoyed how the book provides a comment about the value of peer review. In this case, the peers are not students, but the body of the community in which students live. Producing work for your teacher or your class is one thing; producing work that is "high stakes" because there is a real response of the community is sort of genius. This type of work will allow students to not only take ownership of their work, but hopefully introduce them to the concept of REALITY in which people out there have opinions and when you put your name on something, it really does mean something.
Sidenote...
Lit circles and PodCasts or book trailers? YES PLEASE. I'll be utilizing that just as soon as I graduate, find a job, create a curriculum, and have a real class to try it on. Should be like, next week?...maybe?
AND...some people are too sentimental...guilty.
Technology is extremely important in the classroom. As we have read in previous chapters, educators need to think outside of the box. What kind of citizens would we like to produce? What sort of values and skills should students be able to demonstrate when they graduate? How can we help students be well rounded and incorporate technology to synthesize a produce or concept that is valuable in the world? One answer is technology.
Max is a great kid. I'm Max, except Max is probably smarter and less self-indulgent. Max appreciates the value of pen on paper (or keys to screens?...yikes.). There is something great about expressing ownership over thoughts and ideas that have been committed to a place where it can be processed and considered - even judged - by others. As Max tell us, "In school, writing is about turning something in. Here it's about having something to say." GREAT IDEA MAX. Although there are times when students will have to simply accept that school is a place where educators will occasionally ask you to do things you don't want to do, and YES you will have to do it or there will be consequences (just like in the "real world"...an ironic concept we might want to discuss one day), there are also times when educators should take an opportunity to make school less painful and more meaningful. The examples provided here, blogs, book trailers, podcasts, and wikis, are valid options.
I enjoyed how the book provides a comment about the value of peer review. In this case, the peers are not students, but the body of the community in which students live. Producing work for your teacher or your class is one thing; producing work that is "high stakes" because there is a real response of the community is sort of genius. This type of work will allow students to not only take ownership of their work, but hopefully introduce them to the concept of REALITY in which people out there have opinions and when you put your name on something, it really does mean something.
Sidenote...
Lit circles and PodCasts or book trailers? YES PLEASE. I'll be utilizing that just as soon as I graduate, find a job, create a curriculum, and have a real class to try it on. Should be like, next week?...maybe?
Tuesday, February 12, 2013
Chapter 5
Talking - great idea. I enjoy that this chapter assigns value to conversing. As an educator, this is a tool that we can utilize to jumpstart any other form of production. For instance, we may have a discussion on current events that springboards us into a journal entry that challenges students to consider their own constitutional rights. We may use reader response to inspire students that may not have enjoyed an ending or introduction to a short story to rewrite that particular portion.
Dimensions of Talk:
These ideas can help steer us into lesson plans. What is the CC or goal of the lesson? Once there is a clear goal or project in mind, I may then incorporate a specific dimension from the list on page 47 to help create a constructive environment for conversation.
Setting the Stage:
This is something I am very curious about. Clearly, the book is referring to how well students know one another and how comfortable they are expressing themselves. However, I think there is value to all of the other components of comfort. I have often wondered how the floorplan, size, or lighting in a classroom can affect the comfort level of students. Can we all sit in a circle, on the floor, with low lighting? Can we sit on top of our desks in bright lighting to stimulate conversation in a "laid back" approach to comfort? I may consider this topic for a future article analysis, or just for fun.
The Bottom Line:
How can I use my own conversational thoughts and experiences to motivate (or perhaps manipulate, or even trick) students into producing quality work on their own behalf? This text provide numerous tools and techniques that I believe to be valuable. However, I believe that nothing holds more value than my own desire to extract any possible work out of my students. Theoretically, a positive attitude and excitement are both contagious diseases. I would like to create an impact on my students by demonstrating zeal in anything that we do as a class. Utopian classroom? Yes. Decent concept that can be implemented into a real life classroom by toning it down and formatted into a realistic lesson plan? Yes.
Dimensions of Talk:
These ideas can help steer us into lesson plans. What is the CC or goal of the lesson? Once there is a clear goal or project in mind, I may then incorporate a specific dimension from the list on page 47 to help create a constructive environment for conversation.
Setting the Stage:
This is something I am very curious about. Clearly, the book is referring to how well students know one another and how comfortable they are expressing themselves. However, I think there is value to all of the other components of comfort. I have often wondered how the floorplan, size, or lighting in a classroom can affect the comfort level of students. Can we all sit in a circle, on the floor, with low lighting? Can we sit on top of our desks in bright lighting to stimulate conversation in a "laid back" approach to comfort? I may consider this topic for a future article analysis, or just for fun.
The Bottom Line:
How can I use my own conversational thoughts and experiences to motivate (or perhaps manipulate, or even trick) students into producing quality work on their own behalf? This text provide numerous tools and techniques that I believe to be valuable. However, I believe that nothing holds more value than my own desire to extract any possible work out of my students. Theoretically, a positive attitude and excitement are both contagious diseases. I would like to create an impact on my students by demonstrating zeal in anything that we do as a class. Utopian classroom? Yes. Decent concept that can be implemented into a real life classroom by toning it down and formatted into a realistic lesson plan? Yes.
Monday, February 11, 2013
The Big RW
My favorite part of this reading is the description between r/w and R/W. This differences includes, "...an activity in which reading and writing are working together." Although there are other indications of importance within the chapter, this is the difference that I believe is the most useful. Reading and writing both compliment each other. When used together, one will help build the understanding of the other. Reading and writing can go FAR beyond fluff and reader response when used correctly. Carter uses these concepts to to assist the students in creating a piece that they can feel a sense of ownership with. The infusion of music is an idea I have always appreciated. Music is a universal language that can motivate or interest nearly anyone.
I appreciate that this chapter discusses the importance of socio-economic awareness. As a white female from a middle class (or maybe below..?) family I haven't been subjected to a great deal of challenges in this area. Because of this disconnect between my own life and the life of future students (who may need my empathy and understanding the most) my goal as a fresh graduate is to work in an underprivileged school. Ideally, I would like to teach in the Kankakee school district. I hope to work in a school district where I am unfamiliar with the lifestyle that most of my students will have. I have always gone to predominately white schools. I hope to exit that comfort zone as well.
The story of the K classroom is interesting to me on a personal level. The young student who was always excused from the writing exercise because she became upset is an example of how educators can let their empathy and best intentions hinder a student's progress. My oldest son transferred school districts after about a month into the year. His new school demands much more of him. Ironically, I was pleased to get a progress report that stated Zachary was far below the teacher's expectations. Zachary showed intelligence, but the the knowledge or metacognitive tools he needed to excel in the classroom. I am thankful that his teacher did not let him slide academically because he transferred in late. He has made significant progress in all of his content areas. He has been released from his supplemental reading group and mainstreamed into the normal reading hour in his classroom. Although there is much work to be done, I am pleased that he raised his grades in nearly all of his areas. Because he was not allowed to fail, he didn't.
I appreciate that this chapter discusses the importance of socio-economic awareness. As a white female from a middle class (or maybe below..?) family I haven't been subjected to a great deal of challenges in this area. Because of this disconnect between my own life and the life of future students (who may need my empathy and understanding the most) my goal as a fresh graduate is to work in an underprivileged school. Ideally, I would like to teach in the Kankakee school district. I hope to work in a school district where I am unfamiliar with the lifestyle that most of my students will have. I have always gone to predominately white schools. I hope to exit that comfort zone as well.
The story of the K classroom is interesting to me on a personal level. The young student who was always excused from the writing exercise because she became upset is an example of how educators can let their empathy and best intentions hinder a student's progress. My oldest son transferred school districts after about a month into the year. His new school demands much more of him. Ironically, I was pleased to get a progress report that stated Zachary was far below the teacher's expectations. Zachary showed intelligence, but the the knowledge or metacognitive tools he needed to excel in the classroom. I am thankful that his teacher did not let him slide academically because he transferred in late. He has made significant progress in all of his content areas. He has been released from his supplemental reading group and mainstreamed into the normal reading hour in his classroom. Although there is much work to be done, I am pleased that he raised his grades in nearly all of his areas. Because he was not allowed to fail, he didn't.
Tuesday, February 5, 2013
Chapter 8
ELL/ESL is an interest of mine. Despite the fact that, as educators, we dream (fantasize, to be more accurate) about teaching in a classroom full of bright, eager, and capable admirers of (insert content area here), this is unrealistic at best. We may encounter students who cannot demonstrate any of these attributes because they cannot speak English fluently or comprehend content material due to a variety of reasons. I have added an ESL minor to my studies to help me reach a larger volume of students that may be present in my future classroom. In my opinion, the best tool (weapon maybe?...depending on where I teach?) is perspective.
Authors in our text signify the importance of individualizing assessments and highlighting differences to students based on their native language. Figure 8-2, for example, provides readers with an interesting, and astonishing, preview of some common concepts Chinese speaking students must grasp in order to become successful academically. In my observations in a first grade bilingual classroom, there are only Spanish speakers. Although, the process of developing the English language is similar to the process recommended for Hmong speakers. The book suggest that, "...we should start from oral language and then move to picture writing and then on to reading and writing with abstract symbols, such as the English language" (110).
Furthermore, one author suggest that, "...we should let them read and write in their first language before expecting them to express themselves in English" (107).
These practices have all been implemented into the classrooms I observe. Students in K do nearly everything in Spanish, but periodically utilize English resources. They write their alphabet and learn phonics in Spanish. In first grade, they begin to explore how English differs as they compare and contrast pronunciation and structure (more in an abstract manner than a formal analysis). They speak more in English and some of their lessons are conducted entirely in English. Although students are always encouraged to speak in English, they are never discouraged from using their native tongue. Fortunately, all of these students are Spanish speaking. I would be interested to see how this particular classroom might incorporate a Mandarin or French speaking student, or if they were ill equipped for such a task entirely.
Aside from tweaking our own approaches to ELL learners, I appreciate Danling's suggestion to consult the ELL student's directly as he states, "why not sincerely listen to and learn from the students who come from different cultural backgrounds; they can lead all of us to cultivate appreciation and fascination for differences" (115). AGREED.
Something I have been considering is a comment made on Monday by Kimberley. What happens when a 14 year old is transferred and they have three years to become fluent and embrace both vocabulary and content? ..then they're on their own? If we fail students, is it fair to fail them? (<----philosophical cliche) In light of this type of startling information about how we force kids out onto their own due to legislation, (that by the way, perfectly reflects Prof Schurmans example of theorist being EXTREMELY disconnected to those responsible for implementing practice) perhaps way before they're ready, I'd like to end this blog with a tasteless conclusion:
WARNING: The following sentences demonstrates the appropriateness and validity of a commonly overused ironic cliche....prepare yourself.
Has no child left behind actually caused us to leave children behind? >: O (astonished-faced emoticon)
Authors in our text signify the importance of individualizing assessments and highlighting differences to students based on their native language. Figure 8-2, for example, provides readers with an interesting, and astonishing, preview of some common concepts Chinese speaking students must grasp in order to become successful academically. In my observations in a first grade bilingual classroom, there are only Spanish speakers. Although, the process of developing the English language is similar to the process recommended for Hmong speakers. The book suggest that, "...we should start from oral language and then move to picture writing and then on to reading and writing with abstract symbols, such as the English language" (110).
Furthermore, one author suggest that, "...we should let them read and write in their first language before expecting them to express themselves in English" (107).
These practices have all been implemented into the classrooms I observe. Students in K do nearly everything in Spanish, but periodically utilize English resources. They write their alphabet and learn phonics in Spanish. In first grade, they begin to explore how English differs as they compare and contrast pronunciation and structure (more in an abstract manner than a formal analysis). They speak more in English and some of their lessons are conducted entirely in English. Although students are always encouraged to speak in English, they are never discouraged from using their native tongue. Fortunately, all of these students are Spanish speaking. I would be interested to see how this particular classroom might incorporate a Mandarin or French speaking student, or if they were ill equipped for such a task entirely.
Aside from tweaking our own approaches to ELL learners, I appreciate Danling's suggestion to consult the ELL student's directly as he states, "why not sincerely listen to and learn from the students who come from different cultural backgrounds; they can lead all of us to cultivate appreciation and fascination for differences" (115). AGREED.
Something I have been considering is a comment made on Monday by Kimberley. What happens when a 14 year old is transferred and they have three years to become fluent and embrace both vocabulary and content? ..then they're on their own? If we fail students, is it fair to fail them? (<----philosophical cliche) In light of this type of startling information about how we force kids out onto their own due to legislation, (that by the way, perfectly reflects Prof Schurmans example of theorist being EXTREMELY disconnected to those responsible for implementing practice) perhaps way before they're ready, I'd like to end this blog with a tasteless conclusion:
WARNING: The following sentences demonstrates the appropriateness and validity of a commonly overused ironic cliche....prepare yourself.
Has no child left behind actually caused us to leave children behind? >: O (astonished-faced emoticon)
Monday, January 28, 2013
Chapter 4
Chapter four illustrates a common paradox in the educational system. We tend to encourage students to, "(1) answer questions (2) restate, retell, or summarize the text in some way, and (3) learn content-related vocabulary" in order to achieve understanding of the given material. When I read this, I think to myself that, "of course this is how we approach understanding, because this is how we can evaluate a student's efforts with the most ease and efficiency." Perhaps we approach understanding in this fashion because most standardized test approach understanding in the same manner. The easiest way to gauge a student's knowledge is by testing vocabulary and simply answering questions. However, this presents the issue that knowledge does not equate to understanding. We have to prepare for the world in which we teach. It doesn't make it "right" to teach in this manner, but it does make it acceptable given the current method of assessments utilized on the federal level.
The author does a wonderful job of defining the differences between how we currently perceive understanding, and how we should. The scenario given in the beginning of the chapter provides a snapshot of some VERY productive and thought provoking methods. Although, we should always be cautious of how much "fluff" or "reader response" type assessments we engage in within the classroom. I am always interested to hear someone's original and personal thoughts on literature. I also have to keep in mind that we cannot simply sit around and discuss how we feel, even though it's a "win" if students are talking at all. We must discuss the tougher concepts even when we do not want to.
This chapter presents many valuable suggestions in regards to understanding texts. In the example of reading at a graduate level, the author informs us that they, "reread portions aloud...and noticed small similarities and differences, and patterns..." to help enhance their understanding of the texts. I myself have used these techniques in my brief relationship with Old English literature. I cannot simply read Chaucer and understand what is happening. I have to reread sections, use supplemental resources, and critically think about the grammar, vocabulary, and time period to fully understand what is being communicated. These are all valuable tools in any text that is utilized for any content area written in any era.
Also, "synthesize" is my new buzzword. Creating something out of our new (or old...or a combo perhaps?) understanding is the ultimate goal. How we can take information, make connections, and create something original in result is a great way to approach "intelligence" as well as "understanding."
The author does a wonderful job of defining the differences between how we currently perceive understanding, and how we should. The scenario given in the beginning of the chapter provides a snapshot of some VERY productive and thought provoking methods. Although, we should always be cautious of how much "fluff" or "reader response" type assessments we engage in within the classroom. I am always interested to hear someone's original and personal thoughts on literature. I also have to keep in mind that we cannot simply sit around and discuss how we feel, even though it's a "win" if students are talking at all. We must discuss the tougher concepts even when we do not want to.
This chapter presents many valuable suggestions in regards to understanding texts. In the example of reading at a graduate level, the author informs us that they, "reread portions aloud...and noticed small similarities and differences, and patterns..." to help enhance their understanding of the texts. I myself have used these techniques in my brief relationship with Old English literature. I cannot simply read Chaucer and understand what is happening. I have to reread sections, use supplemental resources, and critically think about the grammar, vocabulary, and time period to fully understand what is being communicated. These are all valuable tools in any text that is utilized for any content area written in any era.
Also, "synthesize" is my new buzzword. Creating something out of our new (or old...or a combo perhaps?) understanding is the ultimate goal. How we can take information, make connections, and create something original in result is a great way to approach "intelligence" as well as "understanding."
Tuesday, January 22, 2013
Chapter 6
Boy...have I got "lots" to say about YA!
YA lit? Yes please. Graphic novels? Bring it. Manga? I'm buying one tonight.
Graphic novels are great because they may encourage readers who are, as the book states, "otherwise reluctant" to read in a direction towards the opposite end of the spectrum: the Reading is Awesome end. Indeed we see from books such as Maus or a more current The 9-11 Report: The Graphic Adaptation that graphic novels may teach us more than plot, character, theme, or motif (although these concepts must be learned and will satisfy many English CC requirements). These books may teach us about history, politics, and other social situations that may appear as abstract concepts to students who are so far removed from these events due age. Graphic novels may be utilized in any content area, given the appropriateness of the book (perhaps not math?... poor math majors :(...). Our text provides examples of graphic novels that incorporate science elements as well. I enjoy that the graphics in these types of novels sometimes present the reader with a dialogous relationship in which the pictures add information to the text, not just reinforce the words.
Using YA lit in the classroom is a wonderful tool that may be utilized to peak interest, present thought provoking material in a safe environment, and push students to read text that may be challenging while still holding their attention. The book implies that literature has made great efforts to keep up with the generations who read the material. I agree. Perhaps these realistic fictional books may help readers not only learn elements of literature, but acquire knowledge that is applicable to the "real world." Censorship is a concept that needs to be addressed in every classroom. Intelligence, as well as literacy, is more than just the ability (or desire) to acquire knowledge or concepts. Intelligence and literacy are at their peak when individuals are not only capable of the process, but able to critically evaluate and perhaps create a product out of that process. Using questionable or challenging pieces that may be "offensive" is a great way to raise questions and promote interest. Most adolescence enjoy contraversy, why not take advantage of that? In my opinion, it's okay to manipulate the characteristics of young adults if the outcome is positive.
YA lit? Yes please. Graphic novels? Bring it. Manga? I'm buying one tonight.
Graphic novels are great because they may encourage readers who are, as the book states, "otherwise reluctant" to read in a direction towards the opposite end of the spectrum: the Reading is Awesome end. Indeed we see from books such as Maus or a more current The 9-11 Report: The Graphic Adaptation that graphic novels may teach us more than plot, character, theme, or motif (although these concepts must be learned and will satisfy many English CC requirements). These books may teach us about history, politics, and other social situations that may appear as abstract concepts to students who are so far removed from these events due age. Graphic novels may be utilized in any content area, given the appropriateness of the book (perhaps not math?... poor math majors :(...). Our text provides examples of graphic novels that incorporate science elements as well. I enjoy that the graphics in these types of novels sometimes present the reader with a dialogous relationship in which the pictures add information to the text, not just reinforce the words.
Using YA lit in the classroom is a wonderful tool that may be utilized to peak interest, present thought provoking material in a safe environment, and push students to read text that may be challenging while still holding their attention. The book implies that literature has made great efforts to keep up with the generations who read the material. I agree. Perhaps these realistic fictional books may help readers not only learn elements of literature, but acquire knowledge that is applicable to the "real world." Censorship is a concept that needs to be addressed in every classroom. Intelligence, as well as literacy, is more than just the ability (or desire) to acquire knowledge or concepts. Intelligence and literacy are at their peak when individuals are not only capable of the process, but able to critically evaluate and perhaps create a product out of that process. Using questionable or challenging pieces that may be "offensive" is a great way to raise questions and promote interest. Most adolescence enjoy contraversy, why not take advantage of that? In my opinion, it's okay to manipulate the characteristics of young adults if the outcome is positive.
Monday, January 21, 2013
Chapters 3 and 16
I agree that there is a significant gap regarding what the education system labels "literacy" and what young adults experience in context with their every day lives. From an English perspective, this correlates with the issue of what students should be reading versus what students are reading or want to read, specifically in regards to classic literature.
The text points out that young adults are, "increasingly engaged in digital literacy." I think this is a good thing. The world in which we live requires younger generations to be computer literate. However, I tend to become apprehensive with how much technology we should infuse into the classroom. I believe that technology, by far, does more good than harm. That said, I do believe that there is serious value in putting pen to paper and actually creating a stream of thought that requires more reflection and precision than the rapid placement of thought onto a screen.
The example, provided by the text, created by Steven Johnson is particularly interesting. Imagine if video games came before books? Way to think outside the box! It is an excellent point. People are not fond of change. Regardless, we must find a way to maintain what is important within our identities in times that rapid change is inevitable.
Chapter 16 reveals the harsh reality that often times, children are only equated to test scores. This can have, and apparently has had, severe consequences resulting in children acquiring little to no self confidence within the world of academia. 7,000 dropouts a day? That number is astonishing. In a world where education is (hopefully?) your ticket to a comfortable lifestyle...or at the very least increases the odds of living a comfortable lifestyle, this number is discouraging.
I agree that "the most important factor involved in motivating adolescent students to learn is engagement." Students aren't going to produce positive results unless they want to. Many students don't underachieve because they are incompetent, but because they simply don't care. This relates to the concept of confidence. If students do not want to achieve, or feel they can't achieve, than they will not achieve. I appreciate that the book points out the importance of genuine dialogue between students and teachers. Although student/teacher relationships must maintain professionalism, there is also room for a bond to form in which students may feel that their input is valid, important, respected, and valued.
Being "teachers of text comprehension" is a job for all educators within any content area. I am also curious to find out what kind of "text books" are being utilized within school districts that vary financially. Could some students benefit from texts online via computers or tablets that may have some sort of interactive attributes? Do we still need to read from books designed in such a way that become daunting, discouraging, or overwhelming to students who are not yet where they should be in their reading levels? Could resources like these be supplied to schools who consistently fall short of their AYP requirements? Although there is an issue of cost, it is something to consider.
To me, brain mapping represents what most educators strive for: a tool to infuse a long lasting metacongnitive device to aid in comprehension. By giving students tools they can utilize when reading any text, we may help improve them in all their content areas.
The text points out that young adults are, "increasingly engaged in digital literacy." I think this is a good thing. The world in which we live requires younger generations to be computer literate. However, I tend to become apprehensive with how much technology we should infuse into the classroom. I believe that technology, by far, does more good than harm. That said, I do believe that there is serious value in putting pen to paper and actually creating a stream of thought that requires more reflection and precision than the rapid placement of thought onto a screen.
The example, provided by the text, created by Steven Johnson is particularly interesting. Imagine if video games came before books? Way to think outside the box! It is an excellent point. People are not fond of change. Regardless, we must find a way to maintain what is important within our identities in times that rapid change is inevitable.
Chapter 16 reveals the harsh reality that often times, children are only equated to test scores. This can have, and apparently has had, severe consequences resulting in children acquiring little to no self confidence within the world of academia. 7,000 dropouts a day? That number is astonishing. In a world where education is (hopefully?) your ticket to a comfortable lifestyle...or at the very least increases the odds of living a comfortable lifestyle, this number is discouraging.
I agree that "the most important factor involved in motivating adolescent students to learn is engagement." Students aren't going to produce positive results unless they want to. Many students don't underachieve because they are incompetent, but because they simply don't care. This relates to the concept of confidence. If students do not want to achieve, or feel they can't achieve, than they will not achieve. I appreciate that the book points out the importance of genuine dialogue between students and teachers. Although student/teacher relationships must maintain professionalism, there is also room for a bond to form in which students may feel that their input is valid, important, respected, and valued.
Being "teachers of text comprehension" is a job for all educators within any content area. I am also curious to find out what kind of "text books" are being utilized within school districts that vary financially. Could some students benefit from texts online via computers or tablets that may have some sort of interactive attributes? Do we still need to read from books designed in such a way that become daunting, discouraging, or overwhelming to students who are not yet where they should be in their reading levels? Could resources like these be supplied to schools who consistently fall short of their AYP requirements? Although there is an issue of cost, it is something to consider.
To me, brain mapping represents what most educators strive for: a tool to infuse a long lasting metacongnitive device to aid in comprehension. By giving students tools they can utilize when reading any text, we may help improve them in all their content areas.
Tuesday, January 15, 2013
Chapter Ten
Chapter ten is great in the sense that it allows for the application of good ideas. Not only does it address some theory but it also gives examples of practic (as Prof S mentioned in class), more so than in chapter one.
Chapter ten "bottom lines" the reader. Chapter one mentioned a hypothetical scenario in which school would be designed to create better citizens. In theory, that is what school was meant to be. I can appreciate the fact that chapter 10 elaborates on how we can reconnect with what school used to be. Teaching useful and applicable skills and material is what we, as educators, should be focusing on...you know..besides the kids.
Page 151 outlines "New Literacy Skills." The remainder of the chapter lists many bulleted points. The "New Literacy Skills" outline as well as all of the bulleted points are ways in which we can impliment some of the given theories into the classroom. These points resemble many of the new Common Core Standards. Perhaps this is a sign of academic progress?...
Fun Fact: I love the idea on page 153 about rotating students' seating charts every few weeks. Something so simple could possibly produce some interesting and productive results!
Page 154: The Great Synthesizers
Dear whoever wrote this particular section,
I whole-heartedly and without reservations give my upmost admiration to you for your obvious appreciation regarding the value of CRITICAL THINKING and THINKING in general! In an age where everything is immediate and available, thinking can be taken for granted. I love the idea of synthesizing. Observing and analyzing may be step one (and a very important step!), but step two is the application and manipulation of the conclusions drawn from step 1. This reminds me of the more sophisticated functions in Blooms Taxonomy. I love that pyramid.
Page 155: Story Tellers?
Yes! Story tellers! You know, the people who know stuff and can communicate it in a way that is beneficial and/or pertinent to someone else? WONDERFUL. This is applicable to basically anything, that's the best kind of tool.
Fun Fact 2:
Gardner added another multiple intelligence to the list? ...Interesting.
The last thing I would like to mention is "Passionate Personalizers." I will say that although I have hated my jobs in the restaurant business, it (A) pays the bills and (B) has taught me a great deal about the value of effective customer service. Why do I make more money than most people when it comes to serving food?..Because I know that catering to the needs of others and exuding a personable attitude will get you farther than any manuel ever will. On a side note, it is humbling, and that's a great attribute as well.
Chapter ten "bottom lines" the reader. Chapter one mentioned a hypothetical scenario in which school would be designed to create better citizens. In theory, that is what school was meant to be. I can appreciate the fact that chapter 10 elaborates on how we can reconnect with what school used to be. Teaching useful and applicable skills and material is what we, as educators, should be focusing on...you know..besides the kids.
Page 151 outlines "New Literacy Skills." The remainder of the chapter lists many bulleted points. The "New Literacy Skills" outline as well as all of the bulleted points are ways in which we can impliment some of the given theories into the classroom. These points resemble many of the new Common Core Standards. Perhaps this is a sign of academic progress?...
Fun Fact: I love the idea on page 153 about rotating students' seating charts every few weeks. Something so simple could possibly produce some interesting and productive results!
Page 154: The Great Synthesizers
Dear whoever wrote this particular section,
I whole-heartedly and without reservations give my upmost admiration to you for your obvious appreciation regarding the value of CRITICAL THINKING and THINKING in general! In an age where everything is immediate and available, thinking can be taken for granted. I love the idea of synthesizing. Observing and analyzing may be step one (and a very important step!), but step two is the application and manipulation of the conclusions drawn from step 1. This reminds me of the more sophisticated functions in Blooms Taxonomy. I love that pyramid.
Page 155: Story Tellers?
Yes! Story tellers! You know, the people who know stuff and can communicate it in a way that is beneficial and/or pertinent to someone else? WONDERFUL. This is applicable to basically anything, that's the best kind of tool.
Fun Fact 2:
Gardner added another multiple intelligence to the list? ...Interesting.
The last thing I would like to mention is "Passionate Personalizers." I will say that although I have hated my jobs in the restaurant business, it (A) pays the bills and (B) has taught me a great deal about the value of effective customer service. Why do I make more money than most people when it comes to serving food?..Because I know that catering to the needs of others and exuding a personable attitude will get you farther than any manuel ever will. On a side note, it is humbling, and that's a great attribute as well.
Chapter One
Chapter one is pleasant and hopeful. This section clearly identifies many SES issues that have become major problems in the way our academic system evaluates literacy (or anything else for that matter). Although I respect the intellect of the authors, I do question their abilities to back up their wonderful suggestions.
Students like Derek and Collin, for practical purposes we will refer to them as one entity answering to "Collek", are far too common. I know, because I am an ex-Collek. The problem is, I was a Collek not because of SES issues, but because my parents were uninvolved and I was a self-obsessed moron who completely wasted her potential until very recently.
First of all, we cannot blame Collek's problems on SES issues such as heritage, economic status, or other factors. CERTAINLY they are more than likely the cause. However, that does not guarantee that if we closed all of the SES gaps listed in the chapter (such as wages, technology, heritage, gender, etc), Collek would decide to stop being difficult and do what is expected of him because that is the world he lives in.
Perhaps paragraph 3 has been harsh. Allow me to take a different approach via paragraph 4...
The authors of this book are clearly educated and represent exhaustive research and knowledge in their field. However, that does not mean that their knowledge in any way prepares them to make changes to domestic policy to improve the American academic status. Problems such as wage gaps, technology gaps, healthcare gaps, gender gaps, or heritage cannot easily be fixed without a massive re-examination and possibly re-vamping of numerous areas of domestic policy. Education is not the only issue that the government has flubbed on, nor is it the only issue that depends on other issues. The texts "let's level the playing field" approachs sounds great on paper. Do you know what else looks good on paper?...communism. If I recall, that was also a huge embarrassing, not to mention unpleasant, failure.
That's confusing-let's elaborate...
If I wanted Collek's mom to make more money I would perhaps dabble in the economic sector of domestic policy. STOP RIGHT THERE. What do I know about the econimic sector of domestic policy?...Nothing. Because I have spent most of my time doing exhaustive research in the education field.
If I wanted Collek to have federally provided health insurance it would require massive changes (well, Obama care is something, isn't it?) in domestic health care policy. If this did happen, guess who gets to pay for it? Collek's mother, right out of her own paycheck next to "Federal Deductions."
Furthermore, these are civic/political issues that Americans ALREADY don't agree on. Does the end justify the means? Can we agree as a nation to change things for the better of the academic whole? Not likely, and perhaps not realistic. Nothing is truly bipartisian, and education is no exception.
Closures?
Chapter one presents interesting propositions and addresses serious problems in a way I appreciate. Why do we focus on AYP if it isn't a fair assessment? How can we change it?..It all starts with ideas. I don't have any, so hats off to these people for coming up with some.
Questions?
I would be interested to hear about the authors' political affiliations. Also, this is only chapter one, do other chapters elaborate on ideas for change and how we can accomplish those changes? I hope so!
Students like Derek and Collin, for practical purposes we will refer to them as one entity answering to "Collek", are far too common. I know, because I am an ex-Collek. The problem is, I was a Collek not because of SES issues, but because my parents were uninvolved and I was a self-obsessed moron who completely wasted her potential until very recently.
First of all, we cannot blame Collek's problems on SES issues such as heritage, economic status, or other factors. CERTAINLY they are more than likely the cause. However, that does not guarantee that if we closed all of the SES gaps listed in the chapter (such as wages, technology, heritage, gender, etc), Collek would decide to stop being difficult and do what is expected of him because that is the world he lives in.
Perhaps paragraph 3 has been harsh. Allow me to take a different approach via paragraph 4...
The authors of this book are clearly educated and represent exhaustive research and knowledge in their field. However, that does not mean that their knowledge in any way prepares them to make changes to domestic policy to improve the American academic status. Problems such as wage gaps, technology gaps, healthcare gaps, gender gaps, or heritage cannot easily be fixed without a massive re-examination and possibly re-vamping of numerous areas of domestic policy. Education is not the only issue that the government has flubbed on, nor is it the only issue that depends on other issues. The texts "let's level the playing field" approachs sounds great on paper. Do you know what else looks good on paper?...communism. If I recall, that was also a huge embarrassing, not to mention unpleasant, failure.
That's confusing-let's elaborate...
If I wanted Collek's mom to make more money I would perhaps dabble in the economic sector of domestic policy. STOP RIGHT THERE. What do I know about the econimic sector of domestic policy?...Nothing. Because I have spent most of my time doing exhaustive research in the education field.
If I wanted Collek to have federally provided health insurance it would require massive changes (well, Obama care is something, isn't it?) in domestic health care policy. If this did happen, guess who gets to pay for it? Collek's mother, right out of her own paycheck next to "Federal Deductions."
Furthermore, these are civic/political issues that Americans ALREADY don't agree on. Does the end justify the means? Can we agree as a nation to change things for the better of the academic whole? Not likely, and perhaps not realistic. Nothing is truly bipartisian, and education is no exception.
Closures?
Chapter one presents interesting propositions and addresses serious problems in a way I appreciate. Why do we focus on AYP if it isn't a fair assessment? How can we change it?..It all starts with ideas. I don't have any, so hats off to these people for coming up with some.
Questions?
I would be interested to hear about the authors' political affiliations. Also, this is only chapter one, do other chapters elaborate on ideas for change and how we can accomplish those changes? I hope so!
Wednesday, January 9, 2013
I am taking this class out of sequence because my life is full of practical joke-ish instances such as these in which I work my way through it backwards. I am excited to take the reading: processing/skills class for many reasons that include but are not limited to:
#1.Reading and processing may prove to be exhaustive, let's learn how to not be exhausted, shall we?
#2.The reading and processing skills course will satisfy a requirement I am excited to fill.
#3. Because I am a dreamer, but not the only one, I hope that one day my three children will join us in being literate, and perhaps this information will be helpful, and we will live as one literate household.
#1.Reading and processing may prove to be exhaustive, let's learn how to not be exhausted, shall we?
#2.The reading and processing skills course will satisfy a requirement I am excited to fill.
#3. Because I am a dreamer, but not the only one, I hope that one day my three children will join us in being literate, and perhaps this information will be helpful, and we will live as one literate household.
Subscribe to:
Posts (Atom)