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."
Monday, January 28, 2013
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.
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