"Inescapable Privilege" from Teach for Us
http://firstyearreflections.teachforus.org/2015/06/07/inescapable-privilege/
This blog post caught my eye because it discusses something a fellow teacher-candidate and I were having a conversation about yesterday. I completely agree with the teacher in this post and the idea that once you're given knowledge about privilege and placed in a school that doesn't have it, you begin to view the world differently. When you're working in a school with students who don't have the simplest necessities like food on the table or a roof over their head, you can't just ignore the problem. It's frustrating that other's don't have this window into the problems in our society. I find it hard to explain it to others, to get the impact across that I have felt.
One of the final paragraphs of the blog really resonated with me. The author states, "I want more than to 'use my privilege for good'. I mean, that just feels like an excuse to dismiss privilege to me. In fact, I crave to give it all up so I can’t further the problem by benefiting any longer. But that is so stupid because my parents would always support me if I needed. I would always be white. Privilege is something you can never escape." I find myself often stuck in this thought process as well. I have a privilege that most of my students won't have, but is it enough to be aware of that? How do I take action in a more productive way? Furthermore, even if I'm an active advocate for change, what happens when society isn't? It's important to consider how to help those without privilege while educating those with it. Based off our course, I feel that taking a social justice perspective in the classroom and within lessons is one of the ways to do this.
"Leaving a Legacy: Connecting to Your Inner Superhero" from PLPNetwork
http://plpnetwork.com/2015/03/03/legacy/
I enjoyed this blog post and many of the ideas resonated with me. As a future educator, you think often about how you want to impact students, the lives you want to change and the learners you want to inspire. I liked that this article focussed on a lot of positive aspects of teaching, opposite of the article above that featured a few struggles.
We learn a lot about the difficulties of teaching in our courses. We discuss the issues involved in dealing with administration and the lack of control often felt. We blame the system and get angry. However, sometimes it is important to take a step back and look at the big pictures. I got into teaching because I wanted to leave a legacy. I wanted to connect with students and change the world, one kid at a time.
We recently discussed in class how we are not superhero: we cannot do everything perfect, everything at once. We have to take things in stride and adjust as we go. However, to go after a profession like teaching is heroic. I like that this blog post brought in the idea of action, with a very positive, uplifting perspective. Things aren't always as bad as they seem. Superheroes don't have to be perfect to be heroic.
Monday, April 17, 2017
Monday, April 10, 2017
Conference Response for Class on 4/11
The writer’s conference we attended this past Saturday was my first conference ever. I wasn’t exactly sure what to expect, but I found myself amazed and inspired by the speakers and presentations, beginning with Linda Christensen. Until our class and reading her textbook, I never really considered teaching social justice in the classroom. I knew I wanted to prompt students to be active participants in society, but didn’t really know the means to do so. Linda Christensen has presented those means. I loved the different activities she presented during her speech and believe they could very easily be implemented in the classroom. Her central question, how do we build a better society? really resonated with me. I also really appreciated the idea that students should be activists and use what they learn in real world situations. I truly believe I will use many of her theories and strategies in my own classroom one day.
The first presentation I attended was “Comics and New Literacies” by Michael Giarfraresco. Michael is a teacher at North Providence High School and uses graphic novels in his classroom religiously. He had so many different texts: social studies, history, science, etc. I was so impressed when he pulled out versions of Beowulf and The Scarlet Letter. I had an english course last semester where we read a graphic novel and discussed its potential use in the classroom, which really inspired me to attend this presentation. When considering students who are visual learners, it’s a no-brainer that graphic novels have value in educational lessons. What’s even cooler is that Michael is part of a team that is making it possible for teachers all across the country. Pop Culture Classroom is a company where, for very little money, you can pay to receive an entire set of graphic novels and curriculum for your classroom. This service, which starts up in September, should be utilized by all teachers.
The second presentation I attended was “Miracle Minis” by Dr. Karen Kurzman. She discussed teaching students to write narratives and focus mainly on “a piece of the pie” verses “the whole pie.” I enjoyed this description, and had to admit that it was something I hadn’t considered. If one moment can be selected and then “exploded out” you’ll get a much more descriptive piece of writing from your student. I also really appreciated the way Dr. Kurzman modeled writing for us, the way we should model it for our future students. We went through a narrative, working through the five senses, as if we were students in a classroom. It was eye-opening to be on the other side of the lesson. I know I learned some strategies I’ll use in my own classroom one day.
Attending this conference made me want to attend more. Working with teachers and students with similar ideals to my own, hearing from professionals making strides in the education world: it was all so incredibly inspiring. There are so many activities and ideas out there that should be brought into the classroom, and conferences are a valuable resource.
Sunday, March 26, 2017
Reading Response for Class on 3/28
Education Northwest - Trait Definitions
The six traits of writing listed by Education Northwest are incredibly valuable attributes of writing. I believe that using these six traits to grade writing is reasonable seeing as they align with what is "suppose to be" taught in schools or the standards. Knowing these traits will enhance a student's writing and support them when it comes time to write on standardized tests. However, I also believe that if students only focus on these six traits of writing, the material they produce might fall a little flat.
The six traits of writing are seemingly straight forward, and present a fair grading system, but students should be supported in exploring ideas in writing that exist outside these six traits. These six traits don't highlight deeper meaning or personal connection, they fit a formulated structure, which can be helpful as a guide, but at some point needs to be broken and explored. Personally, if I was presented these six traits and told I was being graded on them, without the teacher pushing me to go further, I would write to fit the way I was being guided. Teachers have these six traits as tools for correcting and assessing writing, not for teaching it. It is the instructors job to influence students, asking them for more.
One idea that came to me when looking over the definitions was, teachers have the choice to select which trait matters most. I used to hear it all the time in high school: a student who received A's on writing assignments in one class did nothing different, and received B's the next year when their teacher switched. One of the difficult parts of grading writing it that it is so subjective. One teacher might like pieces with more voice, others want more structure. Students learn to write for their professor to get the grade, versus writing for the audience or meaning, which can be very dangerous.
Writing is tricky, teaching it and completing it. It is important to have strategies, like the six traits, to simplify the situation, but we cannot gets stuck in a mold. Elaborating on the basics is key.
The six traits of writing listed by Education Northwest are incredibly valuable attributes of writing. I believe that using these six traits to grade writing is reasonable seeing as they align with what is "suppose to be" taught in schools or the standards. Knowing these traits will enhance a student's writing and support them when it comes time to write on standardized tests. However, I also believe that if students only focus on these six traits of writing, the material they produce might fall a little flat.
The six traits of writing are seemingly straight forward, and present a fair grading system, but students should be supported in exploring ideas in writing that exist outside these six traits. These six traits don't highlight deeper meaning or personal connection, they fit a formulated structure, which can be helpful as a guide, but at some point needs to be broken and explored. Personally, if I was presented these six traits and told I was being graded on them, without the teacher pushing me to go further, I would write to fit the way I was being guided. Teachers have these six traits as tools for correcting and assessing writing, not for teaching it. It is the instructors job to influence students, asking them for more.
One idea that came to me when looking over the definitions was, teachers have the choice to select which trait matters most. I used to hear it all the time in high school: a student who received A's on writing assignments in one class did nothing different, and received B's the next year when their teacher switched. One of the difficult parts of grading writing it that it is so subjective. One teacher might like pieces with more voice, others want more structure. Students learn to write for their professor to get the grade, versus writing for the audience or meaning, which can be very dangerous.
Writing is tricky, teaching it and completing it. It is important to have strategies, like the six traits, to simplify the situation, but we cannot gets stuck in a mold. Elaborating on the basics is key.
Saturday, March 18, 2017
Reading Response for Class on 3/21
Paul Roswell, Artifactual Literacy
I enjoyed the central focus of this chapter, the idea that artifacts or objects can hold meaning and, when utilized, can prompt student writing and response. I remember making "memory boxes" or "personal time capsules" in earlier grades, having to shove items into a brown paper bag and later explain their meaning. It was interesting to discover the stories I remembered, stories which often involved such ordinary, everyday objects. I agreed with Roswell's quote that, "Literacy is always shaped by the social context in which it occurs." When writing a piece, outside influences like the writer's experiances and memories often come through. This forms a deeper connection with the piece of work.
This chapter discusses literacies, similarly to what we've dabbled with in class, involving many different scripts and medias. I appreciate that these artifacts, or artifact activities, bring in more than one literacy. The idea of storytelling branching from these objects is neat. I've always been a storyteller myself, so much so that my friends used to recognize me for it in high school. There's a connection that's formed, not only with the writer, but also with the audience, when a significance that isn't quite so obvious is revealed. People have more in common than they think, and these artifacts is a great way to reveal that. In a diverse classroom, this activity would be great. Even if students bring in unfamiliar objects, there is always that opportunity for a peer to speak up and say, "Oh, I remember something like that," or "Oh, my family does the same thing!"
The idea of multimedia literacies is something I experienced a lot in schools. We were allowed to create pictures, videos, songs, stories, poems, etc. for our projects and it was nice to have so much choice. I believe this is valuable in schools because it covers so many of the multiple intelligences and fits so many different types of learners. Roswell's idea, that texts begin to "look different" when multi-literacy is brought in, may also help students struggling with english or reading, ELL students or students who have simply fallen behind. By bringing in ideas and memories and objects from everyday life, all students are able to engage and connect, enhancing their work.
I, personally, love the idea of considering the "everyday" and its complexity. Though it might not seem it, simple objects mean more than we think. Selecting artifacts and writing in response can challenge students to consider possibilities that might not be as straightforward as they're used to.
Danling Fu, Writing Between Languages
Our readings began with chapter 2 of Fu's text, "ELLs' Writing Development." I have not had much experience with ELL students, other than some brief tutoring opportunities during FNED. I found it interesting to read that no matter the level of the student, "all expressed frustration with English writing." It seems reasonable since students have to translate text and thought and vocabulary from one language to the next, all to face a blank sheet where they're required to follow rules and guidelines in hopes of getting something down. That's a long process to complete something we english language speakers seem to take for granted. Granted, academic writing is difficult for everyone, as Fu states. I can't imagine going through my english classes in high school, learning to write and analyze complex texts and papers, all while experiencing a language barrier. Fu's examples of the four stages of ELL writing were incredibly telling. First, the writing in the native language, then the mix. Next a slightly more coherent essay and finally, a well written paragraph. It seems, from Fu's text at least, that working with ELL students is best considered when formulaic and procedural, taking specific note of development and accomplishment outside of traditional standards.
Chapter 3, "Native Language Writing in ELLs' Writing Development," discussed the importance of the native language. I appreciate than Fu mentioned his previous thought processes, that native languages should be bypassed and english should be the focus. I feel like this is the viewpoint considered most often, although I have read articles and texts suggesting different. I agree with Fu that translation in writing can be just as telling and valuable as writing an english text or essay. I found it interesting that "thinking" in english aids in speaking and proficiency of students while helping less in writing. I liked that Fu brought in examples of texts translated from a native language to english and then written in english to show the drastic difference. My concern is how reasonable is this to allow in the classroom. I do however, understand that assessing both forms of writing can help a teacher decide what support the student needs most. This chapter brought in the idea of utilizing different cultural events or features when a writing assignment is given to an ELL student. This could work well with the artifact assignments mentioned above in Roswell's chapters. The chapter also discussed how multi-literacies can aid english language learners, be it pictures or poems or other forms. I liked that this chapter brought in ideas about how teachers can act when they don't understand a student's work, using conferences or author "chair sharing" to have the student explain and read their writing. I agree with the idea of assessing effort and progress over strictly what is produced.
Fu's text discussed transitional stages in the fourth chapter of his book. This is the first time I have been introduced to the term "code-switching," the process of mixing languages. I found it interesting that this can happen with vocabulary, grammar, punctuation, etc. There are so many different parts to writing we forget about. This chapter emphasizes the importance of code-swtiching as a transitional stage, "promoting growth in english writing." I've been in a classroom where unfortunately, this is not allowed. I've heard the phrase, "only english," far too often for the little experience I have with ELL students. I appreciate that this text got into the idea of bilingual students vs. ELL students. I agree that the distinction between the two is important, along with the affect this has on a student's writing. Again, Fu included some great examples of student work and progress in this chapter. I also love that this chapter discussed the "textbook issue." If an ELL student cannot read the textbook that a class is working with, how are they suppose to learn the same as another student. The final topic that caught my eye in this chapter was collaborating between ESL and regular classroom teachers. It was my impression that most schools do not have ESL/ELL teachers. Fu's text explains that there are usually a few to work with the many kids in a school, but I have to wonder, is this still a privileged group rather than the norm? Are our classrooms taking the necessary strides to service ELL students? It makes me slightly concerned, seeing as this ELL conversation is one I have only experienced in a few of my courses. I still feel as if I don't have enough experience to service ELL students properly as a teacher, which I hope will change. However, texts like Fu's will definitely be added to my repertoire, if I'm ever in need of strategies.
Wednesday, March 15, 2017
Quick Write for Missed Class on 3/14
Question 1: Michelle Kenney’s article “The Politics of the Paragraph” discusses the problems with teaching the five-paragraph essay. She disputes one common thought on formulaic writing, that writing formulas are like training wheels, and you need to “know the rules in order to break them.” In your own experience in high school, did you learn the five paragraph formula or other formulaic writing? Did you find that it helped you become a better writer? If you were taught formulaic writing in school, did you have any issues when you started writing on the college level? Or did you find that formulaic writing helped prepared you for college writing?
Response:
In high school, we had the exact five paragraph essay formula mentioned in the article. I can break it down for you:
In the intro, start with a catchy hook. Provide some background information on the text and then formulate a thesis that includes 3 ideas - these will be your three paragraphs. Each paragraph needs to start with a topic sentence that connects the main idea of the paragraph back to the thesis. You then need to cite quotes or textual evidence, making sure to integrate them properly, and then give a warrant. Repeat, repeat, repeat. In the conclusion, restate your thesis, summarize your points, and ask some big-picture rhetorical question.
I probably wrote fifty of these essays over my high school career, forty of which were during my junior and senior years when I was taking AP english courses. They were suppose to be "college" level courses preparing us for the years following high school. Unfortunately, they didn't.
I did really well on the writing portion of my SAT's because I followed this five paragraph format. It has a time and a place, that is for sure, but when I got to college I was amazed when teachers actually wanted out of the box ideas, critical thinking, and papers that broke the formula of the "five paragraph essay." I got decent grades on my initial papers because I had been taught how to write well but my teachers kept asking - Give us more. Go further. What is your real argument?
The "five paragraph essay formula" doesn't ask you to think in depth about a topic or a text. It asks you to analyze imagery, rhetoric, and symbolism and explain how they all relate back to a central theme. In college, I began to understand texts and ideas on a new level because I was finally challenging myself when it came to writing about them.
I can remember in my first semester when my first year writing professor told us we could use "I" in our essays and the entire class notably gasped. It was incredibly humorous, thinking back. We considered it a crime to state our own opinion in the work we completed.
I completely agree with Kenney that you have to "know the rules in order to break them." My high school writing career certainly helped me in college, in the formation of essays and the timeliness I had to write them. However, I wish that someone had told me, okay, now it's time to break the rules. I wish that happened in high school.
Response:
In high school, we had the exact five paragraph essay formula mentioned in the article. I can break it down for you:
In the intro, start with a catchy hook. Provide some background information on the text and then formulate a thesis that includes 3 ideas - these will be your three paragraphs. Each paragraph needs to start with a topic sentence that connects the main idea of the paragraph back to the thesis. You then need to cite quotes or textual evidence, making sure to integrate them properly, and then give a warrant. Repeat, repeat, repeat. In the conclusion, restate your thesis, summarize your points, and ask some big-picture rhetorical question.
I probably wrote fifty of these essays over my high school career, forty of which were during my junior and senior years when I was taking AP english courses. They were suppose to be "college" level courses preparing us for the years following high school. Unfortunately, they didn't.
I did really well on the writing portion of my SAT's because I followed this five paragraph format. It has a time and a place, that is for sure, but when I got to college I was amazed when teachers actually wanted out of the box ideas, critical thinking, and papers that broke the formula of the "five paragraph essay." I got decent grades on my initial papers because I had been taught how to write well but my teachers kept asking - Give us more. Go further. What is your real argument?
The "five paragraph essay formula" doesn't ask you to think in depth about a topic or a text. It asks you to analyze imagery, rhetoric, and symbolism and explain how they all relate back to a central theme. In college, I began to understand texts and ideas on a new level because I was finally challenging myself when it came to writing about them.
I can remember in my first semester when my first year writing professor told us we could use "I" in our essays and the entire class notably gasped. It was incredibly humorous, thinking back. We considered it a crime to state our own opinion in the work we completed.
I completely agree with Kenney that you have to "know the rules in order to break them." My high school writing career certainly helped me in college, in the formation of essays and the timeliness I had to write them. However, I wish that someone had told me, okay, now it's time to break the rules. I wish that happened in high school.
Monday, March 13, 2017
Reading Response for Class on 3/14
"The Politics of the Paragraph"
The first idea in this blog post, the "formulated three paragraph essay," is something I dealt with through all of high school. Like the student in the piece, Erica, I was under the impression I had to limit myself to three ideas, three paragraphs, four to five sentences a paragraph. It was ridiculous. It not only limited my writing and ideas, but totally shut me down as a student. When you're writing something so simple, so robotic, it makes it really difficult to connect to the piece. I think it is so true when the author says "Systems like these encourage students to produce shallow, fast-food versions of paragraphs that don’t allow much elbow room for creativity or critical thinking," and it is such a shame that this is the major form of writing being taught in our classrooms. Sure, it is great for standardized tests and AP exams, but it is terrible for our students. Shouldn't there be a balance?
I thought it was critical that the author of this blog post brought up the demographics of her school, where students were diverse, high poverty, and with minimal literary skills. This alters how a teacher must teach, but also alters how a teacher must consider testing and achievement of students. However, I personally don't believe a writing template is the answer. Maybe at the beginning, for a very short time, to get the students' feet wet and up their confidence. However, at some points, student engagement and connection will take them farther in a piece of writing than any structure ever will. It's so true when the author says, "the process of educating a good writer is more time-consuming and messier than that." Teachers have to be dedicated to the work and school systems have to stand behind them. Unfortunately, at the moment, the "system" doesn't seem to allow this. It's unfortunate, but I'm glad there are people out there noticing and saying something about this upsetting pattern.
Gallagher, Chapter 2-4
Gallagher's second chapter began and continued by explaining the importance of writing in the classroom, writing at all times possible. She discusses a lack of critical thinking within writing students are producing, similar to what was discussed above in "The Politics of the Paragraph." It upsets Gallagher that this is the case, and she sites many others like Donald Murray and Steven Krashen who have done plenty of research on things like "teach the writer... not the writing." This resonated very strongly with me, especially when Gallagher further made the point that, "If I recognize my duty to teach the writer, I must insist that writing activities be moved to the forefront in the classroom." Writing can be brought into the classroom in so many ways, but it is hardly emphasized as much as it should be. I really liked the writing charts Gallagher included in this chapter and thought the work was engaging and got the students writing and thinking before the "actual writing" took place. I also really like the idea of the weekly writer's notebook. I remember doing morning writing prompts in middle school, questions that had students engage and write about different interests, very simple versions of the quick writes we do in class. The work was un-graded, but great to complete, and I know it personally helped me practice as a writer.
Gallagher's third chapter reminded me a lot of my science methods course for elementary education. We focussed A LOT on modeling writing for students, chart, conclusions, focus questions. Any writing we assigned during a lesson was suppose to be modeled first, and I saw a HUGE change in student work when we did. We put sentence starters on the board, filled in a guide with the students (they were fifth graders) and then left the guide up for them to use. Having those tools to utilize let the students formulate their thoughts in more productive ways.
I like Gallagher's idea about the "lousy first draft" because I never really considered this when I was in school. I thought all writing for class had to be perfect at all times, even if it was a draft. I wanted my draft to come back with a few spelling mistakes, and that would be it. However, this isn't how writing should be! It should be a process! I love how Gallagher references Ralph Fletcher's idea that the first draft is "the sneeze"- "blasting" thoughts out to see what comes of them, writing without fear. There is definitely a "fear" when it comes to writing, that many students experience, that should be altered. I really enjoyed Gallagher's suggested steps to getting students to embrace difficult writing, especially the "Adopt a 4:1 Grading Philosophy." I also really agree on her emphasis of modeling revisions. Revising is difficult, whether it be personal or peer, so knowing guidelines and tools makes this step so much more effective. When teaching writing, there are so many crucial steps to consider, steps that must be worked through.
Finally, Gallagher's fourth chapter, "using real world models" was very interesting. I LOVE that Gallagher mentioned the connection between reading a writing. I had a US History teacher in high school who insisted we read, insisted that reading is the best way to learn. He emphasized that to write you must read. I, personally, agree with this 110%. I enjoyed Gallagher's point about essay lengths, and the fact that if she assigned a 300 word essay, she would receive a "303 word essay." Of course, her students would rather her give them a length. I understand this, even now in college. If a teacher doesn't give a defined length, I'm left wondering: Am I babbling on too long? If my essay isn't very long, am I too concise? Do I not have enough information? I believe this goes back to the "Politics of the Paragraph" and how I'm so engrained to have a structure and a set-up for my writing. I was taught this way for so long that when finally someone says, go forth and write, I freeze up. I'm glad that Gallagher speaks against this, because I feel like this approach in the classroom needs to change.
I enjoyed the ideas of using film (introductions and reviews) and magazines in the classroom as models for writing. There is so much "informal" writing that students address everyday, that isn't considered when teaching writing. I appreciate the use of blog posts in this class; it is a form of writing I read most constantly. Also, these medias connect to student interest. It's also a little unorthodox, which students pick up on, and engage with. Students like doing something different, stepping out of the traditional "box." If you give them the opportunity, they will use things in the world around them and flourish.
The first idea in this blog post, the "formulated three paragraph essay," is something I dealt with through all of high school. Like the student in the piece, Erica, I was under the impression I had to limit myself to three ideas, three paragraphs, four to five sentences a paragraph. It was ridiculous. It not only limited my writing and ideas, but totally shut me down as a student. When you're writing something so simple, so robotic, it makes it really difficult to connect to the piece. I think it is so true when the author says "Systems like these encourage students to produce shallow, fast-food versions of paragraphs that don’t allow much elbow room for creativity or critical thinking," and it is such a shame that this is the major form of writing being taught in our classrooms. Sure, it is great for standardized tests and AP exams, but it is terrible for our students. Shouldn't there be a balance?
I thought it was critical that the author of this blog post brought up the demographics of her school, where students were diverse, high poverty, and with minimal literary skills. This alters how a teacher must teach, but also alters how a teacher must consider testing and achievement of students. However, I personally don't believe a writing template is the answer. Maybe at the beginning, for a very short time, to get the students' feet wet and up their confidence. However, at some points, student engagement and connection will take them farther in a piece of writing than any structure ever will. It's so true when the author says, "the process of educating a good writer is more time-consuming and messier than that." Teachers have to be dedicated to the work and school systems have to stand behind them. Unfortunately, at the moment, the "system" doesn't seem to allow this. It's unfortunate, but I'm glad there are people out there noticing and saying something about this upsetting pattern.
Gallagher, Chapter 2-4
Gallagher's second chapter began and continued by explaining the importance of writing in the classroom, writing at all times possible. She discusses a lack of critical thinking within writing students are producing, similar to what was discussed above in "The Politics of the Paragraph." It upsets Gallagher that this is the case, and she sites many others like Donald Murray and Steven Krashen who have done plenty of research on things like "teach the writer... not the writing." This resonated very strongly with me, especially when Gallagher further made the point that, "If I recognize my duty to teach the writer, I must insist that writing activities be moved to the forefront in the classroom." Writing can be brought into the classroom in so many ways, but it is hardly emphasized as much as it should be. I really liked the writing charts Gallagher included in this chapter and thought the work was engaging and got the students writing and thinking before the "actual writing" took place. I also really like the idea of the weekly writer's notebook. I remember doing morning writing prompts in middle school, questions that had students engage and write about different interests, very simple versions of the quick writes we do in class. The work was un-graded, but great to complete, and I know it personally helped me practice as a writer.
Gallagher's third chapter reminded me a lot of my science methods course for elementary education. We focussed A LOT on modeling writing for students, chart, conclusions, focus questions. Any writing we assigned during a lesson was suppose to be modeled first, and I saw a HUGE change in student work when we did. We put sentence starters on the board, filled in a guide with the students (they were fifth graders) and then left the guide up for them to use. Having those tools to utilize let the students formulate their thoughts in more productive ways.
I like Gallagher's idea about the "lousy first draft" because I never really considered this when I was in school. I thought all writing for class had to be perfect at all times, even if it was a draft. I wanted my draft to come back with a few spelling mistakes, and that would be it. However, this isn't how writing should be! It should be a process! I love how Gallagher references Ralph Fletcher's idea that the first draft is "the sneeze"- "blasting" thoughts out to see what comes of them, writing without fear. There is definitely a "fear" when it comes to writing, that many students experience, that should be altered. I really enjoyed Gallagher's suggested steps to getting students to embrace difficult writing, especially the "Adopt a 4:1 Grading Philosophy." I also really agree on her emphasis of modeling revisions. Revising is difficult, whether it be personal or peer, so knowing guidelines and tools makes this step so much more effective. When teaching writing, there are so many crucial steps to consider, steps that must be worked through.
Finally, Gallagher's fourth chapter, "using real world models" was very interesting. I LOVE that Gallagher mentioned the connection between reading a writing. I had a US History teacher in high school who insisted we read, insisted that reading is the best way to learn. He emphasized that to write you must read. I, personally, agree with this 110%. I enjoyed Gallagher's point about essay lengths, and the fact that if she assigned a 300 word essay, she would receive a "303 word essay." Of course, her students would rather her give them a length. I understand this, even now in college. If a teacher doesn't give a defined length, I'm left wondering: Am I babbling on too long? If my essay isn't very long, am I too concise? Do I not have enough information? I believe this goes back to the "Politics of the Paragraph" and how I'm so engrained to have a structure and a set-up for my writing. I was taught this way for so long that when finally someone says, go forth and write, I freeze up. I'm glad that Gallagher speaks against this, because I feel like this approach in the classroom needs to change.
I enjoyed the ideas of using film (introductions and reviews) and magazines in the classroom as models for writing. There is so much "informal" writing that students address everyday, that isn't considered when teaching writing. I appreciate the use of blog posts in this class; it is a form of writing I read most constantly. Also, these medias connect to student interest. It's also a little unorthodox, which students pick up on, and engage with. Students like doing something different, stepping out of the traditional "box." If you give them the opportunity, they will use things in the world around them and flourish.
Saturday, February 25, 2017
Reading Response for Class on 2/28
Roberts and Mahoney
This article begins discussing technology in our society and how its increase has undeniably affected our classrooms. I agree completely with the discussion and how it highlights the importance of considering educational technology critically, defining its use and purpose. Too often I hear in my practicums, "use technology, it's in the OPR," even though the technology we are suppose to be using is not defined. Is using technology as simple as putting work up on an Elmo or showing students a Schoolhouse Rock video on Youtube? Should we be delving further into the world of technology in our classrooms? The article connects learning through technology to corporatization of schools, which personally, I find a little dramatic. However, it makes a valid point as it works to connect technology and schooling to the larger picture: our society, government, economy, and world.
This article takes a very critical stance on many controversial topics: mandated education laws, common core, and the rise of charter schools over public education. I thought it was very interesting that the article discussed different "educational entrepreneurs" and "opportunistic politicians" as a part of this great system affecting schools today. I think this is one of those things that we all know, one of those things that we're all aware of, but we choose not to discuss it because as unsettling as all this outside influence is, who can really change it? This "corporate reform movement" has so much power in our educational system that when they suggest personal learning technology, our government obliges. The article also brings up valid points about data collection and how this information leads to different systems believing they can "control" what is taking place in schools (the pace, the environment, and the content).
It was disheartening to read the idea that education exists to "train workers for a twenty first century market" because I believe learning and critical thinking goes far beyond that. The idea that we are creating students to fit a mold to go out and fit into a business model of our world is terribly upsetting. What happens when we lose all the free thinkers, the creative minds, and the uninhibited explorers? Our society begins to stand still. Our society becomes a machine and progress all but stops.
I found it really interesting, as this article further discussed the role of teachers in the classroom and how this is changing. I hate the idea proposed, that teachers aren't making decisions in the classroom but are simply managing systems that have control, overseeing the education of students but not really teaching. The assumption that "efficiency" and "effectiveness" is more important than the purpose of education and the idea that everything is a "skill" that can be learned and analyzed and quantified is dangerous.
I'm not going to lie, I usually stay away from reading research and findings similar to what is discussed in this article because it makes me feel helpless. It makes me feel like we've reached the point of no return and that the system now and will always control what teachers once did. I agree with the article, the idea that at our current state, technologies that allow control of school systems do more harm then good. Unfortunately, I'm not sure there are enough people considering this, or taking action for change. I hope in the future things are different, but for now, I feel as if we're a little too stuck.
Coiro
I like the purpose of Coiro's tool, to aid in "exploration of controversial issues on the internet" but also have to wonder if, like Robert and Mahoney's article, this feeds into the idea of giving technology too much control.
I found the four theoretical ideas that drove this design interesting: perspectives on online research, critical thinking in relation to students' understanding, guidance of learning practices, and focus on cognitive capacity. However, there is an underlying idea of control, control that would be given to this new technology if it were created. This study references the idea that student have difficulty with online inquiry, but doesn't consider that online inquiry itself might be the problem. Why do students have to use a computer or search engine to locate information? I remember learning to research in a library, using encyclopedias and textbooks to find information - key word, learning. Students should not be expected to pick up a new form of technology and be able to use it right away. Software to help teach students is valuable, but software that simply control what they can discover, eliminates this 'learning' opportunity. The article's figures provided and images of potential design seem very structured, as if they would allow little choice or informed exploration by students. How does that aid learning? I thought the "Palette of Perspectives" was an interesting concept, but again, wondered if it was controlling and influencing student thought too much.
After reading the article, I had these final thoughts: Why do we need to eliminate complexities for students? Why can't we teach students how to conquer complexities rather than making things simpler?
Couros
I definitely preferred this reading and its concepts to the others, regarding their approaches to technology in schools. First off, I was very surprised by the idea that "30% of children will have a digital footprint before they are born." That sounds absolutely absurd to me! However, the more I think about it, the more realistic it also sounds. Our students will no doubt be dealing with technology for their entire lives, interacting and learning through its operations.
I strongly agree with the idea that student need to be taught how to interact properly in a digital space. There are grand scale issue, like cyber bullying, that must be addressed with students. However, there are also smaller scale issues like sending out emails to professors, co-workers, and potential bosses in proper form, with proper punctuation, free of grammatical errors. Personally, it was my parents always taught me how importance your presence online is and how you should treat technological interaction the same way you treat a face to face conversation. I don't ever remember discussing this in class or in school, which is unfortunate, now that I think back. Teachers should be emphasizing this, and I believe that nowadays they are. I know I plan to.
I found the idea of using technology to reveal issues of power and privilege to be extremely interesting. With all the time students are spending online, they are going to be exposed to these topics anyway - why not take the opportunity to educate them, to form a discussion or debate? If technology is used correctly in the classroom, it can be a great resource. However, one specific thing that Couros' text implied that the others didn't, is the importance of a teacher's role in making decisions about technology in the classroom. The more we educate ourselves, the better we will be at doing this.
This article begins discussing technology in our society and how its increase has undeniably affected our classrooms. I agree completely with the discussion and how it highlights the importance of considering educational technology critically, defining its use and purpose. Too often I hear in my practicums, "use technology, it's in the OPR," even though the technology we are suppose to be using is not defined. Is using technology as simple as putting work up on an Elmo or showing students a Schoolhouse Rock video on Youtube? Should we be delving further into the world of technology in our classrooms? The article connects learning through technology to corporatization of schools, which personally, I find a little dramatic. However, it makes a valid point as it works to connect technology and schooling to the larger picture: our society, government, economy, and world.
This article takes a very critical stance on many controversial topics: mandated education laws, common core, and the rise of charter schools over public education. I thought it was very interesting that the article discussed different "educational entrepreneurs" and "opportunistic politicians" as a part of this great system affecting schools today. I think this is one of those things that we all know, one of those things that we're all aware of, but we choose not to discuss it because as unsettling as all this outside influence is, who can really change it? This "corporate reform movement" has so much power in our educational system that when they suggest personal learning technology, our government obliges. The article also brings up valid points about data collection and how this information leads to different systems believing they can "control" what is taking place in schools (the pace, the environment, and the content).
It was disheartening to read the idea that education exists to "train workers for a twenty first century market" because I believe learning and critical thinking goes far beyond that. The idea that we are creating students to fit a mold to go out and fit into a business model of our world is terribly upsetting. What happens when we lose all the free thinkers, the creative minds, and the uninhibited explorers? Our society begins to stand still. Our society becomes a machine and progress all but stops.
I found it really interesting, as this article further discussed the role of teachers in the classroom and how this is changing. I hate the idea proposed, that teachers aren't making decisions in the classroom but are simply managing systems that have control, overseeing the education of students but not really teaching. The assumption that "efficiency" and "effectiveness" is more important than the purpose of education and the idea that everything is a "skill" that can be learned and analyzed and quantified is dangerous.
I'm not going to lie, I usually stay away from reading research and findings similar to what is discussed in this article because it makes me feel helpless. It makes me feel like we've reached the point of no return and that the system now and will always control what teachers once did. I agree with the article, the idea that at our current state, technologies that allow control of school systems do more harm then good. Unfortunately, I'm not sure there are enough people considering this, or taking action for change. I hope in the future things are different, but for now, I feel as if we're a little too stuck.
Coiro
I like the purpose of Coiro's tool, to aid in "exploration of controversial issues on the internet" but also have to wonder if, like Robert and Mahoney's article, this feeds into the idea of giving technology too much control.
I found the four theoretical ideas that drove this design interesting: perspectives on online research, critical thinking in relation to students' understanding, guidance of learning practices, and focus on cognitive capacity. However, there is an underlying idea of control, control that would be given to this new technology if it were created. This study references the idea that student have difficulty with online inquiry, but doesn't consider that online inquiry itself might be the problem. Why do students have to use a computer or search engine to locate information? I remember learning to research in a library, using encyclopedias and textbooks to find information - key word, learning. Students should not be expected to pick up a new form of technology and be able to use it right away. Software to help teach students is valuable, but software that simply control what they can discover, eliminates this 'learning' opportunity. The article's figures provided and images of potential design seem very structured, as if they would allow little choice or informed exploration by students. How does that aid learning? I thought the "Palette of Perspectives" was an interesting concept, but again, wondered if it was controlling and influencing student thought too much.
After reading the article, I had these final thoughts: Why do we need to eliminate complexities for students? Why can't we teach students how to conquer complexities rather than making things simpler?
Couros
I definitely preferred this reading and its concepts to the others, regarding their approaches to technology in schools. First off, I was very surprised by the idea that "30% of children will have a digital footprint before they are born." That sounds absolutely absurd to me! However, the more I think about it, the more realistic it also sounds. Our students will no doubt be dealing with technology for their entire lives, interacting and learning through its operations.
I strongly agree with the idea that student need to be taught how to interact properly in a digital space. There are grand scale issue, like cyber bullying, that must be addressed with students. However, there are also smaller scale issues like sending out emails to professors, co-workers, and potential bosses in proper form, with proper punctuation, free of grammatical errors. Personally, it was my parents always taught me how importance your presence online is and how you should treat technological interaction the same way you treat a face to face conversation. I don't ever remember discussing this in class or in school, which is unfortunate, now that I think back. Teachers should be emphasizing this, and I believe that nowadays they are. I know I plan to.
I found the idea of using technology to reveal issues of power and privilege to be extremely interesting. With all the time students are spending online, they are going to be exposed to these topics anyway - why not take the opportunity to educate them, to form a discussion or debate? If technology is used correctly in the classroom, it can be a great resource. However, one specific thing that Couros' text implied that the others didn't, is the importance of a teacher's role in making decisions about technology in the classroom. The more we educate ourselves, the better we will be at doing this.
Sunday, February 19, 2017
Reading Response for Class on 2/21
Christensen, Chapter 1
"Break dancing for the tongue" is the phrase Christensen uses to describe poetry. I love this. I also love when she says that "poetry levels the writing playing field." It's a form of writing that allows freedom while engaging all the elements literature is suppose to. Poetry also led itself well to the harder experiences in life. Essays rarely allow students to express the sadness or the joy they feel. Poetry is personal and vulnerable. Christensen states, "I want my student to know they are not alone." Poetry is the tool to help with this.
I thought it was great when Christensen began talking about "awakening" students to the little things in life, to "see daily gifts." This reminded me of a yoga class I took last week, where thee teacher spoke about the process of getting rid of excess so one can really pay attention to the moments in life that seem insignificant but really, hold infinite meaning. I like the idea of using poetic prompts that suggest these ideas: letting the students take a step back and really think about something that might seem small in the grand scene of their life.
I was fascinated when Christensen included the poems that switch between languages. What an incredible way to engage your multi-lingual students, teaching the use of the english language while also supporting their traditional heritage. Christensen shares such wonderful ideas in this chapter, from building a classroom community that allows students to share vulnerable, real experiences to bringing in the outside world to the students' education. She discusses the idea of turning "pain into power" and references the power structures and standards present in our society that can be broken down and analyzed through poetic writing, both of fact and experience.
There are more practical uses to poetry. Christensen mentions highlighting parts of speech and literary elements when teaching a poetry lesson. While I feel as if this shouldn't be the main focus of teaching poetry, I believe that, in putting certain literary elements into a piece of work, students will learn them even easier.
I know I'm biased when it comes to this topic, because I have always had a deep love of poetry. I find it the most effective form of writing to put my thoughts down on a page. I plan to teach it in my classroom one day, and I hope to instill the same connection I feel to the literary form in my students.
"Finding the Poems That Hide"
First off, I love the poem "Forgotten Items" that is included in this post. I often find myself observing scenes and moments in life and feel the sudden urge to write about them, to put them down on paper. I could never quite explain in, but I think post does an excellent job when it states that "poems defy explanation." Poems find a way, through words, to somehow explain what words cannot.
I love how the author of this piece, Macaluso, highlights that poems can alter our world. She touches upon the importance of word choice, or metaphor and symbolism. All these elements are incredibly important in poetry. Sometimes they are thought about, are planned. Sometimes they just spill out.
I know that I will continue writing poems about the everyday moments in life because they help me understand them and let me connect to something that maybe I just can't place at the moment. I hope that others are doing this as well.
"Break dancing for the tongue" is the phrase Christensen uses to describe poetry. I love this. I also love when she says that "poetry levels the writing playing field." It's a form of writing that allows freedom while engaging all the elements literature is suppose to. Poetry also led itself well to the harder experiences in life. Essays rarely allow students to express the sadness or the joy they feel. Poetry is personal and vulnerable. Christensen states, "I want my student to know they are not alone." Poetry is the tool to help with this.
I thought it was great when Christensen began talking about "awakening" students to the little things in life, to "see daily gifts." This reminded me of a yoga class I took last week, where thee teacher spoke about the process of getting rid of excess so one can really pay attention to the moments in life that seem insignificant but really, hold infinite meaning. I like the idea of using poetic prompts that suggest these ideas: letting the students take a step back and really think about something that might seem small in the grand scene of their life.
I was fascinated when Christensen included the poems that switch between languages. What an incredible way to engage your multi-lingual students, teaching the use of the english language while also supporting their traditional heritage. Christensen shares such wonderful ideas in this chapter, from building a classroom community that allows students to share vulnerable, real experiences to bringing in the outside world to the students' education. She discusses the idea of turning "pain into power" and references the power structures and standards present in our society that can be broken down and analyzed through poetic writing, both of fact and experience.
There are more practical uses to poetry. Christensen mentions highlighting parts of speech and literary elements when teaching a poetry lesson. While I feel as if this shouldn't be the main focus of teaching poetry, I believe that, in putting certain literary elements into a piece of work, students will learn them even easier.
I know I'm biased when it comes to this topic, because I have always had a deep love of poetry. I find it the most effective form of writing to put my thoughts down on a page. I plan to teach it in my classroom one day, and I hope to instill the same connection I feel to the literary form in my students.
"Finding the Poems That Hide"
First off, I love the poem "Forgotten Items" that is included in this post. I often find myself observing scenes and moments in life and feel the sudden urge to write about them, to put them down on paper. I could never quite explain in, but I think post does an excellent job when it states that "poems defy explanation." Poems find a way, through words, to somehow explain what words cannot.
I love how the author of this piece, Macaluso, highlights that poems can alter our world. She touches upon the importance of word choice, or metaphor and symbolism. All these elements are incredibly important in poetry. Sometimes they are thought about, are planned. Sometimes they just spill out.
I know that I will continue writing poems about the everyday moments in life because they help me understand them and let me connect to something that maybe I just can't place at the moment. I hope that others are doing this as well.
Saturday, February 11, 2017
Reading Response for Class on 2/14
Happy Valentine's Day everyone!
Emdin, Chapter 5 - Co-Teaching
The anecdote at the beginning of this chapter made me laugh- the teacher pretending to be a student only to reveal himself before the "ten minute rule" was up. This semester I have a professor who is continuously late, and I can't tell you the number of times I've heard my classmates say, "yeah, 15 minutes and I'm gone." I think Emdin makes a valid point, the different circles and communications between students when their teachers are present, when they aren't present, and in general. This is why his "co-teaching" strategy works so well! Students are allowed to communicate the material directly with their peers in their own "social circles." I have used this technique in previous classes and always benefitted. For some reason, it feels more relaxed to be getting information and responding to a peer.
When it comes to co-teaching in a instructional setting, in younger grades (not college) I found myself unsure of the three forms Emdin mentioned. Throughout my middle school and high school careers, I only had a single teacher who lead the class. I don't remember ever being in a class where there was a special education teacher, even though I believe that might be the most effective form of co-teaching. If there were enough resources, that would be incredibly valuable to students, especially students with special needs.
Later in the chapter, when peer-to-peer teaching is discussed, I found myself flashing back to all the students I tutored in high school for National Honors Society volunteer hours. It was always so easy to uncover why a student was struggling with material because I had been there a week ago. I think sometimes teachers struggle to help a student who's 'just not getting it' because they haven't been in that position in some time. Relying on peers to help can change this. Emdin talks about how students are afraid to speak up when they don't understand something in the classroom, but will easily converse with peers about problems. He also discusses students taking charge when they feel the material is not being taught properly. Although this seems like a hard concept to grasp, especially as a future educator, I think that having a student's direct feedback who help me frame the classroom's lesson and in turn, teach the student more effectively.
Christensen, Chapter 2 - Narrative Writing
To start, Christensen makes a great comment about narrative writing, stating it "seems self-indulgent" Students "can spend time reading narratives, but shouldn't spend time writing them." This is a very interesting concept to me. Why are writing and reading valued differently? What makes studying a form of literature any better than writing that form? To me, this seems completely backwards. In my experience, similar to what Christensen states, students enjoy writing and connecting with material that requires them to get personal and bring in their own lives. If they're engaged, they're more likely to learn.
Christensen discusses revision in the chapter and makes a valuable point, explaining that the process, rules, and guidelines must all be discussed prior to actual revision. This is especially true if you're using peer-revision tactics. She also mentions that students care more about their writing when they are presenting it publicly or reading it aloud. This follows something of the peer/coteaching model we saw above in Emdin's chapter, and is very similar to the model we used in class for our "Writing History" papers. I love reading my work aloud, especially narratives, because I get to check in that the voice in my paper matches my own personal voice. I also really enjoy hearing others read aloud. I find myself enthralled in their stories, more engaged than I would have been if I had been reading the words off a paper. Reading aloud brings words to life.
Finally, I found Christensen's mention of the "collective text" interesting. I feel like this is a great way to connect students, to form unity in a classroom, while teaching valuable literary skills. Christensen says, "this activity will help students empathize with each other." This is SO important! In a classroom, you are not only teaching academic skills, but life skills. You are not only making your students better learners, but better people. Connecting the two is, in my opinion, one of the most valuable things a teacher can do.
Gallagher, Chapter 5 - The Power of Choice
Similar to Christensen, Gallagher's chapter focuses on getting students engaged in their writing, putting themselves into the texts they create. However, Gallagher states this is done when choice is given to the students: choice of topics, choice of form, etc.
I really enjoy reading Gallagher's textbook because of the different figures and dialogues she includes. There were many interesting graphic organizers included and examples of how students used them. This reminded me of the FED-ED-ED-CO Graphic Organizer my classmates and I used (and hated) in middle school. Unlike Gallagher's graphic organizers, ours was straight forward, cookie cutter, and very boring. Focus question-evidence-discussion, repeat, and so on until the conclusion. I plan on using much more engaging graphic organizers in my classroom one day.
I thought one of the most intriguing parts of Gallagher's chapter was the "explorations" section because it proposed so many different ways to connect writing to other topics that may be learned in other classes or even outside school. It also brought in the idea that if you have a student struggling with something (loss, bullying, change, etc.) they can explore these concepts through writing. I personally believe this could be incredibly valuable for a student.
Even when Gallagher shifts to the section on partial student choice, there are so many valuable topics and forms presented. I plan to use his strategies frequently in the classroom one day.
Emdin, Chapter 5 - Co-Teaching
The anecdote at the beginning of this chapter made me laugh- the teacher pretending to be a student only to reveal himself before the "ten minute rule" was up. This semester I have a professor who is continuously late, and I can't tell you the number of times I've heard my classmates say, "yeah, 15 minutes and I'm gone." I think Emdin makes a valid point, the different circles and communications between students when their teachers are present, when they aren't present, and in general. This is why his "co-teaching" strategy works so well! Students are allowed to communicate the material directly with their peers in their own "social circles." I have used this technique in previous classes and always benefitted. For some reason, it feels more relaxed to be getting information and responding to a peer.
When it comes to co-teaching in a instructional setting, in younger grades (not college) I found myself unsure of the three forms Emdin mentioned. Throughout my middle school and high school careers, I only had a single teacher who lead the class. I don't remember ever being in a class where there was a special education teacher, even though I believe that might be the most effective form of co-teaching. If there were enough resources, that would be incredibly valuable to students, especially students with special needs.
Later in the chapter, when peer-to-peer teaching is discussed, I found myself flashing back to all the students I tutored in high school for National Honors Society volunteer hours. It was always so easy to uncover why a student was struggling with material because I had been there a week ago. I think sometimes teachers struggle to help a student who's 'just not getting it' because they haven't been in that position in some time. Relying on peers to help can change this. Emdin talks about how students are afraid to speak up when they don't understand something in the classroom, but will easily converse with peers about problems. He also discusses students taking charge when they feel the material is not being taught properly. Although this seems like a hard concept to grasp, especially as a future educator, I think that having a student's direct feedback who help me frame the classroom's lesson and in turn, teach the student more effectively.
Christensen, Chapter 2 - Narrative Writing
To start, Christensen makes a great comment about narrative writing, stating it "seems self-indulgent" Students "can spend time reading narratives, but shouldn't spend time writing them." This is a very interesting concept to me. Why are writing and reading valued differently? What makes studying a form of literature any better than writing that form? To me, this seems completely backwards. In my experience, similar to what Christensen states, students enjoy writing and connecting with material that requires them to get personal and bring in their own lives. If they're engaged, they're more likely to learn.
Christensen discusses revision in the chapter and makes a valuable point, explaining that the process, rules, and guidelines must all be discussed prior to actual revision. This is especially true if you're using peer-revision tactics. She also mentions that students care more about their writing when they are presenting it publicly or reading it aloud. This follows something of the peer/coteaching model we saw above in Emdin's chapter, and is very similar to the model we used in class for our "Writing History" papers. I love reading my work aloud, especially narratives, because I get to check in that the voice in my paper matches my own personal voice. I also really enjoy hearing others read aloud. I find myself enthralled in their stories, more engaged than I would have been if I had been reading the words off a paper. Reading aloud brings words to life.
Finally, I found Christensen's mention of the "collective text" interesting. I feel like this is a great way to connect students, to form unity in a classroom, while teaching valuable literary skills. Christensen says, "this activity will help students empathize with each other." This is SO important! In a classroom, you are not only teaching academic skills, but life skills. You are not only making your students better learners, but better people. Connecting the two is, in my opinion, one of the most valuable things a teacher can do.
Gallagher, Chapter 5 - The Power of Choice
Similar to Christensen, Gallagher's chapter focuses on getting students engaged in their writing, putting themselves into the texts they create. However, Gallagher states this is done when choice is given to the students: choice of topics, choice of form, etc.
I really enjoy reading Gallagher's textbook because of the different figures and dialogues she includes. There were many interesting graphic organizers included and examples of how students used them. This reminded me of the FED-ED-ED-CO Graphic Organizer my classmates and I used (and hated) in middle school. Unlike Gallagher's graphic organizers, ours was straight forward, cookie cutter, and very boring. Focus question-evidence-discussion, repeat, and so on until the conclusion. I plan on using much more engaging graphic organizers in my classroom one day.
I thought one of the most intriguing parts of Gallagher's chapter was the "explorations" section because it proposed so many different ways to connect writing to other topics that may be learned in other classes or even outside school. It also brought in the idea that if you have a student struggling with something (loss, bullying, change, etc.) they can explore these concepts through writing. I personally believe this could be incredibly valuable for a student.
Even when Gallagher shifts to the section on partial student choice, there are so many valuable topics and forms presented. I plan to use his strategies frequently in the classroom one day.
Saturday, February 4, 2017
Reading Response for Class on 2/7
NCTE Standards
I have used these standards before in writing lesson plans for a few of my methods courses, but I noticed something today when I went back and read them again. The words "wide range," "variety," and "diversity" are used numerous times. These standards give teachers plenty of choice for lessons in classroom. I believe that the way they are written really emphasizes learning over testing or results. The standards talk about bigger picture ideas: communicating effectively, gaining greater knowledge of the world and its many cultures, etc. Standard 10 sticks out to me, how it considers students who might not have english as a first language. I LOVE the statement: "make use of their first language to develop competency in the English language." This is so incredibly important! I was in an ELL classroom for tutoring during FNED and I couldn't believe how the teacher simply dismissed the students' native languages. She didn't want them being used in the classroom, didn't want them being spoken at all.
I do believe in emersion. My cousins recently moved from the US to the Netherlands and the youngest, who is four years old, made a friend who was originally from England. He wasn't picking up the Dutch language as quickly as he should because his friend kept speaking to him in English. However, when my aunt and uncle asked her parents to have her speak to him in Dutch, it seemed effortless for him to learn. I think this is what some teachers are going for when they try to restrict a student's use of native language in the classroom, but they often go about it incorrectly. A student should never feel as if their culture or language is lesser than another. They should feel always feel included in the classroom environment.
CCSS Standards
The CCSS Standards are much more specific than the NCTE Standards. Instead of speaking in generalizations, they highlight specific literary techniques and devices the students much master. The CCSS standards also seem to focus on different writings (ie. narrative, informational) and the key ideas within or involving those text types. I feel like the CCSS standards are more helpful in guiding specific lessons while the NCTE standards are broader, helping to guide learning in the classroom and guide the teacher's perspectives on writing and reading.
"Rhode Island Teachers Respond to PARCC: A White Paper"by Janet D. Johnson and Brittany A. Richer
Let's consider "The Problem" - while constantly hearing about the "achievement gap," this is the first time I've been introduced to the "consequence gap." I strongly agree that "a student’s race and socioeconomic status (SES) strongly predicts his or her academic achievement" and that standardized tests like PARCC fail to take this into account. This brings me back to a class discussion we had a few weeks ago where my classmates and I struggled when considering a situation where the reality was that it was the system's fault. I feel as if we are taught to blame everything but the system. Acts are put into place but are constantly failing, with little to no effect. How do we fight a system that gives so little attention to teachers and their opinions for the classroom?
I like that this text discusses teacher perspective. Honestly, if standardized tests considered teacher perspective, there would be no standardized tests, or they would at least look drastically different. I found the survey information collected incredibly telling, from both students and teachers. I never considered the computer/typing aspect of this test until reading the complaints in this text. I remember learning typing in middle school. Before that, I had very little knowledge of computers. To have elementary students first, worrying about a test and second, trying to complete a test when they can't figure out a keyboard, is ridiculous.
Considering PARCC's effect on teaching is critical- and I found this text accurately describes what I would expect. It worries me that teachers feel "powerlessness and deprofessionaliz[ed]" because I know I'll most likely be in that position one day. I do, however, appreciate that this text offers possible solutions that don't seem too wild or far fetched; most stem off simply having more teacher involvement in the bureaucratic process. I think it's important that the conversation on standardized tests continues. I know for me, we took NECAP tests instead of PARCC, so I feel a little unfamiliar with these new tests. I want to prepare myself for the test I'll be administering to my students, which means texts like these are incredibly helpful.
I have used these standards before in writing lesson plans for a few of my methods courses, but I noticed something today when I went back and read them again. The words "wide range," "variety," and "diversity" are used numerous times. These standards give teachers plenty of choice for lessons in classroom. I believe that the way they are written really emphasizes learning over testing or results. The standards talk about bigger picture ideas: communicating effectively, gaining greater knowledge of the world and its many cultures, etc. Standard 10 sticks out to me, how it considers students who might not have english as a first language. I LOVE the statement: "make use of their first language to develop competency in the English language." This is so incredibly important! I was in an ELL classroom for tutoring during FNED and I couldn't believe how the teacher simply dismissed the students' native languages. She didn't want them being used in the classroom, didn't want them being spoken at all.
I do believe in emersion. My cousins recently moved from the US to the Netherlands and the youngest, who is four years old, made a friend who was originally from England. He wasn't picking up the Dutch language as quickly as he should because his friend kept speaking to him in English. However, when my aunt and uncle asked her parents to have her speak to him in Dutch, it seemed effortless for him to learn. I think this is what some teachers are going for when they try to restrict a student's use of native language in the classroom, but they often go about it incorrectly. A student should never feel as if their culture or language is lesser than another. They should feel always feel included in the classroom environment.
CCSS Standards
The CCSS Standards are much more specific than the NCTE Standards. Instead of speaking in generalizations, they highlight specific literary techniques and devices the students much master. The CCSS standards also seem to focus on different writings (ie. narrative, informational) and the key ideas within or involving those text types. I feel like the CCSS standards are more helpful in guiding specific lessons while the NCTE standards are broader, helping to guide learning in the classroom and guide the teacher's perspectives on writing and reading.
"Rhode Island Teachers Respond to PARCC: A White Paper"by Janet D. Johnson and Brittany A. Richer
Let's consider "The Problem" - while constantly hearing about the "achievement gap," this is the first time I've been introduced to the "consequence gap." I strongly agree that "a student’s race and socioeconomic status (SES) strongly predicts his or her academic achievement" and that standardized tests like PARCC fail to take this into account. This brings me back to a class discussion we had a few weeks ago where my classmates and I struggled when considering a situation where the reality was that it was the system's fault. I feel as if we are taught to blame everything but the system. Acts are put into place but are constantly failing, with little to no effect. How do we fight a system that gives so little attention to teachers and their opinions for the classroom?
I like that this text discusses teacher perspective. Honestly, if standardized tests considered teacher perspective, there would be no standardized tests, or they would at least look drastically different. I found the survey information collected incredibly telling, from both students and teachers. I never considered the computer/typing aspect of this test until reading the complaints in this text. I remember learning typing in middle school. Before that, I had very little knowledge of computers. To have elementary students first, worrying about a test and second, trying to complete a test when they can't figure out a keyboard, is ridiculous.
Considering PARCC's effect on teaching is critical- and I found this text accurately describes what I would expect. It worries me that teachers feel "powerlessness and deprofessionaliz[ed]" because I know I'll most likely be in that position one day. I do, however, appreciate that this text offers possible solutions that don't seem too wild or far fetched; most stem off simply having more teacher involvement in the bureaucratic process. I think it's important that the conversation on standardized tests continues. I know for me, we took NECAP tests instead of PARCC, so I feel a little unfamiliar with these new tests. I want to prepare myself for the test I'll be administering to my students, which means texts like these are incredibly helpful.
Sunday, January 29, 2017
Reading Response for Class on 1/31
Article 1: "Failing Still to Address Poverty Directly: Growth Mindset as Deficit Ideology"
https://radicalscholarship.wordpress.com/2016/08/08/failing-still-to-address-poverty-directly-growth-mindset-as-deficit-ideology/
I really enjoyed this article because we are currently discussing growth and fixed mindsets in my ELED 400 class. This article brought up some new ideas, things we haven't discussed: the connections between mindset and socio-economic status. I appreciate that this is another side of the discussion, one that takes the idea of "growth mindset" with a grain of salt. I liked the statement, "if we relieve children of food insecurity, home transience, etc., we are likely to find that those students in poverty who appeared to lack “grit” and growth mindset would then demonstrate those treasured qualities." This made me think of Maslow's Hierarchy of Needs and the importance that students feel safe and have basic necessities like food and shelter before they can be successful in the classroom. My mother is a seventh grade math teacher in a school where many students are impoverish. More than 50% of the students have free or reduced lunch. She tells me about students that fall asleep in class because they can't get a good night's sleep or students that don't get breakfast before they come to school. This breaks my heart- and worries me greatly. The article also states, "the media, the public, and educators often fail to acknowledge two significant flaws with growth mindset: (1) the essential deficit ideology that focuses all of the blame (and thus the need for a cure) in the individual child, and (2) the larger failure to see the need to address poverty directly instead of indirectly through formal education," which I think is a very interesting perspective. These flaws were never addressed in my other classes, growth mindsets were simply praised. I'm glad this article could give me a little more information, so that I can further my own interpretations that I hope to bring into the classroom one day.
Article 2: "Professional Knowledge for the Teaching of Writing"
http://www.ncte.org/positions/statements/teaching-writing
This article is a great resource for anyone looking to learn more about teaching writing. I like that it talked about the "web of relationships" or the many people that affect the writing process. It isn't simply the writer and the reader- it is friends, family, the community, and the greater world that influences a piece of literary work. Writing becomes more universal when all parties in this "web" are considered. The article continued, talking about how everyone has the capacity to write. This connects to the growth mindset theory brought up in Article 1. It isn't that students can either write well or can't write well- there is a process that, when taught, can increase any student's writing ability. This process is important for teachers to understand. I really agreed with the section "writing and reading are related." I've always believed that the more you read, the better you write. The more you read, the more you learn, actually. Reading literary techniques means you're more likely to use them later, more likely to identify them when they're presented in a different form. Overall, I found this article incredibly informative and plan to use it as a resource in the future.
Chapter 1: Cadeiro-Kaplan
This chapter talked about different types of literacy: functional literacy, cultural literacy, progressive literacy, and critical literacy. It seems to me, that the best kind of writing curriculum would include all of these literacies. In my opinion, functional literacy, or strictly curriculum based work, is most common. Cultural literacy, or writing on cultural beliefs and values, is incredibly important but can often be avoided because there are so many sensitive subjects in our world. Teachers must be careful when sharing certain content with students. I believe that progressive literacy is the most enjoyable because it includes the student's voice and personal experiences. I enjoy this writing the most because I connect more with the work than if I'm basing it off something I've only read about or heard about. The chapter mentioned the connection between intellectual and emotional involvement and retention, which I think is critical to consider. Finally, critical literacy, or writing that puts the student in a real world, historic context. It focusses on the everyday world and how that goes hand in hand with their curriculum. This writing is very important for students as citizens of our country and as citizens of the world. It also helps expand critical thinking. I did not have much experience with this writing when I was in school. We may have had class discussions, but the majority of the writing I did was functional. I believe if a balance can be established in the classroom, then more students can be reached and writing can become less of a "chore." I found that many of the ideas in article 2 connected with these four literacies. There are so many parts to writing, and writing well, that teachers must give specific attention to how it is being presented in the classroom. This chapter discusses that knowing these literacies is more of a first step in building policies and practices. One must engage these ideologies in "forms of literacy" to expand the effect in the classroom.
https://radicalscholarship.wordpress.com/2016/08/08/failing-still-to-address-poverty-directly-growth-mindset-as-deficit-ideology/
I really enjoyed this article because we are currently discussing growth and fixed mindsets in my ELED 400 class. This article brought up some new ideas, things we haven't discussed: the connections between mindset and socio-economic status. I appreciate that this is another side of the discussion, one that takes the idea of "growth mindset" with a grain of salt. I liked the statement, "if we relieve children of food insecurity, home transience, etc., we are likely to find that those students in poverty who appeared to lack “grit” and growth mindset would then demonstrate those treasured qualities." This made me think of Maslow's Hierarchy of Needs and the importance that students feel safe and have basic necessities like food and shelter before they can be successful in the classroom. My mother is a seventh grade math teacher in a school where many students are impoverish. More than 50% of the students have free or reduced lunch. She tells me about students that fall asleep in class because they can't get a good night's sleep or students that don't get breakfast before they come to school. This breaks my heart- and worries me greatly. The article also states, "the media, the public, and educators often fail to acknowledge two significant flaws with growth mindset: (1) the essential deficit ideology that focuses all of the blame (and thus the need for a cure) in the individual child, and (2) the larger failure to see the need to address poverty directly instead of indirectly through formal education," which I think is a very interesting perspective. These flaws were never addressed in my other classes, growth mindsets were simply praised. I'm glad this article could give me a little more information, so that I can further my own interpretations that I hope to bring into the classroom one day.
Article 2: "Professional Knowledge for the Teaching of Writing"
http://www.ncte.org/positions/statements/teaching-writing
This article is a great resource for anyone looking to learn more about teaching writing. I like that it talked about the "web of relationships" or the many people that affect the writing process. It isn't simply the writer and the reader- it is friends, family, the community, and the greater world that influences a piece of literary work. Writing becomes more universal when all parties in this "web" are considered. The article continued, talking about how everyone has the capacity to write. This connects to the growth mindset theory brought up in Article 1. It isn't that students can either write well or can't write well- there is a process that, when taught, can increase any student's writing ability. This process is important for teachers to understand. I really agreed with the section "writing and reading are related." I've always believed that the more you read, the better you write. The more you read, the more you learn, actually. Reading literary techniques means you're more likely to use them later, more likely to identify them when they're presented in a different form. Overall, I found this article incredibly informative and plan to use it as a resource in the future.
Chapter 1: Cadeiro-Kaplan
This chapter talked about different types of literacy: functional literacy, cultural literacy, progressive literacy, and critical literacy. It seems to me, that the best kind of writing curriculum would include all of these literacies. In my opinion, functional literacy, or strictly curriculum based work, is most common. Cultural literacy, or writing on cultural beliefs and values, is incredibly important but can often be avoided because there are so many sensitive subjects in our world. Teachers must be careful when sharing certain content with students. I believe that progressive literacy is the most enjoyable because it includes the student's voice and personal experiences. I enjoy this writing the most because I connect more with the work than if I'm basing it off something I've only read about or heard about. The chapter mentioned the connection between intellectual and emotional involvement and retention, which I think is critical to consider. Finally, critical literacy, or writing that puts the student in a real world, historic context. It focusses on the everyday world and how that goes hand in hand with their curriculum. This writing is very important for students as citizens of our country and as citizens of the world. It also helps expand critical thinking. I did not have much experience with this writing when I was in school. We may have had class discussions, but the majority of the writing I did was functional. I believe if a balance can be established in the classroom, then more students can be reached and writing can become less of a "chore." I found that many of the ideas in article 2 connected with these four literacies. There are so many parts to writing, and writing well, that teachers must give specific attention to how it is being presented in the classroom. This chapter discusses that knowing these literacies is more of a first step in building policies and practices. One must engage these ideologies in "forms of literacy" to expand the effect in the classroom.
Sunday, January 22, 2017
Reading Response for Class on 1/24
Let's begin with chapter 1 of Kelly Gallagher's text Teaching Adolescent Writers. First and foremost, I love the structure of this textbook. I find it very straightforward and easy to navigate. That being said, when the "Top Ten Writing Wrongs in Secondary Schools" appeared, I was immediately drawn to the list. Reading through, I started thinking about my own experience in a middle school and high school classroom, and how my education fell under many of these "wrongs." I think many people would say the same. #2 stuck out to me the most - "writing is sometimes assigned rather than taught." I remember this: getting an assignment and having no idea how to complete it. I was well aware of the structure I needed to write in- the five paragraph essay with the dull, descriptive introduction and the summative conclusion. I knew I needed evidence- quotes from the text, and I had to explain why I picked them.
When I got to college and started taking higher level english classes, my professors started pushing for more. They wanted an argument, thoughtful inquiry and analysis. I could even use voice and narrative to drive my writing! I realized quickly that out of the hundreds of papers I wrote in high school, none of that had been asked of me. This initially made me nervous, seeing as I plan to become a middle school english teacher. However, I know there are ways to correct these problems we all experienced so frequently. Gallagher outlines them as "Righting Writing Wrongs: The Pillars of Writing Success" and has a very concise list that would be easy to implement in the classroom, as long as the teacher gives these solutions enough time and attention. I'm pleased to say that some of these have been emphasized in my methods courses throughout my program as an education major. I hope that means that the tides are shifting, that changes in writing in the classroom are happening.
The chapter concluded with "Writing Reasons" which I found connected to our second piece of reading, the introduction in Linda Christensen's text Teaching for Joy and Justice. Both texts discussed bringing students' lives to the forefront of writing, and that a connection to their assignment will provide the best results. I liked the section in the introduction called "Uncovering Brilliance" because it emphasized writing as something more than an assessment or testable means. Each student has a talent, a "brilliance" of their own and it is up to us as educators to discover what that is and use it to enhance their learning and experience in the classroom. There were many similar ideas in the section "And We're Never Done," connecting again to Gallagher's text. It's a process, teaching writing, and we are all involved as future educators, current educators, and past students of writing. We are learning and growing and changing as student need does. I loved the quote from Christensen - "Teaching is like life, filled with daily routines- laundry, cooking, cleaning the bathtub- and then moments of brilliance."
In the final article of this grouping, "To High School English Teachers (and All Teachers)," I found the list of lessons or tips broader, but none the less, important. Reading from a blog is different than reading from a textbook. For some reason, I personally feel like it makes the information more real and pertinent. The author credits himself in the beginning as a teacher of 40 years and a published author of 30, who still works with teacher candidates and active teachers. When reading the tips, I felt that this experience really came through. I especially liked the lesson - "Choice, Joy, and Kindness." I think it is incredibly important that we foster a love of writing in students, and this does not happen when "we hammer the five-paragraph essay into students" or force them to all write on the same prompt, based off the same text. Again, this was often my own experience in high school, and I now cringe when thinking back. Why? What was the point?
Now I find myself wondering, what if I hadn't formed my own love of writing? I understand why many of my classmates today hate essays. They were most likely taught to. Maybe if they had been allowed to lead their own journey as a writer, with some helpful guidance along the way, things would be different.
When I got to college and started taking higher level english classes, my professors started pushing for more. They wanted an argument, thoughtful inquiry and analysis. I could even use voice and narrative to drive my writing! I realized quickly that out of the hundreds of papers I wrote in high school, none of that had been asked of me. This initially made me nervous, seeing as I plan to become a middle school english teacher. However, I know there are ways to correct these problems we all experienced so frequently. Gallagher outlines them as "Righting Writing Wrongs: The Pillars of Writing Success" and has a very concise list that would be easy to implement in the classroom, as long as the teacher gives these solutions enough time and attention. I'm pleased to say that some of these have been emphasized in my methods courses throughout my program as an education major. I hope that means that the tides are shifting, that changes in writing in the classroom are happening.
The chapter concluded with "Writing Reasons" which I found connected to our second piece of reading, the introduction in Linda Christensen's text Teaching for Joy and Justice. Both texts discussed bringing students' lives to the forefront of writing, and that a connection to their assignment will provide the best results. I liked the section in the introduction called "Uncovering Brilliance" because it emphasized writing as something more than an assessment or testable means. Each student has a talent, a "brilliance" of their own and it is up to us as educators to discover what that is and use it to enhance their learning and experience in the classroom. There were many similar ideas in the section "And We're Never Done," connecting again to Gallagher's text. It's a process, teaching writing, and we are all involved as future educators, current educators, and past students of writing. We are learning and growing and changing as student need does. I loved the quote from Christensen - "Teaching is like life, filled with daily routines- laundry, cooking, cleaning the bathtub- and then moments of brilliance."
In the final article of this grouping, "To High School English Teachers (and All Teachers)," I found the list of lessons or tips broader, but none the less, important. Reading from a blog is different than reading from a textbook. For some reason, I personally feel like it makes the information more real and pertinent. The author credits himself in the beginning as a teacher of 40 years and a published author of 30, who still works with teacher candidates and active teachers. When reading the tips, I felt that this experience really came through. I especially liked the lesson - "Choice, Joy, and Kindness." I think it is incredibly important that we foster a love of writing in students, and this does not happen when "we hammer the five-paragraph essay into students" or force them to all write on the same prompt, based off the same text. Again, this was often my own experience in high school, and I now cringe when thinking back. Why? What was the point?
Now I find myself wondering, what if I hadn't formed my own love of writing? I understand why many of my classmates today hate essays. They were most likely taught to. Maybe if they had been allowed to lead their own journey as a writer, with some helpful guidance along the way, things would be different.
Subscribe to:
Comments (Atom)