- What did you learn about yourself as a writer?
- What did you learn about digital writing?
- What lessons can you take to classroom or share with future teachers about integrating blogging into instruction?
- Challenges?
- Successes?
Saturday, April 12, 2014
Reflections
Tuesday, April 8, 2014
Final Insights
The second-to-last theory chapter of "Adolescents on the Edge" opens with the importance of writing's role in critical thinking. I liked that the authors touched on the history of writing in relation to how educators' view of it has changed. Now it is seen as a cognitive process, although leftovers from the sequencing viewpoint are still present. I think that while the simple sequencing view is hurtful, parts of it are helpful. A lot of my kids need guidance when it comes to writing, and sometimes they just don't get it as a thought process in the beginning. The kids who are especially unconfident in their writing love having basic guidelines. The authors do a great job of explaining how the writing process expands into a cognitive process, which now will help me guide those above-mentioned kids.
The final theory chapter focuses on performance and writing. The authors share fun suggestions for in-class performances, from reader's theatre to turning a classroom into a coffeehouse. I especially loved the coffeehouse suggestion. It is a fun way to continue the oral tradition of poetry. Students will break into teams to "plan" their coffeehouse show in class. They have a publicity team, a decorating team, and a logistics team. It is an engaging way to enjoy poetry and practice life skills.
I would definitely recommend this book as a classroom necessity for any teacher. It is full of fun ideas that are easy to do, and many could be worked into existing lesson plans. The authors show how to make writing an experience rather than a chore, and their focus on social justice is especially welcome. My only issue is that it lacks suggestions for ELL students and ESE students. Many of the activities are not hard to adjust for all types of learners, but I would have liked more perspective on it from the authors.
Golden lines:
"Writing is a complex activity; more than just a skill or talent, it is a means of inquiry and expression for learning in all grades and disciplines."
"If even one student walks out of the schoolhouse doors for the last time and has not experienced what it means to care for and connect with peers in a community or become involved in meaningful, challenging learning, that's one too many."
Strategies:
Linked below is a fun and tech-friendly poem creator. It's basically fridge poetry for phones or tablets.
The final theory chapter focuses on performance and writing. The authors share fun suggestions for in-class performances, from reader's theatre to turning a classroom into a coffeehouse. I especially loved the coffeehouse suggestion. It is a fun way to continue the oral tradition of poetry. Students will break into teams to "plan" their coffeehouse show in class. They have a publicity team, a decorating team, and a logistics team. It is an engaging way to enjoy poetry and practice life skills.
I would definitely recommend this book as a classroom necessity for any teacher. It is full of fun ideas that are easy to do, and many could be worked into existing lesson plans. The authors show how to make writing an experience rather than a chore, and their focus on social justice is especially welcome. My only issue is that it lacks suggestions for ELL students and ESE students. Many of the activities are not hard to adjust for all types of learners, but I would have liked more perspective on it from the authors.
Golden lines:
"Writing is a complex activity; more than just a skill or talent, it is a means of inquiry and expression for learning in all grades and disciplines."
"If even one student walks out of the schoolhouse doors for the last time and has not experienced what it means to care for and connect with peers in a community or become involved in meaningful, challenging learning, that's one too many."
Strategies:
- The Freeze Frame: Students act out a scene but freeze at the climax. They then share their characters' thoughts and feelings with the audience.
- Panel Discussions: A group of students reads the same text and discusses it in front of the class.
Linked below is a fun and tech-friendly poem creator. It's basically fridge poetry for phones or tablets.
- App site here: https://itunes.apple.com/us/app/poetry-creator-verses-poetry/id371925480?mt=8
- Video explanation here: https://www.youtube.com/watch?v=A7TrtQzpDUM
Tuesday, April 1, 2014
Professional Book Response 2
Chapter 3
This chapter of "Adolescents on the Edge" introduces the reader to how to effectively challenge students. Teachers should aim to complement their students' abilities while stretching their work and showing them they can accomplish tasks they didn't previously think the could. What teachers should not do is just load on more work. Of course, teachers should take a look at their classes first and decide what the best fit is for their current students. The authors provide many suggestions for challenging students, and my favorite is the following: "During collaborative work, have students take on a role that is challenging for them, such as creating an illustration if they think they aren't good at art, suggesting, for example, that they create a graphic or symbolic representation instead of a realistic picture." (p. 28). I like this suggestion because it pushes students but takes off pressure by suggesting an alternate route to the end goal.
Next, the authors tackle self-efficacy. To begin, students must be challenged to approach an issue or problem through critical or creative thinking. This is done through critical questioning. For example, students should question the validity of sources they are considering for a research paper. They should asked themselves if there is a bias present, what information is not present, and so forth. In writing exercises, students need to be challenged to understand their own talents. They need opportunities to see that they can succeed.
Golden Lines
"It is realistic, however, to believe that students' experience in your class can lift them onto the first few rungs of the ladder that will give them a renewed, positive sense of self." (p. 32)
Strategies
Chapter 4
The authors take on collaboration. One huge aspect of successful collaboration is a school-wide collaboration environment. Teachers should be collaborating with each other successfully in order to implement successful collaboration opportunities in the classroom. By including group work opportunities, students have the opportunity to develop discussion skills and other group-based skills. To help create effective dialogue, teachers need to assign group roles. I wish the authors would touch on how to better include ESOL or ESE students in this section.
A major issue is organizing for group work. Teachers need to create a balance. This can take time. The authors recommend that teachers keep trying new approaches to find what fits for their classrooms. It won't work in a day, which is important to remember. To get closer to successful organization, teachers should make sure structure has a major presence. This can be as simple as having students group by sounding off numbers. While in groups, students should have roles and create rules to follow. For example, a group could decide that everyone must participate in discussion. This puts more ownership on the students while lending itself to the overall classroom organization.
Golden Lines
"Simple changes such as moving desks into pods for group work, allowing partners to sit on the floor for discussions, bringing in furniture that encourages community, or finding unused larger spaces...for performance practice can facilitate systemic change that embraces twenty-first century learning." (p. 36)
Strategies
Resources
This is an excellent source or writing prompts that would appeal to a wide range of students: http://creativewritingprompts.com/
Questions
This chapter of "Adolescents on the Edge" introduces the reader to how to effectively challenge students. Teachers should aim to complement their students' abilities while stretching their work and showing them they can accomplish tasks they didn't previously think the could. What teachers should not do is just load on more work. Of course, teachers should take a look at their classes first and decide what the best fit is for their current students. The authors provide many suggestions for challenging students, and my favorite is the following: "During collaborative work, have students take on a role that is challenging for them, such as creating an illustration if they think they aren't good at art, suggesting, for example, that they create a graphic or symbolic representation instead of a realistic picture." (p. 28). I like this suggestion because it pushes students but takes off pressure by suggesting an alternate route to the end goal.
Next, the authors tackle self-efficacy. To begin, students must be challenged to approach an issue or problem through critical or creative thinking. This is done through critical questioning. For example, students should question the validity of sources they are considering for a research paper. They should asked themselves if there is a bias present, what information is not present, and so forth. In writing exercises, students need to be challenged to understand their own talents. They need opportunities to see that they can succeed.
Golden Lines
"It is realistic, however, to believe that students' experience in your class can lift them onto the first few rungs of the ladder that will give them a renewed, positive sense of self." (p. 32)
Strategies
- Have students create different genres of writing to stretch their abilities and expand their comfort zone
- Keep the creative spirit alive by encouraging students to embrace their gifts through individualized writing assignments
Chapter 4
The authors take on collaboration. One huge aspect of successful collaboration is a school-wide collaboration environment. Teachers should be collaborating with each other successfully in order to implement successful collaboration opportunities in the classroom. By including group work opportunities, students have the opportunity to develop discussion skills and other group-based skills. To help create effective dialogue, teachers need to assign group roles. I wish the authors would touch on how to better include ESOL or ESE students in this section.
A major issue is organizing for group work. Teachers need to create a balance. This can take time. The authors recommend that teachers keep trying new approaches to find what fits for their classrooms. It won't work in a day, which is important to remember. To get closer to successful organization, teachers should make sure structure has a major presence. This can be as simple as having students group by sounding off numbers. While in groups, students should have roles and create rules to follow. For example, a group could decide that everyone must participate in discussion. This puts more ownership on the students while lending itself to the overall classroom organization.
Golden Lines
"Simple changes such as moving desks into pods for group work, allowing partners to sit on the floor for discussions, bringing in furniture that encourages community, or finding unused larger spaces...for performance practice can facilitate systemic change that embraces twenty-first century learning." (p. 36)
Strategies
- Group students by similar or varied abilities, learning styles, or interests; change it up the next time
- Employ literature circles, where students choose their own books and the teacher is a facilitator for all groups
Resources
This is an excellent source or writing prompts that would appeal to a wide range of students: http://creativewritingprompts.com/
Questions
- What is something specific I can do on day one of school to show that my classroom is collaborative?
- For striving readers, would it be intimidating or helpful to be in a literature circle with avid readers? How would that compare to being in a literature circle with other striving readers?
Tuesday, March 25, 2014
Professional Book Response 1
Chapter 1
“Adolescents on the Edge” begins by highlighting the need
for a classroom community. To create a strong, trust-based community within a
classroom, it all boils down to looking to the students. The classroom
environment should reflect their ideas and principles. For example, have
students create a class chart outlining how to go about having an appropriate
classroom discussion. In addition, students have to have common goals. Baca and
Lent provide a few helpful suggestions, which include having students read
their creative writing to younger students, helping them form book clubs, and getting
them involved in community service projects that relate to what they are doing
in the classroom. I love their suggestion of relating reading and writing projects to community service projects. It is involving kids in the classroom community and in their broader communities.
Golden Lines
“Students’ heads must be up and they must be actively
involved in their communities, including communities created in school.” (P. 4)
Strategies
Have students apply their writing to their world
Find ways to tailor the classroom to their needs
Chapter 2
The authors then move on to discussing how to help motivate
and engage students. A standout is the example of a teacher showing students her
“reading mind.” In this exercise, the teacher read aloud from the text and then
shared her thought process out loud. This helps demonstrate to students how to
process what they read, especially if they are striving readers. I liked that
the authors laid the example out in a detailed fashion. I could see myself
referencing it easily in the future. Another method of engagement comes from
purposeful activities. One student shared how she would find herself reading an
article on the internet and then researching aspects of it after, just for her
own enjoyment. Another example shared was of high-risk students becoming
engaged in reading in retirement homes after school because it had a purpose.
To further engage students, teachers need to show them how to talk about their
ideas and exchange feedback. This will create a more open environment that is
conducive to discussions.
Golden Lines
“Adolescents will engage in literacy when they find it
purposeful.” (P. 21)
“The words ‘nonthreatening, no strings attached, no penalty’
all confirm the importance of allowing students to try on learning as you couch
from the sidelines, not offering false praise, of course, but constructive,
honest feedback that shows students that you care about their progress and that
you can be trusted to support them even when they are not ‘getting it.’” (P.
23)
Strategies
Have students adjust a writing assignment to fit their
interests
Provide opportunities for honest feedback where no grades
are involved
Resources
Super fun poem creator that let’s kids use their own
interests as inspiration: http://www.pongoteenwriting.org/introduction-to-writing-activities.html
Questions
How cohesive would our classroom be, discussion-wise, if all
the students were doing slightly different assignments at the same time?
How likely is it that I could lead my class into a community
service project related to our reading re: time and expenses?
Tuesday, March 18, 2014
Animals!
One of my favorite things about where I live is how much nature there is. I love cities, but I need to see some green every now and then.
About ten minutes from my house is a wetlands preserve. It has birds, alligators, deer, pigs, otters, and so many more animals roaming all around it. My boyfriend came down to visit this past weekend and he had never been there, so we decided it was a must-visit for this trip.
We went around 6:30 PM, which is when more animals are active. The sky was rosy that evening, and everything had this pink/lavender tint to it.
Next was a drive down a well-worn road that runs adjacent to the river. It has two standout characteristics: wild peacocks roam there and one of the residents has an alpaca farm. We could only see the alpacas from the street, and they were in the back lying under their hut. Trust, they're super cute when they're frolicking in their (gated) yard. However, the peacocks were out in full force.
After that, we were tired of driving and headed back to my house. There we were greeted by this huge opossum that likes to eat from the bird feeder. I think he's cute, but he drive our dog, Callie, crazy. She barks, barks, and barks, but he's not afraid.
Overall, that was a good, animal-filled day. I hope that wherever I move to next will have that kind of excitement. I would miss seeing these guys every day!
About ten minutes from my house is a wetlands preserve. It has birds, alligators, deer, pigs, otters, and so many more animals roaming all around it. My boyfriend came down to visit this past weekend and he had never been there, so we decided it was a must-visit for this trip.
We went around 6:30 PM, which is when more animals are active. The sky was rosy that evening, and everything had this pink/lavender tint to it.
Next was a drive down a well-worn road that runs adjacent to the river. It has two standout characteristics: wild peacocks roam there and one of the residents has an alpaca farm. We could only see the alpacas from the street, and they were in the back lying under their hut. Trust, they're super cute when they're frolicking in their (gated) yard. However, the peacocks were out in full force.
After that, we were tired of driving and headed back to my house. There we were greeted by this huge opossum that likes to eat from the bird feeder. I think he's cute, but he drive our dog, Callie, crazy. She barks, barks, and barks, but he's not afraid.
Overall, that was a good, animal-filled day. I hope that wherever I move to next will have that kind of excitement. I would miss seeing these guys every day!
Thursday, February 27, 2014
The Digital Literacy Gap
As someone involved in education, I know that many preservice teachers are being taught how to foster digital literacy. I haven’t seen much discussion on increasing digital literacy post-education. However, Best Buy is changing that with their EveryoneOn training program update! What stands out to me about Best Buy’s program is just how inclusive it is. The article highlights that the crowd consisted of all ages, which is wonderful.
Intel is another force supporting the growth of digital literacy. They have a four programs, 3 of which are aimed at students while 1 is aimed at adult learners. I especially love the idea of The Intel Computer Clubhouse Network. It provides a safe place for kids to hang out while promoting education through access to technology
My hope would be that more and more companies see the need to support digital literacy as something separate from education or STEM. It is a community-wide issue and needs its own space in the CSR world.
Monday, February 24, 2014
Technology
The "Building Airplanes" video is a great metaphor for integrating technology into the classroom. It's always a work in progress because the educational and technological landscapes are always changing. I feel like many teachers I had would try to adjust every year. We don't know what tech background our kids will have and if they will actually connect with the technologies we choose to utilize, so we have to be flexible.
I am definitely a tech resident. First of all, I'm an FLVS intern so at this point I have to be. Secondly, I love living my tech life on the computer or my iPhone! I use so many different sites for a variety of reasons, from just for fun to essential to keeping my life in order (only slightly hyperbolic).
Scribblar looks like a very cool tool. I love how collaboration-centric it is, and I think it would lend itself well to an English classroom. It would be fun to use to write a story with another class from another state or even country! My next choice is SlideShare. I like it because kids get to share what they make, which is important. I think it would be fun if kids could each make a few slides on a certain aspect of writing, and we could combine them all into a mega presentation. After, they would get to share it with the world! My final choice would be Socrative because I want to effectively use tablets and phones in my class. I think it would be a great way to check understanding as we go along. Little quizzes throughout the lesson would help wake everyone up and keep them engaged.
The NCTE is my go-to resource. I love the idea participating in and following educational Twitter chats, too. I think for my professional development in general, it will be all over the map. Virtual learning is great because, honestly, it can be hard to take time to get away from school. I'd rather learn on my own time. I think I will also depend on many peer recommendations in terms of professional development.
Goodreads will be a staple in my classroom! I want kids to make their own book lists and share. Our Timelines seems like a fun idea, but the site is super dated. Tagxedo is amazing. I used it during a live lesson so kid could see what the most common words in their love poems were. They loved it because it used their work and gave them an artifact to save! Easel.ly is my go-to for infographics because it is super simple and calls for an interactive creative approach. I think for any virtual writing, risks can be that the students' work is available to anyone (for the most part). I wouldn't want them receiving inappropriate comments or getting upset in general. Benefits definitely include more learning experiences and more fun!
easel.ly
As for what lies ahead, it looks like many teachers are using mainstream technology services in the classroom. Before, it seemed like teachers were solely using educational-geared technologies, but it's nice to see that they are using what a lot of the kids probably use. In the long run, I think that will help make it easier for teachers to incorporate more and more technology because the kids can provide support.
I love the technological version of Bloom's Taxonomy! I feel like it is the perfect tool to help teachers better understand what they should be doing in their classrooms and provides an easy-to-navigate illustration. It is definitely something that should appear in educational technology courses. Understanding where a web tool falls will help teachers make more comprehensive plans and use the tools to their full extents. Also, it's a great way to see what we are already doing to support kids. Many teachers use Prezis and encourage their kids to use them, for example, so they are all already creating.
I have used many of these educational tools, but my favorites are Prezi, Goodreads, and Tagxedo. I love highly interactive tools the most because they keep my attention and make me feel more involved. I chose to try out Gliffy because I love graphic organizers and think they are extremely helpful in any classroom. I used Gliffy to complete part of an assignment my kids do, and it was so much easier than creating everything in Word. Look below to see what I made:
I am definitely a tech resident. First of all, I'm an FLVS intern so at this point I have to be. Secondly, I love living my tech life on the computer or my iPhone! I use so many different sites for a variety of reasons, from just for fun to essential to keeping my life in order (only slightly hyperbolic).
Scribblar looks like a very cool tool. I love how collaboration-centric it is, and I think it would lend itself well to an English classroom. It would be fun to use to write a story with another class from another state or even country! My next choice is SlideShare. I like it because kids get to share what they make, which is important. I think it would be fun if kids could each make a few slides on a certain aspect of writing, and we could combine them all into a mega presentation. After, they would get to share it with the world! My final choice would be Socrative because I want to effectively use tablets and phones in my class. I think it would be a great way to check understanding as we go along. Little quizzes throughout the lesson would help wake everyone up and keep them engaged.
The NCTE is my go-to resource. I love the idea participating in and following educational Twitter chats, too. I think for my professional development in general, it will be all over the map. Virtual learning is great because, honestly, it can be hard to take time to get away from school. I'd rather learn on my own time. I think I will also depend on many peer recommendations in terms of professional development.
Goodreads will be a staple in my classroom! I want kids to make their own book lists and share. Our Timelines seems like a fun idea, but the site is super dated. Tagxedo is amazing. I used it during a live lesson so kid could see what the most common words in their love poems were. They loved it because it used their work and gave them an artifact to save! Easel.ly is my go-to for infographics because it is super simple and calls for an interactive creative approach. I think for any virtual writing, risks can be that the students' work is available to anyone (for the most part). I wouldn't want them receiving inappropriate comments or getting upset in general. Benefits definitely include more learning experiences and more fun!
easel.ly
As for what lies ahead, it looks like many teachers are using mainstream technology services in the classroom. Before, it seemed like teachers were solely using educational-geared technologies, but it's nice to see that they are using what a lot of the kids probably use. In the long run, I think that will help make it easier for teachers to incorporate more and more technology because the kids can provide support.
I love the technological version of Bloom's Taxonomy! I feel like it is the perfect tool to help teachers better understand what they should be doing in their classrooms and provides an easy-to-navigate illustration. It is definitely something that should appear in educational technology courses. Understanding where a web tool falls will help teachers make more comprehensive plans and use the tools to their full extents. Also, it's a great way to see what we are already doing to support kids. Many teachers use Prezis and encourage their kids to use them, for example, so they are all already creating.
I have used many of these educational tools, but my favorites are Prezi, Goodreads, and Tagxedo. I love highly interactive tools the most because they keep my attention and make me feel more involved. I chose to try out Gliffy because I love graphic organizers and think they are extremely helpful in any classroom. I used Gliffy to complete part of an assignment my kids do, and it was so much easier than creating everything in Word. Look below to see what I made:
Gliffy was fun because the creator gets to use a lot of manipulation. I felt involved in the process, and it was easy to undo mistakes. It is simple, clean, and provides excellent design options for graphic organizers or planners. I was a little unsure at first because it looks very technical, but it was great in the end!
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