Another link to reading. Effective readers see the story in their head. According to Murray, effective writers hear what they are writing. When I conference with students on their writing, I always start out by having them read out lout what they have wrote. Getting them to incoporate their voice into their writing is another habit of mind we do naturally. As I am even writing this I hear the words in my head.
Murray also links bad writing to bad assignments. I have two other causes to add. One is the ethics of the portfolio writing process. Because any piece is a potential portfolio piece, ethical "conferencing" requires a covert dialogue where teachers can help students identify weaknesses. The idea of modeling a more effective way could compromise student voice. Teachers are limited in the number of comments they can put on a piece (sticky notes are a way around this) and in their ability to identify specific grammatical and spelling mistakes. (There is a word mispelled in this line but I am not allowed to tell you which one. Of course if you knew which one, presumably you would have spelled it currectly. However, I would hate to replace your mispelling voice with my correct spelling voice. Figure it out yourself. I am not an expert in teaching writing, but I would think that this conferencing process could better benefit all involved.
We saw that reading expands your vocabulary. In my experience reading improves writing, not only because it develops a richer vocabulary but also because students reflect on what makes good writing a good reading. Maybe writing journal - focusing on examples of good writing and why - is also a good idea.
Forums for writing. My daughter writes all the time - blogging on myspace, im's to her friends, and on Fan Fiction. If you've never heard of fan faction, its an online community where any writer can publish fiction based on existing tv shows, movies, books etc. She wrote a story based upon the characters in House. They are writing to be read by a particular comunity, not just by a teacher. My daughter likes it because she has difficulty coming up with characters, settings etc. By springboarding on existing genres, she can be creative. Then she gets reviewed by her peers. Like Wikis, blogs, etc. it is the publishing aspect that intrigues her. Pretty cool way to get feedback.
Saturday, June 30, 2007
think alouds and writing
Using the think aloud strategy in writing. Aha moment - modeling writing out loud. Tom Romano talks about the benefits of teachers modeling the writing process out loud. It reminded me of the think alouds that teachers use to improve student comprehension. Students can see that teachers do not start out with a polished finished product, and it demystefies the writing process. The draw back that I see is that writing is a different process than reading. Read out louds engage the reader, particularly if they can see the same text. Writing is more personal - it is your way of doing something. Do students benefit from watching and not doing?
teaching writing from the inside
Language is our canoe up the wilderness river, our bush plane, our space capsule, our magic.
We must come to believe that our writing is worth reading by others.
Tom Romano
At a recent lunch with two teacher friends, we were debating the systemic problems that affect our school system. One, a former science teacher and mother to 2 children who have been in the advanced program sees a move away from teaching basics (like having kids memorize the parts of the cell and their functions as a foundation to higher learning) and a dumbing down of the curriculum. My other friend, who teaches GT 6th graders and who used to teach elementary, 4/5, advanced program, has noticed that these students are coming to middle school unable to think, reason or problem solve. They are reluctant to do the heavy lifting necessary to engage in these processes. They are reluctant to engage in the learning process and prefer teacher directed instruction. How does this relate to writing. I asked them why our kids write personal narratives. One said to learn and practice writing skills. The other said that even kids who don't know anything can at least write about themselves. I added that kids need to be able to explain things, refering back to Burke's chapter - skills needed for a flat world. None of us focused on the process of writing, the joy of writing for writing's sake, or as Romano says "[l]anguage is for discovery."
I see it as a process vs. product issue. In our classrooms, writing is used to show what kids know - all of our rubrics look at the end product, not the journey to get there. Creativity is not valued, and we don't look at writing as a way of discovery and learning (other than learning to be a better writer!). I love the challenge of writing - but even with all of the briefs, contracts, letters, lesson plans, papers, reflections, etc. that I have written, I do not look at it as a creative process. Its about changing the lens by which we look at all forms of writing, including our own.
We must come to believe that our writing is worth reading by others.
Tom Romano
At a recent lunch with two teacher friends, we were debating the systemic problems that affect our school system. One, a former science teacher and mother to 2 children who have been in the advanced program sees a move away from teaching basics (like having kids memorize the parts of the cell and their functions as a foundation to higher learning) and a dumbing down of the curriculum. My other friend, who teaches GT 6th graders and who used to teach elementary, 4/5, advanced program, has noticed that these students are coming to middle school unable to think, reason or problem solve. They are reluctant to do the heavy lifting necessary to engage in these processes. They are reluctant to engage in the learning process and prefer teacher directed instruction. How does this relate to writing. I asked them why our kids write personal narratives. One said to learn and practice writing skills. The other said that even kids who don't know anything can at least write about themselves. I added that kids need to be able to explain things, refering back to Burke's chapter - skills needed for a flat world. None of us focused on the process of writing, the joy of writing for writing's sake, or as Romano says "[l]anguage is for discovery."
I see it as a process vs. product issue. In our classrooms, writing is used to show what kids know - all of our rubrics look at the end product, not the journey to get there. Creativity is not valued, and we don't look at writing as a way of discovery and learning (other than learning to be a better writer!). I love the challenge of writing - but even with all of the briefs, contracts, letters, lesson plans, papers, reflections, etc. that I have written, I do not look at it as a creative process. Its about changing the lens by which we look at all forms of writing, including our own.
Monday, June 25, 2007
The need to teach reading
Today I watched Dr. Kajder try to figure out how to respond to the library's web site about a book they claimed was overdue. First she had to read through a lengthy set of directions about how to respond. Reading is a skill that students need to survive, not only to be academically successful, but to be able to navigate web sites that come with complex and confusing directions. We can't leave it to the English teachers to teach this skill, particularly since every content area has its own contextual reading materials. My readers writers project is How to read like a historian. These are history specific skills that need to be taught and re-taught. Maybe the scores are low because students can't critically read the questions, not because we can't get to all the content.
Voice of Vocab
Today I presented on the vocabulary article. The Voice of Vocab podcast is another activity that requires students to show more than a definitional knowledge of vocabulary, and engage in a collaborative writing activity. I am assuming that each of the podcasts is scripted by two people. You could really hear them put the students put their personality into the casts. The vignettes dealt with topics they could connect to, like coming home late (discrepency) or teachers going easy (clemency). The students sounded enthusiastic about vocabulary, and their friends probably tune in to hear the efforts. I noticed some contests for the book trailors on the site. I wonder if the podcasts are a contest as well.
Even without a podcast, I could see adding this to the toolbox for teaching vocabulary. Have two students script a 30 second dialogue about a word -- not just using a word. This would especially appeal to kids who like to perform (most middle schoolers), and would demonstrate a deeper understanding of a word's uses and meaning.
Even without a podcast, I could see adding this to the toolbox for teaching vocabulary. Have two students script a 30 second dialogue about a word -- not just using a word. This would especially appeal to kids who like to perform (most middle schoolers), and would demonstrate a deeper understanding of a word's uses and meaning.
Friday, June 22, 2007
Chew on This
We had a great podcast session on Chew on This. Unfortunately, we didn't have time to explore every way this text could be utilized in our classrooms. A few more ideas --
A critical way to evaluate text. Working on the skill of distinguishing opinion from fact. Students need to be able to critically evaluate the author's purpose and to determine how much spin, credibility and validity to ascribe to the text. Read reviews of an author's work, fact check statistics, read other author's opinions on a subject before you take it as gospel.
Utilize chapters from the book to relate content to students interests. Use the french fry factory as a way into industrialization and automation. The soda marketing materials could be a way into looking at advertising and consumer choice in an economics class.
See if the author's findings are relevant in your school or community. Poll students on their fast food habits. Look at the food choices in your community. Determine whether any one knows someone whose job depends on the fast food restaurants - this could be entities who depend on advertising, suppliers, as well as workers.
A critical way to evaluate text. Working on the skill of distinguishing opinion from fact. Students need to be able to critically evaluate the author's purpose and to determine how much spin, credibility and validity to ascribe to the text. Read reviews of an author's work, fact check statistics, read other author's opinions on a subject before you take it as gospel.
Utilize chapters from the book to relate content to students interests. Use the french fry factory as a way into industrialization and automation. The soda marketing materials could be a way into looking at advertising and consumer choice in an economics class.
See if the author's findings are relevant in your school or community. Poll students on their fast food habits. Look at the food choices in your community. Determine whether any one knows someone whose job depends on the fast food restaurants - this could be entities who depend on advertising, suppliers, as well as workers.
Wednesday, June 20, 2007
Egalitarian Discourse
What does egalitarian discourse look like?
I take issue with Probst's opinion of debate as a valuable tool for discourse. He states that debate does not "encourage the collaborative building of intellectual concepts that become richer than what either "side" might have come to alone." BPR, p. 47. A conversation can revolve around taking different sides on an issue, and effective debators consider the alternative positions, anticipate, and respond. Debate can serve to flesh out an issue, raise additional questions, invite inquiry, tell stories as examples or support. All of these are part of the art of conversation.
I take issue with Probst's opinion of debate as a valuable tool for discourse. He states that debate does not "encourage the collaborative building of intellectual concepts that become richer than what either "side" might have come to alone." BPR, p. 47. A conversation can revolve around taking different sides on an issue, and effective debators consider the alternative positions, anticipate, and respond. Debate can serve to flesh out an issue, raise additional questions, invite inquiry, tell stories as examples or support. All of these are part of the art of conversation.
Tom Sawyer
They would probably be able to read and write well....as if that were something we could do to them as they sit there silent and inert....
How true. So many students are resistant to reading in class. They merely want us to tell them what they need to know. I thought at first the reference to Tom Sawyer's ingenuity was going to be about kids manipulating teachers to feed them information. It is so easy to fall into their trap, particularly with "curriculum obesity." Tell them the story instead of having them read about it. Particularly with history, where you can engage the students through storytelling and the text seems to be so dry. So the first issue is how to motivate them to read. Then, how to get them to engage with the text. Finally, how to be efficient readers.
How true. So many students are resistant to reading in class. They merely want us to tell them what they need to know. I thought at first the reference to Tom Sawyer's ingenuity was going to be about kids manipulating teachers to feed them information. It is so easy to fall into their trap, particularly with "curriculum obesity." Tell them the story instead of having them read about it. Particularly with history, where you can engage the students through storytelling and the text seems to be so dry. So the first issue is how to motivate them to read. Then, how to get them to engage with the text. Finally, how to be efficient readers.
Sunday, June 17, 2007
Comprehension
What impact did the visual prompts in Morrison's book scaffold comprehension. The author does not address how Gardner's theory of multiple intelligence may have impacted the students they sampled. Today's students are so often visual and interpersonal learners. Could the format of the lesson - the materials offered (photographs) and the opportunity for discussion and debate have had a greater impact on the level of student engagement and comprehension. I have seen students learn difficult concepts by watching movies. My Law and Justice students watched I am Sam and a Civil Action. This provided the "schema" for them to comprehend issues related to child custody and strict tort liability. Even after trying to tackle text relating to these concepts, it was the movies that they relied upon to inform their knowledge. Is it a function of how their brains work? Maybe by utilizing the movies we let them off the hook to tackle text related to the issue.
Thursday, June 14, 2007
Chew on This
I've started to read Chew on This. It occurred to me that the book could be used for many purposes in a social studies classroom - a model of investigative reporting, content support for practical living - consumerism, health; in an economics class looking at supply, demand issues; in a history class looking at culture in the 20th century, the role of the automobile in American history, the history of the hamburger.... Then I was thinking -- absent a purpose for reading, would a student find this interesting stuff? Maybe a student who eats at McDonalds a lot? The point here is that I find it interesting because I consider myself a historian -- plus it documents American culture during my lifetime, so I can make connections to the material. Maybe students would enjoy reading if they were not reading to learn to read, but were reading to learn. Instead of "corrective reading" maybe all "reading" instruction should be in the content areas, just at the appropriate level for each reader. At least there would be a legitimate reason for reading....
Wednesday, June 13, 2007
Chapter 1 The Measure of Our Success
Thinking about twenty-first century literacy.....
Like the author, I am appalled at the comments of the Florida school principal desperate to raise scores. As opposed to asking "how can we help our students succeed," he asks how can we stay business, how can I keep my job, how can we keep delivering a mediocre education to this generation of students. No wonder students like Collin and Derek are turned off of school.
I strongly believe that there has to be some measure of accountability, but that the current system focuses attention on quick fixes - form over substance - and fails to consider that students learn differently, test differently, and accomplish differently. The real question is can a public school system accomplish the goals that NCLB admirably sets -- all students should be able to learn!
I would argue that the structure of the school system needs to be changed if we are to accomplish real change. Schools as factories models do not work. Smaller classes, cross-curricular offerings, trade or occupational training will increase success rates. Are students in other countries really learning more, or are other school systems designed to better meet student needs?
The authors advocate four catagories in their model of 21st century learning -- Digital-Age Literacy, Inventive Thinking, Effective Communication and High Productivity. Are they creating what they see as the ideal educational environment, or are they actually looking at what would be best for each individual student? Would student failure exist in their utopian educational system as well? I hate to sound like a pessimist, but my fear is that providing a one size fits all solution to a complex problem is not the answer.
Like the author, I am appalled at the comments of the Florida school principal desperate to raise scores. As opposed to asking "how can we help our students succeed," he asks how can we stay business, how can I keep my job, how can we keep delivering a mediocre education to this generation of students. No wonder students like Collin and Derek are turned off of school.
I strongly believe that there has to be some measure of accountability, but that the current system focuses attention on quick fixes - form over substance - and fails to consider that students learn differently, test differently, and accomplish differently. The real question is can a public school system accomplish the goals that NCLB admirably sets -- all students should be able to learn!
I would argue that the structure of the school system needs to be changed if we are to accomplish real change. Schools as factories models do not work. Smaller classes, cross-curricular offerings, trade or occupational training will increase success rates. Are students in other countries really learning more, or are other school systems designed to better meet student needs?
The authors advocate four catagories in their model of 21st century learning -- Digital-Age Literacy, Inventive Thinking, Effective Communication and High Productivity. Are they creating what they see as the ideal educational environment, or are they actually looking at what would be best for each individual student? Would student failure exist in their utopian educational system as well? I hate to sound like a pessimist, but my fear is that providing a one size fits all solution to a complex problem is not the answer.
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