After reading through my peers blogs, I have chose a section of Jeff's entry five blog to bless. I chose this section because I feel it is a very true and relevant issue faced by many teachers, especially novice teachers like us. Jeff was writing about how he intends to spend more time teaching the writing process in his future classes, and reflecting on his past teaching experiences with the writing process. The part that really stuck out to me was this:Tompkins (2012) says that "the writing process is a way for looking at what writers think and do as they write" (p. 4). In this sense, I did not allow students to see and hear what a writer should be doing because I provided them the tools without teaching them how to develop them on their own. This stood out to me because I could see his honest reflection, and I understood all too well what he meant. If we use this analogy of "tools" and apply it to a growing civilization, we can see that giving the tools will not suffice, we want to teach them how to make their own tools. This also reminds me of a proverb that I cannot remember completely. but it says something along the lines of "give a man a fish and he will eat for a day, teach him how to fish and he will never go hungry."
I am impressed that Jeff noticed and acknowledged this, and this helped me see that when I am not allowing my students to fend for themselves in certain situations, or when I jump in to save them before they even have the chance to see if they can make it on their own, I am doing them a diservice.
I do know that students (this is especially true for my students) are fearful of writing. They shy away from it if they do not have some sort of crutch. So for me, I would want to ask myself, what tools could I give them that would give them just the right amount of support, without giving them everything?
I used to model essays, and have students write as I wrote, but I found they were blindly copying, even though I was modeling my thinking as well. So now I try to make them more active when I first model. I come up with the topic sentence and then it is their job to help me find evidence, then I will interpret the evidence. Another "small" tool that works for my students is a sentence starter. This works well because often what my students fret about the most is they don't know how to start.
Going back directly to the writing process, I have never truly integrated a writer's workshop in my class (although I'd like to), but I feel that would be the ideal place to let students roam free to explore the process. As long as the environment is set up so all feel comfortable and safe, then they could easliy rely on peers for advice and experience the joy of sustained free-writing, which would build their confidence and their own tools.
Tuesday, October 22, 2013
Wednesday, October 16, 2013
Entry 7: How I could imagine integrating biographies into my unit
Currently my students are reading the novel A Long Walk to Water. I read this book in under three days and absolutely loved it, I couldn't wait to start teaching it. Then I started teaching it, and I am seeing the book through my students' eyes instead of my own and I am thinking, man is this boring! (well not exactly, but I find myself understanding how they can find it boring) Now, this must speak to my teaching....I mean, there are endless strategies and activities I could do to engage my students right? Well, I guess that #1. I do not take advantage of all the tools that I have under my belt. I have learned or been given, or shown so many really neat and useful ideas and activities, but how come they never show up in my teaching? I seem to stick to the same old same old. Ok, #2. I DO try to mix things up and try new things sometimes but even those the kids roll their eyes at or ask in that tone where you know they are really saying "We have to do what?" So I don't know, no matter what I do, the kids will roll their eyes at it...
But anyway, I am getting off-track. In this unit, I wanted to teach relevant non-fiction and current events along with the text. I wanted to teach my students empathy. I wanted to light a spark in them where they have a desire to read, write, and seek out knowledge about the world around them. Sadly, that is not happening. One thing i would like to try, or at least test out the idea here, safely in my blog, is integrating biographies into this unit. So....How would I do this?
First, I think I would want to start with having my students write personal narratives. Tompkins (2012) says that personal narratives are usually taught first and can be used with younger students because they are writing about a subject they know well: themselves. Now, my students have already read two perosnal narratives when we were learning about the immigrant experience, so I think that would be a good place to start.
Let's say I introduce this assignment in light of our unit, I would say to my kids that their personal narrative needs to focus on (a) a time when they witnessed an inequity and how they felt (b) a time when they caused someone else feel less than or not worthy and how they felt or (c) a time when they did something positive that led to making others happy. I would let them pre-write and draft, and then teach a mini-lesson on descriptive writing, using a mentor text, and then let them write more and revise.
After this personal narrative I would bring in biographies. I would do a gallery walk of prominent, and some not so prominent civil rights leaders, women's rights leaders, modern day "heroes", and others who have fought/still fight for equality and peace, or just people (like Salva, our main character from A Long Walk to Water) who want to make the world a better place one step at a time. In the gallery walk, I will have a quick bio on each individual, just enough to get the kids interested. Then they will do some research and select the individual they would like to research. I would love for them to create a multi-genre biography for their person.
I would then have to set criteria for them for researching their individual. I wouls also have to teach some of the genres so they could feel free to choose the three they would like to use. I know this just unfolded right in front of me as I typed, but I really want to do this!! I think my students would love this, and really learn a lot about the person they choose, and feel connected to them, and maybe this is my way in to building that emapthy. If they can side with their individual, they are likely to adopt the cause the individual fought for as well! :) I am goint o try this, I will keep you updated!
But anyway, I am getting off-track. In this unit, I wanted to teach relevant non-fiction and current events along with the text. I wanted to teach my students empathy. I wanted to light a spark in them where they have a desire to read, write, and seek out knowledge about the world around them. Sadly, that is not happening. One thing i would like to try, or at least test out the idea here, safely in my blog, is integrating biographies into this unit. So....How would I do this?
First, I think I would want to start with having my students write personal narratives. Tompkins (2012) says that personal narratives are usually taught first and can be used with younger students because they are writing about a subject they know well: themselves. Now, my students have already read two perosnal narratives when we were learning about the immigrant experience, so I think that would be a good place to start.
Let's say I introduce this assignment in light of our unit, I would say to my kids that their personal narrative needs to focus on (a) a time when they witnessed an inequity and how they felt (b) a time when they caused someone else feel less than or not worthy and how they felt or (c) a time when they did something positive that led to making others happy. I would let them pre-write and draft, and then teach a mini-lesson on descriptive writing, using a mentor text, and then let them write more and revise.
After this personal narrative I would bring in biographies. I would do a gallery walk of prominent, and some not so prominent civil rights leaders, women's rights leaders, modern day "heroes", and others who have fought/still fight for equality and peace, or just people (like Salva, our main character from A Long Walk to Water) who want to make the world a better place one step at a time. In the gallery walk, I will have a quick bio on each individual, just enough to get the kids interested. Then they will do some research and select the individual they would like to research. I would love for them to create a multi-genre biography for their person.
I would then have to set criteria for them for researching their individual. I wouls also have to teach some of the genres so they could feel free to choose the three they would like to use. I know this just unfolded right in front of me as I typed, but I really want to do this!! I think my students would love this, and really learn a lot about the person they choose, and feel connected to them, and maybe this is my way in to building that emapthy. If they can side with their individual, they are likely to adopt the cause the individual fought for as well! :) I am goint o try this, I will keep you updated!
Tuesday, October 8, 2013
Entry 6--Feedback
So far this class is going just fine. I was surprised on the first day to only see two other students besides myself, but I think the smaller number works to all of our advantage. I feel like we all get to share our ideas and questions and be heard, and receive feedback and know that it's genuine. The small class size leads to a warmer feeling in the class.
I also think the way the class is set-up is important to address. The writer's workshop the last 40 minutes of class is beneficial because it gives us time right after class to write/read/brainstorm/prewrite for our projects.
As far as habits of mind, I feel I have grown in all areas, but mostly creativity and openness. This is because of the emphasis on Hicks (2013) and digital texts. Before this class I did not know any other format for digital texts other than Powerpoint. I also now have a much greater understanding of the writer's role in constructing a text, intsead of just the the writer's task. Looking at genres, audiences, and the writer's situation helped me understand how important it is to consider factors beyond the 6 traits of good writing.
What I have learned so far that will be useful for me as a teacher of literacy is the use of the writing wheel while doing writing, much of what Tompkins (2012) and Hicks (2013) discuss in their chapters on author's craft/writer's craft, and the idea of multi-genre assignments.
One thing I wish we focused on more is teaching traditional writing. I would like some help with this. I know with all this new technology and how "cyber"-friendly students are it can be very beneficial to teach to this, but I get worried that students are losing the abilty to produce traditional texts, and I want the tools to be able to help them.
Those are my thoughts so far...:)
I also think the way the class is set-up is important to address. The writer's workshop the last 40 minutes of class is beneficial because it gives us time right after class to write/read/brainstorm/prewrite for our projects.
As far as habits of mind, I feel I have grown in all areas, but mostly creativity and openness. This is because of the emphasis on Hicks (2013) and digital texts. Before this class I did not know any other format for digital texts other than Powerpoint. I also now have a much greater understanding of the writer's role in constructing a text, intsead of just the the writer's task. Looking at genres, audiences, and the writer's situation helped me understand how important it is to consider factors beyond the 6 traits of good writing.
What I have learned so far that will be useful for me as a teacher of literacy is the use of the writing wheel while doing writing, much of what Tompkins (2012) and Hicks (2013) discuss in their chapters on author's craft/writer's craft, and the idea of multi-genre assignments.
One thing I wish we focused on more is teaching traditional writing. I would like some help with this. I know with all this new technology and how "cyber"-friendly students are it can be very beneficial to teach to this, but I get worried that students are losing the abilty to produce traditional texts, and I want the tools to be able to help them.
Those are my thoughts so far...:)
Entry 5: My instructional dilemma
My problem is...well, there are many, but for this purpose, my problem is my kids do not know how to write and I do not know how to teach them. I really don't. Each year I struggle with this same problem, but this year it seems to be the worst. I love the new ideas I am learning as far as digital writing goes, but what do I do if my kids cannot write? Will showing them/ leading them through how to put together a "sticky" PowerPoint presentation help them when they can barely contruct three sentences together? Not to mention maintaing conventions and spelling.
So, I guess my dilemma boils down to this: I have always felt that kids need a strong foundational knowledge and understanding before they jump in to the next step (I feel like I just stumbled upon my answer, but I will continue anyway). So, before we can get to creative digital wriitng they should be able to produce traditional essays and texts... right?The reason for my thinking is that once they move forward, will they be able to move back? Will what they learn by constructing digital texts transfer back to traditional writing?
I know that this same type of dilemma is present in many primary classes when it comes to emergent readers. Should emerging readers be exposed to texts that are knowingly too difficult for them? Just because a kid cannot read does that mean we will withhold giving the child a book to look at or to have read to him?
Ok, so I already have answered my own question. But what about the foundational skills? I still must teach these! How do I teach struggling writers?
Maybe, if I were to start with a Glogster presentation, or even a PowerPoint and introduce the assignment and all criteria, then have them write a proposal for how they will organzie, design, and craft and why they choose to do it that way. That will then promote a more metacognitive approach, having them become aware of their audience and reasons for design, along with allowing me to see how they understand the content.
So, I guess my dilemma boils down to this: I have always felt that kids need a strong foundational knowledge and understanding before they jump in to the next step (I feel like I just stumbled upon my answer, but I will continue anyway). So, before we can get to creative digital wriitng they should be able to produce traditional essays and texts... right?The reason for my thinking is that once they move forward, will they be able to move back? Will what they learn by constructing digital texts transfer back to traditional writing?
I know that this same type of dilemma is present in many primary classes when it comes to emergent readers. Should emerging readers be exposed to texts that are knowingly too difficult for them? Just because a kid cannot read does that mean we will withhold giving the child a book to look at or to have read to him?
Ok, so I already have answered my own question. But what about the foundational skills? I still must teach these! How do I teach struggling writers?
Maybe, if I were to start with a Glogster presentation, or even a PowerPoint and introduce the assignment and all criteria, then have them write a proposal for how they will organzie, design, and craft and why they choose to do it that way. That will then promote a more metacognitive approach, having them become aware of their audience and reasons for design, along with allowing me to see how they understand the content.
Entry 4: Wrting as medium for learning to think
I used to do more writing. I used to write for a creative outlet, to explore concepts, to evaluate and examine ideas, and to work though my own thoughts and ideas. Much of this was back when I was an undergrad and did not work. For the past two years, I do not give myslef enough time to think through writing. The most I will do is sketch out a lesson for my students through writing, and allow my ideas to grow and change. Not giving myself or rather not creating/finding the time for thinking through writing is probably inimical (I am trying out a vocabulary word learned in LTED 625) to myself in the long run.
I say this because the past several classes when we have been asked to do some writing for the last 40 minutes of class, no matter what mood I am in, transforms my mood and though process. The first one we did, the guided free-write where we chose a topic or prompt, I chose "a place I know well" and wrote about my grandparent's old house. That was so amazing, as I wrote I was remembering things forgotten years ago. It definitely took me somewhere else, and I was no longer letting my thoughts control my writing, the writing strating to inform my thought, it was great! I left class in an almost euphoric mood, and nostalgic for my grandma!
I swore after that class I would make time to write more often, but the only time I have really done that since, is in class when we wrote for our genre pieces project. Another time I enjoyed immensly and where the reciprocal nature of writing and thinking played out.
I've said before, I like the 8 habits of mind because of what they look like in action ( I will explain). I have always been very curious about the world around me, so I feel curiosity is essential to almost any task. Within everything, there is a purpose, a reason, so being curious about things shoul come naturally. Openess is another must for this type of assignment because if we stay rigid and fixed to only one way of thinking we will never learn or grow, or even be able to affirm our own points and reasons. Engagement is definitley another must, and this goes along with curiosity to me. Usually engagement follows curiosity, and hopefully we are all engaged because our hearts and passions are doing this for a reason. Responsibility is important for this assignment because we are responsible for completing each entry in a timely fashion (which I have failed to do the past week!!!) So, I must be flexible and adapt to the situation and write my entries on this beautiful Tuesday afternoon/evening :) The final habit of mind that I feel is probably the most important for this assignment is metacognition. I say this because the blog is meant to be a place where we can reflect on our learning and thoughts, and contruct new meaning and learning through reflecting. So if I really want to fully feel the benefits from this assignment, I need to ensure I am being metacognitive.
I say this because the past several classes when we have been asked to do some writing for the last 40 minutes of class, no matter what mood I am in, transforms my mood and though process. The first one we did, the guided free-write where we chose a topic or prompt, I chose "a place I know well" and wrote about my grandparent's old house. That was so amazing, as I wrote I was remembering things forgotten years ago. It definitely took me somewhere else, and I was no longer letting my thoughts control my writing, the writing strating to inform my thought, it was great! I left class in an almost euphoric mood, and nostalgic for my grandma!
I swore after that class I would make time to write more often, but the only time I have really done that since, is in class when we wrote for our genre pieces project. Another time I enjoyed immensly and where the reciprocal nature of writing and thinking played out.
I've said before, I like the 8 habits of mind because of what they look like in action ( I will explain). I have always been very curious about the world around me, so I feel curiosity is essential to almost any task. Within everything, there is a purpose, a reason, so being curious about things shoul come naturally. Openess is another must for this type of assignment because if we stay rigid and fixed to only one way of thinking we will never learn or grow, or even be able to affirm our own points and reasons. Engagement is definitley another must, and this goes along with curiosity to me. Usually engagement follows curiosity, and hopefully we are all engaged because our hearts and passions are doing this for a reason. Responsibility is important for this assignment because we are responsible for completing each entry in a timely fashion (which I have failed to do the past week!!!) So, I must be flexible and adapt to the situation and write my entries on this beautiful Tuesday afternoon/evening :) The final habit of mind that I feel is probably the most important for this assignment is metacognition. I say this because the blog is meant to be a place where we can reflect on our learning and thoughts, and contruct new meaning and learning through reflecting. So if I really want to fully feel the benefits from this assignment, I need to ensure I am being metacognitive.
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