When asked to reflect on the three most significant texts, I find it very difficult to do so. I have picked up many new ideas and practices through the various works we have read. Some readings covered the same ideas which worked to further reinforce the practices.
The first text I would like to discuss would be Gee's. Most times I wanted to throw the book across the room out of frustration, but within those pages were important concepts that I was able to implement in my teaching. His discussion on psychosocial moratorium and the importance of it intrigued me. I know that it is important for the student to feel "safe" in their environment in order to fully embrace the learning experience. I was able to make the connections between his learning through video games and daily school life. The only negative thing I would have to say about Gee's words is that he is seems completely against how teachers work these days which I feel overgeneralizes teachers as professionals.
The second work we read that was significant was Murray's article on writing as a process. This article reinforced ideas I have been thinking about with my own English classes. Student writing should be a process that they, themselves control. Sure the teacher can give some suggestions for prewriting activities, but the work must be the students. If they would prefer starting with their body paragraphs and ending with their introduction, no one should penalize them for doing so. The teacher should become the facilitator when it comes to writing. Allow the students to revise their work as many times as they see fit, trying to be creative and intelligent with their word choice. Observing the student during this process is where the assessment should lie. Taking note of the time being put in and the steps they have taken is what we should focus on, not necessarily how many misplaced commas they end up with.
This article reminded me of what I believe in as a teacher.
The last text we read with significance to this class would be the article I read for my presentation. Selfe explained how aurality needs to have a place right with writing. She gave me a deeper understanding of how different people absorb and compose their thoughts. People are sometimes more easily understood when they can talk to another person. Not everyone can write the necessary information down on paper, but they do know what is going on. She basically opens up a whole new forum for assessing students without a formal written assessment. One of the main reasons this article was significant to me is because from reading that article I started branching out from her sources and links, finding other comparable websites on WAC and aurality in the classroom. I feel anytime you can begin branching out, you have something important.
Like I said many things stick out in my mind as being important, some of which I can not remember who exactly said it. I will just mention that the low stakes assignments are something I have adopted for my classroom on a much more frequent level and I have not seen anything, but positive feedback.
Tuesday, November 17, 2009
Saturday, November 7, 2009
Blog 9 - Reflection
I do think the idea of blogging as an assignment is very creative and good. Being able to highlight either important ideas or puzzling ones can be extremely beneficial to students. It also gives them a chance to get their thoughts down in a nonthreatening manner. I believe this method can only be successful if the school has a computer lab that the students have access to.
This assignment can be assessed by means of completion and effort put into the blog. When I say effort I mean actually writing down if a certain section was difficult to understand or giving opposition to a particular reading.
This assignment can be assessed by means of completion and effort put into the blog. When I say effort I mean actually writing down if a certain section was difficult to understand or giving opposition to a particular reading.
Sunday, October 18, 2009
Letters
Dear James,
I am sorry it has taken me so long to get back to you. I don't know what happened to my last entry, it never saved I guess. How was class last week? I had to miss for work :(
So as I read chapter 7 of WACNM I felt myself completely agreeing with certain things, but at the same time I failed to make the connection to Writing Across the Curriculum. When they talk about The United States priding itself in being the melting pot and assimilation I do agree that we are not there yet. Examples of racism and prejudice are seen each and every day. The ideas of students maintaining and fostering their own identity is very important, I just can not make the connection. If you could clarify their purpose I would greatly appreciate it. I must mentioned that I absolutely loved the poem "The Calling" and feel it can be incorporated into the classroom for multiple purposes.
I thought Berlin did a great job of explaining the concrete purpose of rhetoric. It is to communicate what the writer or speaker has to say to the hearer. He does discuss the various types of rhetoric and he mentions Genung's four distinctions. These distinctions are commonly taught in the English classroom, but many if not all can be used the respective disciplines. I think that if students were exposed to these types in their other subjects it would help them grasp the concepts with more ease. Did you find his categories to make sense? Or do you think I read into it too much?
When reading about Platonist ideas I found myself wanting to quote all of it. The idea that "truth can be learned, but not taught" and so on. I do agree with the idea that writing is something personal. When they talk about expressionists ideas and that all writing should be personal and that they should all be "true to the feeling of his experience". Idon't necessarily agree with that. There are certain activities that require the writer to step into the shoes of others and write from their perspective.
I apologize for rambling on, but I found myself questioning myself throughout the readings so I felt it was only fair to have you experience it as well. lol
See you soon
Kathryn
I am sorry it has taken me so long to get back to you. I don't know what happened to my last entry, it never saved I guess. How was class last week? I had to miss for work :(
So as I read chapter 7 of WACNM I felt myself completely agreeing with certain things, but at the same time I failed to make the connection to Writing Across the Curriculum. When they talk about The United States priding itself in being the melting pot and assimilation I do agree that we are not there yet. Examples of racism and prejudice are seen each and every day. The ideas of students maintaining and fostering their own identity is very important, I just can not make the connection. If you could clarify their purpose I would greatly appreciate it. I must mentioned that I absolutely loved the poem "The Calling" and feel it can be incorporated into the classroom for multiple purposes.
I thought Berlin did a great job of explaining the concrete purpose of rhetoric. It is to communicate what the writer or speaker has to say to the hearer. He does discuss the various types of rhetoric and he mentions Genung's four distinctions. These distinctions are commonly taught in the English classroom, but many if not all can be used the respective disciplines. I think that if students were exposed to these types in their other subjects it would help them grasp the concepts with more ease. Did you find his categories to make sense? Or do you think I read into it too much?
When reading about Platonist ideas I found myself wanting to quote all of it. The idea that "truth can be learned, but not taught" and so on. I do agree with the idea that writing is something personal. When they talk about expressionists ideas and that all writing should be personal and that they should all be "true to the feeling of his experience". Idon't necessarily agree with that. There are certain activities that require the writer to step into the shoes of others and write from their perspective.
I apologize for rambling on, but I found myself questioning myself throughout the readings so I felt it was only fair to have you experience it as well. lol
See you soon
Kathryn
Saturday, October 3, 2009
Letter
Dear James,
I was reading through some of the articles and a few things jumped out at me which you may or may not agree with.
When reading the article: Writing as A Mode Od Learning by Emig I felt his references to Vygotsky and Bruner were important to recognize. The idea that higher cognitive functions such as analysis and synthesis develop fully only with a support system of verbal language, particularly the written language. It is important to remember that writing is an integral part of varbalization and vice versa.
There are many differences between talking and writing which need to be acknowledged because many people blur those lines. As teachers it is important to have the students express themselves verbally through discussions, but they need to know that when it is time to write there must be a change in the way they tackle questions. In order to do that we must value the differences between the two. Among the differences are that writing is a learned behavior where talking is natural. Writing is considered a technological device and is a slower process compared with talking. When a person talks they tend to lean on the environment for content whereas writing is based on its own context. I do believe talking is a necessary part of the writing process, but a successful writer needs to know how to turn their "talk" into writing.
Emig also mentions that writing is self-rhythmed. One writes best as one learns best, at one's own pace. This statement proves itself time after time. Regardless of the activities an instructor can provide and the work they give, a child will continue to learn at their own pace.
I must say that when I was reading Britton's piece I found many parts to be enlightening and true, but I can not make complete sense of it. Two terms that he highlights and I found to be important for understanding his views were efferent and aesthetic concerns. These two ideas are equally important. When reading about poetic discourse at first it seemed clear and valuable, but as I sat down to write you about it, I am finding it difficult to make a lucid statement. In one respect I guess that means I am unable to get to the point of global contextualization which I feel is very important.
When Britton spoke about what Young Readers Need to KNow Applebee discusses two principles: centering which is a concern for unity of a story and chaining which is a concern for sequence. Children depend on these things to build up their confidence in reading. My three year old nephew uses his knowledge of sequencing to help "read" the story with me. He listens to the beginning of the story and then tries to piece the rest of it together based on other similar stories we have read together before.
Brittons article also mentioned that a successful writer learns all these things implicitly. Explicit learning would hinder a reader in these beginning stages.
I am going to end this letter with what I thought was the most powerful quote from these two articles. "If the most efficacious learning occurs when learning is reinforced, then writing through its inherent reinforcing cycle involving hand, eye, and brain marks a uniquely powerful multi-representational mode for learning". This shows how much a person can get out of the act of writing.
Hope you had a great week and enjoyed the readings. See you Tuesday
Kathryn
I was reading through some of the articles and a few things jumped out at me which you may or may not agree with.
When reading the article: Writing as A Mode Od Learning by Emig I felt his references to Vygotsky and Bruner were important to recognize. The idea that higher cognitive functions such as analysis and synthesis develop fully only with a support system of verbal language, particularly the written language. It is important to remember that writing is an integral part of varbalization and vice versa.
There are many differences between talking and writing which need to be acknowledged because many people blur those lines. As teachers it is important to have the students express themselves verbally through discussions, but they need to know that when it is time to write there must be a change in the way they tackle questions. In order to do that we must value the differences between the two. Among the differences are that writing is a learned behavior where talking is natural. Writing is considered a technological device and is a slower process compared with talking. When a person talks they tend to lean on the environment for content whereas writing is based on its own context. I do believe talking is a necessary part of the writing process, but a successful writer needs to know how to turn their "talk" into writing.
Emig also mentions that writing is self-rhythmed. One writes best as one learns best, at one's own pace. This statement proves itself time after time. Regardless of the activities an instructor can provide and the work they give, a child will continue to learn at their own pace.
I must say that when I was reading Britton's piece I found many parts to be enlightening and true, but I can not make complete sense of it. Two terms that he highlights and I found to be important for understanding his views were efferent and aesthetic concerns. These two ideas are equally important. When reading about poetic discourse at first it seemed clear and valuable, but as I sat down to write you about it, I am finding it difficult to make a lucid statement. In one respect I guess that means I am unable to get to the point of global contextualization which I feel is very important.
When Britton spoke about what Young Readers Need to KNow Applebee discusses two principles: centering which is a concern for unity of a story and chaining which is a concern for sequence. Children depend on these things to build up their confidence in reading. My three year old nephew uses his knowledge of sequencing to help "read" the story with me. He listens to the beginning of the story and then tries to piece the rest of it together based on other similar stories we have read together before.
Brittons article also mentioned that a successful writer learns all these things implicitly. Explicit learning would hinder a reader in these beginning stages.
I am going to end this letter with what I thought was the most powerful quote from these two articles. "If the most efficacious learning occurs when learning is reinforced, then writing through its inherent reinforcing cycle involving hand, eye, and brain marks a uniquely powerful multi-representational mode for learning". This shows how much a person can get out of the act of writing.
Hope you had a great week and enjoyed the readings. See you Tuesday
Kathryn
Tuesday, September 22, 2009
Blog 2 and 3
Gee: " During the eary episodes, you gain a wide variety of such situated information from these kiosks, though you can pass them by if you feel you don't need any more information and know how to use the basic controls of the game."(136)
Schirripa: This is seen a lot in the school setting. Teachers often give additional information or avenues to help the student better understand the material, but many times students do not want to spend the extra time out of their schedule to do so. The way a player wants to rush into the next room or level becuase they feel that "know" what they are doing is the same way a student wants to rush off to their next activity without thinking they may need to know this later on.
When Gee talks about "garden paths" and fruitful patterns I wish he would have given specific examples. He seems to come down very hard on schools and teachers for these "garden paths" which makes me look at my own activities and the way to approach it. A specific example would give me a better understanding of what he was really talking about.
Gee: "But basic skills can be learned by playing the game- and not through decontextualized skill-and-drill - because the games are well designed in the ways in which they construct their training modules and early episodes..."
Schirripa: This to me is the key to learning. When reading this passage I immediately thought of learning in context as opposed to isolated facts. When a student learns in context they are able to see connections immediately.
Gee: " In fact, it is a crucial learning principle that people learn best when they have an opportunity to talk (and write) about what they are learning."
Schirripa: When a person is enjoying what they are doing they want to learn more and tell more people about it.
Reflection on Gee: The principles he included in each chapter were crucial for me to make a full connection between video games and learning. It did expose me to many games I have never heard of and realize their learning potential.
Schirripa: This is seen a lot in the school setting. Teachers often give additional information or avenues to help the student better understand the material, but many times students do not want to spend the extra time out of their schedule to do so. The way a player wants to rush into the next room or level becuase they feel that "know" what they are doing is the same way a student wants to rush off to their next activity without thinking they may need to know this later on.
When Gee talks about "garden paths" and fruitful patterns I wish he would have given specific examples. He seems to come down very hard on schools and teachers for these "garden paths" which makes me look at my own activities and the way to approach it. A specific example would give me a better understanding of what he was really talking about.
Gee: "But basic skills can be learned by playing the game- and not through decontextualized skill-and-drill - because the games are well designed in the ways in which they construct their training modules and early episodes..."
Schirripa: This to me is the key to learning. When reading this passage I immediately thought of learning in context as opposed to isolated facts. When a student learns in context they are able to see connections immediately.
Gee: " In fact, it is a crucial learning principle that people learn best when they have an opportunity to talk (and write) about what they are learning."
Schirripa: When a person is enjoying what they are doing they want to learn more and tell more people about it.
Reflection on Gee: The principles he included in each chapter were crucial for me to make a full connection between video games and learning. It did expose me to many games I have never heard of and realize their learning potential.
Tuesday, September 8, 2009
blog 1
Elbow: "We should honor nonverbal knowing, inviting students to use low stakes writing to fumble and fish for words for what they sense and intuit but cannot clearly say." (6)
Schirripa: This statement is true in that many times students need to get what little they may be able to express in words out before it making complete sense. Students need to feel comfortable trying to put their thoughts down, and if they know they are not getting a number grade they seem more willing to put their own ideas down.
Elbow: "How we talk and what we say are probably the main basis on which people we meet look down on us or are impressed with us." (6)
Schirripa: People do make initial judgements based on the typed of language a person speaks. It is stressed in college to speak correctly without any accent. If you have a certain accent it is seen as a person being less educated than a person speaking properly.
Elbow: " Even when we write clear, accurate, valid, and helpful comments, our students often read them through distorted lens of resistance or discouragement- or downright denial."(9)
Schirripa: Past experience does prove this statement true in my case. I would sit for days going through papers trying to give as much feedback as possible and most of the students even came away disappointed when I wrote positive responses. I was thinking that they would use it to improve in the future, but they still seem to repeat the same mistakes. Thinking that it was the student not reading it, I planned to start conferencing with the students for this upcoming year. I thought maybe a one to one conversation might let them understand that I am also highlighting their strong points instead of criticizing their faults.
Elbow: "Minimal, nonverbal, noncritical response. We can note effective or strong or correct passages by simply putting a straight line underneath particular words or phrases or alongside longer sections." (9)
Schirripa: This strategy is something I will definately try in my classroom. It makes it easier for me, so I do not get too wordy with my comments. When a student glances over her paper she will see that I am acknowledging her effort and good work. Simple markings show instantly that something is important or correct.
Elbow: "When we assign s piece of writing and don't comment on it, we are not not-teaching: we are actively setting up powerful conditions for learning by getting students to do something they wouldn't do without the force of our teaching." (11)
Schirripa: Giving an assignment that is not being graded gives the students a sense of freedom when writing. They do not need to be worried about how they wrote something or if they did it perfectly. It gives them a chance to fully express themselves without criticism. A student gets the practice she needs before having to write a formal piece, building on her confidence in a certain area.
Murray: "Instead of teaching finished writing, we should teach unfinished writing, and glory in its unfinishedness. We work with language in action. We share with our students the continual excitement of choosing one word instead of another, of searching for the one true word." (4)
Schirripa: It is difficult for some students to interchange words once they put them on paper. It is a challenging task to get them to realize playing with different words can make a statement that much stronger. It is amazing to see the results once your students realize that looking at a sentence trying to tweak a word here or there can be a lot of fun and very rewarding in the end. The class ends up having a blast when you put a boring paragraph on the board and have different people change part of it to make it more interesting or complex.
Murray: We have to respect the student, not for his product, not for the paper we call literature by giving it a grade, but for the search for truth in which he is engaged. We must listen carefully for those words that may reveal a truth, that may reveal a voice. We must respect our student for his potential truth and his potential voice. We are coaches, encouragers, developers, creators of environments in which our students can experience the writing process." (5)
Schirripa: I needed to put this quote in because it is a philosophy I closely relate to. I am adopting this as my philosophy on teaching writing. Students should not be restrained by comments when they are writing. It is important that the teacher gives each student freedom and time to produce their work thoroughly at their own pace and with their own style.
Schirripa: This statement is true in that many times students need to get what little they may be able to express in words out before it making complete sense. Students need to feel comfortable trying to put their thoughts down, and if they know they are not getting a number grade they seem more willing to put their own ideas down.
Elbow: "How we talk and what we say are probably the main basis on which people we meet look down on us or are impressed with us." (6)
Schirripa: People do make initial judgements based on the typed of language a person speaks. It is stressed in college to speak correctly without any accent. If you have a certain accent it is seen as a person being less educated than a person speaking properly.
Elbow: " Even when we write clear, accurate, valid, and helpful comments, our students often read them through distorted lens of resistance or discouragement- or downright denial."(9)
Schirripa: Past experience does prove this statement true in my case. I would sit for days going through papers trying to give as much feedback as possible and most of the students even came away disappointed when I wrote positive responses. I was thinking that they would use it to improve in the future, but they still seem to repeat the same mistakes. Thinking that it was the student not reading it, I planned to start conferencing with the students for this upcoming year. I thought maybe a one to one conversation might let them understand that I am also highlighting their strong points instead of criticizing their faults.
Elbow: "Minimal, nonverbal, noncritical response. We can note effective or strong or correct passages by simply putting a straight line underneath particular words or phrases or alongside longer sections." (9)
Schirripa: This strategy is something I will definately try in my classroom. It makes it easier for me, so I do not get too wordy with my comments. When a student glances over her paper she will see that I am acknowledging her effort and good work. Simple markings show instantly that something is important or correct.
Elbow: "When we assign s piece of writing and don't comment on it, we are not not-teaching: we are actively setting up powerful conditions for learning by getting students to do something they wouldn't do without the force of our teaching." (11)
Schirripa: Giving an assignment that is not being graded gives the students a sense of freedom when writing. They do not need to be worried about how they wrote something or if they did it perfectly. It gives them a chance to fully express themselves without criticism. A student gets the practice she needs before having to write a formal piece, building on her confidence in a certain area.
Murray: "Instead of teaching finished writing, we should teach unfinished writing, and glory in its unfinishedness. We work with language in action. We share with our students the continual excitement of choosing one word instead of another, of searching for the one true word." (4)
Schirripa: It is difficult for some students to interchange words once they put them on paper. It is a challenging task to get them to realize playing with different words can make a statement that much stronger. It is amazing to see the results once your students realize that looking at a sentence trying to tweak a word here or there can be a lot of fun and very rewarding in the end. The class ends up having a blast when you put a boring paragraph on the board and have different people change part of it to make it more interesting or complex.
Murray: We have to respect the student, not for his product, not for the paper we call literature by giving it a grade, but for the search for truth in which he is engaged. We must listen carefully for those words that may reveal a truth, that may reveal a voice. We must respect our student for his potential truth and his potential voice. We are coaches, encouragers, developers, creators of environments in which our students can experience the writing process." (5)
Schirripa: I needed to put this quote in because it is a philosophy I closely relate to. I am adopting this as my philosophy on teaching writing. Students should not be restrained by comments when they are writing. It is important that the teacher gives each student freedom and time to produce their work thoroughly at their own pace and with their own style.
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