Throughout discussion and reflection, I have been thinking a lot
about authentic instruction and what it means to foster student choice.
I think it's an interesting experience, being a student while learning
to be an educator; I am learning about myself as both a learner and
teacher by using strategies and completing activities and assignments
that I may be using myself with my own students. It is FAR too often
where teachers don't give their students the option to direct their
learning by giving them choices, like what book to read, what topic to
research, etc.. But I'm beginning to see it goes further than that.
Hicks (2009) discusses this important topic of student choice
when he states, "choice, within reason, forms the foundation of a
writing workshop; a firm belief that students can and will, with
guidance, make appropriate choices as writers directs our thinking as
teachers" (p. 15). I strongly believe that giving students their choice
fosters independence, responsibility, and builds character that could
quite possibly never form if there was 100% teacher direction. I'm
learning this more as time goes on, especially through the genre pieces
project in LTED
618. Being given complete freedom to choose our project topic, the
process by which we complete it, and the product in which is formed has
truly been much more difficult than I would have imagined. I would
label myself as someone who is not a surface-level thinker, but someone
who thinks deeply about everything, in detail and with great meaning.
So, when given the unlimited choice to pick a topic, I don't immediately
think about my vacation or my favorite sport, I think about life, love,
happiness. As much as this is a part of me and I know my character
would be drastically different otherwise, I often make things more
difficult on myself by wanting to choose the hardest, most complex topic
or process by which I complete the project. I think this is an
extremely important realization to take to my classroom, knowing I will
have students that are also like me and may need some direction. The
direction I have gotten in class to help me make decisions regarding my
project have not been directly instructed, but more subliminally guided,
through activities in which help me brainstorm and break down my ideas
into a format I can actually organize and work with.
As a student, I have also been exposed to a great amount of
resources available to me to help me through my projects, which I will
use as tools for my students as well. Hicks (2009) discussed the
importance of "guiding students through the process of discovery and
collaboration with digital writing tools" (p. 17). Through the use of
RSS and bookmarking tools, the access to podcasts and photo essays, and
even the use of this blog, I have been able to learn an incredible
amount about my topic through others' work and experiences, as well as
self-reflection. I think it is crucial to help students meet their
potential by giving them freedom of choice in combination with setting
them up with the tools they need to succeed. I am extremely grateful for
the process I am going through in my grad classes, to be able to
experience what I will have the opportunity to offer my own students
someday...hopefully sooner than later.
Wednesday, October 3, 2012
ENTRY 5
Dear Dr. Jones,
Overall so far, I am glad I am a part of this course, and based on what I have already learned about teaching reading through writing, I know this class will benefit me in many ways. I enjoy the structure of this course, the texts have been helpful in my learning process, and I find it refreshing to have new and different assignments compared to those of other courses. In addition to learning many things to help me as a teacher, I have learned a great deal about myself as an individual and as a writer. Prior to this class, I did not think about reading and writing as being so interrelated. I knew both were equally as important and I understood the general avenues to teach each, but I have learned there is so much more than that.
I have appreciated all the writing and reflecting we have been assigned to do as a part of this course. As tedious as writing can be, it has always been an outlet for me, and never before have I been able to use it as part of a reflecting and learning process as I have in this course. The writing we have done as a part of class has allowed me to truly think about the readings, discussions, my teaching practice, my ideas, my life. Through creating a blog, I have been able to think and rethink about topics in class as well as worldly ideas and how those things relate to me as an individual and as an educator. On a day-to-day basis, I often don't get that time to reflect, and I knew it was important but know now how crucial it is for growth, success, etc.. I would consider myself an over-thinker. Some days that's a positive thing, other days it's quite negative. In my writing, I find myself analyzing things in my head but not putting it to paper, which is what would cause the best kind of reflection, but never happens because of some sort of fear that surfaces; even if I know the assignment is about my own learning process, I think I have this fear that I am wrong and keep ideas to myself, which I know could easily limit me. (Funny though, that I feel comfortable expressing myself in our text-based discussions on Moodle, but feel more insecure with my thoughts in my blog and my genre project writing). I think it's an interesting concept, considering I would counsel my students against doing such a thing because I know how much they could grow if they didn't. I feel that by the end of the semester, through continual reflection and genuine, authentic thinking during my writing, I will improve in this area, becoming more comfortable not just with my own thoughts but with other people seeing them.
I value the texts we have been working with this semester so far because of all the instructional strategies and activities we have learned about through them. Learning from Hicks (2009) about author's craft and the MAPS heuristic has opened my eyes to the writing process in many new ways, to help both my ability to teach my students to be better, more purposeful writers, as well as improve my own writing. I genuinely appreciate Hicks' (2009) website recommendations for blogs, wikis, RSS, and photo essays; the sites I have gone to I can see using with my students or using personally. Hicks' (2009) ideas regarding consistently turning traditional assignments to digitally-based assignments is extremely helpful as well as eye-opening because so often teachers feel limited or think there are no other options, when in reality there is ALWAYS an alternative. Turning something as traditional as a memoir and making it into a podcast, or having students create a blog about an action research project with photo-sharing are new, authentic ways to help students become more creative in their thinking and feel true ownership over their work. I know it's a common topic of discussion that there is no time for technology or it's better to stick with traditional forms of instruction but I don't think that could be any farther from the truth. I have also very much appreciated Tompkins' (2012) intricately detailed text regarding the widespread but underused amount of options students have in their writing. I look forward to creating assignments where students can use all genres in their reading and writing, helping them to learn about the writing process, about the content in which they're writing, and especially themselves as creative writers. One of my biggest fears is holding my students back from their potential and I have come to realize how easy it is, through even just the use of teaching genres, to help students succeed.
I'm having a difficult time this semester balancing schoolwork and life. It's always unfortunate to me that I have so many pressures put on me by work, school, and a million other things that I am unable to focus on school as much as I want to. I am in my last two semesters of grad school, and even though it's crunch time, 80% of the time I feel like checking out. I know it's pure exhaustion, whether physically, mentally, emotionally, or all three at once. I know time management, motivation, and endurance are all things that need to be at their peak to keep from feeling defeated, however those things have not been coming easily. I honestly enjoy the content of this course, and enjoy the assignments, but always feel so overwhelmed especially by the idea of clinic, my TARP, my portfolio, and many other things that I just have a hard time giving it my all. I am continually working on this by setting short term goals and organizing priorities so I can give focus to each thing. I have a higher disappointment pressure in myself than anyone else could place on me, and feeling like a failure comes easily, which leads to more stress. It's one big catch-22, stuck between a rock and a hard place, love-hate relationship...but I know that each day only lasts so long and things always seem harder at the time. I think I can, I think I can. :)
Thank you for always being there and for giving me the opportunity to learn what I have and what I know I will continue to learn; your knowledge and character inspires and pushes me without you even purposely trying.
Danielle
Overall so far, I am glad I am a part of this course, and based on what I have already learned about teaching reading through writing, I know this class will benefit me in many ways. I enjoy the structure of this course, the texts have been helpful in my learning process, and I find it refreshing to have new and different assignments compared to those of other courses. In addition to learning many things to help me as a teacher, I have learned a great deal about myself as an individual and as a writer. Prior to this class, I did not think about reading and writing as being so interrelated. I knew both were equally as important and I understood the general avenues to teach each, but I have learned there is so much more than that.
I have appreciated all the writing and reflecting we have been assigned to do as a part of this course. As tedious as writing can be, it has always been an outlet for me, and never before have I been able to use it as part of a reflecting and learning process as I have in this course. The writing we have done as a part of class has allowed me to truly think about the readings, discussions, my teaching practice, my ideas, my life. Through creating a blog, I have been able to think and rethink about topics in class as well as worldly ideas and how those things relate to me as an individual and as an educator. On a day-to-day basis, I often don't get that time to reflect, and I knew it was important but know now how crucial it is for growth, success, etc.. I would consider myself an over-thinker. Some days that's a positive thing, other days it's quite negative. In my writing, I find myself analyzing things in my head but not putting it to paper, which is what would cause the best kind of reflection, but never happens because of some sort of fear that surfaces; even if I know the assignment is about my own learning process, I think I have this fear that I am wrong and keep ideas to myself, which I know could easily limit me. (Funny though, that I feel comfortable expressing myself in our text-based discussions on Moodle, but feel more insecure with my thoughts in my blog and my genre project writing). I think it's an interesting concept, considering I would counsel my students against doing such a thing because I know how much they could grow if they didn't. I feel that by the end of the semester, through continual reflection and genuine, authentic thinking during my writing, I will improve in this area, becoming more comfortable not just with my own thoughts but with other people seeing them.
I value the texts we have been working with this semester so far because of all the instructional strategies and activities we have learned about through them. Learning from Hicks (2009) about author's craft and the MAPS heuristic has opened my eyes to the writing process in many new ways, to help both my ability to teach my students to be better, more purposeful writers, as well as improve my own writing. I genuinely appreciate Hicks' (2009) website recommendations for blogs, wikis, RSS, and photo essays; the sites I have gone to I can see using with my students or using personally. Hicks' (2009) ideas regarding consistently turning traditional assignments to digitally-based assignments is extremely helpful as well as eye-opening because so often teachers feel limited or think there are no other options, when in reality there is ALWAYS an alternative. Turning something as traditional as a memoir and making it into a podcast, or having students create a blog about an action research project with photo-sharing are new, authentic ways to help students become more creative in their thinking and feel true ownership over their work. I know it's a common topic of discussion that there is no time for technology or it's better to stick with traditional forms of instruction but I don't think that could be any farther from the truth. I have also very much appreciated Tompkins' (2012) intricately detailed text regarding the widespread but underused amount of options students have in their writing. I look forward to creating assignments where students can use all genres in their reading and writing, helping them to learn about the writing process, about the content in which they're writing, and especially themselves as creative writers. One of my biggest fears is holding my students back from their potential and I have come to realize how easy it is, through even just the use of teaching genres, to help students succeed.
I'm having a difficult time this semester balancing schoolwork and life. It's always unfortunate to me that I have so many pressures put on me by work, school, and a million other things that I am unable to focus on school as much as I want to. I am in my last two semesters of grad school, and even though it's crunch time, 80% of the time I feel like checking out. I know it's pure exhaustion, whether physically, mentally, emotionally, or all three at once. I know time management, motivation, and endurance are all things that need to be at their peak to keep from feeling defeated, however those things have not been coming easily. I honestly enjoy the content of this course, and enjoy the assignments, but always feel so overwhelmed especially by the idea of clinic, my TARP, my portfolio, and many other things that I just have a hard time giving it my all. I am continually working on this by setting short term goals and organizing priorities so I can give focus to each thing. I have a higher disappointment pressure in myself than anyone else could place on me, and feeling like a failure comes easily, which leads to more stress. It's one big catch-22, stuck between a rock and a hard place, love-hate relationship...but I know that each day only lasts so long and things always seem harder at the time. I think I can, I think I can. :)
Thank you for always being there and for giving me the opportunity to learn what I have and what I know I will continue to learn; your knowledge and character inspires and pushes me without you even purposely trying.
Danielle
ENTRY 3
While studying psychology in my undergraduate courses as well as in a graduate action research course, I learned about countless studies in which observed human behavior and how to incorporate research into the classroom. I feel that doing so could truly benefit the teacher, allowing the studies' findings to drive instruction, and in turn, benefiting the students because they are being taught on a more individual level rather than only using cookie-cutter lessons. In reflecting more on Hicks' (2009) chapters two and three, and on teaching students to communicate both on the Internet and face-to-face, it makes me think of an interesting study that could be done. The study I was considering is based on the concepts of students feeling more invincible and comfortable with their writing when communicating digitally as compared to feeling more restrained and impulsive when communicating in a face-to-face conversation.
When students are able to communicate via texting, emailing, online chatting, blogging, etc., they are not only able to think, plan, revise, and edit their work, but they also tend to lower their inhibitions regarding their language and content filters; that is, they often times use a different tone, use different words, and say different things than they would if they were speaking to the exact same person but face-to-face. Conversely, students feel more pressured when communicating in-person; they have less time to think and plan their words, and impulsively saying what they feel now results in immediate consequences that did not exist with digital communication. (When I say students, I understand most people of all ages demonstrate the same behaviors in both situations, I am simply referring to students for this reflection). It would be very interesting to see if these two means of communication and the typical behaviors that go along with them changed when combined. I imagine the study looking something like our grad class did when we had a textbook chapter to outline with a group but had to do all collaborating online without discussion in person, even though we were all sitting in the same room. The study would consist of students, either with or without relationships, conversing in person but digitally, where they could filter their language and use any and all revision steps they wanted to but the consequences would be immediate as in face-to-face communication because he/she would be sitting next to or across from them. I hypothesize that students would end up at neutral grounds, where they were cognizant of what they were saying because the person was in close proximity but still also used a good portion of the editing process they would use online at home. Teachers could carefully track student behaviors as well as have an educational discussion about the study afterward, seeing how students felt about digitally writing to the person right next to them. Students may be somewhat familiar to this concept because of "table texting", where text messaging occurs between people in the same room, and other activities of the like; however, similar to how we felt in class doing this, it should be a fairly new idea to most students. Teachers could use the results to this experiment to guide instruction, teaching students how to balance their digital and face-to-face communication, so there is not too much of any characteristic in either form but instead they are both learned to be respectful, effective, and reliable forms of communication. I think it's our job as teachers to continually use research-oriented brains to help us re-think our instruction in new, valuable ways, working to always understand our students better to best prepare them for their futures.
Wednesday, September 26, 2012
ENTRY 2
Remembering back to grade school, I can imagine working in small groups during writing workshop. This period of the day would be spent answering textbook prompts, writing research articles, and composing short stories or poems by following a strict writing process without much flexibility or room for creativity. Although my teachers could have done a better job incorporating authentic forms of learning even then, educators now should have no excuse as to why they are not using technology in their writing curriculum. Digital writing workshops, as described by Hicks (2009), follow a framework in which describes the role of the students, the subject they're writing about, and the spaces in which they are writing. All parts of the digital writing framework are important to incorporate into the classroom to ensure the greatest amount of growth and success for the students.
Today, we have high expectations of students' abilities to use technology. I agree with Hicks (2009) in his label of today's students as "digital natives" (p. 129); adults assume students are the most knowledgeable about technology because they were essentially born with it. However, we as teachers not only need to be aware that some students don't have full access to technology, therefore not being proficient in using it, but also may need to be "[taught] to be conscientious collaborators" (p. 129), since they may know how to logistically use the tools available to them but not to the best of their academic ability. In my opinion, there are three major aspects of digital writing that teachers could implement into their daily routines to really make a difference.
First of all, and I think most importantly, teachers must become aware of the fact that today's students often times don't consider the writing they do online to be "real" writing. Students spend an extreme amount of time on the Internet, writing to friends and family on social network sites, chatting through instant messaging programs, or contacting people they know through email; all of which are writing experiences that students most likely don't view as "writing" because they are so accustomed to it. If we, as teachers, can make the subject of writing something that is natural and all around them by using the outlets students are already used to (or at least ones that are similar), we will be able to hopefully change their perspectives from writing being a school chore to an unconscious and possibly even fun process. Stemming off of this, teachers need to do a better job with acclimating themselves with the materials their students use on a day-to-day basis. There is a major problem with expecting students to know how to digitally write but then we don't know how to ourselves. Hicks (2009) also finds this crucial in order to be pedagogically sound and the most helpful to students. Teachers must use the tools, such as the blogs and wikis they assign their students to use, to become familiar with them, at least to be able to teach. Actually, there is really no reason why teachers shouldn't make it an authentic learning experience by joining students in the writing process and completing blog entries or collaborating with the students through a wiki, creating a complete community of learners. Doing all of these things will help the idea of writing as a school subject something of the past for students, and should in theory, make it something they thrive on.
The second major way teachers could make digital writing successful for their students is through experimenting with genres. All too often, teachers follow cookie cutter lesson plans that force students to write within very limiting constraints, not allowing for assignments to be personalized to students needs, interests, or styles; this alone could suppress student literacy growth. By working to incorporate many forms, styles, and genres of writing into the curriculum, teachers are not only exposing them to the different types of writing so students become familiar with them, but teachers are also helping students to grow as writers. Unfortunately, teachers unknowingly limit their students' potential by not offering them as many choices as possible. Students could easily become more successful simply by discovering their strengths, interests or even talents through new genres and writing opportunities.
The third important way teachers could make digital writing successful for their students is through a learning environment catered to both the students needs and wants. Many times, and in most of the teaching experiences I have had, students are used to writing or working on a computer in a space that is not tailored to what they are working on; that is, students work in a computer lab with desks facing a wall or work on laptops at their desks which are facing each others' backs. However, simply changing the setup of students' digital writing space could make a noticeable difference in their ability to concentrate, their spacial ease of collaborating with other students, or their basic comfortability to spend a long period of time sitting to write. This does not mean, though, that teachers should be the ones to choose how the classroom is laid out; the students are the ones having to work in the space after all. Teachers should give students the opportunity to take part in designing and setting up the layout of the classroom, of course using discretion when needed. In regards to the virtual writing spaces, teachers must spend quality time choosing online programs that are both user friendly as well as aesthetically pleasing; this way, students can easily access their digital writing spaces without hindering their learning experiences.
Today, we have high expectations of students' abilities to use technology. I agree with Hicks (2009) in his label of today's students as "digital natives" (p. 129); adults assume students are the most knowledgeable about technology because they were essentially born with it. However, we as teachers not only need to be aware that some students don't have full access to technology, therefore not being proficient in using it, but also may need to be "[taught] to be conscientious collaborators" (p. 129), since they may know how to logistically use the tools available to them but not to the best of their academic ability. In my opinion, there are three major aspects of digital writing that teachers could implement into their daily routines to really make a difference.
First of all, and I think most importantly, teachers must become aware of the fact that today's students often times don't consider the writing they do online to be "real" writing. Students spend an extreme amount of time on the Internet, writing to friends and family on social network sites, chatting through instant messaging programs, or contacting people they know through email; all of which are writing experiences that students most likely don't view as "writing" because they are so accustomed to it. If we, as teachers, can make the subject of writing something that is natural and all around them by using the outlets students are already used to (or at least ones that are similar), we will be able to hopefully change their perspectives from writing being a school chore to an unconscious and possibly even fun process. Stemming off of this, teachers need to do a better job with acclimating themselves with the materials their students use on a day-to-day basis. There is a major problem with expecting students to know how to digitally write but then we don't know how to ourselves. Hicks (2009) also finds this crucial in order to be pedagogically sound and the most helpful to students. Teachers must use the tools, such as the blogs and wikis they assign their students to use, to become familiar with them, at least to be able to teach. Actually, there is really no reason why teachers shouldn't make it an authentic learning experience by joining students in the writing process and completing blog entries or collaborating with the students through a wiki, creating a complete community of learners. Doing all of these things will help the idea of writing as a school subject something of the past for students, and should in theory, make it something they thrive on.
The second major way teachers could make digital writing successful for their students is through experimenting with genres. All too often, teachers follow cookie cutter lesson plans that force students to write within very limiting constraints, not allowing for assignments to be personalized to students needs, interests, or styles; this alone could suppress student literacy growth. By working to incorporate many forms, styles, and genres of writing into the curriculum, teachers are not only exposing them to the different types of writing so students become familiar with them, but teachers are also helping students to grow as writers. Unfortunately, teachers unknowingly limit their students' potential by not offering them as many choices as possible. Students could easily become more successful simply by discovering their strengths, interests or even talents through new genres and writing opportunities.
The third important way teachers could make digital writing successful for their students is through a learning environment catered to both the students needs and wants. Many times, and in most of the teaching experiences I have had, students are used to writing or working on a computer in a space that is not tailored to what they are working on; that is, students work in a computer lab with desks facing a wall or work on laptops at their desks which are facing each others' backs. However, simply changing the setup of students' digital writing space could make a noticeable difference in their ability to concentrate, their spacial ease of collaborating with other students, or their basic comfortability to spend a long period of time sitting to write. This does not mean, though, that teachers should be the ones to choose how the classroom is laid out; the students are the ones having to work in the space after all. Teachers should give students the opportunity to take part in designing and setting up the layout of the classroom, of course using discretion when needed. In regards to the virtual writing spaces, teachers must spend quality time choosing online programs that are both user friendly as well as aesthetically pleasing; this way, students can easily access their digital writing spaces without hindering their learning experiences.
Wednesday, September 5, 2012
ENTRY 1
Reflecting on teaching experiences, core principles that I value and enact in the classroom, and how those practices have remained constant over time...
When considering my familiarity with the great variety of technologies students now have available to them, I suppose it's only best practice to be honest and say I unfortunately have very little. Even as someone who has grown up with computers as a part of my education, and have learned about technology as a form of learning throughout my higher education, the idea of incorporating digital media into my classroom is still so new and makes me slightly uncomfortable. As a part of a generation that is labeled as always "connected" to our phones, computers, and social networking sites as a way of continual communication with others, I feel as though I think of my classroom as outside of that realm when I probably shouldn't. I fully understand there should be a reasonable disconnect from social media when school is in session, but there is now a very important purpose to using technology in the classroom and using it to aid students in their learning. As projectors and hands-on activities were used as teaching tools that benefited most students compared to the typical black board and textbook readings, digital audios and wikis are now "signs of the time" that will greatly help students of all learning styles.
...to be continued.
When considering my familiarity with the great variety of technologies students now have available to them, I suppose it's only best practice to be honest and say I unfortunately have very little. Even as someone who has grown up with computers as a part of my education, and have learned about technology as a form of learning throughout my higher education, the idea of incorporating digital media into my classroom is still so new and makes me slightly uncomfortable. As a part of a generation that is labeled as always "connected" to our phones, computers, and social networking sites as a way of continual communication with others, I feel as though I think of my classroom as outside of that realm when I probably shouldn't. I fully understand there should be a reasonable disconnect from social media when school is in session, but there is now a very important purpose to using technology in the classroom and using it to aid students in their learning. As projectors and hands-on activities were used as teaching tools that benefited most students compared to the typical black board and textbook readings, digital audios and wikis are now "signs of the time" that will greatly help students of all learning styles.
...to be continued.
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