In thinking back on this course from the beginning of the semester until now, I cannot believe how much insight I have gained regarding digital literacy. As someone who thought she was literate in the digital areas, I have learned so much that I will be able to take with me to my future classrooms. I will be honest in telling my classmates and professor that I have never made my own blog prior to taking this class. Also, I had never used Google Documents, made an online portfolio, or used Google Reader. For someone who believed she was tech saavy, I had ALOT to learn! With this new digital age that we are living in, it is imperative that as an educator, I am familiar with what my students may already be up to par on. These are also tools and skills that I can use in my classroom to further my students' learning. I cannot say how happy I am that I took this class; for the skills I have learned to be able to apply it to my teaching repetoire, and to be able to look at reading and writing with a deeper understanding.
At first, I was a bit apprehensive about keeping a blog throughout the semester. I did not know how it would enhance my learning and understanding of the content; but boy was I wrong! By keeping this blog, I was able to gain a much deeper appreciation for what I was learning, and how to apply it to real life situations. It was also beneficial for me to connect the blog to the learning objectives of the course, which I could find on the front of my syllabus. I can honestly tell you that I was able to see the correlation between the first learning objective, "the variety of genres that readers and writers use to communicate" with what I was writing about in my blog each week. I had talked about which genres I felt competent with, and which genres still raised questions for me. I also was able to connect my blog with my own expert genre presentation on the "persuasive genre".
The second leanring objective, "the role of purpose and audience in writing and reading and the rhetorical voices used to address the desired purpose and audience" was certainly met through keeping my blog because it was essential that I keep in mind my audience each week for my posts. I was aware that my posts would be broadcasted over the internet for ANYONE to view, not just my classmates and professor. With this in mind, I tried to speak in a voice that was true to my own beliefs and values, but still got my point across on different topics. I also wanted to make sure I was speaking with a professional tone, and with a sophisticated, educated language. It was interesting to see how keeping my blog allowed me to change my purpose for writing based on my audience; whether I was writing a letter to my professor, and "blessing" a classmate's blog post.
The third learning objective, "the historical and contemporary theoretical models of reading and writing, including new literacy theories of reading and writing" was definitely met through my keeping a blog, because I was able to make connections and see the values of the readings and forum questions each week. I would take what I had previously read, and attach meaning to them in my everyday experiences in the classroom. I learned about and connected with new practices of writing, the writing process, 6+1 traits of writing, and how different genres are important in developing a well-rounded student.
The fourth learning objective, "the relationship between reading and writing processes" was most definitely met through keeping my blog because it allowed me to make connections from the Hicks and Tompkins reading each week. I was able to visually see how reading and writing go hand in hand with eachother, and just how important the writing process is. A standout part of my very first blog was, "Writing is an elusive experience that comes in many guises, looks a little different just about every time you do it,...and can never be precisely the same for any two people" (Tompkins, 2012, p. 16). What I have come to understand through keeping my blog is that even though writing is an important part of the literacy program at schools, it is a daunting task for teachers to figure out where to begin teaching it. In my opinion, I see the value of integrating reading and writing into each content area to maximize student success. As Tompkins (2012) would agree, "...they [children] develop their own ways of cycling through the stages, but even though the writing process is flexible, writers always incorporate some activities representing each of the five stages into their writing process" (p. 16).
The fifth learning objective, "the role of metacognition in writing proficiency and reading comprehension" was met through keeping a blog because as I was learning new information in class, I was thinking about my own beliefs, and how I would apply it in my own life. This "thinking about my own thinking" was chronicled in blog entries each week. I noticed I would constantly be thinking about, changing , and revising my thoughts about different texts, genres, or strategies to use in the classroom. When I stop to think about it, what a great idea for me to be able to go back in a few months/ years, and see how my ideals and beliefs have changed since I started keeping this blog.
The sixth learning objective, "the types of reading and writing assignments that are developmentally appropriate for learners, including digital reading and writing assignments" was acquired through keeping my blog because I was able to fully understand the reason why digital reading and writing assignments should be hand-picked with the appropriate development for the student. What really resonates with me about this learning objective is the Hick's forum questions that I responded to over the weekend. These prompts for students in my class asked us to sound off about whether or not digital literacy is a risk or a positive aspect of education for students. As I see the risks AND benefits of digital literacy, I believe it is IMPERATIVE that teachers instruct their students how to safely and aprropriately use the internet for an educational tool. Younger students need to be taught at a much earlier age the correct information to put online, and what they should share with others on a computer. Older students as well need to be instructed to post things that are age appropriate, and for educational purposes. However, with this being said, I do see the benefits of using digital tools for maximizing literacy success. Students can now keep blogs, use Google documents, keep online portfolios, respond to online forums, etc. The options are endless for "having their voices heard" on a virtual space. It is also a great way for teachers to keep students' work safe, and for a much longer period of time. (Rather than keeping stacks of binders full of papers.)
The seventh learning objective, "the role of writing assessment and evaluation in determining student proficiency and reading comprehension" was an objective that was re-visited alot in my blog posts. First of all, it is extremely important for teachers to assess students' writing for the RIGHT REASONS! We want to motivate our students to write for a purpose, not just to write anything for a grade. Thompkins states that "assessment provides information about what writers know and what they can do" (p. 84). There are five purposes for assessing writing: 1. to document students' growth as writers 2. to inform students and parents about writing achievement 3. guided writing instruction 4. substantiating that students meet grade-level goals 5. evaluating the effectiveness of the instructional program. With keeping this in mind, I was able to come to an understanding about the reasons why I believe assessing a students' writing is important, not just because our readings told us it was important. I feel that if an educator is going to assess a student's writing piece, it first of all, must be graded fairly. Ahead of time, the students should be given a rubric that breaks down how they will be assessed. Also, the paper should not be ripped apart with negative comment after negative comment, the teacher should be giving positive feedback as well. I will take away this from our class, WE WANT TO MOTIVATE OUR STUDENTS TO WRITE, NOT DISCOURAGE THEM AND BREAK THEIR SELF CONFIDENCE.
Overall, I had such a postive experience keeping my own blog throughout the semester. It really solidified my new learnings, and helped me make connections to prior knowlege, and what I have been experiencing in the classrooms while subbing. I am so grateful for the opportunity to learn about new digital tools that I can bring with me as I start out on my journey in education.
Tuesday, April 16, 2013
Thursday, April 11, 2013
Entry 11-- A Time to Reflect....
As I look back on this semester, we have explored many different topics ranging from digital literacies to the many genres of writing. Although I have been introduced to these genres before throughout my years of formal schooling, I can honestly say I have gotten a much deeper understanding now. By incorporating group presentations based around each genre to supplement the assigned readings, I have a better idea of how to implement these genres into my future classrooms. What I find interesting is how after earning my Bachelor's Degree in English, I still feel uneasy with instructing students in these genres (ESPECIALLY POETRY)! However, I do know some types of writng come more naturally than others, but I want to feel prepared with strategties for students of all ages.
At the beginning of this class, I can honestly say I felt very comfortable with the descriptive, narrative, and expository genres. I understand how to write freely in these genres, and even to go into a classroom and feel confident in myself to instruct very young learners about these types of reading and writing. In my own writing, I always tend to waver towards writing in the narrative or descriptive genre; it is just comfortable for me. I know not everyone feels this way, but it is something I have really noticed about myself over the years. I'm not sure if it is just the way it pours out of me, without having to really think hard about writing in this form, or if I just enjoy writing about my own personal experiences and daily life. There is very little one has to learn when pouring out their emotions and feelings, and describing to a tee every little detail about an object or event. Tompkins (2012) does a fine job explaining the descriptive genre, "...involves using words to paint a memorable picture and evoke a distinctive mood. Students need to be keen observers, attentive to word choices and sensory images...(p. 136). Tompkins (2012) goes on to explain the expository genre as "factual; its purpose is to convey information about the world...it is used to explain something, provide instruction, or present information" (p.202). These types of writing are much easier to not only understand as an individual, but also easier to explain to young children.
Throughout the semester, and after listening to group presentations on these genres, I do believe I have a much deeper understanding of these way of writing. The strategies and ways to implement these genres in the classroom was a very rich tool for me to bring on my journey to becoming a classroom teacher. I feel that the groups (and the readings!) did a wonderful job preparing me for ways to introduce and teach children of all ages, how to write effectively in these genres. When all the pieces of the puzzle came together, which the readings and the presentations did beautifully, I was able to get a deeper meaning of the different types of writing.
With this being said, the genres I do not feel comfortable with are the poetry and persuasive ways of writing. Growing up in elementary school, these genres always made me feel uncomfortable and less confident in myself. To start off, poetry is one of the hardest ways to write, no matter what. I understand there are some individuals who really take a liking to poetry, and it just comes naturally to them-- I am not one of those people. If I am asked to write a poem (even a haiku or I wish poem) I freeze up, and feel as though I cannot write anything down. With this being said, I understand the fear young students may feel when they are asked to write their own poem.
Tompkins (2012) describes poetry as a
concise form that evokes readers' emotional responses.
Poets use the world in unexpected ways, and their insights
often surprise us. Some poems are serious explanations of
life's meaning, and others make us laugh with their
humorous interpretations of everyday events. Poets chose
words carefully and structure lines and stanzas in creative
ways (p.156).
Because poetry is such an emotionally charged genre, it can be tough for young students to represent how they are feeling. It is even hard for me to do at twenty four years old. To expand upon this, the group who presented on the poetry genre did a wonderful job coming up with different strategies to implement in all different types of classrooms. Educators can take and modify these strategies to fit any age group.
The persuasive genre is also one of the hardest genres; in my opinion, to not only learn as a student, but to also teach. Tompkins (2012) explains "Writers' ability to tailor writing to fit their audience is arguably more important in persuasive writing than in other genres because writers can judge how effective their writing is by readers' reactions" (p.252). This statement is certainly true-- the writer has to take a stance on an issue, give reasons to back up their claim and try to persuade the reader to feel the same way, along with making them want to take a stand. Now, as a young student, this is not something that comes easily. Even today, when I am asked to write a paper stating my position on a topic, I feel very uneasy. It is not a natural way to write, in my opinion. However, Tompkins (2012) also states, "persuasion is a part of everyday life...As students write persuasive letters and essays, they learn to think critically, differentiate between persuasion and propaganda, analyze arguments, and use oral and written language effectively in their appeals" (p. 252). The persuasive genre was my own expert group project, and although I did feel I learned a lot from our research, it still does not make me feel at ease when I am asked to either teach this to young children, or to write in this way for my own purposes.
At the beginning of this class, I can honestly say I felt very comfortable with the descriptive, narrative, and expository genres. I understand how to write freely in these genres, and even to go into a classroom and feel confident in myself to instruct very young learners about these types of reading and writing. In my own writing, I always tend to waver towards writing in the narrative or descriptive genre; it is just comfortable for me. I know not everyone feels this way, but it is something I have really noticed about myself over the years. I'm not sure if it is just the way it pours out of me, without having to really think hard about writing in this form, or if I just enjoy writing about my own personal experiences and daily life. There is very little one has to learn when pouring out their emotions and feelings, and describing to a tee every little detail about an object or event. Tompkins (2012) does a fine job explaining the descriptive genre, "...involves using words to paint a memorable picture and evoke a distinctive mood. Students need to be keen observers, attentive to word choices and sensory images...(p. 136). Tompkins (2012) goes on to explain the expository genre as "factual; its purpose is to convey information about the world...it is used to explain something, provide instruction, or present information" (p.202). These types of writing are much easier to not only understand as an individual, but also easier to explain to young children.
Throughout the semester, and after listening to group presentations on these genres, I do believe I have a much deeper understanding of these way of writing. The strategies and ways to implement these genres in the classroom was a very rich tool for me to bring on my journey to becoming a classroom teacher. I feel that the groups (and the readings!) did a wonderful job preparing me for ways to introduce and teach children of all ages, how to write effectively in these genres. When all the pieces of the puzzle came together, which the readings and the presentations did beautifully, I was able to get a deeper meaning of the different types of writing.
With this being said, the genres I do not feel comfortable with are the poetry and persuasive ways of writing. Growing up in elementary school, these genres always made me feel uncomfortable and less confident in myself. To start off, poetry is one of the hardest ways to write, no matter what. I understand there are some individuals who really take a liking to poetry, and it just comes naturally to them-- I am not one of those people. If I am asked to write a poem (even a haiku or I wish poem) I freeze up, and feel as though I cannot write anything down. With this being said, I understand the fear young students may feel when they are asked to write their own poem.
Tompkins (2012) describes poetry as a
concise form that evokes readers' emotional responses.
Poets use the world in unexpected ways, and their insights
often surprise us. Some poems are serious explanations of
life's meaning, and others make us laugh with their
humorous interpretations of everyday events. Poets chose
words carefully and structure lines and stanzas in creative
ways (p.156).
Because poetry is such an emotionally charged genre, it can be tough for young students to represent how they are feeling. It is even hard for me to do at twenty four years old. To expand upon this, the group who presented on the poetry genre did a wonderful job coming up with different strategies to implement in all different types of classrooms. Educators can take and modify these strategies to fit any age group.
The persuasive genre is also one of the hardest genres; in my opinion, to not only learn as a student, but to also teach. Tompkins (2012) explains "Writers' ability to tailor writing to fit their audience is arguably more important in persuasive writing than in other genres because writers can judge how effective their writing is by readers' reactions" (p.252). This statement is certainly true-- the writer has to take a stance on an issue, give reasons to back up their claim and try to persuade the reader to feel the same way, along with making them want to take a stand. Now, as a young student, this is not something that comes easily. Even today, when I am asked to write a paper stating my position on a topic, I feel very uneasy. It is not a natural way to write, in my opinion. However, Tompkins (2012) also states, "persuasion is a part of everyday life...As students write persuasive letters and essays, they learn to think critically, differentiate between persuasion and propaganda, analyze arguments, and use oral and written language effectively in their appeals" (p. 252). The persuasive genre was my own expert group project, and although I did feel I learned a lot from our research, it still does not make me feel at ease when I am asked to either teach this to young children, or to write in this way for my own purposes.
Thursday, April 4, 2013
"Bless, Press, Address... Part II"
As I was reading over my classmates blogs from the last few weeks, I could not help but relate to Alyse's entry: A Fluke. I'm not sure if it is just that time of year where classes start to get closer to the end, and the work and presentations start to stock pile, but I have certainly been feeling overwhelmed lately. Between subbing at new schools each day, which can cause me a bit of anxiety (math lessons are my weakness!), my first clinic experience with Dr. Erdmann, fitting in time for homework and lesson planning for my student on Saturdays, and balancing what little social life I have left, it can cause one to feel a little frazzled some days. All I know is I am so happy to have our expert group presentations over with! One thing I can check off the list. :)
I want to bless Alyse for bringing up the point of initially not knowing exactly where to go with her genre pieces, because I too have been feeling this way. It's not that I am putting off doing them just because. It is due to the fact I am hung on which forms my writing should take, in order to best transcend my message to the readers. I wish, like Alyse, I could stumble upon a piece of writing that would spark something in my mind, and would allow me to see clearly how my writing should take form. I was so intrigued by the descriptive book she has been reading, and how it sparked creativity in her own writing piece. The paragraph Alyse wrote at the end of her entry was REALLY CREATIVE and interesting, I was left wanting to read more! It is so astounding to me how individuals can find inspiration, truly anywhere! An idea can be sparked through a piece of writing, a movie, a television show, a conversation with a friend or family member, or even in nature.
What I really took away from Alyse's post that day was how cool it was that she color-coded the paragraph based on the descriptive text features to highlight what it would/should look like. The fact she had done this seemed to get her mind thinking about how she could possibly write in such a manner, and she definitely was able to do it based on that last paragraph she wrote!!
As for my own genre pieces, I have yet to have that fluke moment where the stars seem to align. Although I do know what I am writing about, my last piece is still a big work in progress. I am hoping my writing group members can help me out with this, or else I might be in some trouble. A travel piece, such as Dominican Republic can sometimes be a little tricky to write about, especially if you are considering writing a poem.
To go on a different path quickly, I also wanted to bless Jaci's blog post from a little while ago, when she states that students need to write for an authentic audience to make the writing more enjoyable and for a clear purpose. I completely agree with this statement, and I believe it extends to our graduate class as well. We write these blogs knowing full- well our peers and you, Dr. Jones are reading them, too. We try our best to convey an intelligent viewpoint, and still get our opinions out, which is what students of all ages should be encouraged to do as well. Why not allow students to write for a real audience, or at least for a purpose which will motivate them? In my own opinion, it just leads to more detailed, invested writing. However, I understand this cannot be an every time occurrence, where students are able to write what they want, for whom they want, and with a wealth of knowledge and interest in that subject. Wouldn't that be wonderful if it were true, though? Just think of the amazing pieces of writing being handed in on a daily basis!
I want to bless Alyse for bringing up the point of initially not knowing exactly where to go with her genre pieces, because I too have been feeling this way. It's not that I am putting off doing them just because. It is due to the fact I am hung on which forms my writing should take, in order to best transcend my message to the readers. I wish, like Alyse, I could stumble upon a piece of writing that would spark something in my mind, and would allow me to see clearly how my writing should take form. I was so intrigued by the descriptive book she has been reading, and how it sparked creativity in her own writing piece. The paragraph Alyse wrote at the end of her entry was REALLY CREATIVE and interesting, I was left wanting to read more! It is so astounding to me how individuals can find inspiration, truly anywhere! An idea can be sparked through a piece of writing, a movie, a television show, a conversation with a friend or family member, or even in nature.
What I really took away from Alyse's post that day was how cool it was that she color-coded the paragraph based on the descriptive text features to highlight what it would/should look like. The fact she had done this seemed to get her mind thinking about how she could possibly write in such a manner, and she definitely was able to do it based on that last paragraph she wrote!!
As for my own genre pieces, I have yet to have that fluke moment where the stars seem to align. Although I do know what I am writing about, my last piece is still a big work in progress. I am hoping my writing group members can help me out with this, or else I might be in some trouble. A travel piece, such as Dominican Republic can sometimes be a little tricky to write about, especially if you are considering writing a poem.
To go on a different path quickly, I also wanted to bless Jaci's blog post from a little while ago, when she states that students need to write for an authentic audience to make the writing more enjoyable and for a clear purpose. I completely agree with this statement, and I believe it extends to our graduate class as well. We write these blogs knowing full- well our peers and you, Dr. Jones are reading them, too. We try our best to convey an intelligent viewpoint, and still get our opinions out, which is what students of all ages should be encouraged to do as well. Why not allow students to write for a real audience, or at least for a purpose which will motivate them? In my own opinion, it just leads to more detailed, invested writing. However, I understand this cannot be an every time occurrence, where students are able to write what they want, for whom they want, and with a wealth of knowledge and interest in that subject. Wouldn't that be wonderful if it were true, though? Just think of the amazing pieces of writing being handed in on a daily basis!
Tuesday, April 2, 2013
The Persuasive Genre
Last class, my group members and I presented the persuasive genre to our peers. As many of you already may know, this genre is certainly one of the hardest genres of writing to grasp as a student, but also to teach young children. For one reason being, the persuasive genre forces us to take a stand about an issue or topic, and either defend or oppose it; while still stating both viewpoints of the issue. As a young child, this is a difficult way to write; especially because of how egocentric we are at a young age. Secondly, this genre is sometimes overlooked compared to the others, leaving it to fourth and fifth grades, when students do not want to write in this way.
I can remember back to my own school years when I was asked to write in this type of a manner. It usually started with a groan, and feelings of frustration, anger, and resentment towards my teacher. WHY ARE YOU MAKING ME WRITE LIKE THIS?! I DON'T UNDERSTAND HOW THIS WORKS! After deciding on my topic of interest, I would fill out the graphic organizers, state my position, list all the reasons why, and then refute it. This was so mind boggling for me because I did not understand why I had to list the reasons against my own opinion. I believed my own ideas and thoughts were the only thing that mattered, and that is why someone should just spring to action! After years and years of being forced to write in this way, it finally became easier, and not as painful. I would argue why smoking was a terrible habit, why we should save the rain forest, why my curfew should be pushed back in high school, and why I should be accepted into the Nazareth College Graduate program for literacy. My continuing practice of the persuasive genre allowed me to fine-tune my argumentative skills, and taught me to fight for what I truly believe in. In saying this, I understand how students may feel overwhelmed when they are assigned a paper or project such as this, because it really is a different way of thinking. However; if I had not learned to write in this genre at an early age, I cannot say I would be able to write competently in the persuasive genre today.
Tompkins (2012) states "persuasion is a part of everyday life...As students write persuasive letters and essays, they learn to think critically, differentiate between persuasion and propaganda, analyze arguments, and use oral and written language effectively in their appeals" (p. 252). This genre is defined as being so difficult because, "persuasive writing requires a more elaborate organization than the simplistic, formulaic five-paragraph theme. In persuasive writing, students devise ways to introduce an argument, present supporting reasons, draw conclusions, and persuade the reader to accept the writer's viewpoint" (Tompkins, 2012, p. 255). In keeping these quotes in mind, my question to educators is why not teach this genre at an earlier age? Isn’t there a way we can modify and differentiate the instruction so students can be introduced to this earlier? It would be SO BENEFICIAL!!
It is very interesting to me how much television, radio, and the internet persuades the everyday person on a daily basis. As we pointed out in our presentation, large brands such as proactive, NIKE, Victoria's Secret, Snicker's, etc. throw celebrities, clever slogans, and different uses of propaganda in our faces each day to get us to buy their products. Why not teach our students about this in school so they too can be aware of it? Growing up, I could not conceptualize just how much I was being persuaded into something just because Britney Spears was on the commercial for it, or how I wanted to go to the mall to buy a sweater because my favorite celebrity was seen wearing it in a magazine. It is important as educators that we teach our younger generations about the power of persuasion, and how it can be used in a negative fashion.
Overall, I think the presentation went very well. But what I took most out of the experience was how much knowledge I gained about the persuasive genre. It is definitely a tough genre for me to not only write in, but also instruct children. I believe by completing this project, I was able to find out why it is so difficult, and come up with inventive strategies to help struggling students with. My favorite activity was the cookie activity-- this was such a creative way to get our peers thinking of persuasion. I loved hearing the reasons as to why our group should have given them the cookies. GREAT REASONS, GIRLS! :) Were there any other strategies or activities to teach students the persuasive genre that you might know about?
Thursday, March 21, 2013
"Bless, Address, or Press" Part One...
Wow, after reading Sarah McAdam's last post, I have so many things to bless!! First of all, stepping into a classroom as a first time substitute and taking on this position with no plans left is quite impressive! I am sure she is doing a wonderful job, and the kids are enjoying having her there.
I want to bless the sticky situation that she was in while trying to teach a lesson on map features. Throughout the lesson, instead of focusing on the key features of a map, the students in her class were more preoccupied with the correct spellings of these words, and when Sarah would not tell the students how to spell correctly, the students became increasingly upset. This is something that affects teachers everywhere, but what is the correct way to deal with it? I think to myself, if I were in that situation, would I just give the spellings to the students in order to move forward in the lesson? When tears and anger were being spewed out in the classroom, would I become frustrated and give up on the lesson?
I have to bless the way in which Sarah handled herself that day, and the days to follow. I know how upsetting it can be when a lesson does not go exactly as planned. It can make you feel inadequate, down on yourself, and utterly frustrated. Sarah chose to plan a lesson for the next day that stressed what good writing is all about. It is about the MEANING, not the correct spelling. Even though one or two of the students understood this, most of them did not. They had been so used to using correct spelling, and associating that with what a "good writer is." Sarah came up with a creative and engaging activity for the students to do that would show them that their ideas are much more interesting than the way they spell words; however, this did not reinforce the intended moral. I love the way in which Sarah has made it her mission to fix this notion of "good writers are good spellers" in the classroom while she is there. Even if she is there for another week or two, this could be the best "life lesson" she teaches those kids. I admire Sarah for not giving up hope, and not allowing herself to say "go look up the words, or resource books."
Spelling in classrooms these days is a very interesting subject. Not only do all classrooms teach/ implement it differently; but also, teachers have varying degrees of emphasis on it. In my own days of substituting in different classrooms, I never know how much help to give the students while I am there. A lot of educators want their students to put emphasis on the MEANING of the writing, rather than the spelling; however, there are some teachers (like the teacher Sarah is in for) that really stress to the kids how important correct spelling is. My question is, what is the equal balance? How can we teach students to want to spell words correctly, but still focus primarily on the meaning of the piece? Do we give them strategies, or just let them look up words and tell them the correct way to spell a word? This is something I struggle with each time I step into a classroom, because I do not want to allow the child "an easy way out".
I want to bless the sticky situation that she was in while trying to teach a lesson on map features. Throughout the lesson, instead of focusing on the key features of a map, the students in her class were more preoccupied with the correct spellings of these words, and when Sarah would not tell the students how to spell correctly, the students became increasingly upset. This is something that affects teachers everywhere, but what is the correct way to deal with it? I think to myself, if I were in that situation, would I just give the spellings to the students in order to move forward in the lesson? When tears and anger were being spewed out in the classroom, would I become frustrated and give up on the lesson?
I have to bless the way in which Sarah handled herself that day, and the days to follow. I know how upsetting it can be when a lesson does not go exactly as planned. It can make you feel inadequate, down on yourself, and utterly frustrated. Sarah chose to plan a lesson for the next day that stressed what good writing is all about. It is about the MEANING, not the correct spelling. Even though one or two of the students understood this, most of them did not. They had been so used to using correct spelling, and associating that with what a "good writer is." Sarah came up with a creative and engaging activity for the students to do that would show them that their ideas are much more interesting than the way they spell words; however, this did not reinforce the intended moral. I love the way in which Sarah has made it her mission to fix this notion of "good writers are good spellers" in the classroom while she is there. Even if she is there for another week or two, this could be the best "life lesson" she teaches those kids. I admire Sarah for not giving up hope, and not allowing herself to say "go look up the words, or resource books."
Spelling in classrooms these days is a very interesting subject. Not only do all classrooms teach/ implement it differently; but also, teachers have varying degrees of emphasis on it. In my own days of substituting in different classrooms, I never know how much help to give the students while I am there. A lot of educators want their students to put emphasis on the MEANING of the writing, rather than the spelling; however, there are some teachers (like the teacher Sarah is in for) that really stress to the kids how important correct spelling is. My question is, what is the equal balance? How can we teach students to want to spell words correctly, but still focus primarily on the meaning of the piece? Do we give them strategies, or just let them look up words and tell them the correct way to spell a word? This is something I struggle with each time I step into a classroom, because I do not want to allow the child "an easy way out".
Tuesday, March 5, 2013
Reflecting on Teacher Comments
As I reflect back on our last class session together, it became much more clear to me how a teacher's comments and grading can affect a student- whether it be postively or negatively. Students now write with a feeling of fear of what they wrote on the paper is not sufficient, and will not be taken kindly by their teachers. The fear of red pen marks is what students (myself included) worry about when they are assigned a new project. It is imperative that teachers take into account the comments that they are writing on the childrens' essays and journals. If it is going to confuse or hurt the child, than it is not worth putting on the paper. As a future educator, I understand it is my responsibility to take into account what I am writing on the papers, and make a consious effort to HELP the student fix what is wrong.
I remember having a professor in my undergraduate class who tore apart every piece of writing that I turned in. I had always loved reading and writing and therefore; I thought I would love being an English major. I enjoyed writing freely and creatively, and I felt that this professor stripped away any freedom that I enjoyed about writing. No matter how great I thought a piece was I turned in, it was always returned to me with red pen marks scribbled off to the margins. Any thoughts or ideas were challeneged, and never seemed to be what the professor was looking for. What really upset me the most was when I would go for extra guidance on a piece, the professor would tell me to write how I felt, and how I interpreted different texts. After doing exactly that, and feeling very confident in myself, I would have a returned paper with a stamp of dissapproval. The way in which I felt was like a swift kick in the stomach; my self confidence was continuing to drain. I was afraid to write and turn in any writing because I did not want to have something handed back to me that showed I was inadequate at writing, something I USED to love. By the end of the semester I loathed writing any essays for this professor, I even contemplated changing my major. I know I was not the only person in the class who felt this way, because the expectations for assigments were never clear from the beginning.
Our last class session really solidified my belief that there must be a clear purpose for what teachers are writing on their students' writing pieces. You cannot just write whatever you want, and confuse the student. I think for any negative comment you need to write, you should justify it with two POSITIVE comments! This way, it will still encourage students to take the risk and write their thoughts and ideas on paper. Our class discussion was extremely beneficial to me because it sparked ideas that I had for a while now, but was too worried to express to anyone. I now understand how important it is to have clear expectations for students ahead of time (such as grading rubrics), that will outline exactly what students will need to do. I know for me, this is how I tailor my writing pieces in order to answer all questions and develop each of my ideas. Moreover, it was nice to hear other classmates' concerns about this matter, because overall, it affects each one of us.
I remember having a professor in my undergraduate class who tore apart every piece of writing that I turned in. I had always loved reading and writing and therefore; I thought I would love being an English major. I enjoyed writing freely and creatively, and I felt that this professor stripped away any freedom that I enjoyed about writing. No matter how great I thought a piece was I turned in, it was always returned to me with red pen marks scribbled off to the margins. Any thoughts or ideas were challeneged, and never seemed to be what the professor was looking for. What really upset me the most was when I would go for extra guidance on a piece, the professor would tell me to write how I felt, and how I interpreted different texts. After doing exactly that, and feeling very confident in myself, I would have a returned paper with a stamp of dissapproval. The way in which I felt was like a swift kick in the stomach; my self confidence was continuing to drain. I was afraid to write and turn in any writing because I did not want to have something handed back to me that showed I was inadequate at writing, something I USED to love. By the end of the semester I loathed writing any essays for this professor, I even contemplated changing my major. I know I was not the only person in the class who felt this way, because the expectations for assigments were never clear from the beginning.
Our last class session really solidified my belief that there must be a clear purpose for what teachers are writing on their students' writing pieces. You cannot just write whatever you want, and confuse the student. I think for any negative comment you need to write, you should justify it with two POSITIVE comments! This way, it will still encourage students to take the risk and write their thoughts and ideas on paper. Our class discussion was extremely beneficial to me because it sparked ideas that I had for a while now, but was too worried to express to anyone. I now understand how important it is to have clear expectations for students ahead of time (such as grading rubrics), that will outline exactly what students will need to do. I know for me, this is how I tailor my writing pieces in order to answer all questions and develop each of my ideas. Moreover, it was nice to hear other classmates' concerns about this matter, because overall, it affects each one of us.
Monday, February 25, 2013
Assessing Student Writing
“There
are so many ways to assess writing; I don’t know which to use”, “Don’t I have
to grade every paper the students write?”
These are just some of the daunting questions that educators
might find themselves wondering on a daily/ weekly basis. I know for myself, I continue to question whether or not each piece of writing a student does should be graded and used in a portfolio to be sent off to every grade the student enters. At what point do students have the opportunity to just write for themselves, and not be worried about who will see the piece, or how they will be graded on their thoughts. Writing, for the most part, should be a personal experience that can transcend the author into a creative mindset. In my opinion, journal writing and personal narrative pieces should only be graded if the writer gives permission to the teacher. Otherwise, these pieces should be viewed from a stand point that invokes creativity and originality. These pieces should be assessed based on whether or not the writer followed the guidelines for what to write, and if they met the objectives. No letter grade or rubric should be attached with red pen markings that indicate misspelled words or poor grammar. On the other hand, educational pieces such as reports, informative writing, responses to literature, summaries, and persuasive essays should all be assessed using the basic fundamentals of Standard English. Did the student spell everything correctly? Were proper mechanics and grammar used? Did the student carry out all of the indicated objectives? This is the time to fully grade a student's writing piece-- when it matters to the audience who is reading it.
Thompkins (2012) book addresses the concern about assessment in writing. Thompkins states that "assessment provides information about what writers know and what they can do" (p. 84). There are five purposes for assessing writing: 1. to document students' growth as writers 2. to inform students and parents about writing achievement 3. guided writing instruction 4. substantiating that students meet grade-level goals 5. evaluating the effectiveness of the instructional program. This is vital information for educators to understand, because when they find themselves questioning "why am I grading this piece?" these five factors should come to mind immediately.
There are three ways to successfully assess a student's writing abilities. Thompkins (2012) shares that "first, teachers informally monitor students' writing progress by regularly observing them as they write, and by conferencing with them about their writing" (p.84). In this "informal monitoring" stage, you might find teachers carefully observing as they walk around during writing workshop, conferencing with students, reviewing writing samples, keeping records (such as anecdotal notes), and developing checklists for students' use.
Second, "teachers use a combination of process and product measures, including checklists, rubrics, and portfolios, to assess students' compositions" (p.84). Under the process assessment (designed to probe how students write the decisions they make as writers, and the strategies they use, rather than the quality of the finished work), teachers use checklists, conferences, and student self assessment to manage their writing. Under product assessment (focuses on quality of students' compositions, and its often equated with assigning a grade), educators you holistic scoring, primary trait scoring, rubrics, and portfolios.
Third, "teachers administer district and state- mandated writing assessments where students respond to writing prompts under test conditions" (p. 84). Excellent writing instruction is the best way to prepare for large- scale writing tests (Thompkins, 2012).
Rubrics and portfolios have been a huge part of my life as a student engulfed in the world of writing. Growing up, these two assessment tools were always what I looked to when I needed some form of clarity on the objectives. What I always liked about rubrics were that they were very cut and dry-- and you always knew what was expected of you before you even started the assignment. Teachers would hand out the rubric with the writing prompt, and from there, you could understand what each component would be graded on; there were no surprises. From an educator stand point, a rubric is great because you can tailor them to whatever the assignment is. They can be modified and changed to fit exactly what you want to assess.
Portfolios are an essential part of the education system because they can show the growth and full range of a student by showcasing a lot of finished work. Portfolios are actually evidence based, and show the process and the product of students' work. I know in my own schooling, I had to create portfolios that went with me all throughout elementary and high school; and in college, I created one that showed my growth in undergraduate studies. I believe portfolios to be extremely beneficial.
Thompkins (2012) book addresses the concern about assessment in writing. Thompkins states that "assessment provides information about what writers know and what they can do" (p. 84). There are five purposes for assessing writing: 1. to document students' growth as writers 2. to inform students and parents about writing achievement 3. guided writing instruction 4. substantiating that students meet grade-level goals 5. evaluating the effectiveness of the instructional program. This is vital information for educators to understand, because when they find themselves questioning "why am I grading this piece?" these five factors should come to mind immediately.
There are three ways to successfully assess a student's writing abilities. Thompkins (2012) shares that "first, teachers informally monitor students' writing progress by regularly observing them as they write, and by conferencing with them about their writing" (p.84). In this "informal monitoring" stage, you might find teachers carefully observing as they walk around during writing workshop, conferencing with students, reviewing writing samples, keeping records (such as anecdotal notes), and developing checklists for students' use.
Second, "teachers use a combination of process and product measures, including checklists, rubrics, and portfolios, to assess students' compositions" (p.84). Under the process assessment (designed to probe how students write the decisions they make as writers, and the strategies they use, rather than the quality of the finished work), teachers use checklists, conferences, and student self assessment to manage their writing. Under product assessment (focuses on quality of students' compositions, and its often equated with assigning a grade), educators you holistic scoring, primary trait scoring, rubrics, and portfolios.
Third, "teachers administer district and state- mandated writing assessments where students respond to writing prompts under test conditions" (p. 84). Excellent writing instruction is the best way to prepare for large- scale writing tests (Thompkins, 2012).
Rubrics and portfolios have been a huge part of my life as a student engulfed in the world of writing. Growing up, these two assessment tools were always what I looked to when I needed some form of clarity on the objectives. What I always liked about rubrics were that they were very cut and dry-- and you always knew what was expected of you before you even started the assignment. Teachers would hand out the rubric with the writing prompt, and from there, you could understand what each component would be graded on; there were no surprises. From an educator stand point, a rubric is great because you can tailor them to whatever the assignment is. They can be modified and changed to fit exactly what you want to assess.
Portfolios are an essential part of the education system because they can show the growth and full range of a student by showcasing a lot of finished work. Portfolios are actually evidence based, and show the process and the product of students' work. I know in my own schooling, I had to create portfolios that went with me all throughout elementary and high school; and in college, I created one that showed my growth in undergraduate studies. I believe portfolios to be extremely beneficial.
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