OK, I have to point this out! Once again, the skills students are using in the creation of animation are similar to those being used in revision.
I love the comment of the girl interviewed by Burn and Parker who says,
"It's like, um, writing a story, because you can, like change your mind, and go back" (164).
I am excited to see so many new approaches in education that value a process approach and encourage the value of returning to the text (whatever form it may be) to make it even better!
Sunday, April 27, 2008
Limiting Learning
After reading the research for this week, I am left thinking about how limiting school-based learning can be. In "Residential Interior Design as a Complex Composition: A Case Study of a High School Senior's Composing Process", Smagorinsky, Zoss, and Reed reference the way that home economics classes are seen. They comment, "In schools, abstract problem-solving in core classes is valued over the sorts of proactive problem-solving activity required in vocational classes and home economics classes, even when practical work requires mathematical application such as balancing food ingredients properly, computing the revolutions per minute of machinery parts, measuring and curring component parts of clothing so that they are in proportion, and otherwise employing mathematics to address concrete problems" (300).
As an English teacher, I have seen the value of using authentic writing assignments in class. There is no question that students seem to get more out of an assignment when it has a true purpose, outside of being turned in to a teacher. As a result, learning opportunities in which a student can use skills taught in core classes to solve a real-life problem, or to create something that is useful in the real world, shows students the value of the other.
I was particularly impressed by the ways the students used skills taught in core classes to accomplish their goals in interior design. In addition, I like how they worked together in Rachel's class. Rachel comments, "My students learn from each other a lot more than they learn from me" (304). She goes on to explain, "This is a class where even on tests they get to converse because conversing is a learning process" (304). If we are preparing students for their future, shouldn't this be the case? In Myers' Changing Our Minds: Negotiating English and Literacy, he discusses a study done by Resnick, which examines the relationship of what is taught in schools and what one needs to know in the contemporary workplace. Through this study, Lauren Resnick learned that many of the skills being taught in schools were quite different than those expected in the contemporary workplace (Resnick as cited in Myers, 1996, p.110). I applaud Rachel for creating a classroom in which students experience learning through the kind of collaboration that will be expected of them in any job they take on.
Burn and Parker discuss a classroom project in which the same rules apply. Instead of looking down on the sharing of ideas, Burn and Parker write about the value of this in working with a class on animating the story of Red Riding Hood. Through the use of a "shared network of visual designs" (171), students created "new texts through combinations of visual image and movement" (171).
The article I enjoyed the most, however, was Shipka's "Sound Engineering: Toward a Theory of Multimodal Soundness". Like Smagorinsky, Zoss, and Reed comment, Shipka discusses the challenges of asking students to create texts that are different than linear-print based works. She comments, "One might ask: I grant you that the text makes sound, but is it also sound in the sense of being purposeful, rigorously crafted, or soundly constructed" (356)? In reading about the projects her students present, it is astounding that anyone would question whether or not the assignments are rigorous.
I am left thinking about the learning that can occur if we empower students and give them the chance to take ownership of the work that they do. In addition, I can't help but think about the way we need to restructure learning environments and rethink the value of student talk and collaboration. We often limit because we are afraid that if we are not specific, we wont get quality work. Sadly enough, limiting the learning experiences often leads to the opposite of what we want.
As an English teacher, I have seen the value of using authentic writing assignments in class. There is no question that students seem to get more out of an assignment when it has a true purpose, outside of being turned in to a teacher. As a result, learning opportunities in which a student can use skills taught in core classes to solve a real-life problem, or to create something that is useful in the real world, shows students the value of the other.
I was particularly impressed by the ways the students used skills taught in core classes to accomplish their goals in interior design. In addition, I like how they worked together in Rachel's class. Rachel comments, "My students learn from each other a lot more than they learn from me" (304). She goes on to explain, "This is a class where even on tests they get to converse because conversing is a learning process" (304). If we are preparing students for their future, shouldn't this be the case? In Myers' Changing Our Minds: Negotiating English and Literacy, he discusses a study done by Resnick, which examines the relationship of what is taught in schools and what one needs to know in the contemporary workplace. Through this study, Lauren Resnick learned that many of the skills being taught in schools were quite different than those expected in the contemporary workplace (Resnick as cited in Myers, 1996, p.110). I applaud Rachel for creating a classroom in which students experience learning through the kind of collaboration that will be expected of them in any job they take on.
Burn and Parker discuss a classroom project in which the same rules apply. Instead of looking down on the sharing of ideas, Burn and Parker write about the value of this in working with a class on animating the story of Red Riding Hood. Through the use of a "shared network of visual designs" (171), students created "new texts through combinations of visual image and movement" (171).
The article I enjoyed the most, however, was Shipka's "Sound Engineering: Toward a Theory of Multimodal Soundness". Like Smagorinsky, Zoss, and Reed comment, Shipka discusses the challenges of asking students to create texts that are different than linear-print based works. She comments, "One might ask: I grant you that the text makes sound, but is it also sound in the sense of being purposeful, rigorously crafted, or soundly constructed" (356)? In reading about the projects her students present, it is astounding that anyone would question whether or not the assignments are rigorous.
I am left thinking about the learning that can occur if we empower students and give them the chance to take ownership of the work that they do. In addition, I can't help but think about the way we need to restructure learning environments and rethink the value of student talk and collaboration. We often limit because we are afraid that if we are not specific, we wont get quality work. Sadly enough, limiting the learning experiences often leads to the opposite of what we want.
Sunday, April 20, 2008
Role of the Writing Teacher
In reflecting on Deborah Brandt's research on Sponsors of Literacy, I found myself thinking about the fact that literacies are constantly changing. In this article, she discusses the difficulty that one man faces when the expectation of his job changes, requiring knowledge of new literacies. Hawisher and Selfe comment on this, as well, by stating that "literacies have life spans" (644). They go on to discuss, "English composition teachers often have little connection to, and a limited understanding of, the range of literacy practices that happen in digital environments reached through other gateways" (644). Right now, we know this to be true. However, I can't help but wonder when a real understanding of the literacies of technology will be a requirement for all writing teachers. Hawisher and Selfe share stories of two women who gained knowledge of literacies of technology outside of school. As I read about their experiences, I couldn't help but notice how both of these women were incredibly self-motivated. What about the students who are not self-motivated and, therefore, may not have opportunities to gain knowledge of these literacies on their own?
This fall, my department shut down the school library for 3 weeks in order to set the laptops up for seniors who were working on composing college essays. Rather than having them write a rough draft in class and type their final copy as we usually do, I wanted to give them the opportunity to draft on the computer. This was very difficult for them. Most of them had never drafted in this manner. Our resources at Reagan had not allowed us to do this on a regular basis. Many of the students had not tried this approach outside of school either. This lack of experience would, no doubt, hurt them in college. This experience made me stop and think about the importance of using technology authentically in our teaching. At this point in life, I would never draft a paper by hand, revise it numerous times, and type the final copy. Due to a lack of technology in our schools, and soemtimes, nervousness of our teachers, we are often leading students on a path that will not prepare them for what they will need to do in the future.
This fall, my department shut down the school library for 3 weeks in order to set the laptops up for seniors who were working on composing college essays. Rather than having them write a rough draft in class and type their final copy as we usually do, I wanted to give them the opportunity to draft on the computer. This was very difficult for them. Most of them had never drafted in this manner. Our resources at Reagan had not allowed us to do this on a regular basis. Many of the students had not tried this approach outside of school either. This lack of experience would, no doubt, hurt them in college. This experience made me stop and think about the importance of using technology authentically in our teaching. At this point in life, I would never draft a paper by hand, revise it numerous times, and type the final copy. Due to a lack of technology in our schools, and soemtimes, nervousness of our teachers, we are often leading students on a path that will not prepare them for what they will need to do in the future.
Cyberevision?
Cathy ended her blog with an English teacher's perspective on the things that Kitten was learning through her exploration of virtual worlds. I had similar thoughts. Although Lankshear and Knobel warn me about "enlisting learners in characteristically 'schoolish' practices", I couldn't help but think how this out of school literacy should assist Kitten in the writing she does in school. Thomas comments, "The time between writing the words and pressing the enter key allows a space for review and reflection. This reflection time allows individuals to be more selective with words, resulting in more considered interactions. This in turn allows a carefully constructed performance of one's identity" (368). Wow! And this happens to be what I am struggling with in the work I am doing with my 12th graders. Revision. Even though I teach seniors, revision is still defined by my students as reading the writing over once and fixing the spelling and punctuation of a few words and sentences. Believe me, this is not an approach that I teach or support. How do we get students to see revision as a time to "carefully consider", "a space for review and reflection", an opportunity to be "selective with words" (368)? How do we get students to see writing as "a carefully constructed performance" (368)? Thomas' research tells me that students are, in fact, doing this on their own. Just not in school. It looks like I answered the question posed in my recent blog titled "out of school literacies"-Why have the researchers moved away from researching the literacy practices in school? However, I am still left wondering if researching out of school literacies will assist students with in school literacies, particularly if schools continue to transfer these forms of literacy, allowing them to be used in an inauthentic manner.
Sunday, April 13, 2008
Critical Literacy
In "Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls, Lalik and Oliver cite the work of Comber. They comment, "These teachers listened carefully to students and used young people's concerns and intentions to co-create classroom tasks; they involved students in focused discussions of issues children raised; they offered suggestions of and instruction about strategies students might use to accomplish their goals; and they assisted students in considering and pursuing action-taking possibilities as one out-growth of their study of a topic or issue" (51)
Comber points out the importance of "using the young people's concerns" in supporting critical literacy. In reflecting on this research study, Lalik and Oliver discuss the challenges faced when students have a different agenda than that of the teacher. Despite the disappointment of the researchers, I respected Oliver's decision to adjust her approach in order to allow the girls to research their area of interest.
In their article, Lalik and Oliver comment, "Practitioners of critical literacy work toward creating change in themselves and their societies" (50). So many students seem to feel separate from their schooling. As a result, they are not active participants. School is, instead, something that is done to them. I feel that students will only learn to be active participants if they are part of the process. Though the topics focused on may have been slightly different than the ideas of the researchers, Oliver encouraged student voice and taught the students that their ideas were of value. In addition, the students learned that is is important to explore areas of concern because inquiry and reflection can start conversations that can ultimately lead to change.
Comber points out the importance of "using the young people's concerns" in supporting critical literacy. In reflecting on this research study, Lalik and Oliver discuss the challenges faced when students have a different agenda than that of the teacher. Despite the disappointment of the researchers, I respected Oliver's decision to adjust her approach in order to allow the girls to research their area of interest.
In their article, Lalik and Oliver comment, "Practitioners of critical literacy work toward creating change in themselves and their societies" (50). So many students seem to feel separate from their schooling. As a result, they are not active participants. School is, instead, something that is done to them. I feel that students will only learn to be active participants if they are part of the process. Though the topics focused on may have been slightly different than the ideas of the researchers, Oliver encouraged student voice and taught the students that their ideas were of value. In addition, the students learned that is is important to explore areas of concern because inquiry and reflection can start conversations that can ultimately lead to change.
Out of School Literacies
In my literature review, I am focusing on literacy across the content areas in secondary schools. In discussing this subject with Randy, he mentioned that many of the researchers who once focused on literacy across the content areas have now switched to out of school literacies. During the course of my research, I have continued to wonder why. It seems that secondary schools need help with this. It seems that embedding literacy in content area classes might make a huge difference. Why isn't anyone researching this anymore?
Then I read the articles this week...
In "Gender and Genre in Early Writing", Kamler comments, "Like Peter, Zoe also seemed hungry for the opportunity to write in new genres. Interestingly, she initiated the writing of most of her "childhood literary" genres at home, in a context where she may have felt freer to move away from the field of personal experience. Like other young writers, Zoe experimented with a wider range of genres at home because there appeared to be fewer expectations imposed" (167)
In "Exploring Literacy Performances and Power Dynamics at The Loft: Queer Youth Reading the World and the Word, Blackburn reflects, "Outside school I had the opportunity of seeing queer youth working hard for themselves and against the forms of hatred that oppressed them. This image of these youth is quite distinct from the one I may have gotten had I worked with them in school" (487). She goes on to say, "By looking outside school, I was able to see what they could do in terms of working against heterosexism and homophobia rather than seeing them as victims of such forms of hatred" (488).
In "Boys and reading: Investigating the impact of masculinities on boys' reading preferences and involvement in literacy", Martino comments, "Many boys like Damien do not appear to be rejecting reading outright. Perhaps, they are rejecting particular kinds of literacy practices and those literacy texts that are officially sanctioned within school" (66).
I do understand why researchers feel that they are gaining better information about the literacy practices of adolescents by researching them out of school, but as a teacher it concerns me. The researchers' need to go outside of the classroom tells me that something is very wrong inside of the classroom. Why do students see school literacy practices in such a negative light? How do we empower students in giving them opportunities to experience literacy rather than restrict them?
Then I read the articles this week...
In "Gender and Genre in Early Writing", Kamler comments, "Like Peter, Zoe also seemed hungry for the opportunity to write in new genres. Interestingly, she initiated the writing of most of her "childhood literary" genres at home, in a context where she may have felt freer to move away from the field of personal experience. Like other young writers, Zoe experimented with a wider range of genres at home because there appeared to be fewer expectations imposed" (167)
In "Exploring Literacy Performances and Power Dynamics at The Loft: Queer Youth Reading the World and the Word, Blackburn reflects, "Outside school I had the opportunity of seeing queer youth working hard for themselves and against the forms of hatred that oppressed them. This image of these youth is quite distinct from the one I may have gotten had I worked with them in school" (487). She goes on to say, "By looking outside school, I was able to see what they could do in terms of working against heterosexism and homophobia rather than seeing them as victims of such forms of hatred" (488).
In "Boys and reading: Investigating the impact of masculinities on boys' reading preferences and involvement in literacy", Martino comments, "Many boys like Damien do not appear to be rejecting reading outright. Perhaps, they are rejecting particular kinds of literacy practices and those literacy texts that are officially sanctioned within school" (66).
I do understand why researchers feel that they are gaining better information about the literacy practices of adolescents by researching them out of school, but as a teacher it concerns me. The researchers' need to go outside of the classroom tells me that something is very wrong inside of the classroom. Why do students see school literacy practices in such a negative light? How do we empower students in giving them opportunities to experience literacy rather than restrict them?
Saturday, April 12, 2008
AAVE-Speaking Adolescents
In reading research of Cooks and Ball as well as that of Smitherman, I couldn't help but think back to Tatum's commentary in Teaching Reading to Black Adolescent Males: Closing the Achievement Gap. In their article, Cooks and Ball comment on the work done by Perlstein and state, "The history of the freedom and liberation schools developed by Black activists suggests that no curricular project can fundamentally transform knowledge and its distribution if it is not part of a process of transforming social relations as well" (14).
In his book, Tatum comments, "Effective teachers of black males understand that they must go beyond reading instruction. They understand, as my own teachers did, that focusing only on skills and strategies does little to address the turmoil many black youths experience in America, and it may do little to improve their reading achievement. My teachers understood that my life experiences and how I responded to these experiences mattered. They understood that the texts they placed before me had to address some of the psychological and emotional scarring that results from being black, male, and poor in America (24-25).
I think this idea is so important. All of the articles read discuss the need for re-thinking curriculum, not only in the way we present and in the ideas that we value, but also in the materials that we use to teach the skills and concepts that are students need to understand.
I found the list of conceptual features of African American discourse to be very interesting. I am now interested in reviewing student writing to see if I notice some of these characteristics common. Has anyone created a similar list in looking at the writing of students who are Hispanic?
In his book, Tatum comments, "Effective teachers of black males understand that they must go beyond reading instruction. They understand, as my own teachers did, that focusing only on skills and strategies does little to address the turmoil many black youths experience in America, and it may do little to improve their reading achievement. My teachers understood that my life experiences and how I responded to these experiences mattered. They understood that the texts they placed before me had to address some of the psychological and emotional scarring that results from being black, male, and poor in America (24-25).
I think this idea is so important. All of the articles read discuss the need for re-thinking curriculum, not only in the way we present and in the ideas that we value, but also in the materials that we use to teach the skills and concepts that are students need to understand.
I found the list of conceptual features of African American discourse to be very interesting. I am now interested in reviewing student writing to see if I notice some of these characteristics common. Has anyone created a similar list in looking at the writing of students who are Hispanic?
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