As Plato did for Socrates, as my students hope to do for our class, we are embarking on a well worn venture of scribing. Each year, I ask my senior class to scribe our class periods together in hopes of making a living history of their senior year of high school. I always tell them at their 20 year high school reunion for them to be able to look back and see all they did and discussed as seniors. This year, I am not teaching seniors (see previous upset blog re: Spelling Vocab) and wanted to still continue with the valuable practice of scribing.
I have had my second semester Honors class scribe before, but with their every seeming tendency to out do the previous year by talking to authors, I have lost the practice. There is only so much time! Or is there?
As I discussed scribing with my all boys class, and two Honors classes, they all seemed to value the idea of a scribe. They realized what a benefit it would be to their learning since it could contain the homework, discussions and notes from class, links to valuable resources, and maybe, just maybe, a little humor from class that day. As we talked about what each post should contain, we came up with an oral list of expectations regarding a scribe post. (Note to self: next time record this and write them down)
Scribe Expectations- from Smith’s recall
· Should contain the date
· Should contain the homework
· Should contain what happened in class: detailed enough but not boring
· Should contain notes and discussion information
· Should contain links to anything that was referenced
· Should have a “feel” of the class and classroom
· Humorous
· Well written and proofread
After signing up the kids with posting privileges, deciding the scribe schedule, debriefing after the first few scribes have been posted, reviewing expectations, learning how to scribe, post, hyperlink, embed, etc…, I am still not seeing what I hope to see in the scribes.
For example, here is a post from my all boys’ class:
Today we went over the correct prompt for a blog on PLN’s: Author, Title, What matters? Why? Link Summarize, Conections (self world) Conclusion. Example Topic: “A vision of Students today” by Dr Michael Wesch, Technology Rules people’s lives because technology is entertaining.PLN1. We then got time to Blog if some people forgot. We need to do PLN2 “what matters” on your CLASS blog for homework due Monday/Tuesday. Put any pictures for “what matters” in a folder/on a jump drive. Create collage. Post on Blog.
Notice how there aren’t any links, it is one giant ramble, and no additional information is provided. What this post tells me is that my class is boring, it is jumbled together, there is no explanation of the homework or what we did in class, and my class is boring.
I am not trying to be degrading to myself through this post, but I remember Alan November saying this summer at ISTE, that scribes are a great source of feedback for the teacher. It can tell you exactly what your students are taking away. I have never thought of scribes like that, but more as a tool for my students to help each other out. I guess I need to rethink what my boys are taking away each day. And, why are their posts so limited in content and depth? Why aren’t they helping each other learn?
My Honors kids haven’t completed any outstanding scribes either. Take a look at these two examples:
Today in English 9 honors we came into class, worked for 5 minutes to finish up our projects and then started to present. The first group to go was the group on King James. They made a movie about a guy needing help on a Macbeth research project. He seeks help from a king he found in Burger King who retells his life story. The next group to go was witch craft. They made a power point and showed a video clip from Monty Python and the Holy Grail. They brought up volunteers to be accused of being a witch and tried them for being witches. Most of them died. I counted two survivors out of ten. After them came husbands and wives. They too had volunteers come up and act out different types of skits. The group after them was tragic heros who also had people come up and act out a skit. We did not get through all of the of the groups so we will finish up on Monday. Over the weekend we need to read and annotate the first 3 chapters of Lord of the Flies. Also we need to blog about those chapters on the Class Blog.
And…
First matter of the day, each student was handed an SAT vocabulary book and was told to write their names in the front cover. You are going to be required to memorize 15 words a week. Flip books to page 16. Complete lesson 1 until page 24 but do not do the writing portion. Make responses legible and neat. They are due Friday but do not take more than 15 minutes to complete. Wednesday is word day where you are quizzed on the words you learn and Fridays are the word tests. LOF annotation and blog also due Friday. All students are required to watch a video on Shakespeare as shown below the presentation notes. Take the Elizabethan presentation quiz on the computer and print it out. Sheet was passed around to sign the SAT books out. Globe Theater group came up first and presented their Prezi with small quizzes for the audience. They also asked class members to come up and give summaries of the facts they presented. Very creative presentation. Feudal System group went up and assigned every student a social position (i.e. serf, night, king). Members of the groups explained portions of their role of the social class they were assigned.
Globe Theater
• Globe theater built in 1599 with help of William Shakespeare
• Burned downed once
• No costumes and used bags of pig blood for death scenes
• Actors died/ injured in stunts
• Plays held in “Inn Yards” before theaters
• Many special effects and grand entrances
• Plays took place in afternoon and lasted around two hours
• Theaters used for many weird purposes and flags represented types of plays
The Feudal System
• King and queen pass out fifes to all nobles.
• King passed down to first born son in every generation
• Nobles gave land to nights and peasants.
• Laws restricted the wearing of certain clothes
• Clergy almost equal to nobles
• Clergy were spiritual leaders and were bonded to a church and they were much like priests.
• Knights were part of army and wore large portions of armor
• Hired by nobles for protections of land
• Serfs make up 90% of the population and were poor.
• Serfs lived poorly and farmed land for their higher ranking nobles
Discovery Video
Once again, my basic take away is BORING. So, what needs to change? I think I need to revisit the expectations and see what the kids think about the scribing. I know one student asked a follow up question about a piece of software I used in class because it wasn’t on the post- that is progress. I also had another student create his own duct tape picture version of Shakespeare to post with his entry. I know there are good parts of what we are doing, it just isn’t yet where I want them to be. How can I help them get there?
Monday, August 30, 2010
Tuesday, August 24, 2010
Funny Story
Today was my youngest’s, Max (formerly known as Will- but that is another whole story)- first day to ride the bus home. Max had his special name tag all filled out indicating what bus he should take home, what special animal is on that bus, and his two older siblings looking out for him. Unfortunately, none of that worked for him today. I put the wrong number bus on his nametag-apparently it was last year’s number- someone hadn’t updated the website! His brother and sister noticed his absence but only after his wrong bus had already left with him on it. Wonderful siblings that they are, they ran off their bus, found three teachers, a couple of secretaries, and an administrator who all found him. After a whirlwind adventure with the bus driver, he safely navigated his way back to his school, where I proceeded to pick him and his caring older siblings up. Although Max had an adventure, he was so scared- it was so hard to see him fighting back the tears so he wouldn’t cry in front of everyone. I can’t thank enough the people who watch over him keeping him safe: his sister and brother were ROCK STARS, his teacher was the knight in shining armor- even though she is a girl, and the secretaries were hailing the cavalry all to bring him back home safely. What would we do without you?
SV: Not another Law and Order Class
This summer I found out I was going to be teaching another section of Spelling Vocabulary, a class we offer at AHS. Rather than teaching another section of ninth grade or a section of English World Literature, I was asked to teach another section of a class that I think is pointless. It is basically a drill and kill type class that meets only on Tuesdays and Thursday for kids to “learn” SAT vocab words. We also have incorporated many of the commonly misspelled and confused words on essays (i.e. effect/affect, it’s/its).
Each set of three class periods, the students are assigned 10 SAT words, and 10 spelling words. From the list, they are to know the definition, spelling, synonyms, antonyms, and be able to use it in a sentence. After the first class of introducing the words, the kids are in-charge of the second class period. They pick groups at the beginning of the semester, and each group is assigned one set of SAT words. On their assigned review day, they create games/activities to review the words. The students created a rubric to assess their organization and teaching of the review day. To prepare the kids to teach a full class period, we spend time talking about what good teaching looks like. On the final day of the set of words, the kids review, then take the test, and then we grade them together. Each test contains multiple parts: spelling words, matching word to definition, synonym and antonym matching, fill in the blank, and finally short essay. The essay is really creative (and my favorite part) because we have them use the vocabulary words, but writing about crazy things (videos, movie posters, slideshows, songs, cartoons, etc…)
The challenging point of teaching a class like this is that many of the words are out of context. Although I like the book we use for practice, I still can’t seem to separate the feeling that the kids regurgitate these words for one test, only to be forgotten when the next week’s words roll out. How do I teach this class in a relevant and meaningful way that keeps these words ingrained in their memories?
So I began this year talking with my best buddy Kristin Leclaire about how to change my feelings about the class- she luckily, also gets to teach one section. We decided that the more creative approaches we used with the words (drawing, movement, songs, stories, etc…) the better these kids would actually know the words.
This past week, we did an exercise called Vocabulary Frames. The kids were to take each word and write it on a notecard. After the word was written down, they were to break it down. Then in the top right corner, they were to define the word. The top left corner contained the antonym of the word, and then they crossed it out. In the bottom right, they were to draw a simple picture of the word and in the bottom left, use the word in a sentence that conveys the meaning of the word. We talked in class about how useful these cards would be in reviewing for their test. They could cover up each section to review, slowly revealing each answer they need.
We have some other great ideas in store, but I am hoping to hear some more from you. What has worked well for you in your class? What are creative approaches you have to learning vocabulary? Any links you can provide would be helpful. More than anything, I can see that the more enthusiastic I am about the words the more the kids will hopefully be. If I can find a way to match my passion of technology with learning these words, the kids will be all the better for it!
Each set of three class periods, the students are assigned 10 SAT words, and 10 spelling words. From the list, they are to know the definition, spelling, synonyms, antonyms, and be able to use it in a sentence. After the first class of introducing the words, the kids are in-charge of the second class period. They pick groups at the beginning of the semester, and each group is assigned one set of SAT words. On their assigned review day, they create games/activities to review the words. The students created a rubric to assess their organization and teaching of the review day. To prepare the kids to teach a full class period, we spend time talking about what good teaching looks like. On the final day of the set of words, the kids review, then take the test, and then we grade them together. Each test contains multiple parts: spelling words, matching word to definition, synonym and antonym matching, fill in the blank, and finally short essay. The essay is really creative (and my favorite part) because we have them use the vocabulary words, but writing about crazy things (videos, movie posters, slideshows, songs, cartoons, etc…)
The challenging point of teaching a class like this is that many of the words are out of context. Although I like the book we use for practice, I still can’t seem to separate the feeling that the kids regurgitate these words for one test, only to be forgotten when the next week’s words roll out. How do I teach this class in a relevant and meaningful way that keeps these words ingrained in their memories?
So I began this year talking with my best buddy Kristin Leclaire about how to change my feelings about the class- she luckily, also gets to teach one section. We decided that the more creative approaches we used with the words (drawing, movement, songs, stories, etc…) the better these kids would actually know the words.
This past week, we did an exercise called Vocabulary Frames. The kids were to take each word and write it on a notecard. After the word was written down, they were to break it down. Then in the top right corner, they were to define the word. The top left corner contained the antonym of the word, and then they crossed it out. In the bottom right, they were to draw a simple picture of the word and in the bottom left, use the word in a sentence that conveys the meaning of the word. We talked in class about how useful these cards would be in reviewing for their test. They could cover up each section to review, slowly revealing each answer they need.
We have some other great ideas in store, but I am hoping to hear some more from you. What has worked well for you in your class? What are creative approaches you have to learning vocabulary? Any links you can provide would be helpful. More than anything, I can see that the more enthusiastic I am about the words the more the kids will hopefully be. If I can find a way to match my passion of technology with learning these words, the kids will be all the better for it!
Thursday, August 19, 2010
Writing and Boys- The Challenge
Each year, we are asked to submit a professional growth plan that sets forth a growth objective and goal for us as individual teachers as well as identifying a way to support PLCs (Professional Learning Communities) at our school. We can select from six different areas for our goal (Instructional Planning, Instructional Delivery, Assessment of Student Learning, Management of the Learning Environment, Professional Growth, Professional Responsibility). After selecting the area, we need to state our goal, decide on the instructional strategies that will help us achieve the goal, determine how will we know if the goal has been achieved, and what assistance do we need to achieve our goal. In regards to PLCs, we need to indicate how we will directly support PLCs and what assistance do we need in that support.
After listening to our former administrator now turned classroom teacher and CSAP expert go over our CSAP scores for our 09-10 9th graders, I decided to focus my instruction this next year on boys and writing. No easy task. Our boys are significantly behind our girls and most especially in the areas of extended writing. With most boys, it seems as though as much as they dislike reading, they HATE writing. If I am going to help boys improve their writing skills, I must first change their perceptions of writing.
One way I am focusing on doing this is through writing in various forms. I have found incredible success in past years with using PLNs with my 9th graders. PLNs (Personal Learning Networks) are a way to get kids to read articles, view videos and respond to items of interest rather than the required textbook. Next week my 9th graders are setting up their PLNs for the first time. I ask the kids to read from the blogs, newspapers, and magazines we subscribe to through our Google Reader rather than doing the typical outside reading novel. After they are finished reading/ viewing their choice, they answer the question “What Matters?” In a paragraph format, they must state clearly the author, title and point of what matters from what they read. Then, they write a summary of what they read, connect their response to themselves, to their education, and to the world around them. Finally, they end the paragraph with a concluding sentence summing up their argument or point. Last year, my all boys’ class really loved these PLNs- they didn’t care for the number of them I asked them to write, but they did enjoy reading and responding to what they were digesting. They loved hearing from one another on Fridays what the presenters had read. One area I want to do a better job on is to give more detailed feedback to their PLNs to help them improve their writing rather than just assigning a grade. With more students this year, this will be a challenge. I also want to find a way to help my boys become better peer editors. I think this will aide in improving their own writing as well as the writing of their peers. On a side note, this will help me with the grading/ assessing/ feedback overload I tend to feel.
Another way I am going to focus on writing is through using blogs to share topic sentences. When each student is asked to post his/her topic sentence for the world to see, students seem to take that responsibility into account. Also, I am going to have the boys use Google Earth to share their interactions with Chris McCandless from Into the Wild and Odysseus from The Odyssey. Using the graphic of Google Earth to give a picture to their words helps the boys put down their thoughts.
I am also counting on the support of my administrators to help me look over my incoming 9th graders Assess track data to see in what areas of writing my boys most struggle. This past year we implemented a writing lab to assist our struggling writers and many of my freshmen sought out its assistance and feedback. I am hoping and encouraging the kids this year to do the same.
Combining some of the writing strategies that I have found successful in the past, along with the technologies that we use in class everyday, meeting with my students at least twice outside of class to discuss their CSAP and MAP test scores, reviewing Assess track data, writing lab, constant writing feedback and practice should make a change for the better for me as a teacher, and more importantly for my boys with their writing.
After listening to our former administrator now turned classroom teacher and CSAP expert go over our CSAP scores for our 09-10 9th graders, I decided to focus my instruction this next year on boys and writing. No easy task. Our boys are significantly behind our girls and most especially in the areas of extended writing. With most boys, it seems as though as much as they dislike reading, they HATE writing. If I am going to help boys improve their writing skills, I must first change their perceptions of writing.
One way I am focusing on doing this is through writing in various forms. I have found incredible success in past years with using PLNs with my 9th graders. PLNs (Personal Learning Networks) are a way to get kids to read articles, view videos and respond to items of interest rather than the required textbook. Next week my 9th graders are setting up their PLNs for the first time. I ask the kids to read from the blogs, newspapers, and magazines we subscribe to through our Google Reader rather than doing the typical outside reading novel. After they are finished reading/ viewing their choice, they answer the question “What Matters?” In a paragraph format, they must state clearly the author, title and point of what matters from what they read. Then, they write a summary of what they read, connect their response to themselves, to their education, and to the world around them. Finally, they end the paragraph with a concluding sentence summing up their argument or point. Last year, my all boys’ class really loved these PLNs- they didn’t care for the number of them I asked them to write, but they did enjoy reading and responding to what they were digesting. They loved hearing from one another on Fridays what the presenters had read. One area I want to do a better job on is to give more detailed feedback to their PLNs to help them improve their writing rather than just assigning a grade. With more students this year, this will be a challenge. I also want to find a way to help my boys become better peer editors. I think this will aide in improving their own writing as well as the writing of their peers. On a side note, this will help me with the grading/ assessing/ feedback overload I tend to feel.
Another way I am going to focus on writing is through using blogs to share topic sentences. When each student is asked to post his/her topic sentence for the world to see, students seem to take that responsibility into account. Also, I am going to have the boys use Google Earth to share their interactions with Chris McCandless from Into the Wild and Odysseus from The Odyssey. Using the graphic of Google Earth to give a picture to their words helps the boys put down their thoughts.
I am also counting on the support of my administrators to help me look over my incoming 9th graders Assess track data to see in what areas of writing my boys most struggle. This past year we implemented a writing lab to assist our struggling writers and many of my freshmen sought out its assistance and feedback. I am hoping and encouraging the kids this year to do the same.
Combining some of the writing strategies that I have found successful in the past, along with the technologies that we use in class everyday, meeting with my students at least twice outside of class to discuss their CSAP and MAP test scores, reviewing Assess track data, writing lab, constant writing feedback and practice should make a change for the better for me as a teacher, and more importantly for my boys with their writing.
Defining Quality Work
For the past three years, I have asked my students to participate in my No D Policy. No student can earn a D in my class- this ultimately means anything at a 69% and below is a failing grade. For a large majority of my classes, this is a tremendous motivating factor to achieve. Many comment that "no one should pass with a D; a D is below average work anyway." Because of the No D policy, the students and I have agreed that they need multiple opportunities to redo their work so that they can achieve to the best of their ability. Here is the perfect example to illustrate the need to redo work:
A few years ago I had a student named Molly, who was never a successful writer in her LA classes. After working with her throughout the school year on redoing her writing assignments time and again until they were A quality work, Molly realized how much she had grown as a writer. Before she used to struggle with writing basically avoiding it until last minute. After seeing writing as a continual process through revision and feedback, she grew to like writing- not sure about loving writing. Every year she continues to improve as I have kept track of her in her other LA classes.
To me this says so much about holding kids accountable to be better than they think they can do. Teaching 9th grade, I see many kids who let themselves off the hook with poor quality work because that is all they think they can do. If we take away the possibility of "crap work" kids have to achieve. And, when we give them time to redo work, and feedback in multiple ways, they will achieve.
Along with all of this, I have the kids define what A, B, and C quality work looks like. We did this in my all boys class today. Here is their list so far:
· Exceeds expectations
· On time
· Organized
· Proper formatting
· Great effort shown
· Originality and creativity
· Neat
· Quality work
· Thinking shown-deep thoughts
· Voice is used throughout
· Flow- consistent stream of information, thoughts flow easily from one to another
B Quality:
· Above expectations
· Above average work
· Few errors
· A little late is ok
· Few organizational errors
· Mostly original ideas
· Few neatness errors
· Thinking shown in work
· Few flow problems
· Few formatting mistakes
C Quality:
· Average
· Just meets expectations
· Some errors but not enough to be distracting
· A little late
· Some organizational errors
· Some formatting errors
· Some originality
· Some neatness errors
· Some thinking shown
· Some flow problems
Unacceptable work:
Not acceptable, crap work
Last minute or extremely late
Doesn’t meet expectations
Multiple errors in spelling, grammar, punctuation, formatting, flow, and neatness- so many they are distracting to reader
No originality, creativity, thinking shown
A few years ago I had a student named Molly, who was never a successful writer in her LA classes. After working with her throughout the school year on redoing her writing assignments time and again until they were A quality work, Molly realized how much she had grown as a writer. Before she used to struggle with writing basically avoiding it until last minute. After seeing writing as a continual process through revision and feedback, she grew to like writing- not sure about loving writing. Every year she continues to improve as I have kept track of her in her other LA classes.
To me this says so much about holding kids accountable to be better than they think they can do. Teaching 9th grade, I see many kids who let themselves off the hook with poor quality work because that is all they think they can do. If we take away the possibility of "crap work" kids have to achieve. And, when we give them time to redo work, and feedback in multiple ways, they will achieve.
Along with all of this, I have the kids define what A, B, and C quality work looks like. We did this in my all boys class today. Here is their list so far:
Period 1 Quality Work Defined
A quality:
· Exceeds expectations
· On time
· Organized
· Proper formatting
· Great effort shown
· Originality and creativity
· Neat
· Quality work
· Thinking shown-deep thoughts
· Voice is used throughout
· Flow- consistent stream of information, thoughts flow easily from one to another
B Quality:
· Above expectations
· Above average work
· Few errors
· A little late is ok
· Few organizational errors
· Mostly original ideas
· Few neatness errors
· Thinking shown in work
· Few flow problems
· Few formatting mistakes
C Quality:
· Average
· Just meets expectations
· Some errors but not enough to be distracting
· A little late
· Some organizational errors
· Some formatting errors
· Some originality
· Some neatness errors
· Some thinking shown
· Some flow problems
Unacceptable work:
Not acceptable, crap work
Last minute or extremely late
Doesn’t meet expectations
Multiple errors in spelling, grammar, punctuation, formatting, flow, and neatness- so many they are distracting to reader
No originality, creativity, thinking shown
Tomorrow, we are going to go back over their list seeing if there is anything else they thought of. We will use this as a rubric to grade/assess all their class work. They created it, they know the expectations to achieve.
Tuesday, August 17, 2010
Literary Analysis in the 21st Century
For almost the past year, I have taught a lovely young woman in Spain named Rachel. The learning environment Rachel and I have is ideal: we meet twice a week-although it is at 4:30 am MST, class is one student to one teacher, whatever questions problems, concerns Rachel has, we can work through without having to get an administrators ok, see a counselor, etc… she simply calls/Skypes/emails and we handle it. There are considerable benefits to having a teacher all to yourself! The feedback and dialogue we are able to exchange remind me of how precious each individual moment we need to make with our students in classes of 30+. But all of that is not the reason for this post, Rachel has done something impressive I want to share with all of you.
Rachel, by her own admission, is not a big fan of writing. Writing is time consuming, often involving struggles with getting it right the first time, word choice, and questioning if this is what the teacher wants. Verbally and creatively, she can express her ideas, but holding true to traditional forms of writing often proves to be a challenge. Our classes together focused on Fiction to Film and then the recently completed Modern Political Struggles in Literature. During the time between the Fiction to Film and the political struggle unit, I wanted Rachel to read Persepolis and watch the movie. Afterwards, she was to write a literary analysis but with a twist- the essay was to be completed in graphic novel form.
I am sure there are many out there who would argue that what I am about to link to is not a literary analysis per se, but it does meet all the requirements of a literary analysis. Rachel still needed to have a strong argumentative thesis/essay, to use the texts (both novel and video) as evidence to support her essay, and even more challenging, she needed to find images to support her thoughts.
Before Rachel wrote anything, I introduced her to using Webspiration to map her graphic novel essay. What was amazing is how visually helpful this was to Rachel’s organization and thought process. After graphing out her essay, Rachel then started collecting images and text that would support her thesis.
After meeting off and on over the course of the semester reagarding this project, Rachel put it all together. Here is her finished work. I know she would love for you to comment on her accompishment.
Think about the graphic novel form in your own classes. I know one thing I am going to ask my students to do is to do graphic novel sticky notes- an idea I learned/ stole from Christian Long. Think about using images to support writing versus just text and quotes. Think about how well this works as a way to change the way we teaching writing. Think about it.
Rachel, by her own admission, is not a big fan of writing. Writing is time consuming, often involving struggles with getting it right the first time, word choice, and questioning if this is what the teacher wants. Verbally and creatively, she can express her ideas, but holding true to traditional forms of writing often proves to be a challenge. Our classes together focused on Fiction to Film and then the recently completed Modern Political Struggles in Literature. During the time between the Fiction to Film and the political struggle unit, I wanted Rachel to read Persepolis and watch the movie. Afterwards, she was to write a literary analysis but with a twist- the essay was to be completed in graphic novel form.
I am sure there are many out there who would argue that what I am about to link to is not a literary analysis per se, but it does meet all the requirements of a literary analysis. Rachel still needed to have a strong argumentative thesis/essay, to use the texts (both novel and video) as evidence to support her essay, and even more challenging, she needed to find images to support her thoughts.
Before Rachel wrote anything, I introduced her to using Webspiration to map her graphic novel essay. What was amazing is how visually helpful this was to Rachel’s organization and thought process. After graphing out her essay, Rachel then started collecting images and text that would support her thesis.
After meeting off and on over the course of the semester reagarding this project, Rachel put it all together. Here is her finished work. I know she would love for you to comment on her accompishment.
Think about the graphic novel form in your own classes. I know one thing I am going to ask my students to do is to do graphic novel sticky notes- an idea I learned/ stole from Christian Long. Think about using images to support writing versus just text and quotes. Think about how well this works as a way to change the way we teaching writing. Think about it.
Monday, August 16, 2010
Goals
I think back to school for teachers is similar to New Year’s Resolutions for the rest of the world- it is the time to make promises, to get a fresh start, to reexamine your teaching and learning, and plot a course forward.
Each year, I ask Karl Fisch to write some goals for me; these are the ideas meant to inspire me, give me the light at the end of my tunnel, and of course, give me something to constantly think about. Some years the goals are minimal (i.e. Change the World), other years they are vast in numbers and ideas. This year, he went simple but profound:
1. Do less . . . by having your students do more. By that I mean continue to try to turn over more stuff to them.
2. Blog more. Not just because it's good for you (although it is). Not just because it's good for teachers elsewhere that read you (although it is). But because it's good for your students. Not only will it improve your practice, but you'll be modeling for them what a thoughtful, reflective learner looks like. Be the PLN. Just do it.
3. Do one thing. I don't know what it is, but pick one really important thing and focus in on it all semester or year. What's one thing that will really impact your students and your teaching? Find it, and focus.
Number 1-do less. I am all for doing less and shifting (that shifts for you, Karl) the ownership of learning onto my students. One thing I wish I did a better job of last year was helping my all boys class become better peer editors. With increasing class sizes, this will be a good life long skill for them to add to their arsenal but also assist me in providing relevant and immediate feedback to one another. I am going to also blog later about redoing Spelling and Vocab, but I need to find a way for kids to do more with words- to own the words not simply memorize the words.
Number 2-Blog- This is one goal I am not just holding myself to. One of my deskmates, Lauren Lee, has started a new blog and a new focus on us blogging regularly (blogging is much more fun with a partner). And she asked if I would do this with her. I was thinking about blogging regularly with my students. Since I ask them to be part of the network, I think this is something I should commit to as well. I already have three posts in my head I want to get out, and hopefully they will keep coming. I encourage you to follow Lauren as well.
Number 3-Do one thing-this one is easy and NOT, all at the same time. This year, I really want to focus on learning differently with my students. I want to help them develop a mindset that there is not one way to solve the problem, complete the project, write the essay, or take notes. I want there to be a multitude of ways for them to demonstrate their learning and understanding. I also want to focus on writing-A LOT. I want my boys to be better writers, and to realize that writing is a good thing (thanks Martha Stewart). In this life, you need to know how to write, and more importantly, how to write/ communicate effectively. I want to move away from the standardized practice of the 5 paragraph essay, and have them write in a wide variety of forms- movie scripts, cartoons, editorials, memoirs, etc… Any interesting writing ideas that you come across, please pass my way. I plan on meeting with them individually to assess their writing and work on their writing throughout the semester. But Karl- that is my one thing!
So here it is, another school year, another set of goals, but a new chance to start fresh, to change lives, and to change the world.
Each year, I ask Karl Fisch to write some goals for me; these are the ideas meant to inspire me, give me the light at the end of my tunnel, and of course, give me something to constantly think about. Some years the goals are minimal (i.e. Change the World), other years they are vast in numbers and ideas. This year, he went simple but profound:
1. Do less . . . by having your students do more. By that I mean continue to try to turn over more stuff to them.
2. Blog more. Not just because it's good for you (although it is). Not just because it's good for teachers elsewhere that read you (although it is). But because it's good for your students. Not only will it improve your practice, but you'll be modeling for them what a thoughtful, reflective learner looks like. Be the PLN. Just do it.
3. Do one thing. I don't know what it is, but pick one really important thing and focus in on it all semester or year. What's one thing that will really impact your students and your teaching? Find it, and focus.
Number 1-do less. I am all for doing less and shifting (that shifts for you, Karl) the ownership of learning onto my students. One thing I wish I did a better job of last year was helping my all boys class become better peer editors. With increasing class sizes, this will be a good life long skill for them to add to their arsenal but also assist me in providing relevant and immediate feedback to one another. I am going to also blog later about redoing Spelling and Vocab, but I need to find a way for kids to do more with words- to own the words not simply memorize the words.
Number 2-Blog- This is one goal I am not just holding myself to. One of my deskmates, Lauren Lee, has started a new blog and a new focus on us blogging regularly (blogging is much more fun with a partner). And she asked if I would do this with her. I was thinking about blogging regularly with my students. Since I ask them to be part of the network, I think this is something I should commit to as well. I already have three posts in my head I want to get out, and hopefully they will keep coming. I encourage you to follow Lauren as well.
Number 3-Do one thing-this one is easy and NOT, all at the same time. This year, I really want to focus on learning differently with my students. I want to help them develop a mindset that there is not one way to solve the problem, complete the project, write the essay, or take notes. I want there to be a multitude of ways for them to demonstrate their learning and understanding. I also want to focus on writing-A LOT. I want my boys to be better writers, and to realize that writing is a good thing (thanks Martha Stewart). In this life, you need to know how to write, and more importantly, how to write/ communicate effectively. I want to move away from the standardized practice of the 5 paragraph essay, and have them write in a wide variety of forms- movie scripts, cartoons, editorials, memoirs, etc… Any interesting writing ideas that you come across, please pass my way. I plan on meeting with them individually to assess their writing and work on their writing throughout the semester. But Karl- that is my one thing!
So here it is, another school year, another set of goals, but a new chance to start fresh, to change lives, and to change the world.
Sunday, February 28, 2010
Have you tried these tools?
Last weekend, I attended Learning2.0 up in Loveland and heard Amy White talk about some tools she uses in her classrom. I showed these to my students as soon as I got bakc Monday morning. They wanted the tools to all be in one place so they could come back and find them. SO...
Go2Web20.net- resource of things that help with web 2.0 applications (go look at the e-learning tab)
www.edzone.net -Marilyn Western’s Technology Tips for Classroom Teachers
http://www.xtranormal.com presentation and summarization of reading
http://animoto.com/ make a video from images-
http://goanimate.com/studio (every time you create something, you get points)-create own people and scenes; more time consuming than Xtranormal.
http://prezi.com/ going beyond Powerpoint
http://foldplay.com –show relationships between three ideas/symbols/pictures Kaleidocycle
make your own photo collage
http://glogster.com –create posters
create posters with photos post reading of novel.
ComicLife/ToonDoos/Bitstrips
PowerPoint- illuminated texts- animate words to come alive with words or phrases in text
Great idea for poetry!Select text and animate text using animate feature
Garage Band-podcasting and music –could use for interviews (Audacity and Finale Notepad)
(Create a song for the character in the novel- make sure to couple this with narrative and reflection about creating piece)
iMovie- digital storytelling instead of personal narrative (Photostory? Moviemaker)
make the example with video, stills, and voiceover so kids can see all those elements
Go2Web20.net- resource of things that help with web 2.0 applications (go look at the e-learning tab)
www.edzone.net -Marilyn Western’s Technology Tips for Classroom Teachers
http://www.xtranormal.com presentation and summarization of reading
http://animoto.com/ make a video from images-
http://goanimate.com/studio (every time you create something, you get points)-create own people and scenes; more time consuming than Xtranormal.
http://prezi.com/ going beyond Powerpoint
http://foldplay.com –show relationships between three ideas/symbols/pictures Kaleidocycle
make your own photo collage
http://glogster.com –create posters
create posters with photos post reading of novel.
ComicLife/ToonDoos/Bitstrips
PowerPoint- illuminated texts- animate words to come alive with words or phrases in text
Great idea for poetry!Select text and animate text using animate feature
Garage Band-podcasting and music –could use for interviews (Audacity and Finale Notepad)
(Create a song for the character in the novel- make sure to couple this with narrative and reflection about creating piece)
iMovie- digital storytelling instead of personal narrative (Photostory? Moviemaker)
make the example with video, stills, and voiceover so kids can see all those elements
What Have We Learned or What Haven’t We Learned? Where Are We Going?
After a long and drawn out approval process, our 9th grade Honors students were able to read Cory Doctorow’s Little Brother after reading George Orwell’s 1984. Throughout the novels, we completed a multitude of chronological charts connecting the years of 1920-1950 to the book 1984, and 1950-2006 to Little Brother. We wanted kids to examine the events that might have influence these authors to write their novels. All along we asked the kids to think about “What have we learned or what haven’t we learned from these two novels? And given that information, where are we going as a society?”
Every activity during this 8 week process built upon our students formulating an understanding of those questions. From watching videos about MIT’s 6th sense, Google Googles, and Karl Fisch’s 2020 to reading about full body scanners and laptops being used to track student’s home life. We also brought in guest speakers from our History department who talked with the kids about the events surrounding WWII that would have influenced Orwell and post 9/11 legislations /actions that influenced Doctorow. We even had kids figure out the connections between Ned Kelly, The Chicago 7, and our protagonist Marcus Yarrow(can you figure that one out?). Towards the end of the unit, we had the kids write about Ben Franklin’s quote from 1759, “They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.”
Upon completion of reading both texts, the kids were challenged then with writing a paper defending their answer to the questions “What have we learned or what haven’t we learned from these two novels? And given that information, where are we going as a society?” that wasn’t a traditional black and white paper, but a Wikified Research paper.
As a previous student wrote:
In most English classes, inventing new verbs is reserved for confused students. However, in English 9 honors, wikified has become a universal verb penned by none other than the teacher herself…. A WRP, or wikified research paper, is made on wikispaces.com [and this year we added Google Sites] and allows students to link to resources within their papers, along with embedding various images and videos within their papers. This concept broadens the research paper from words on a piece of paper to a worldwide published work that includes interactive and supplementary elements which help define and support the student’s thesis.
As the students composed thesis statements defending their view point, we taught them about the wonders of wikispaces and Google Sites showing them the difference between publishing a paper for their teacher to publishing a paper for the world. There is a whole new level of engagement and responsibility in writing a paper of this magnitude.
Throughout the writing process, the students were challenged with composing something that was meaningful and relevant to their take-aways from the novels. Some students felt we have learned nothing as a society and continue to fall into the same traps Orwell and Doctorow identify such as blind acceptance of the truth, inability to decide for oneself, lack of trust in government and others, and the overwhelming power of technology. Others feel that because of Marcus’ role in Little Brother and Winston’s role in 1984, that we are learning not to blindly accept what others say and that everyone is empowered to challenge the system.
The students were also asked as a result of their learnings what will happen to us in the future. This part of the WRP could take any form: traditional paragraph, podcast, poem, video, etc…. If they could imagine it, they could create it. I think this is the part of the paper I have enjoyed more than any other. The kids are challenged with creating their own interpretation of a world which they have a greater role in. As they progress through these influencing years of learning, they are creating a future which could mimic their predictions, or challenge the future they see.
At the end of the writing process, the students turn in their wiki work and arrange for a assessment date with Maura or I. We grade their papers together talking through what the student’s intended in each paragraph as well as what we take away from their writing. The writing process comes alive at this point with the ability to walk each student through their thoughts clarifying confusions and appreciating their willingness to do something different. With each paper, I am able to see a clearer picture into my students’ writing mind reflecting back on their growth and seeing the amazing possibilities that lie in front of them. It is so powerful to sit next to each kid while commenting on the creativity of their work and feeling their personal pride in a job well done. Their exuberance at showing their teacher, and I would even guess the world, their thinking is inspiring.
I would encourage you to look through their work as well giving them feedback.
Period 2
Period 5
Every activity during this 8 week process built upon our students formulating an understanding of those questions. From watching videos about MIT’s 6th sense, Google Googles, and Karl Fisch’s 2020 to reading about full body scanners and laptops being used to track student’s home life. We also brought in guest speakers from our History department who talked with the kids about the events surrounding WWII that would have influenced Orwell and post 9/11 legislations /actions that influenced Doctorow. We even had kids figure out the connections between Ned Kelly, The Chicago 7, and our protagonist Marcus Yarrow(can you figure that one out?). Towards the end of the unit, we had the kids write about Ben Franklin’s quote from 1759, “They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.”
Upon completion of reading both texts, the kids were challenged then with writing a paper defending their answer to the questions “What have we learned or what haven’t we learned from these two novels? And given that information, where are we going as a society?” that wasn’t a traditional black and white paper, but a Wikified Research paper.
As a previous student wrote:
In most English classes, inventing new verbs is reserved for confused students. However, in English 9 honors, wikified has become a universal verb penned by none other than the teacher herself…. A WRP, or wikified research paper, is made on wikispaces.com [and this year we added Google Sites] and allows students to link to resources within their papers, along with embedding various images and videos within their papers. This concept broadens the research paper from words on a piece of paper to a worldwide published work that includes interactive and supplementary elements which help define and support the student’s thesis.
As the students composed thesis statements defending their view point, we taught them about the wonders of wikispaces and Google Sites showing them the difference between publishing a paper for their teacher to publishing a paper for the world. There is a whole new level of engagement and responsibility in writing a paper of this magnitude.
Throughout the writing process, the students were challenged with composing something that was meaningful and relevant to their take-aways from the novels. Some students felt we have learned nothing as a society and continue to fall into the same traps Orwell and Doctorow identify such as blind acceptance of the truth, inability to decide for oneself, lack of trust in government and others, and the overwhelming power of technology. Others feel that because of Marcus’ role in Little Brother and Winston’s role in 1984, that we are learning not to blindly accept what others say and that everyone is empowered to challenge the system.
The students were also asked as a result of their learnings what will happen to us in the future. This part of the WRP could take any form: traditional paragraph, podcast, poem, video, etc…. If they could imagine it, they could create it. I think this is the part of the paper I have enjoyed more than any other. The kids are challenged with creating their own interpretation of a world which they have a greater role in. As they progress through these influencing years of learning, they are creating a future which could mimic their predictions, or challenge the future they see.
At the end of the writing process, the students turn in their wiki work and arrange for a assessment date with Maura or I. We grade their papers together talking through what the student’s intended in each paragraph as well as what we take away from their writing. The writing process comes alive at this point with the ability to walk each student through their thoughts clarifying confusions and appreciating their willingness to do something different. With each paper, I am able to see a clearer picture into my students’ writing mind reflecting back on their growth and seeing the amazing possibilities that lie in front of them. It is so powerful to sit next to each kid while commenting on the creativity of their work and feeling their personal pride in a job well done. Their exuberance at showing their teacher, and I would even guess the world, their thinking is inspiring.
I would encourage you to look through their work as well giving them feedback.
Period 2
Period 5
Friday, February 19, 2010
To: Texas From:Colorado re: 1984
Sometime during first semester, the date escapes me, Christian Long put out a tweet looking for someone to collaborate with his Texas students regarding 1984. Karl Fisch forwarded the tweet along to me, and so began our venture into Long’s World of Learning-Texas and Colorado style. Maura Moritz, my partner in 9th grade Honors, and I were going to have our students read 1984 at the end of first semester, and end at the beginning of second semester. Following this reading, our students were going to read Cory Doctorow’s response to 1984, Little Brother. Along the way, we were asking the students to think about “What have we learned or not learned in the 60 year span from Orwell to Doctorow? As a result, where are we going as a society?”
Working with Christian is like jumping into the Alice’s White Rabbit Hole- you just never know where you are going, but it is an adventure along the way. Christian and I spent a few Skype sessions with Maura planning out what our collaboration would look like. More importantly, the ability to exchange ideas outside of our department was refreshing. Christian has such a passion and stream of consciousness about his love of teaching and learning. To sit and talk with him is to take in all that it means to be a great teacher. Quite simply, my mind hurt when we would finish talking.
And so the plan became that quite magically all our teaching hours aligned. Christians’ period 2, 3, and 4, matched with our period 2, 3, and 4. We decided that since our students here at AHS had read 1984, they would lead Christian’s classes in a propaganda discussion. The kids planned a day of small group discussion focusing on various aspects of propaganda. Their planning is here and website they created for the discussion is here.
It is really interesting to sit back and watch the kids take over. There are those kids in class that are the planners/ organizers, those that are creatively minded coming up with all sorts of ideas, and then there are those that are along for the ride. Initially, the kids broke up into small groups planning what they were going to teach Christian’s kids. This worked out well and was well orchestrated. When the day came, their plan was that Christian’s kids would rotate between their small groups learning about a different facet of propaganda from a variety of kids. The plan was great, the implementation was more challenging. At least I can say for once, my kids were the guinea pigs and Maura’s got the benefit of our experience.
The technology allowed for some problems between the Texas to Colorado connection. One set could hear, and another couldn’t or one group could access the website, and another couldn’t. We set-up the classroom so that the kids were far enough away from one another each group having a computer with built in webcam that allowed them to Skype into Christian’s classroom in Texas.
The second day went much better- our kids led a large group discussion with Christian’s kids asking them to bring together all they had seen and talked about from the day before. This was a fun exchange of ideas regarding the purpose of propaganda (is all propaganda negative?), rights and responsibilities, safety and security, etc…
I think going forward some things we need to change are:
1- I think fewer groups and more time- maybe having two groups lead the entire class for 15 minute blocks of time.
2- Need to build in set-up time for technology: kids work out Skype difficulties day before so Skype is ready to go, kids all try website ahead of time to make sure all have access, etc...
3- Kids need to be better prepared to lead discussions. My kids had one or two questions, but didn't know how to work through problems with discussion or lack of responses. Kids need a wide depth and breadth of questions to ask. I guess this just proves not everyone can teach! Kids also need various means of delivering information when website doesn't work.
4- Less laughter from kids, more focus on professionalism and responsibility of task. Kids can have fun while still being academically challenged.
Maura’s classes went really well. I am glad we were able to have this intellectual exchange. The power of collaboration far outweighs and of the technical difficulties. I was amazed at the shift in my students from being learners to teachers and watching them struggle with how challenging it is to teach and engage your audience. I know they walked away with a new appreciation for me, and I walked away with a new collaborator- Christian, thanks for this opportunity and here’s to many more.
Working with Christian is like jumping into the Alice’s White Rabbit Hole- you just never know where you are going, but it is an adventure along the way. Christian and I spent a few Skype sessions with Maura planning out what our collaboration would look like. More importantly, the ability to exchange ideas outside of our department was refreshing. Christian has such a passion and stream of consciousness about his love of teaching and learning. To sit and talk with him is to take in all that it means to be a great teacher. Quite simply, my mind hurt when we would finish talking.
And so the plan became that quite magically all our teaching hours aligned. Christians’ period 2, 3, and 4, matched with our period 2, 3, and 4. We decided that since our students here at AHS had read 1984, they would lead Christian’s classes in a propaganda discussion. The kids planned a day of small group discussion focusing on various aspects of propaganda. Their planning is here and website they created for the discussion is here.
It is really interesting to sit back and watch the kids take over. There are those kids in class that are the planners/ organizers, those that are creatively minded coming up with all sorts of ideas, and then there are those that are along for the ride. Initially, the kids broke up into small groups planning what they were going to teach Christian’s kids. This worked out well and was well orchestrated. When the day came, their plan was that Christian’s kids would rotate between their small groups learning about a different facet of propaganda from a variety of kids. The plan was great, the implementation was more challenging. At least I can say for once, my kids were the guinea pigs and Maura’s got the benefit of our experience.
The technology allowed for some problems between the Texas to Colorado connection. One set could hear, and another couldn’t or one group could access the website, and another couldn’t. We set-up the classroom so that the kids were far enough away from one another each group having a computer with built in webcam that allowed them to Skype into Christian’s classroom in Texas.
The second day went much better- our kids led a large group discussion with Christian’s kids asking them to bring together all they had seen and talked about from the day before. This was a fun exchange of ideas regarding the purpose of propaganda (is all propaganda negative?), rights and responsibilities, safety and security, etc…
I think going forward some things we need to change are:
1- I think fewer groups and more time- maybe having two groups lead the entire class for 15 minute blocks of time.
2- Need to build in set-up time for technology: kids work out Skype difficulties day before so Skype is ready to go, kids all try website ahead of time to make sure all have access, etc...
3- Kids need to be better prepared to lead discussions. My kids had one or two questions, but didn't know how to work through problems with discussion or lack of responses. Kids need a wide depth and breadth of questions to ask. I guess this just proves not everyone can teach! Kids also need various means of delivering information when website doesn't work.
4- Less laughter from kids, more focus on professionalism and responsibility of task. Kids can have fun while still being academically challenged.
Maura’s classes went really well. I am glad we were able to have this intellectual exchange. The power of collaboration far outweighs and of the technical difficulties. I was amazed at the shift in my students from being learners to teachers and watching them struggle with how challenging it is to teach and engage your audience. I know they walked away with a new appreciation for me, and I walked away with a new collaborator- Christian, thanks for this opportunity and here’s to many more.
Changing the World ala Diigo
Part of the ninth grade curriculum is for our students to write a persuasive research paper where students apply their composition skills to a five paragraph essay. Last year with my student teacher, Mr. Ruggles, we changed the focus of the paper to a Change the World paper.
This year, we started the paper writing process talking about issues in this world that were injustices or wrongs that have been committed. These could be as simple as personal issues (curfew laws, child abuse, drug abuse) or complex as international issues(blood diamonds, world poverty/hunger). I wanted this paper to be very different for my students. We had spent the better part of first semester perfecting the paragraph with strong topic sentences and we had spent some time working with thesis statements. I wasn’t so concerned about the formatting of the paper, but helping my students find something they were passionate about and then helping them DO something about it. The paper was just a means to the end of creating an action plan. As they constructed their paper, they had to be thinking about how to solve this problem and then what could they personally do to Change the World.
After brainstorming and learning about proper internet search techniques from our library media specialist, Mr. Murphy, I asked Karl Fisch to come in to introduce the wonderful world of Diigo to our kids. Karl came in and presented about the organizational and collaborative nature of this tool. We had a group set-up for our entire class so that when one kid would bookmark a site, his bookmark would be shared with the entire class. The kids had the capability to collaborate on researching and sources, rather than be seen as “cheating.” – they were going to help one another succeed.
Another benefit of using Diigo was that all the information for the boys was stored online. As they read through articles, they could sticky note important information, tag the source with reminders as to where this valuable piece could support an argument in their paper, and most importantly, stay organized. No matter whether the student was at home or at school, as long as they could log into Diigo, they could access their sources.
As the students organized their papers, they were asked to create thesis statements that identified the problem, but then also identified a solution or two. Throughout the paper writing process, the ability for the kids to access the sources was so helpful. I think I would make some changes to this process in the future:
1- I would have the kids use Google Docs as a composition tool. Too often, paragraphs were lost or misplaced. I think this would parallel well with Diigo in that everything is available to the student wherever they go.
2- I need to stress the importance of not just Googling quotes about the topics. After finding sources for their papers, some kids would just find any quote that dealt with their topic rather than focusing on the research work. If they were arguing about global warming, they would just Google “global warming quotes” and use whatever came up, rather than facts and data that would support their opinion. I think a change to the rubric would help eliminate this problem.
3- I would like to get more kids to write their papers as Wikipapers. I think this is so important for writing in the 21st century. I don’t want their papers to be limited to my reading, but for everyone to see what these kids are thinking about and what they want to change. I need to work on this. After presenting Wikispaces and Google Sites to the kids, only one took me up on the offer.
4- I have to find a way to make kids better editors of each other’s work. This is something I have struggled with all year long. We do musical chairs editing (which if you have never tried is the best thing), but the kids are not either capable or focused enough as to what to edit. We walk through the papers step by step, and I have done example editing with them, but they don’t seem to follow through. I want them to develop this quality but am unsure beyond modeling, and reinforcing expectations how to get them to be better.
At the end of the paper, the kids were asked to develop and implement an action plan where they are going to personally do something about their problem. This is my favorite part of this whole project. The kids aren’t just writing a paper, but trying to change the world. They are actually doing something that is meaningful, relevant and personal to them. I have kids talking to news channels, emailing ESPN, Sports Illustrated, writing letters to congress, volunteering at homeless shelters and soup kitchens. You name it, they have considered it. With their final paper, they turned in their action plan as well. I asked the kids at the end of this whole six week process to reflect on the paper, Diigo, as well as the action plan. Their thoughts are posted on the class blog. It’s a start, and I know I will make changes next year, but these kids are beginning to see that the change all starts with them.
This year, we started the paper writing process talking about issues in this world that were injustices or wrongs that have been committed. These could be as simple as personal issues (curfew laws, child abuse, drug abuse) or complex as international issues(blood diamonds, world poverty/hunger). I wanted this paper to be very different for my students. We had spent the better part of first semester perfecting the paragraph with strong topic sentences and we had spent some time working with thesis statements. I wasn’t so concerned about the formatting of the paper, but helping my students find something they were passionate about and then helping them DO something about it. The paper was just a means to the end of creating an action plan. As they constructed their paper, they had to be thinking about how to solve this problem and then what could they personally do to Change the World.
After brainstorming and learning about proper internet search techniques from our library media specialist, Mr. Murphy, I asked Karl Fisch to come in to introduce the wonderful world of Diigo to our kids. Karl came in and presented about the organizational and collaborative nature of this tool. We had a group set-up for our entire class so that when one kid would bookmark a site, his bookmark would be shared with the entire class. The kids had the capability to collaborate on researching and sources, rather than be seen as “cheating.” – they were going to help one another succeed.
Another benefit of using Diigo was that all the information for the boys was stored online. As they read through articles, they could sticky note important information, tag the source with reminders as to where this valuable piece could support an argument in their paper, and most importantly, stay organized. No matter whether the student was at home or at school, as long as they could log into Diigo, they could access their sources.
As the students organized their papers, they were asked to create thesis statements that identified the problem, but then also identified a solution or two. Throughout the paper writing process, the ability for the kids to access the sources was so helpful. I think I would make some changes to this process in the future:
1- I would have the kids use Google Docs as a composition tool. Too often, paragraphs were lost or misplaced. I think this would parallel well with Diigo in that everything is available to the student wherever they go.
2- I need to stress the importance of not just Googling quotes about the topics. After finding sources for their papers, some kids would just find any quote that dealt with their topic rather than focusing on the research work. If they were arguing about global warming, they would just Google “global warming quotes” and use whatever came up, rather than facts and data that would support their opinion. I think a change to the rubric would help eliminate this problem.
3- I would like to get more kids to write their papers as Wikipapers. I think this is so important for writing in the 21st century. I don’t want their papers to be limited to my reading, but for everyone to see what these kids are thinking about and what they want to change. I need to work on this. After presenting Wikispaces and Google Sites to the kids, only one took me up on the offer.
4- I have to find a way to make kids better editors of each other’s work. This is something I have struggled with all year long. We do musical chairs editing (which if you have never tried is the best thing), but the kids are not either capable or focused enough as to what to edit. We walk through the papers step by step, and I have done example editing with them, but they don’t seem to follow through. I want them to develop this quality but am unsure beyond modeling, and reinforcing expectations how to get them to be better.
At the end of the paper, the kids were asked to develop and implement an action plan where they are going to personally do something about their problem. This is my favorite part of this whole project. The kids aren’t just writing a paper, but trying to change the world. They are actually doing something that is meaningful, relevant and personal to them. I have kids talking to news channels, emailing ESPN, Sports Illustrated, writing letters to congress, volunteering at homeless shelters and soup kitchens. You name it, they have considered it. With their final paper, they turned in their action plan as well. I asked the kids at the end of this whole six week process to reflect on the paper, Diigo, as well as the action plan. Their thoughts are posted on the class blog. It’s a start, and I know I will make changes next year, but these kids are beginning to see that the change all starts with them.
Friday, December 04, 2009
Come On In- We are Open for Learning
A year ago, I was entrenched in graduate school thinking about a message Gary Stager had delivered to our class. He indicated a profound need for our students to build relationships with other adults (not just their parents) and to help our students find meaningful connections to others in this world.
As I have contemplated his words over and over again, along with Karl Fisch’s challenge for me to bring in experts into my students’ classrooms, Maura Moritz and I have embarked upon this journey to bring the experts to our kids.
As I have contemplated his words over and over again, along with Karl Fisch’s challenge for me to bring in experts into my students’ classrooms, Maura Moritz and I have embarked upon this journey to bring the experts to our kids.
Earlier this year, as we were starting to teach Inherit the Wind, we brought in our Biology teachers (Jesse Craig, Adam Wallace, and Kathy Dinmore) to speak with our students about what it is like to be a modern day biology teacher. What changes have come about since the Scopes Monkey Trial of 1925? What issues and concerns do you have as a Biology teacher? What do you teach regarding evolution versus creation? After the teachers presented their stories, the students had great conversations exploring more about what the teacher had brought up. The kids were all incredibly appreciative and felt more informed going forward to read the play. They could see the modern connection to a play written in 1955.
Currently, we are having our Western Civ teachers (Jay Lukes, Amanda Crosby, Carrie Levi, and Jeremy Hawthorne) come into our classes to help our kids understand what was going on in the world around 1930-50’s. As we are starting to read George Orwell’s 1984, our kids need to have some contextual knowledge in order to understand what were the political and economic challenges Orwell was witnessing that influenced his work. The informational sessions and connections these teachers made in our classes have been impressive. Personally, I learned so much about political and economic spectrums that our history has faced as well as the other countries. In my classes, I witnessed Amanda Crosby weave a fabulous tale regarding communism, Marx, Soviet style communism putting into context Orwell’s world for us. Then, yesterday, I was able to watch the enthusiastic Jeremy Hawthorne connect all of the Cold War to our modern day situations with Cuba and North Korea.
Bringing in experts into my classroom has brought a new insight into teaching and learning. By letting go of me being in charge of the background information, or even asking the students to pursue background information, we are changing learning. We are showcasing learning as not being just limited to one class and one classes’ curriculum but extending the learning into all areas. We are showing the students and the community that learning can be anytime and anywhere. We are also linking our classes together moving from isolated learning behind four walls to inviting in experienced voices aiding our understanding and furthering our learning. We are creating a community of learners.
Next semester, we are inviting in not just one author but two: Daniel Pink author of A Whole New Mind and Cory Doctorow author of Little Brother. We are also inviting in experts to talk with our students about post 9/11 legislation in order to understand the time period of Cory Doctorow’s Little Brother.
And so I challenge you, how are you extending your classroom? How are you finding other adults to help you students learn and understand? How are you moving beyond your four walls? I know you all have experts in your building, in your departments, and in your community. So, why not bring them in?
Monday, November 16, 2009
To Be or Not To Be- Hamlet Cross Country
Earlier this school year, I tweeted out a request for classes wanting to collaborate with my college preparatory English Literature class. We were already in the midst of Oedipus Rex, but were soon to be exploring the worlds of Beowulf and Hamlet. This semester we have been studying the idea of heroes based upon the Joseph Campbell’s hero’s journey as well as looking at different types of heroes: anti-hero, epic hero, and tragic hero. I received a response from Laura Deisley who is the Director of 21st Century Learning at the Lovett School in Atlanta, GA. She thought she had a teacher in her building who would be willing to take the jump and collaborate with us.After a number of email exchanges looking at ideas, timing (they are East coast, we are Rocky Mountain time), moving schedules, permission from administrators, we decided to live blog two parts of William Shakespeare’s Hamlet. My students would be discussing with Debi Ohayon’s AP students Act 3 and the end of the play. My students have been reading Hamlet for a little while and were a little further along then Debi’s, but are not part of the AP curriculum here at AHS. Also, my students have EEE PC’s we use each day in class and have live blogged in previous classes so they were aware of the challenges of live blogging. Debi’s students were not used to this methodology in their classes.
Despite all the challenges from both sides and nervousness that this could be pulled off, today we made our first connection. We made this happen with great thanks to Karl Fisch and Laura. From the lovely Atlanta based school to our AHS home here in Centennial, Colorado, we managed to connect our students together…and they were impressive. Debi’s students rose to the challenge that the technology and new discussion method presented, and my students didn’t back down when discussing Hamlet with an advanced placement class. Both sides walked away commenting about how great it was to hear different points of view than from the students in their own class. They were surprised at how similar their thoughts were, but appreciative of the various ways ideas were presented. New ideas were explored and discussed, and common thoughts were expanded upon. Students on both sides of the country talked about how valuable it was to have a new angle and perspective on Hamlet.
And the kids acted like kids too. At one point, a student in Debi’s class even asked out another to their Sadie Hawkins dance. Too Cute.
As far as the set-up of how we created this cross-country connection, we each had a webcam and mic set-up for the inner circles of the fishbowl discussion so they could see and hear one another. Each inner circle faced the screen projecting the other class into their classroom using Skype. Both classes commented about the value of being able to see each other. For the discussion with the outer circle, the students used CoverItLive embedded in our class blog. The kids did a really nice job discussing the text with one another. There were some quiet spots, and talking over one another, but for the most part they all felt comfortable enough to agree, disagree, and have a thoughtful, intellectual discussion. Even those on the blog felt they walked away having made a new friend or debate partner.
On December 9th, we are going to live blog again with our friends on the east coast this time using the entire text as our basis of discussion. Hopefully by then we can iron out some of the technical challenges(hard to hear at times, webcam view to see all kids, etc…), help the kids feel more relaxed and building on their previous success, and create a longer lasting relationship between these two learning communities. I would encourage you at the least to follow along, and if you want, maybe brush up on your Hamlet and join in.
For me thus far, I have been so impressed by Debi’s willingness to jump right into live blogging and sharing her students with ours. Additionally, Laura Deisley’s support of her staff is commendable. I have only seen Karl Fisch work this hard before. It is nice to know its replicable. I have also been impressed with our students’ intellectual prowess to tackle not only reading Hamlet, but their willingness to lead and discuss their understanding with students on the other side of the US. They put themselves out there (or I put them out there J). They didn’t back down from the challenge, but rather set a high standard for themselves and other students wanting to discuss texts with classes from around the world. They continue to challenge me and I hope one another. As always, I am expecting bigger and better for the next go around.
Tuesday, November 03, 2009
Wonder Woman Gone Country 09-10
Every week in English Nine Honors, students are given a set of ten SAT preparatory vocabulary words. Last week’s words were Bleak, Blight, Boycott, Brash, Bravado, Blithe, Brusque, Bombastic, Boisterous, and Boorish. They are expected to know and use these words appropriately by the end of the week. One exciting part of getting a new set of words to learn, besides of course learning new words, is our Wednesday vocabulary activity. Students have created bumper stickers, pick up lines, written letters of complaint and recommendation. However, none are as clever as when they are asked to create a country western song about Wonder Woman (yes, the lady with the golden lasso and bracelets). In their groups of four to five, after completing their fantastic composition and practicing for a few moments, the next step was for the students to record their “original” work in Audacity. After saving their recording, students were to export the files into an MP3 format and voila! We have Wonder Woman Gone Country!
While none of these may be destined to win a Grammy, take a listen and see if you can pick out the vocab words. Also, take our poll and vote for your favorite version...
Period 2:
SBJ song
SBJ lyrics
SGKM song
SGKM lyrics
KNA song
KNA lyrics
DG song
DG lyrics
NZ song
NZ lyrics
EA song
EA lyrics
GJLJ song
GJLJ lyrics
MEZN song
MEZN lyrics
MLTTKR song
MLTTKR lyrics
Period 5:
AJ song
AJ lyrics
AMKEM song
AMKEM lyrics
BJKSM song
BJKSM lyrics
BRM song
BRM lyrics
CKJEC song
CKJEC lyrics
ENDJ song
ENDJ lyrics
KTSABC song
KTSABC lyrics
Monday, October 19, 2009
This I Believe Goes Global- We Want You!
For the past three years, I have had my classes write their versions of National Public Radio’s “This I Believe” segment. I was introduced to this idea by a colleague and have been always impressed by what my students hold as their personal values and beliefs. Writing these essays has allowed for them to do something they don’t get to do all that often at school - express their heartfelt beliefs. After writing the essays the first year, we submitted them to NPR, but we also decided to podcast them ourselves – no need to wait to see if NPR might choose to broadcast them. The writing was good at expressing their values, but once their voice was added to their written expression, WOW, it simply transformed that personal essay. Instead of the words simply being words, the words conveyed deeply held emotions. Now, this is the standard.Previous class examples:
Period 2 06-07
Period 5 06-07
Period 3 06-07
Period 2 07-08
Period 5 07-08
Period 3 07-08
Wiki 09-10
We are approaching that time of year, when I am going to start the kids on this writing adventure, but this year I wanted to invite you in the blog-o-sphere to join us again. I want “This I Believe” to go global. I want my students to benefit not only from knowing what their peers believe, or what the other AHS classes believe, but to hear and see what the world values. What do kids elsewhere in the U.S. believe in? What do kids elsewhere in the world believe in? What do some of the learned professionals that I know believe in? I want my students to walk away from this experience realizing the power they have as professional writers as well as connecting to other teenagers and adults from around the world. I want to see them exchange ideas, foster relationships, and appreciate the variety of perspectives. Maybe you can challenge your principal, your school board members, your local politicians, heck, maybe your entire school. Maybe we can even get our President to write his own “This I Believe.”
So, how do we accomplish this? Karl Fisch, of course, is willing to be my master facilitator. He has set up a wiki (still a work in progress) that will provide the guidelines for the classes to follow. I am making Maura Moritz’s classes join us again, so there will be four classes (ninth grade, 14 and 15 years old) from AHS writing and podcasting their essays: Moritz 3, Moritz 4, Smith 2, and Smith 5. We are hoping to attract at least three other classes from around the world, one each to pair up with each of our four classes. If we get more than four classes that are interested, then we will try to pair up any additional classes with another class somewhere in the world. If your class(es) are interested, please complete this Google Form with some basic information (your name, your email address, school name, location, grade level(s)/ages, how many classes, number of students in each class, and time frame that you’d like to do this) so we can setup those partnerships. (Our thinking is that pairing one class with one class will keep this from becoming too overwhelming for the students, although of course anyone can read/listen/comment to any of the essays on any of the wiki pages).We will create a wiki page for each set of paired classes and each student will upload their written essay as well as their podcast (the podcast can either be uploaded directly to the wiki, or you can use a variety of other services for that and then link to them). Each pair of classes will be in charge of their own wiki page and we’ll use the discussion tabs on each page to give feedback to the students. If you are an adult interested in writing a piece yourself, simply add them to the “adults” page on the wiki. I am hoping to get some notable edubloggers as well as my superintendent, CIO, and others to participate. It would also be helpful to include a brief bio so the kids can know who they are reading about.Obviously you don’t have to do this with us or on our wiki, you can create your own. But we thought it might be interesting and helpful to have one wiki that aggregated all these essays/podcasts, one place that students (and others) could visit to learn about beliefs all over the world.
Wondering where to start? NPR has a number of education friendly links to help you along the process:
For Educators
For Students
Essay writing tips
How to contribute an essay to NPR
Timeline: For our classes we are going to start writing our essays, November 6th with a final due date of November 13th for their essay. The following week they will begin podcasting their essays. The paired classes don’t have to match this timeline exactly (although that would be great), but we’re hoping they can have theirs completed by Thanksgiving so that the students can start commenting on each other’s essays/podcasts.But for other pairings you can set whatever time frame works best for you – that’s the beauty of the wiki, it’s a living document with no “end” to the assignment (although that’s why we need you to include your time frame when you email us so that we can try to match folks up). We would really appreciate any feedback (now or as this progresses) to make this an experience that is truly relevant and meaningful for these kids.
Period 2 06-07
Period 5 06-07
Period 3 06-07
Period 2 07-08
Period 5 07-08
Period 3 07-08
Wiki 09-10
We are approaching that time of year, when I am going to start the kids on this writing adventure, but this year I wanted to invite you in the blog-o-sphere to join us again. I want “This I Believe” to go global. I want my students to benefit not only from knowing what their peers believe, or what the other AHS classes believe, but to hear and see what the world values. What do kids elsewhere in the U.S. believe in? What do kids elsewhere in the world believe in? What do some of the learned professionals that I know believe in? I want my students to walk away from this experience realizing the power they have as professional writers as well as connecting to other teenagers and adults from around the world. I want to see them exchange ideas, foster relationships, and appreciate the variety of perspectives. Maybe you can challenge your principal, your school board members, your local politicians, heck, maybe your entire school. Maybe we can even get our President to write his own “This I Believe.”
So, how do we accomplish this? Karl Fisch, of course, is willing to be my master facilitator. He has set up a wiki (still a work in progress) that will provide the guidelines for the classes to follow. I am making Maura Moritz’s classes join us again, so there will be four classes (ninth grade, 14 and 15 years old) from AHS writing and podcasting their essays: Moritz 3, Moritz 4, Smith 2, and Smith 5. We are hoping to attract at least three other classes from around the world, one each to pair up with each of our four classes. If we get more than four classes that are interested, then we will try to pair up any additional classes with another class somewhere in the world. If your class(es) are interested, please complete this Google Form with some basic information (your name, your email address, school name, location, grade level(s)/ages, how many classes, number of students in each class, and time frame that you’d like to do this) so we can setup those partnerships. (Our thinking is that pairing one class with one class will keep this from becoming too overwhelming for the students, although of course anyone can read/listen/comment to any of the essays on any of the wiki pages).We will create a wiki page for each set of paired classes and each student will upload their written essay as well as their podcast (the podcast can either be uploaded directly to the wiki, or you can use a variety of other services for that and then link to them). Each pair of classes will be in charge of their own wiki page and we’ll use the discussion tabs on each page to give feedback to the students. If you are an adult interested in writing a piece yourself, simply add them to the “adults” page on the wiki. I am hoping to get some notable edubloggers as well as my superintendent, CIO, and others to participate. It would also be helpful to include a brief bio so the kids can know who they are reading about.Obviously you don’t have to do this with us or on our wiki, you can create your own. But we thought it might be interesting and helpful to have one wiki that aggregated all these essays/podcasts, one place that students (and others) could visit to learn about beliefs all over the world.
Wondering where to start? NPR has a number of education friendly links to help you along the process:
For Educators
For Students
Essay writing tips
How to contribute an essay to NPR
Timeline: For our classes we are going to start writing our essays, November 6th with a final due date of November 13th for their essay. The following week they will begin podcasting their essays. The paired classes don’t have to match this timeline exactly (although that would be great), but we’re hoping they can have theirs completed by Thanksgiving so that the students can start commenting on each other’s essays/podcasts.But for other pairings you can set whatever time frame works best for you – that’s the beauty of the wiki, it’s a living document with no “end” to the assignment (although that’s why we need you to include your time frame when you email us so that we can try to match folks up). We would really appreciate any feedback (now or as this progresses) to make this an experience that is truly relevant and meaningful for these kids.
Tuesday, October 13, 2009
Cellphones in the classroom- POLLEVERYWHERE ROCKS
This past week, I wanted to get the kids thinking about the role of our government, who do they work for, what is the role of mass media, who controls us, are textbooks accurate (ask Gary Stager about this), etc…
We just finished our unit on Macbeth and Lord of the Flies, where we were looking at the question “What does it take to challenge the system?”. We are going to continue pursuing this question now through our study of Fahrenheit 451 and a couple of short stories “The Pedestrian” by Ray Bradbury and “Harrison Bergeron” by Kurt Vonnegut. Also, to get the kids thinking about technologies role in their lives in connection with the novel, we watched Dr. Wesch’s A Vision of Students Today and The Machines are Using Us. (Of course, we already have watched the infamous DYK).
In order to get the kids to shift into a new novel, and while continuing to thinki about those questions above, I created a poll via polleverywhere.com where the kids in pairs, could discuss a question and then text in their answer to our class poll. This created a lively discussion amongst the class! Wow- these kids were on fire. The combination of technology, questions, group work, and a classroom where we operate under the motto “This is NOT education as usual” made this an amazing day. The poll was extremely easy to create and it was fascinating to ask the kids to defend their answer or different answers, change sides, or limit their responses to a few words. The questions I asked were from a study guide that I used to use. I am anxious to keep on implementing this easy tool that is FREE as a quick gauge for understanding or to pose thoughtful questions helping the kids to take sides.
Tuesday, October 06, 2009
Wondering About Writing Conferences
Over the course of my teaching career, I have discovered the value of individual writing conferences with my students. It is not as though the written feedback I provided for so many years wasn’t valued, but more so that I watched student after student simply turn to their assigned grade and then put the returned paper away never to be seen again- lost to the abyss of the backpack.
After some time, I thought, why am I spending all this time writing this great feedback when it seems that students are just tossing it aside and moving on to the next piece? I also came to the realization over the past few years that writing shouldn’t be a one-time only process but that we should continue to teach kids of the process not simple completion. And so entered the 1-1 writing conference.
Since we have a variable schedule here at AHS, we have the ability and convenience to meet with students on our off hours. I usually have kids schedule meetings with me when we have the same unscheduled time, and if that doesn’t work, before or after school. This year, I have met with all my students to go over some piece of writing. With my freshman it was their initial writing piece (we call their writing sample) to see where our students are in their writing instruction. For the most part, I am not sure if I am going to continue this practice. I see the value in having a pretest of their abilities, but many don’t know how to write and so I end up teaching them how to compose a formal essay anyway. I guess I am lost as to the purpose of the prewriting assessment as a real means of learning. I suppose I could have them take their first writing samples and look back at them at the end of the semester to comment and reflect on their growth as writers (that is hoping that they grow J). My seniors use their writing conference time to review their college essays before final submission. I really enjoy this time with them, getting a chance to help polish a piece that speaks loudly of their accolades and experiences. With all writing conferences, the time to instruct one on one, hearing their questions and comments by receiving direct feedback is so valuable. Additionally, by having the students come in to see me, many students come to recognize the connection that teachers are here to help them get better at learning. I think this is definitely one of the most important aspects of my teaching and my classroom.
With both of these writing conferences, I transition to different conferences for the next meetings. There are two methodologies I use and feel are valuable, but I am unsure if one way is necessarily better than the other. One way I conference is before they submit a final piece to be graded. I see real promise in helping kids develop their writing skills before receiving final grades on papers so that this conference can help with preventative measures. The problem with this is it assumes (you know what happens when you assume) that grades are final, there is a due date, and that the writing process has ended on this paper.
The other way I do conferences is post submission, post due date. I like this idea because it gives kids a chance to correct mistakes on their papers with my written feedback, but I often feel as though then I am simply an editor for their paper and they are fixing the little things, not the ideas, arguments, etc… I think there is value to this because it focuses on the process rather than the grade, but the students who simply view me as their professional corrector makes this much more challenging.
I still see relevance in both, but am unsure if there is one method that works better than others. With increasing my student numbers in all my classes, this semester I have had student conferences at every single off hour plus before and after school, so I know that the conferences are meaningful. I am just wondering if I need to focus more on the preconference or post conference. Maybe I should let the kids pick which one works better for them? Also, the conference is something I require because I do feel it is so valuable, but I wonder after the initial writing conferences, if I should see if they come to me if there is no requirement?(a supposed “Build it and they will come”-thank you Kevin Costner).
Just a lot of questions here, no real answers.
After some time, I thought, why am I spending all this time writing this great feedback when it seems that students are just tossing it aside and moving on to the next piece? I also came to the realization over the past few years that writing shouldn’t be a one-time only process but that we should continue to teach kids of the process not simple completion. And so entered the 1-1 writing conference.
Since we have a variable schedule here at AHS, we have the ability and convenience to meet with students on our off hours. I usually have kids schedule meetings with me when we have the same unscheduled time, and if that doesn’t work, before or after school. This year, I have met with all my students to go over some piece of writing. With my freshman it was their initial writing piece (we call their writing sample) to see where our students are in their writing instruction. For the most part, I am not sure if I am going to continue this practice. I see the value in having a pretest of their abilities, but many don’t know how to write and so I end up teaching them how to compose a formal essay anyway. I guess I am lost as to the purpose of the prewriting assessment as a real means of learning. I suppose I could have them take their first writing samples and look back at them at the end of the semester to comment and reflect on their growth as writers (that is hoping that they grow J). My seniors use their writing conference time to review their college essays before final submission. I really enjoy this time with them, getting a chance to help polish a piece that speaks loudly of their accolades and experiences. With all writing conferences, the time to instruct one on one, hearing their questions and comments by receiving direct feedback is so valuable. Additionally, by having the students come in to see me, many students come to recognize the connection that teachers are here to help them get better at learning. I think this is definitely one of the most important aspects of my teaching and my classroom.
With both of these writing conferences, I transition to different conferences for the next meetings. There are two methodologies I use and feel are valuable, but I am unsure if one way is necessarily better than the other. One way I conference is before they submit a final piece to be graded. I see real promise in helping kids develop their writing skills before receiving final grades on papers so that this conference can help with preventative measures. The problem with this is it assumes (you know what happens when you assume) that grades are final, there is a due date, and that the writing process has ended on this paper.
The other way I do conferences is post submission, post due date. I like this idea because it gives kids a chance to correct mistakes on their papers with my written feedback, but I often feel as though then I am simply an editor for their paper and they are fixing the little things, not the ideas, arguments, etc… I think there is value to this because it focuses on the process rather than the grade, but the students who simply view me as their professional corrector makes this much more challenging.
I still see relevance in both, but am unsure if there is one method that works better than others. With increasing my student numbers in all my classes, this semester I have had student conferences at every single off hour plus before and after school, so I know that the conferences are meaningful. I am just wondering if I need to focus more on the preconference or post conference. Maybe I should let the kids pick which one works better for them? Also, the conference is something I require because I do feel it is so valuable, but I wonder after the initial writing conferences, if I should see if they come to me if there is no requirement?(a supposed “Build it and they will come”-thank you Kevin Costner).
Just a lot of questions here, no real answers.
Thursday, October 01, 2009
Tales of the Document Camera
This year has been exhausting. More students, more preps, more demands of increased test scores on writing and reading. More, more, more with less given back. This equals exhaustion.
As a ninth grade team, one of our essential learnings is for our students to write with a critical and argumentative intent. Our common assessment working towards meeting this essential learning is having our students compose thesis statements that state the title, author, answer the question asked and provide a value as to “why” that is the answer. With every story we read, we write a thesis statement working towards proficiency. By now, my kids have composed at least 7 thesis statements on various short stories from Frank Stockton’s “The Lady or the Tiger” to Richard Connell’s “Most Dangerous Game” to David Brenner’s “Fish Eyes.” All of these stories focus on our essential question of the semester “How do words and actions affect who others become?” We have written out our thesis statements on note cards, posted our thesis statements on our class blog, and shown them to one another using the document camera. Ahh, the document camera…
I can’t tell you how much I love this piece of equipment. After having laptops for four years, I am so used to the instantaneous power of learning and immediacy of information. When I have taught student writing before, we always exchange papers with USBs to edit one another’s work and to showcase writing workshop tips and suggestions. It takes time loading one’s paper, and getting the kids to emulate the strategies I am demonstrating on a student’s papers. But it is worthwhile to see them learn from one another.
This year with the document camera is different though. I am not sure if it is just the tool, or the amount of writing my all boys’ class is doing, but they can’t wait to share their writing with the class using the document camera. On Wednesday, I asked the students “who would like to share their writing so we can learn together from the editing process?” Almost 2/3 of the class had a paper they wanted to share. They all wanted to use their writing as an example so that the rest of the class could give feedback to the paper under the camera. As we talked through the paper, sentence by sentence, paragraph by paragraph, the students were making the changes to their own paper that they were seeing on the screen. The kids were visually learning and kinesthetically learning. Kids weren’t just sitting idly by while I was helping one student; through my review of helping one student’s paper, we were all working together learning from one another’s examples and mistakes.
Reflecting, I am not sure if the excitement over editing was from the free editing, the sharebility of ideas, the feedback for writing, or that they are all boys and feel “ok” with sharing their work since there is no female pressure (I remind them all the time that I am a female, but they tell me I don’t count). I am saddened though that I lose my document camera next week. Hopefully, the technology gods can come to my rescue and replace it with one I can keep, because I can see real continued use of this not with just writing, but the reading process as well. Rather than kids just sharing their ideas out loud- which I love but know it doesn’t meet all kid’s learning needs , some kids can share their thoughts through the document camera that are written into their own books. Kids can show their questions, their thinking process, their inferences and connections.
Tuesday, September 22, 2009
Learning and H1N1: Students Skyping into Class
I think make-up work is the bane of every teacher’s existence. No one I know likes the idea of kids missing class, and then having to relay information not just once, or twice, but multiple times to kids who are missing from class. Lately, with our good friend H1N1 making his presence known in our schools, make-up work and sick kids are on the rise. It seems that everyday for the past week or so when I have started class with my cheery “Hello everybody” the number of students replying “Hello Smith” is dwindling. And that makes me sad.In order to combat this loss of personality in my classroom, and more importantly to keep my students abreast of what we are discussing, I showed the kids Skype the other day. We talked about how I used Skype extensively last year with my grad school classes at Pepperdine, and how they too can stay in contact with the class even though they are at home in bed sick.
I had a few students take me up on the offer to Skype into class yesterday and today. The students have different computers at home with two capable of using a webcam and microphone and the other just being able to listen and text/chat back to class. What was really impressive was that the students’ willingness to be connected back into our class when they are at home feeling crummy. They want to participate, they want to stay in touch, they want to continue to learn and aren’t letting the flu get in their way. Watching my other students react to the webcam in our classroom and then being able to watch the girls and boy connect into class, many of the students thought about what an amazing use of technology they were witnessing. We were truly extending the walls of the classroom to homes in Littleton doing our own part, along with the number of hand sanitizing dispensers we have installed here at AHS, to put H1N1 out of our minds and keep on exploring the wonderful world of Macbeth.
Tuesday, September 08, 2009
32 boys and me: Tales from the all boys' class
This year, I added a new prep- Single Gender All Boys English Nine- yep, 32 boys plus Anne Smith in a first hour Language Arts class. This class has been one of the most interesting I have taught because it often requires me to rethink my lesson plans at the last minute in order to keep the boys motivated and encouraged.
The class follows the idea that each gender learns better when separated and taught by a teacher of the opposite sex. I have watched this class from afar over the past years and learned a considerable amount just within these first few weeks. I don’t know if I could have prepared myself more for this class other than growing up with three brothers of my own, but this class has been and continues to be a mental challenge.
I knew I would really need to change the focus of this class in-order to meet all the boys’ learning needs. Many in this class are struggling writers and readers thus probably the reason that they are in this class. Some weren’t even aware that they were in this class- they had not selected to be in a single gender class. Obviously, we are overcoming a number varied backgrounds, impressions, and approaches to this class.
To start the year, I wanted to continue work I had done last year with my freshman- removing the possibility of the D. This went over very well with the boys. Many admitted that they didn’t want to settle for poor quality work and should be held to a higher standard. Others liked the challenge that lay before them asking them to do more than they had in previous classes. The premise behind the No D policy is that the students can’t earn a D. Students will receive an F and be asked to redo any work that doesn’t meet the expectations of the A, B, and C quality work that they defined- yes, THEY DEFINED. They created the expectations and so they are aware of what it takes to achieve their desired grade. Along with this, the students have multiple opportunities to redo their work up until the 6 week grading period. Last year, this whole approach was met with rave reviews. My students worked so hard and improved significantly in their reading and writing eventually coming to the realization that it is better to do their best work the first time assigned than to do “crap” work and be asked to redo it.
Enter the problem: so far this year, my grades are really low- really, really low. Now I should say that these grades are not mine, they are the students, and they have earned them. Right now the kids are sitting with some of the lowest grades I have ever seen- they would put Bart Simpson to shame. I am wondering what is going on? Why aren’t they doing their PLNs? Why aren’t they redoing the work that has been returned to them for improved grades? Why does it seem that I care more than they do about their work? Why aren’t they coming in? What is going to happen to this class if this keeps up? Is this the same way these policies affected the class last year, but I just don’t remember?
The kids are turning in some work, (many turned in very impressive "What Matters" blogs- check these out) but not all of their work. Is this because they have up till the six week period to get the work in? I know I confronted this same obstacle last year, but the kids soon learned that there is a lot of make-up work to do if they wait till the end? Is there something to the fact that this class is first hour? Am I not doing my job here? Am I overwhelming instead of inspiring?
Last week, I had the kids do a reflection piece on how everything is going for them considering they have been in my class for three weeks? Surprisingly, a number of the kids weren’t concerned about their grades, but much more concerned with learning how to do the PLNs correctly. This is fabulous insight for me- I need to take some time to slow down, re-plan and give them the time they need to learn how to do the assignment in a professional manner. I always get trapped in this idea of plowing through material rather than doing it correctly- hmm, same problem my students are facing! What an epiphany. Why don’t I give them the time? If this is what the boys need to get back on track and be successful, I need to meet those needs, not the needs of the grade. With the increasing demands on our test scores that our school is placing on those of us who teach ninth grade English, I guess I am worried about preparing my students and not just for the test, but for life. I want them to improve reading and writing, find a personal connection with literature, make a difference, change the world, but I need to remember that it all begins with baby steps. Go slow to go fast…
Over the next couple of weeks, each of my ninth graders will be coming in for a writing conference with me. I am going to use this one to one time to talk with them about their work they have submitted thus far, to go over their CSAP scores letting them know I know where they are at and in what ways can they improve, review their writing sample they submitted on digital footprints, and finally, talk about some of the work they have already submitted. Hopefully this combination of one to one meetings, slowing down the pace of the class, and refocusing the purpose to “what matters” will lead us all in better directions.
Ahh, reflection- I guess Karl Fisch is right; it does put everything into perspective.
The class follows the idea that each gender learns better when separated and taught by a teacher of the opposite sex. I have watched this class from afar over the past years and learned a considerable amount just within these first few weeks. I don’t know if I could have prepared myself more for this class other than growing up with three brothers of my own, but this class has been and continues to be a mental challenge.
I knew I would really need to change the focus of this class in-order to meet all the boys’ learning needs. Many in this class are struggling writers and readers thus probably the reason that they are in this class. Some weren’t even aware that they were in this class- they had not selected to be in a single gender class. Obviously, we are overcoming a number varied backgrounds, impressions, and approaches to this class.
To start the year, I wanted to continue work I had done last year with my freshman- removing the possibility of the D. This went over very well with the boys. Many admitted that they didn’t want to settle for poor quality work and should be held to a higher standard. Others liked the challenge that lay before them asking them to do more than they had in previous classes. The premise behind the No D policy is that the students can’t earn a D. Students will receive an F and be asked to redo any work that doesn’t meet the expectations of the A, B, and C quality work that they defined- yes, THEY DEFINED. They created the expectations and so they are aware of what it takes to achieve their desired grade. Along with this, the students have multiple opportunities to redo their work up until the 6 week grading period. Last year, this whole approach was met with rave reviews. My students worked so hard and improved significantly in their reading and writing eventually coming to the realization that it is better to do their best work the first time assigned than to do “crap” work and be asked to redo it.
Enter the problem: so far this year, my grades are really low- really, really low. Now I should say that these grades are not mine, they are the students, and they have earned them. Right now the kids are sitting with some of the lowest grades I have ever seen- they would put Bart Simpson to shame. I am wondering what is going on? Why aren’t they doing their PLNs? Why aren’t they redoing the work that has been returned to them for improved grades? Why does it seem that I care more than they do about their work? Why aren’t they coming in? What is going to happen to this class if this keeps up? Is this the same way these policies affected the class last year, but I just don’t remember?
The kids are turning in some work, (many turned in very impressive "What Matters" blogs- check these out) but not all of their work. Is this because they have up till the six week period to get the work in? I know I confronted this same obstacle last year, but the kids soon learned that there is a lot of make-up work to do if they wait till the end? Is there something to the fact that this class is first hour? Am I not doing my job here? Am I overwhelming instead of inspiring?
Last week, I had the kids do a reflection piece on how everything is going for them considering they have been in my class for three weeks? Surprisingly, a number of the kids weren’t concerned about their grades, but much more concerned with learning how to do the PLNs correctly. This is fabulous insight for me- I need to take some time to slow down, re-plan and give them the time they need to learn how to do the assignment in a professional manner. I always get trapped in this idea of plowing through material rather than doing it correctly- hmm, same problem my students are facing! What an epiphany. Why don’t I give them the time? If this is what the boys need to get back on track and be successful, I need to meet those needs, not the needs of the grade. With the increasing demands on our test scores that our school is placing on those of us who teach ninth grade English, I guess I am worried about preparing my students and not just for the test, but for life. I want them to improve reading and writing, find a personal connection with literature, make a difference, change the world, but I need to remember that it all begins with baby steps. Go slow to go fast…
Over the next couple of weeks, each of my ninth graders will be coming in for a writing conference with me. I am going to use this one to one time to talk with them about their work they have submitted thus far, to go over their CSAP scores letting them know I know where they are at and in what ways can they improve, review their writing sample they submitted on digital footprints, and finally, talk about some of the work they have already submitted. Hopefully this combination of one to one meetings, slowing down the pace of the class, and refocusing the purpose to “what matters” will lead us all in better directions.
Ahh, reflection- I guess Karl Fisch is right; it does put everything into perspective.
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