Mapping asks students to arrange groups of ideas visually and to show relationships among them... Maps allow students to represent thinking that involves multiple, simultaneous associations, rather than just linear steps. (DZS, 60)
See my map
Tuesday, July 3, 2007
Monday, July 2, 2007
Writing is Thinking, BPR Ch. 13
"Writing is not about memorizing a series of facts and reiterating that information... Writing lets us think of things we didn't know we knew until we began writing." (Rief, 191)
I don't know why, but this paragraph from the book reminds me of a girl I tutored a couple years ago. This girl, about 16 years old, was from Mexico and as a volunteer to the Every1 Reads program who spoke Spanish, I was assigned to her. She didn't speak much English although she'd been in the United States for a while. In addition to that, her Spanish was very conversational. I soon realized that this young girl could not read or write in her native language, let alone in English. She had stayed at home with her mother growing up, doing household duties instead of going to school. This girl was very shy and intimidated and frustrated with her literacy level (or at least how much we focused and promoted the advancement of this). At the very beginning our sessions, which were once a week for an hour, the young girl would refuse to read. She would simply say "No puedo," in English "I can't." Instead of reading, I resorted to writing - starting with the alphabet. To my surprise, she could write! We capitalized on this aspect of her literacy. I asked her to write a word for each letter of the alphabet and we progressed to working on her portfolio pieces. I believe this quote epitomizes this student with whom I had the privilege to work.
I don't know why, but this paragraph from the book reminds me of a girl I tutored a couple years ago. This girl, about 16 years old, was from Mexico and as a volunteer to the Every1 Reads program who spoke Spanish, I was assigned to her. She didn't speak much English although she'd been in the United States for a while. In addition to that, her Spanish was very conversational. I soon realized that this young girl could not read or write in her native language, let alone in English. She had stayed at home with her mother growing up, doing household duties instead of going to school. This girl was very shy and intimidated and frustrated with her literacy level (or at least how much we focused and promoted the advancement of this). At the very beginning our sessions, which were once a week for an hour, the young girl would refuse to read. She would simply say "No puedo," in English "I can't." Instead of reading, I resorted to writing - starting with the alphabet. To my surprise, she could write! We capitalized on this aspect of her literacy. I asked her to write a word for each letter of the alphabet and we progressed to working on her portfolio pieces. I believe this quote epitomizes this student with whom I had the privilege to work.
The Art of Language, BPR Ch. 11
"Language is our canoe up the wilderness river, our bush plane, our space capsule, our magic. Instead of 'now you see it, now you don't,' using language works in reverse: 'now you don't see it, now you do.'" (Romano, 170)
This is the epitome of what I believe writing should be. I completely repeating myself by saying this as I did in the "I believe" post, but you have to become Stephen King in your writing (compliments of my high school peer editor). Many times we envision what we read - get a picture in our head about what it looks like. But I believe it should go beyond this. A writer should allow their audience to feel their writing. Language is such a powerful tool that our students in which our students should be equipped. As a Spanish teacher, I feel as if I increase grammar knowledge and vocabulary in English as well as in the foreign language. For example: the word edificio in Spanish refers to the word building in English, but the actual cognate is edifice. One out of 56 eighth grade students answered this correctly, but now 55 more now the word.
This is the epitome of what I believe writing should be. I completely repeating myself by saying this as I did in the "I believe" post, but you have to become Stephen King in your writing (compliments of my high school peer editor). Many times we envision what we read - get a picture in our head about what it looks like. But I believe it should go beyond this. A writer should allow their audience to feel their writing. Language is such a powerful tool that our students in which our students should be equipped. As a Spanish teacher, I feel as if I increase grammar knowledge and vocabulary in English as well as in the foreign language. For example: the word edificio in Spanish refers to the word building in English, but the actual cognate is edifice. One out of 56 eighth grade students answered this correctly, but now 55 more now the word.
The Almighty Rubric, BPR Ch. 17
"Posted rubrics can become a fraud, an activity in which we go through the motions of sharing with students the standards for what counts as a quality piece of work without really helping them come to grips with what quality looks like and more important ,how a quality piece differs from one that fall short. I don't think rubrics have any value unless we involve students in examining what in means for a piece to have a certain feature..." (Brenner, 267)
Can I get an AMEN? So many times during my first year of teaching, I would distribute a rubric for projects and whatnot. To my surprise, many of these rubrics were left behind by students in the desks, on the floor, and in the garbage. We went over each rubric as a class so that it would be clear what I expected of them. But why did they care so little? A large project's grade was at stake! I now know that students must be invested in the assessment. I can stand at the front of the room and explain a project until I am blue in the face, but if the student body helped me create the guidelines, maybe I could save some oxygen (maybe?).
Nevertheless, I do have an excellent resource that I want to share with everyone. This site helps you create your own rubric: Rubistar.com Try it out. It really is a wonderful help.
Last thing: How come we as college (undergrad & grad) don't partake in creating rubrics for our projects? Interesting, I think.
Can I get an AMEN? So many times during my first year of teaching, I would distribute a rubric for projects and whatnot. To my surprise, many of these rubrics were left behind by students in the desks, on the floor, and in the garbage. We went over each rubric as a class so that it would be clear what I expected of them. But why did they care so little? A large project's grade was at stake! I now know that students must be invested in the assessment. I can stand at the front of the room and explain a project until I am blue in the face, but if the student body helped me create the guidelines, maybe I could save some oxygen (maybe?).
Nevertheless, I do have an excellent resource that I want to share with everyone. This site helps you create your own rubric: Rubistar.com Try it out. It really is a wonderful help.
Last thing: How come we as college (undergrad & grad) don't partake in creating rubrics for our projects? Interesting, I think.
Thinking Maps and the like, BPR Ch.16
"Thinking maps provide a common language for teacher to use in culturally diverse classrooms to develop both the critical thinking and language needed to strengthen students' ability to construct meaning from text and to communicate their learning." (Cooper, 252)
Is it just me? Am I the only one who never used graphic organizers or "Thinking Maps" (with the exception of the traditional Venn Diagram) in my educational career? I do see how they can help students (especially spatial learners) with organizing their thoughts and such. But where in the Almighty Teaching Manual does it say we must use graphic organizers? I had never heard of this concept before last summer and it seems to be an increasingly popular trend for teachers. But what happens if a student doesn't benefit from these strategies? What if the graphic organizer is just busy work for students ready to write? On the flip side, I see how a teacher can use the "Thinking Maps" and graphic organizers for assessment, but shouldn't the written work be what is up for assessment?
I'm not off my soap box yet... What happened to the traditional outline? Was it replaced with cute bubbles and lines on a work sheet? For me, the outline is a clear, sequential layout in which to follow in the writing process. I cannot be the only one who finds outlines useful!
I'm not going to write off graphic organizers just yet, but it has gotten to a point where my students moan and grumble whenever they see one (and I haven't used them very often). Are we beating a dead horse by implementing these adorable layouts repeatedly?
PLEASE! Tell me I'm not the only one...
Is it just me? Am I the only one who never used graphic organizers or "Thinking Maps" (with the exception of the traditional Venn Diagram) in my educational career? I do see how they can help students (especially spatial learners) with organizing their thoughts and such. But where in the Almighty Teaching Manual does it say we must use graphic organizers? I had never heard of this concept before last summer and it seems to be an increasingly popular trend for teachers. But what happens if a student doesn't benefit from these strategies? What if the graphic organizer is just busy work for students ready to write? On the flip side, I see how a teacher can use the "Thinking Maps" and graphic organizers for assessment, but shouldn't the written work be what is up for assessment?
I'm not off my soap box yet... What happened to the traditional outline? Was it replaced with cute bubbles and lines on a work sheet? For me, the outline is a clear, sequential layout in which to follow in the writing process. I cannot be the only one who finds outlines useful!
I'm not going to write off graphic organizers just yet, but it has gotten to a point where my students moan and grumble whenever they see one (and I haven't used them very often). Are we beating a dead horse by implementing these adorable layouts repeatedly?
PLEASE! Tell me I'm not the only one...
I believe...
that writing is a great outlet for thoughts, frustrations, stress, and so much more. I have always enjoyed writing: poems, songs, stories and the like, much more than I have ever enjoyed reading. Is this because my writing directly relates to me? I also find that I am more patient when writing than reading. Of course this does not include research papers and other mandated writings. I love making a story come alive through descriptions you can feel - not just see, but actually feel. I was told one time in high school by a peer editor to "become Stephen King" in my writing. From that point on, I was never shy about the use of adjectives and similes. In the spring of my senior year we were asked to write a personal narrative as a portfolio piece. I will never forget Mrs. Buchanan being so impressed with my work that she read my narrative to the entire class.
As a teacher, I promote writing - not only in the Spanish language but in English as well. When I started teaching, my students could not form a complete sentence in Spanish. Within a month (or two for 6th grade) they were writing complete, coherent thoughts. I made sure to praise them whole heartedly on this accomplishment. By the end of the year, my 8th grade students were writing complete paragraphs and letters. I have never felt so proud! When students were required to write in English, all rubrics had a mechanical and grammatic section. Students seemed to be frustrated knowing I would grade them on this, but I feel as if it crucial for every content area to do this. (My biggest pet peeve: they're - their - there) Of course I promoted grammar and mechanics in writing Spanish as well, but I did not grade as heavily on this aspect.
As a teacher, I promote writing - not only in the Spanish language but in English as well. When I started teaching, my students could not form a complete sentence in Spanish. Within a month (or two for 6th grade) they were writing complete, coherent thoughts. I made sure to praise them whole heartedly on this accomplishment. By the end of the year, my 8th grade students were writing complete paragraphs and letters. I have never felt so proud! When students were required to write in English, all rubrics had a mechanical and grammatic section. Students seemed to be frustrated knowing I would grade them on this, but I feel as if it crucial for every content area to do this. (My biggest pet peeve: they're - their - there) Of course I promoted grammar and mechanics in writing Spanish as well, but I did not grade as heavily on this aspect.
Book Trailer Reflection
House on Mango Street book trailer
by Brandi Gates & Heather Eaton
I can't believe I dreaded this assignment! For some reason, I thought it would be very time consuming and difficult when in actuality, it took me back to my high school days. I decided to take broadcast journalism my senior year of high school to fill my schedule. Little did I know how much fun it would be. Don't get me wrong - it was a lot of work, but the final product made it all worth while. We used a program called Avid Cinema. It was very similar to Windows Movie Maker (but still more advanced even in 2001). I found my knack for broadcasting wasn't in front of the camera or behind the camera, but instead in the editing process. For this reason, I was completely enthralled with this assignment.
Ok - so I may be a complete nerd, but if I had this much fun with this, then I can imagine what my students would do. I can't wait to see their creativity exposed through media such as this!
by Brandi Gates & Heather Eaton
I can't believe I dreaded this assignment! For some reason, I thought it would be very time consuming and difficult when in actuality, it took me back to my high school days. I decided to take broadcast journalism my senior year of high school to fill my schedule. Little did I know how much fun it would be. Don't get me wrong - it was a lot of work, but the final product made it all worth while. We used a program called Avid Cinema. It was very similar to Windows Movie Maker (but still more advanced even in 2001). I found my knack for broadcasting wasn't in front of the camera or behind the camera, but instead in the editing process. For this reason, I was completely enthralled with this assignment.
Ok - so I may be a complete nerd, but if I had this much fun with this, then I can imagine what my students would do. I can't wait to see their creativity exposed through media such as this!
Subscribe to:
Posts (Atom)