Hi Bonnie and Tech Team Members:
Thanks for linking to my post on comics — Rick amd Mitch are doing some great work on that for RCWP.
Nobis and Cook: Connecting Comics and Essays
Mitch Nobis and Rick Cook are teacher consultants from Red Cedar Writing Project, and presented a number of ways that they connect graphic novels and expository writing in their writing classes. They will also be presenting a similar session at Bright Ideas.
Notes from Christopher Paul Curtis‘ Keynote
These are partial notes, as I was taking lots of pictures at the beginning of the session. Curtis shared some stories about his youth and talked about how some younsters get the “Scarlett B” on their forehead and how he didn’t have one. One story that he shared was when his parents bought a set of encyclopedias and that his sister would read from them to him.
He then went on to discuss how he liked reading as a child, but he didn’t like fiction. He would spend time reading Newsweek, Time, and Mad, among others. SRA brought about some great memories, including attaining the level of “plaid.” He couldn’t find a book that “touched him” as a child because there were no books for, by, or about him — from an African-American perspective. For the level of a book being “touching,” there has to be something about you in the book. Many of the books that he read, didn’t give him the “I know where you are coming from” feeling.
Today, he knows that his books, Jacqueline Woodson’s, and Walter Dean Myers’ offer something to a young child who will know the wonder of reading well before he did. Perhaps some time in the future, an African-American can reference one of these books when asked, “What book touched you as a child.”
He talked about himself as a writer and referened his parents, both of them avid readers. His mother is 82 and still “knocks off one book a night and two packs of cigarettes.” His mother was protective, and he shared a story about how trick-ot-treating was off limits in Flint during his youth. Instead, she would go to different rooms in the house and they would go door-to-door. By the kitchen, the thrill was gone. (He told the story better than I am typing it, of course!).
What makes me work as a writer? In the Watsons Go to Birmingham, he talks about how he modeled Byron off of himself as a young man. He talked about a scene in the book between the son and the mother that verges on child abuse and reflected on how that fits in only because it is contextual and related to the spirit of the times. (NOTE: I find that this makes for an interesting point, given the current issue with censorship in Howell.)
As a writer, you are a powerful person. You can speed things up. You can slow things down. You can also use your imagination. Right now, he is working on what is currently his favorite book. It is called Elijah of Buxton. This is a place in Canada, a site of the Underground Railroad. This was a utopia for the excaped slaves. He adopts the persona of a young boy concerned with his place in the community.
From there, he read from his upcoming book, much to the enjoyment of the audience.
Doug Fisher’s “Improving Adolescent Literacy: Strategies at Work”
Fisher outlined a program that he and teachers at their high school (he has been on loan from SDSU) use for literacy achievement.
Model of Instruction
One of the things that is very absent from school is a “gradual release of responsibility” from teacher to student.
We can not have the “do it yourself” model where teachers give a few instructions and turn kids loose. We also need to consider time for kids to collaborate with one another so that they can consolidate what they are learning. We need to increase the amount of time that students are using academic language with one another. Fisher gave a great example of learning how to work with his cell phone and how the sales person led him through “guided instruction” so that he could learn how to do it. Everything that I have learned how to do, he explained, has come from this gradual release model.
He is worried that reading strategies are becoming “curricularized” for large chunks of time (for a four week unit, for instance). He talked about how a student read “Stone Fox,” and how the kids had been predicting “everything, man.” The student will necer mobilize predicting on his own because it has always been a teacher-driven aspect of his learning.
You have to do this work with interesting and engaging text. For instance, see Phineas Gage.
Jim Burke’s “Teaching: The First Ten Minutes”
Presentation at MRA 2007
Jim Burke began by inviting participants to think about the actions that students must engage in to be successful in their core academic work. He then talked about how students need to continue a number of academic skills in classes that have traditionally not been heavily focused on those skills. for instance in health.
He showed us a matrix of “academic essentials” that he invites students to use as they analyze texts. He discussed how this matrix can be used as a kind of mental weightlifting in which students push beyond what they initially are able to do into harder tasks. They move beyond what they are typically able to do in order to build up mental muscle.
Then, he shared a “time use evaluation” model, asking us to think about how we divide up our class periods and how many “teaching moves” we make in a period. The goal for the first ten minutes, then, is to consider what you do, how you do it, and why so that the initial class time is purposeful and focused. We don’t want to do “drive by literacy instruction,” where we are so focused on checking off the standards that we forget what good teaching consists of. It is not a model of responsive instruction. Burke suggests that kids work well with about three instructional moves per class.
Some examples that he shared came from the Academic Workout series that he has created for First Choice Publishers. One example is a “types of questions” overhead. The four types of questions that readers can ask of texts are:
As a lesson, he would have the overhead up for students at the beginning of class and give them three minutes to take notes on the types of questions. Then, he shows a model and works with the class to generate a question about that text at each level. Finally, he moves from the first ten minutes into the rest of the lesson where students would do their own independent reading and develop their own questions. Through this process, students develop academic language.
For another example, Burke showed an image from Cameron Clapp’s website and asks students to create a list of nouns, verbs, and adjectives describing what is going on, and then develops that into a full paragraph. He gives another example of a painting of a soldier with a number of elements that inspire thought and discussion. Questions could include:
He begins his teaching with the idea in mind, “What do I need to do to help kids be successful?” He gives another example of a structured conversation that happens in the first ten minutes that can then help students structure the next task. For instance, having students talk about a text before they begin writing an essay. He then moved in to possible examples based on his current teaching with Crime and Punishment.
Possible Beginnings for Your Class
He also mentioned the Linda Darling-Hammond article about making homework purposeful, such that students want to do homework so they can come to class engaged and ready to work. Other research:
The past week or so has been crazy. Yes, busy crazy for me personally, for sure.
But, I am talking about another kind of craziness.
I am talking about the number of teachers that I have talked to who have been fighting filters, trying to get equipment to work, and generally trying to make meaningful use of technology in their classrooms.
After last week’s Teachers Teaching Teachers about infrastructure, and being invited to talk with the group again this week, there are two stories that I feel I need to tell. The first comes from a research project about blogging and podcasting in which I am collaborating with an RCWP colleague, Dawn Reed. The second, from another RCWP colleague, Stacy Schuh who was trying to figure out who to get colleagues in her school to use blogs.
First, Dawn and I have been working for the past few months to create an opportunity for students in her speech class to blog, podcast, and offer peer response to one another. In so doing, she has run into multiple layers of complications in regards to allowing audio content over her school network, having the appropriate equipment in her classroom for students to listen to podcasts, getting technical support, and having parents sign off on a consent form for students to post their work online (or, perhaps, getting students to take the consent form home for parents to sign…). In short, she feels that:
Basically, I need help to get around what our technology is set up not to do.
Now, this is not a matter of Dawn throwing up her arms in frustration at the first sign of a problem. Instead, I feel that this comment speaks to the deep and sometimes unseen forces that school infrastructure — both social and physical — can have on a teacher’s ability (and willingness) to engage in technology-based work with her students. These roadblocks that she has encountered are indcative of how we refuse to change what Tyack and Cuban would call the “grammar of schooling”: the ways in which the traditional school day, quarters, semesters, and years are structured as well as the generally restrictive and skill-and-drill ways in which we view using technology in school. These visisons continue to propel our decision making processes about why and how to use technology, even though the changes are happening faster than we can keep up with if we are willing to innovate, let alone if we are not.
Second, Stacy a teacher at RCWP — who works at a public charter school — has essentially become the webmaster for her school because she was able to get the free Lunar Pages account for K-12 educators. The school didn’t have a website, nor did teachers have email, until she set up the site a year ago. She has had her students blogging this year on a Word Press blog that she installed on the site.
Recently, she wanted to create a blog for her colleagues but everything in her school is filtered (Blogger, Edublogs, etc) except for the domain that she created through Lunar Pages because it is, essentially, the school website. So, as she and I were trying to think through all the options, I just suggested that she install another Word Press blog. She did. And they are blogging now.
As I think about these two teachers and the infrastructure problems that they are encountering, I think that someone needs to help out. Perhaps NWP — or at least local sites — could team with a hosting company like Lunar Pages to make things easily available to teachers that can help them do their work better and empower them to make their own decisions related to technology. Then, teachers would have control over their domains, both classroom and web-based ones.
Teacher educators can find useful strategies in the English Education article “Multiliteracies Meet Methods: The Case for Digital Writing in English Education” (TE). The article provides a rationale for teaching digital writing and explores the rhetorical, interactive, and pedagogical implications of such teaching.
Quick, grab the PDF while you have free access to it!
Blogged with Flock
Are we, as educators, approaching this in the right way?
To deal with the growth, the University of California is launching an extensive effort to make sure applicants’ online high school courses are on par with traditional classroom instruction.
To be honest, I am not sure that I want online courses to be “on par” with traditional classroom instruction. While I do not want to get in a finger-pointing, name-calling game, the fact of the matter is that “traditional classroom instruction” is becoming more and more a relic of education’s past, not a model to emulate.
Moreover, what is it about the “online experience” that makes it an online experience? If it is simply listening to video versions of lecture and completing the same homework assignments that have been given year after year with Word or Excel instead of a pencil, paper, and calculator, then we are going about it all wrong.
Shouldn’t, instead, the purposes of online learning be to engage students in reading and writing tasks that require multimedia authoring, collaboration with others with whom we typically would not or could not work, and engagement with materials that are fresh, relevant, and contextually useful to one’s own inquiry?
This is not to say that there is not a place for some traditional “content” in online learning. However, my experience as an online instructor was one where I simply monitored students as they were supposed to work independently through a prescribed set of curriculum. One of our coordinators called it the “nag and brag” version of online teaching, only to touch base with students when they did something wrong, fell behind, or did a great job on something.
This, to me, is the failure of our current paradigm about online learning. We do not need to replicate traditional classroom experiences. Instead, we need to think about what it means to engage with content and collaborate with others in ways that will both catch the attention of and expand the abilities of our students.
I hope that Michigan, as the first state to adopt an online learning component, is able to move beyond the traditional visions and be, instead, visionary. Perhaps we are moving in the right direction.
Blogged with Flock
I am an Assistant Professor in the Department of Telecommunication, Information Studies, and Media, Co-Director of the Games for Entertainment and Learning (GEL) Lab, and a Principal Investigator in the Communication Technology Lab at Michigan State University.
I design, create, and research interactive media design, including game design, digital game-based learning and interactive health communication. My expertise is in designing engaging serious games that balancing learning, pedagogical, and gameplay objectives. My award-winning interactive media work has been presented, exhibited, and experienced around the world.
Notes from the talk, “Making Learning Fun: Getting Serious about Games”
(Note: Check out a recent interview with Brian on the Spartan Podcast site)
Hey GEEK!ED! Crew,
You mentioned that you are looking for programs that are doing Chinese in one of your recent podcasts — there is one right up the road from you in Lansing that is being created in collaboration with MSU. Check it out at: