I'm interested in assessment of multimedia work in the classroom, especially in terms of using these curricular devices as a means for preparing our high school students for standardized tests. With the new Common Core Standards adopted by Michigan, I wonder how teachers can effectively utilize classroom technologies to not only prepare students to meet these standards, but also to meet the standards of the MME & ACT; therefore meeting AYP. I'm a strong advocate for technology-based/multimodal instruction, but I fear that these state restrictions have only limited the creative capabilities of our already low performing schools. Also with new state wavers granter for online high school instruction in Michigan, I'll be interested to see how much technology integration verses online standardized curriculum will prevail in order to meet the real needs of our students.
Monday, August 29, 2011
Friday, June 3, 2011
Wikipedia & Clay Shirky's "Here Comes Everybody"
I was also very interested in Shirky’s discussion about Wikipedia in his text, "Here Comes Everybody," stating that it is a self-sustaining machine. No one is getting paid to do the work, so no one is concerned about how much work is being done by other people, “[s] ince no one is being paid, the energetic and occasional contributors happily coexist in the same ecosystem” (121).
I find this notion of work and “happy collaboration” to be somewhat similar to the structure of the cyber school where I teach. Many of the subject area experts and other project managers happily fill random duties and other obligations with very little direction or without being assigned to do so.
Essentially, at my school many of the employees are given the freedom to work on what they please, with some minimum requirements. This model works great in many ways, and it’s funny how the people I work with fully function to their own regard. It’s like a self-sustaining machine, and people come up with new ideas, groups, projects, work, and other functions without any direction whatsoever.
On the other hand, there are many areas that are inefficiently run due to this open structure. I liken it to the way Shirky describes Wikipedia that it, ” …involves being effective without worrying about being efficient” (120).
Wednesday, April 6, 2011
Virtual Learning
The cyber school I work at was just referenced in a Detroit Free Press article posted yesterday. Oddly enough, this article connects very well to our conversations from last night's class...
http://www.freep.com/article/20110406/OPINION05/110405062/1048/SPORTS/Online-commentary-Virtual-learning-works-many-students?odyssey=nav%7Chead
Online commentary:Virtual learning
works for many students
Comments
BY MICHAEL VAN BEEK
DETROIT FREE PRESS GUEST WRITER
DETROIT FREE PRESS GUEST WRITER
http://www.freep.com/article/20110406/OPINION05/110405062/1048/SPORTS/Online-commentary-Virtual-learning-works-many-students?odyssey=nav%7Chead
Online Tutoring
When tutoring online, I believe that it's imperative to make sure that we, as the instructors, don't come off as too cold, distant, or unwelcoming. Something that I haven't read a lot about with the notion of online tutoring is the importance for developing trust within teacher/student interactions; those are achieved through openness and encouragement with responses.
Just a couple nights ago I had a student ask me if I could read over his college entrance essay that was due the next day. The topic was to discuss whether there were any struggles that he may have faced that would have caused his transcripts to not be reflective of his actual abilities as a student. He wrote in a very dry and simple manner with little voice, and he was well under the word limit. The directions for the essay asked for some personal insight and connection, which I felt his was missing, since his essay was just so simple and factual. This was a situation where I responded a bit differently than normal because I knew he wasn’t going to revise in great depth, but I gave him suggestions for revision anyways. This is my email response to his essay:
Hi M...,
You have a great sense of basic writing conventions, and you're very good with your grammar and mechanics. There were only a few common errors that I commented on for revision in the attachment. You have good organizational structure as well. If you had more time, then I would encourage you to try to add some voice and depth to your story by giving some heartfelt details. What happened? Why did you have to move? What were some specific struggles that you faced? Be personal, be real, and be specific. Write the same way you would tell someone about how hard something was for you. They are asking you to tell your struggles, so don't be afraid to do so. What is the real story behind this story? What other challenges were you facing? If you add these things, and want me to read it again tonight, then I will, but I'll be in lab all day tomorrow and Friday. Good luck!
This was the first real contact that I had with this student, other than when he had instant messaged me prior to my response to ask me if I would look over his paper for him. He may have known me from lab, but I wasn’t necessarily familiar with him. This onetime communication might be similar to those in online writing labs.
In the world of online tutoring, emails need to be open, encouraging, and not at all critical on a personal or intellectual level. I think sometimes online communication can get too technical. We've already lost all body language cues online, so we must substitute those with an extra sensitive tone.
In reference to tutors for online writing centers, I can see the value in being super technical, but I also think there are a lot of benefits to just being real and open with the students. I think it’s important for online tutors to be extra sensitive to their communication, and to make sure it is extremely friendly, open, approachable, and encouraging. This type of communication will help to provide a positive experience for both the tutor and student.
Just a couple nights ago I had a student ask me if I could read over his college entrance essay that was due the next day. The topic was to discuss whether there were any struggles that he may have faced that would have caused his transcripts to not be reflective of his actual abilities as a student. He wrote in a very dry and simple manner with little voice, and he was well under the word limit. The directions for the essay asked for some personal insight and connection, which I felt his was missing, since his essay was just so simple and factual. This was a situation where I responded a bit differently than normal because I knew he wasn’t going to revise in great depth, but I gave him suggestions for revision anyways. This is my email response to his essay:
Hi M...,
You have a great sense of basic writing conventions, and you're very good with your grammar and mechanics. There were only a few common errors that I commented on for revision in the attachment. You have good organizational structure as well. If you had more time, then I would encourage you to try to add some voice and depth to your story by giving some heartfelt details. What happened? Why did you have to move? What were some specific struggles that you faced? Be personal, be real, and be specific. Write the same way you would tell someone about how hard something was for you. They are asking you to tell your struggles, so don't be afraid to do so. What is the real story behind this story? What other challenges were you facing? If you add these things, and want me to read it again tonight, then I will, but I'll be in lab all day tomorrow and Friday. Good luck!
This was the first real contact that I had with this student, other than when he had instant messaged me prior to my response to ask me if I would look over his paper for him. He may have known me from lab, but I wasn’t necessarily familiar with him. This onetime communication might be similar to those in online writing labs.
In the world of online tutoring, emails need to be open, encouraging, and not at all critical on a personal or intellectual level. I think sometimes online communication can get too technical. We've already lost all body language cues online, so we must substitute those with an extra sensitive tone.
In reference to tutors for online writing centers, I can see the value in being super technical, but I also think there are a lot of benefits to just being real and open with the students. I think it’s important for online tutors to be extra sensitive to their communication, and to make sure it is extremely friendly, open, approachable, and encouraging. This type of communication will help to provide a positive experience for both the tutor and student.
Wednesday, March 30, 2011
The Watchtower
After reading Selfe and Hawisher, "The Rhetoric of Technology and the Electronic Writing Class," I really started to think about this notion of the www as an omnipotent watchtower.
I love blogging and making my ideas heard, but I have become so fearful about putting anything online. First of all, I fear that if I post about a similar idea that’s been published under my authorship for the digital textbook company that’s employed me for the past 5 years, then I could possibly be sued for using my own ideas. I’m not sure how all that works, but it is a general fear of mine. Once I sell my ideas/writing, then they’re not mine to share anymore, right?
Another reason that I fear the omnipotent 'watchman' is that I don’t ever want my ideas, thoughts, or rants taken out of context or ever used against me. In many ways, I feel like I have to restrict myself so much, that it almost sucks out any inspirational or creative ideas that I have. My feelings of restriction don’t come from this class, but rather from the notion that these will be public and recorded ideas that could be viewed/shared and/or taken out of context in any way.
I recently had a colleague send a string of email excerpts about a problem she was having with the administrators’ requests about our department at school, and she included notes from all the other English Experts to use as support for her argument to them. She didn’t present my ideas in any ill form, but the notion that someone was taking excerpts of my emails, and using them in conjunction with other people’s emails, which were not even related to my messages, was completely astonishing. I don’t think she had any malicious intent, but the whole idea that someone can just string pieces of conversations like that together really freaks me out.
It’s almost like we’re constantly being interviewed, and we know whatever we say could possible be shared publically or easily taken out of context. This notion of the ‘watchtower’ has really made me cautious about many things…
Wednesday, March 23, 2011
Saturday, March 19, 2011
NCTE Belief: Writing grows out of many different purposes
Some things that are on my mind in relation to P3...
Regardless of the purpose for writing, I think essential criteria for instruction and curriculum should allow choice in order to determine which purpose will best suit a student's mode of writing:
If the first cardinal rule is “Give students some real choice of assignments so that they want to do them and you can be sure that any problems will result from true compositional difficulties, not from poor motivation,” the second cardinal rule is “Put writing to some realistic use after it is done, and make clear in advance writing what that purpose and audience are.” Assignment directions and directions should stipulate purpose if it’s not distinctly implied there or elsewhere. (Moffett 25)
There is no reason that all students should be expected to write the same texts in the same way; students must be allowed to make choices that will make them comfortable in their writing endeavors. Also, students must be given the freedom to write pieces that are prevalent to their lives. “Don’t assume that only some books are for the ‘bright’ students and some for the ‘dummies.’…Above all you can have your students make their own selections. Don’t forget that independent reading is one of the goals” (Purves et. al 78). Many of the readings and writing assignments should focus on the students’ opinions, beliefs, and thoughts—while using multiple writing purposes as a foundation. It’s important for students to be able to integrate their own voice and thoughts into their reading and writing practices.
Students must also be made aware of the purposes for their writing activities; they need to know why it’s important for them to complete certain writing assignments. “Rather than merely empathizing (or not) with a particular character, for example, students can be taught to question how specific readings are produced, and why” (Mellor 516). Students must be exposed to various perspectives and purposes in writing in order to intrigue their interest of writing functions. Through an increased understanding of writing objectives, students will be able to understand the purpose and expected intentions in their writing activities.
Good writing style isn’t something that’s achieved overnight; it takes a lot of practice. As with reading comprehension, there is no “one way” to teach writing style. Students must develop their own writing style, at their own pace. If the students are able to identify the main objectives and purposes for their writing, then they will be far more likely to communicate their ideas and thoughts effectively.
As with any developed talent, constant practice is the best key to substantial achievement. The more students practice writing in various genres and formats, the more comfortable and confident they will become. Students should be exposed to constant writing practices in order for them to develop an idiosyncratic method of writing techniques, style, and voice.
Students must be given flexibility with their writing practices. With so many various genres of literature available, it’s essential that students not only read a multitude of texts, but that they learn how to write using various methods of purpose. Also, in order for students to discover their individual writing style and tone, they must be exposed to a broad range of writing practices in various genres; this will allow them to find the genres and narrative perspectives that they're most comfortable writing. Students must learn to write multiple genres of texts for carious purposes and adapt these writing techniques to multiple forms of narratives. Writing isn’t a one-way street; it needs to be an amalgamation of pathways leading to a specific destination.
Mellor, Bronwyn & Patterson, Annette. "Critical practice: Teaching Shakespeare." Journal of Adolescent & Adult Literacy (2002): 43(6)
508-517.
Moffett, James. "Introduction: Background." In J. Moffett Active Voice (1981): 1-26. NJ: Boynton/Cook
Purves, Alan C., Rodgers, Theresa, and Soter, Anna O. (1995). "If literature is exploration, what’s the territory and who’s the guide." In
A. Purves, et al. How Porcupines Make Love III, (1995):77-88. NY: Longman.
Regardless of the purpose for writing, I think essential criteria for instruction and curriculum should allow choice in order to determine which purpose will best suit a student's mode of writing:
If the first cardinal rule is “Give students some real choice of assignments so that they want to do them and you can be sure that any problems will result from true compositional difficulties, not from poor motivation,” the second cardinal rule is “Put writing to some realistic use after it is done, and make clear in advance writing what that purpose and audience are.” Assignment directions and directions should stipulate purpose if it’s not distinctly implied there or elsewhere. (Moffett 25)
There is no reason that all students should be expected to write the same texts in the same way; students must be allowed to make choices that will make them comfortable in their writing endeavors. Also, students must be given the freedom to write pieces that are prevalent to their lives. “Don’t assume that only some books are for the ‘bright’ students and some for the ‘dummies.’…Above all you can have your students make their own selections. Don’t forget that independent reading is one of the goals” (Purves et. al 78). Many of the readings and writing assignments should focus on the students’ opinions, beliefs, and thoughts—while using multiple writing purposes as a foundation. It’s important for students to be able to integrate their own voice and thoughts into their reading and writing practices.
Students must also be made aware of the purposes for their writing activities; they need to know why it’s important for them to complete certain writing assignments. “Rather than merely empathizing (or not) with a particular character, for example, students can be taught to question how specific readings are produced, and why” (Mellor 516). Students must be exposed to various perspectives and purposes in writing in order to intrigue their interest of writing functions. Through an increased understanding of writing objectives, students will be able to understand the purpose and expected intentions in their writing activities.
Good writing style isn’t something that’s achieved overnight; it takes a lot of practice. As with reading comprehension, there is no “one way” to teach writing style. Students must develop their own writing style, at their own pace. If the students are able to identify the main objectives and purposes for their writing, then they will be far more likely to communicate their ideas and thoughts effectively.
As with any developed talent, constant practice is the best key to substantial achievement. The more students practice writing in various genres and formats, the more comfortable and confident they will become. Students should be exposed to constant writing practices in order for them to develop an idiosyncratic method of writing techniques, style, and voice.
Students must be given flexibility with their writing practices. With so many various genres of literature available, it’s essential that students not only read a multitude of texts, but that they learn how to write using various methods of purpose. Also, in order for students to discover their individual writing style and tone, they must be exposed to a broad range of writing practices in various genres; this will allow them to find the genres and narrative perspectives that they're most comfortable writing. Students must learn to write multiple genres of texts for carious purposes and adapt these writing techniques to multiple forms of narratives. Writing isn’t a one-way street; it needs to be an amalgamation of pathways leading to a specific destination.
Mellor, Bronwyn & Patterson, Annette. "Critical practice: Teaching Shakespeare." Journal of Adolescent & Adult Literacy (2002): 43(6)
508-517.
Moffett, James. "Introduction: Background." In J. Moffett Active Voice (1981): 1-26. NJ: Boynton/Cook
Purves, Alan C., Rodgers, Theresa, and Soter, Anna O. (1995). "If literature is exploration, what’s the territory and who’s the guide." In
A. Purves, et al. How Porcupines Make Love III, (1995):77-88. NY: Longman.
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