This article is not only a great boost of confidence for teachers who may feel inadequate when dealing with new age multimedia texts softwares or newer technology in the classroom, but also shows some great activities to use when trying to learn about these new literacy types and text outputs and implement them in a classroom.
I can see how many teachers can be scared of new technology or formats because they are either unfamiliar with them, or think they are too "out of the loop" to learn. Because of this they stray from using these visual literacies and stick to using alphabetic literacies.
The majority of text output in today's society is done through computers using word processors, online blogs, pdf files, and other ways of reading and creating text. With this high prevalence, it is of the upmost importance that as a teacher I help my students learn how to use these sources properly and in order to do that I need to incorporate them into my classroom.
One of the assignments that is listed in this article is for students to reflect upon the different types of literacies that they have used in their lifetimes. This allows students to look at both visual literacies and alphabetic literacies, comparing and contrasting the two, seeing the benefits and the negative sides of both, and seeing how both play a role in their lives. This also gives them the opportunity to creat a visual essay, actually on the types of literacies. I think giving students the opportunity to use visual literacies is a great way for them to build experiences and knowledge they can use in the present time and in their future classroom and life endeavors.
Tuesday, April 21, 2009
Sunday, March 1, 2009
Chapter 7 Motivated me in Motivation
So I must say that I am in love with Conley's boxes. My oh my how I find the most useful information in his little clever boxes. The box that I found to be so profound was found on page 193 of our beautiful Conley text. In the corner of the box you will find a little picture of a perfect diversified group of students just waiting to share with you the great words on motivation and students.
This particular box on motivation hones in upon motivation within the adolescent group and focuses on literacy development. All of the ideas that are given here are research-based, which means that we can value and trust in the information found here, unlike on wikipedia.
Choice is key when it comes to student motivation. Just like with our tutoring at Petal Upper, we gave our student a choice from three trade books, this choice motivated them because they got to choose what it was they were going to have read to them. Choice is powerful, even as an adult, we revel in the option of choices.
This box discusses that adolescence is a time for self-definition. I agree with this, and I also would love to add that I think this period of self-defining goes on right up in to early adulthood. But, during this period it is easy for students to become very disengaged and lose all motivation. It is up to us as teachers to take on this DIFFICULT task of finding out how to motivate all students so that they can reach success in any subject.
This box also discusses how a student's identity is ever changing during adolescence. So this immediately signals to me that what may motivate a student one day, will not motivate them the next. As students lose a sense of control over their lives, it is important to give them a sense of control in the classroom and learning, so that motivation will naturally occur. Autonomy is key here guys! I should know this because I live at home with my parents.
I hope you all take note of Conley's boxes even if you do not really read the chapters, you can gain so much from them! Ciao Bella!
This particular box on motivation hones in upon motivation within the adolescent group and focuses on literacy development. All of the ideas that are given here are research-based, which means that we can value and trust in the information found here, unlike on wikipedia.
Choice is key when it comes to student motivation. Just like with our tutoring at Petal Upper, we gave our student a choice from three trade books, this choice motivated them because they got to choose what it was they were going to have read to them. Choice is powerful, even as an adult, we revel in the option of choices.
This box discusses that adolescence is a time for self-definition. I agree with this, and I also would love to add that I think this period of self-defining goes on right up in to early adulthood. But, during this period it is easy for students to become very disengaged and lose all motivation. It is up to us as teachers to take on this DIFFICULT task of finding out how to motivate all students so that they can reach success in any subject.
This box also discusses how a student's identity is ever changing during adolescence. So this immediately signals to me that what may motivate a student one day, will not motivate them the next. As students lose a sense of control over their lives, it is important to give them a sense of control in the classroom and learning, so that motivation will naturally occur. Autonomy is key here guys! I should know this because I live at home with my parents.
I hope you all take note of Conley's boxes even if you do not really read the chapters, you can gain so much from them! Ciao Bella!
Tuesday, February 17, 2009
Lesson Plan for Expository Text (Conley Format pg 160)
Nicholas Kade Clement
Lesson Plan
Dr. Bishop
CURRICULUM COMPETENCIES
3. The student will express, communicate, evaluate, or exchange ideas effectively.
OBJECTIVE
c. The student will compose narrative text relating an event with a clear beginning, middle, and end. (DOK 3)
1) Stories and retellings
2) Narrative poems
3) PowerPoint presentations
Curriculum Standard: students will use their creativity to construct a narrative poem that will display there awareness of the expository text read to them prior to the assignment.
Big Idea: Narrative poem writing requires expression, communication of topic, and knowledge of the subject matter required.
Preparation:
1. Introduce the expository text, I’ve Seen the Promised Land
2. Read aloud the text using DR-TA
3. Introduce the topic of writing an narrative poem
Guidance:
1. Have the students brainstorm and make a concept map of a time in their lives when they have been treated unfairly.
2. Model with the students how to write a narrative poem using a situation similar to the topic of the expository text.
Application:
1. Have the students write their own narrative poem using the information from their concept map.
Assessment:
1. This will be the beginning of a student poetry notebook that will be kept during the semester or year. At the end the poetry notebook will be assessed using a rubric.
Lesson Plan
Dr. Bishop
CURRICULUM COMPETENCIES
3. The student will express, communicate, evaluate, or exchange ideas effectively.
OBJECTIVE
c. The student will compose narrative text relating an event with a clear beginning, middle, and end. (DOK 3)
1) Stories and retellings
2) Narrative poems
3) PowerPoint presentations
Curriculum Standard: students will use their creativity to construct a narrative poem that will display there awareness of the expository text read to them prior to the assignment.
Big Idea: Narrative poem writing requires expression, communication of topic, and knowledge of the subject matter required.
Preparation:
1. Introduce the expository text, I’ve Seen the Promised Land
2. Read aloud the text using DR-TA
3. Introduce the topic of writing an narrative poem
Guidance:
1. Have the students brainstorm and make a concept map of a time in their lives when they have been treated unfairly.
2. Model with the students how to write a narrative poem using a situation similar to the topic of the expository text.
Application:
1. Have the students write their own narrative poem using the information from their concept map.
Assessment:
1. This will be the beginning of a student poetry notebook that will be kept during the semester or year. At the end the poetry notebook will be assessed using a rubric.
Sunday, February 1, 2009
The assessment that is On-Going...
I must say that I was immediately drawn to a small box located on the crisp white page number 89. This box brought back many memories of tests that I have taken in my educational career. I thought back to tests where even the slightest noises would distract me. Noises that led to me paying more attention to the noises than the test, therefore losing critical time, since ofcourse the test has a time limit. All of these restrictions and possibilities running through my head creating nothing but chaos on what was most likely a very simplistic test. Wow! Tests can be so gosh darn frustrating.
Assessment accommodations are things that are particulary done during an assessment for students with special needs. Accommodations can also be made for students that are English language learners. This helpful box lists many ways that we as teachers can create accommodations for our students in need. Some of the ways that are listed include: administering the test individually or in small groups, administering the test somewhere were distractions are extremely limited, providing the test on audio tape, reducing the test items per page, highlighting key terms within the directions, and proving cues throughout the assessment. All of these things make beautiful sense in my mind to reduce stress, provide relaxed ease, and take away worry in the student's mind through providing these "helping hands."
Assessments can seriously bring about panic attacks in students who have high test anxiety. It is so pivotal for us as teachers to take note of students who need assistance. Without this assistance a student who otherwise may do exceptionally well on an assessment will struggle resulting in an invalid assessment result. I want to know with the upmost validity that my students have absorbed what I have taught them, and this can only be determined through valid assessment where the studens are at their upmost comfort level in taking it.
Assessment accommodations are things that are particulary done during an assessment for students with special needs. Accommodations can also be made for students that are English language learners. This helpful box lists many ways that we as teachers can create accommodations for our students in need. Some of the ways that are listed include: administering the test individually or in small groups, administering the test somewhere were distractions are extremely limited, providing the test on audio tape, reducing the test items per page, highlighting key terms within the directions, and proving cues throughout the assessment. All of these things make beautiful sense in my mind to reduce stress, provide relaxed ease, and take away worry in the student's mind through providing these "helping hands."
Assessments can seriously bring about panic attacks in students who have high test anxiety. It is so pivotal for us as teachers to take note of students who need assistance. Without this assistance a student who otherwise may do exceptionally well on an assessment will struggle resulting in an invalid assessment result. I want to know with the upmost validity that my students have absorbed what I have taught them, and this can only be determined through valid assessment where the studens are at their upmost comfort level in taking it.
Sunday, January 25, 2009
Chapter 3 Conley
Chapter 3
Textbook based big ideas: Teacher using the textbook and honing in on the ideas that the students are requires to learn. What is important for the teacher to teach and for the students to learn.
*Mapping out big ideas with students will help them make the connections between related concepts*
Standard based big ideas: Teacher uses state standards in order to definer his/her curriculum.
*Backwards mapping allows for teachers to derive standards information from state test items*
3 steps in bakwards mapping
1. read the question
2. answer the question
3. map or record the steps
Standard base usage:
1. setting goals.
2. assessing students.
3. planning and teaching lesons.
4. selecting texts and other resources.
5. building community.
*Adolescents benefit from being held to some sort of standard*
> explain why it is important to learn various big ideas and concepts
>provide time for students to complete assignments
>demonstrate strategies
> assess students progress
There are many multiple literacies right now that I have implemented into my daily life. Two of which are Facebook and Myspace. They affect me daily and how I interact with people in various ways. I keep in touch with friends that are not directly near me. I have opportunities to meet new people and form new meaningful relationships. I can use both to benefit me in my school career through contact with classroom peers and others who my help me with their knowledge of paricular subject matter. I also stay informed on what others are doing and can express my likes, dislikes, interests, and personal views for others to respond to. Both of these literacy sources are great outlets for anyone of any backgroung or age.
Textbook based big ideas: Teacher using the textbook and honing in on the ideas that the students are requires to learn. What is important for the teacher to teach and for the students to learn.
*Mapping out big ideas with students will help them make the connections between related concepts*
Standard based big ideas: Teacher uses state standards in order to definer his/her curriculum.
*Backwards mapping allows for teachers to derive standards information from state test items*
3 steps in bakwards mapping
1. read the question
2. answer the question
3. map or record the steps
Standard base usage:
1. setting goals.
2. assessing students.
3. planning and teaching lesons.
4. selecting texts and other resources.
5. building community.
*Adolescents benefit from being held to some sort of standard*
> explain why it is important to learn various big ideas and concepts
>provide time for students to complete assignments
>demonstrate strategies
> assess students progress
There are many multiple literacies right now that I have implemented into my daily life. Two of which are Facebook and Myspace. They affect me daily and how I interact with people in various ways. I keep in touch with friends that are not directly near me. I have opportunities to meet new people and form new meaningful relationships. I can use both to benefit me in my school career through contact with classroom peers and others who my help me with their knowledge of paricular subject matter. I also stay informed on what others are doing and can express my likes, dislikes, interests, and personal views for others to respond to. Both of these literacy sources are great outlets for anyone of any backgroung or age.
Wednesday, January 21, 2009
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