All languages vary, and all languages develop and change over time! But none do, like American English has and does! Why? Because no other country on the planet Earth has the wide array of races, cultures, religions like we do! And along with this wide variation of people, comes a very wide variation of English! This is one of the characteristics which makes our country a great one, that our freedoms and our responsibilities have beckoned to folks from all over the world to come here, to bring their cultures with them, and to become a part of the American Dream.
But for all of these non-English speaking folks, as well as for our own indiginous English speaking people, it is imperative that we all become BIDIALECTICAL. As Haussamen puts it, we modern Americans need the ability to speak in at least two language variations: informal English and formal (or Standard) English. Simply put kids, there's the English you speak around your friends, family or on the sports field, then there's the English you should be speaking to your boss, clients or professors! Please do NOT get this idea wrong! No one is (or should be at least) saying that one variation, or one dialect for that matter, is better or more correct than another. We English teachers especially have to instill this notion into our English learners, immigrant or American. Students will learn grammar and English much more efficiently and with a lot more enthusiasm, if they are not berated or led to feel "less", because they speak a dialect of English that deviates from the Standard! Students should be encouraged to feel a sense of pride in their individuality and uniqueness when it comes to their languages, dialects and cultures. It is OK and quite normal for ALL English speakers to engage in "Code Switching". In fact, it happens instinctively! When we address an elder or stranger, our language will vary as opposed to how we address our buddies 5 minutes later!
The important idea here is that the only way we CAN code switch is by learning the different language variations to begin with! And yes folks, this DOES entail learning grammar and how to use it when speaking and writing in Standard English! Let's face it, if you wanted to succeed in Mexico, you better learn how to speak, write and use Spanish! Same goes for Russia, Ethiopia or, of course, Rome! You wouldn't want to go to a job interview in Portugal without knowing how to speak Portugeuse, so why would it be any different here? Especially here in the U.S., with all the vastly different people, dialects, cultures, religions and races, we all need to know Standard English and grammar as a connecting point, a unifying factor that allows us all to meet on the same page and be able to understand one another! Without understanding, we fall back to the Tower of Babel!
Being Bidialectical is an essential part of being understood and being able to understand others! Teaching grammar in the classroom is an essential part of this essential understanding, and learning Standard English is, simply put, a "standard" way for many diverse people to be able to communicate and express themselves amongst one another! It does not entail having to give anything up, or believing that your way is not the right way! The beauty is, we can and should all learn how to utilize Standard English grammar for when we NEED to communicate in this manner! But then we can also at any time code switch back to our more folksy, informal variation of English too! It is the best of both worlds, and is a form of knowledge that can and will truly open many doors for us in the future!
Thursday, April 9, 2009
Wednesday, April 8, 2009
Blasingame/ Burke-Planning for Writing Unit
Taking another glance at these two texts was very helpful and informative in prepping for the upcoming writing of our final unit. Also, looking at the State Standards and keeping familiar with them has also helped me with ideas for my Teaching Writing Unit and lesson plans.
Indeed, I intend to use ideas from these sources to develop my plan, and especially tying them to the corresponding Standards and their accompanying benchmarks!
I have many specific modes of writing and structures that I am thinking of including in my unit. I have also been very impressed this semester with the writing mini lessons and workshops that Professor Thompson has implemented for our benefit. Specifically, I am excited to include in this unit the Seed-Sentence Workshop, the Fable Form Workshop and the Multi-Genre Writing Workshop, as well as one or two others!
I would also like to include traditional lessons in Biography Writing and News/Report Writing, as well as Journal Writing and an all-important lesson on writing Research Papers! I will be interested in any comments/ suggestions from all of you out there (esp. from LAED 445)!
Indeed, I intend to use ideas from these sources to develop my plan, and especially tying them to the corresponding Standards and their accompanying benchmarks!
I have many specific modes of writing and structures that I am thinking of including in my unit. I have also been very impressed this semester with the writing mini lessons and workshops that Professor Thompson has implemented for our benefit. Specifically, I am excited to include in this unit the Seed-Sentence Workshop, the Fable Form Workshop and the Multi-Genre Writing Workshop, as well as one or two others!
I would also like to include traditional lessons in Biography Writing and News/Report Writing, as well as Journal Writing and an all-important lesson on writing Research Papers! I will be interested in any comments/ suggestions from all of you out there (esp. from LAED 445)!
Thursday, April 2, 2009
Comments/ Quotes-Ch.s 6& 7-Teaching Writing in Middle and Secondary Schools (B & B)
There were so many cool quotes in these 2 ch.s that it was hard to isolate only 3! But I would definately say I was especially intrigued and inspired with all the great information B & B gave us regarding student portfolios!
In my opinion, one of the best ways to become a better writer is PRACTICE, but I think of equal importance in this goal is to not only read, but also to assess and critique the writing of OTHERS ie our students! I think at least reading others writing in general, such as novels, poems, news stories etc, is a primary step in becoming a better writer! In this sense, it's only natural that a teacher can become a better writer just by reading and becoming a part of their student's writing!
As I said, become a PART of the students writing, not the over-seer or the almighty! B&B tell us on page 105 that "When we give ownership over the direction of [student's] learning, they will work to their greatest capacity and in a creative fashion." Creative is the key word here. I think part of tapping that creativeness we all seem to have inherently, we as writing teachers need to utilize OUR creativity. This semester, I have really fallen in love with the idea and knowledge of teaching writing in multiple genres. I think this strategy fosters creativity and the means to unlock this creativity in our students! Portfolios are a great way of teaching and utilizing creativity and on multiple levels. Because each piece is a new genre or mode, the student will likely have more opportunities to find a mode of writing that they can wrap their mind around. Portfolios not only allow our students to "have ownership over the direction of their learning" , but it also allows teachers to assess students over multiple levels and genres. In teaching w/ portfolios, it helps to instill a sense of self esteem, indepedence and self-discipline in our students as writers and as people.
Another benfit of teaching with portfolios is that they "foster responsibility, self evaluation and accountability within students". These are characteristics that "we all need and use on a daily basis in the 'real world'" (P. 100). By allowing our students to have more freedom and to take more accountability in their writing, they will benefit beyond imagination. Portfolios also provide a great self- assessment tool for students to view their work as it progresses into a multi genre work.
Why,? Because "portfolios place just as much importance on process than on product" (p. 106). For example, it is very important during the PROCESS of teaching multi genre writng, that the teacher give copious instruction on not only the process of compiling a portfolio but also to teach the process of the WRITING ITSELF! ie brainstorming, free-writing, pre-writing, drafting, revising, drafting some more, revising etc. Once the students know this process, it will allow them to actually create the seperate pieces that will comprise their final product, thus placing importance on both process and product.
Yes, I do believe that teaching writing to secondary students utilizing portfolios and processes will produce on our end, better writers, better thinkers and better students! I also like the fact that in utilizng portfolios, the teacher can see this as a tool and an opportunity for both formative and summative assessments. It allows the teacher to keep an eye on the student's progress(or not), while continuing to keep the student in the driver seat. And when the student is done with their final product, they will also be able to keep and have it. To have something to generate ideas for future work (more revising and drafting!), as well as something to show others. This is a way that we writing teachers can help our students personalize their writing, and to cherish it as a tool that can accomplish everything from filling out applications and resumes, to writing poetry for their significant other, to writing all those papers that are coming up in college! It's a gift of simply being able to express oneself using the written word!
What can I say? It's a win-win!
In my opinion, one of the best ways to become a better writer is PRACTICE, but I think of equal importance in this goal is to not only read, but also to assess and critique the writing of OTHERS ie our students! I think at least reading others writing in general, such as novels, poems, news stories etc, is a primary step in becoming a better writer! In this sense, it's only natural that a teacher can become a better writer just by reading and becoming a part of their student's writing!
As I said, become a PART of the students writing, not the over-seer or the almighty! B&B tell us on page 105 that "When we give ownership over the direction of [student's] learning, they will work to their greatest capacity and in a creative fashion." Creative is the key word here. I think part of tapping that creativeness we all seem to have inherently, we as writing teachers need to utilize OUR creativity. This semester, I have really fallen in love with the idea and knowledge of teaching writing in multiple genres. I think this strategy fosters creativity and the means to unlock this creativity in our students! Portfolios are a great way of teaching and utilizing creativity and on multiple levels. Because each piece is a new genre or mode, the student will likely have more opportunities to find a mode of writing that they can wrap their mind around. Portfolios not only allow our students to "have ownership over the direction of their learning" , but it also allows teachers to assess students over multiple levels and genres. In teaching w/ portfolios, it helps to instill a sense of self esteem, indepedence and self-discipline in our students as writers and as people.
Another benfit of teaching with portfolios is that they "foster responsibility, self evaluation and accountability within students". These are characteristics that "we all need and use on a daily basis in the 'real world'" (P. 100). By allowing our students to have more freedom and to take more accountability in their writing, they will benefit beyond imagination. Portfolios also provide a great self- assessment tool for students to view their work as it progresses into a multi genre work.
Why,? Because "portfolios place just as much importance on process than on product" (p. 106). For example, it is very important during the PROCESS of teaching multi genre writng, that the teacher give copious instruction on not only the process of compiling a portfolio but also to teach the process of the WRITING ITSELF! ie brainstorming, free-writing, pre-writing, drafting, revising, drafting some more, revising etc. Once the students know this process, it will allow them to actually create the seperate pieces that will comprise their final product, thus placing importance on both process and product.
Yes, I do believe that teaching writing to secondary students utilizing portfolios and processes will produce on our end, better writers, better thinkers and better students! I also like the fact that in utilizng portfolios, the teacher can see this as a tool and an opportunity for both formative and summative assessments. It allows the teacher to keep an eye on the student's progress(or not), while continuing to keep the student in the driver seat. And when the student is done with their final product, they will also be able to keep and have it. To have something to generate ideas for future work (more revising and drafting!), as well as something to show others. This is a way that we writing teachers can help our students personalize their writing, and to cherish it as a tool that can accomplish everything from filling out applications and resumes, to writing poetry for their significant other, to writing all those papers that are coming up in college! It's a gift of simply being able to express oneself using the written word!
What can I say? It's a win-win!
Friday, March 27, 2009
Beach-Regarding News, Documentaries, Genres in the Classroom
Yes, I firmly believe there are many teaching possibilities using news, doc.s in the english or any other classroom! I have seen it used and have used it myself and found it to be very effective, if done correctly.
When I completed my first Practicum at Arlington high school, one of the strategies for using news was modeled to me by my co-operating teacher. The St Paul Pioneer Press was providing us w/ free daily newspapers for the staff and students! "Joe" would direct his students to get a newspaper and locate one of the articles he had listed on the board (a good way to informally assess how well they can read and locate info in a written format)! He'd usually include a current sports article, a current event, a news story (all the diff. genres) so that most of the students could write and read about something interesting to them. Then he'd have them read the article they found, and answer a couple simple questions re: info from that article. A great way to utilize news in the english classroom.
Another way is to straight up teach journalism in the classroom, as in most schools having a school newspaper! By using news instead of say, some really old Lit., the students will have more of a personal connection to the material.
Documentaries are a favorite thing of mine! I think they can definately be useful in the classroom, and have long been used in this manner. What a better way to have students actually understand a concept, than to actually watch history unfold in front of their eyes! Instead of reading a MLK speech to your students, show them a doc. of the Real MLK actually giving the speech! No one can deliver like MLK anyway, so it is so much more profound to hear him do it!
Also, by using doc.s one can also become more proficient at using the many new technologies that are out there now. There are inumerable sites that have doc.s and clips available (ie YouTube, TeacherTube, History Ch.com, etc) for the use of teachers. In fact, Hist Ch has a regular program called "Hist. in the Classroom" which are all docs that are available free to teachers.
Yes, I do see many teaching possibilities in using news, doc.s etc in the classroom, and the above are only some of them!
When I completed my first Practicum at Arlington high school, one of the strategies for using news was modeled to me by my co-operating teacher. The St Paul Pioneer Press was providing us w/ free daily newspapers for the staff and students! "Joe" would direct his students to get a newspaper and locate one of the articles he had listed on the board (a good way to informally assess how well they can read and locate info in a written format)! He'd usually include a current sports article, a current event, a news story (all the diff. genres) so that most of the students could write and read about something interesting to them. Then he'd have them read the article they found, and answer a couple simple questions re: info from that article. A great way to utilize news in the english classroom.
Another way is to straight up teach journalism in the classroom, as in most schools having a school newspaper! By using news instead of say, some really old Lit., the students will have more of a personal connection to the material.
Documentaries are a favorite thing of mine! I think they can definately be useful in the classroom, and have long been used in this manner. What a better way to have students actually understand a concept, than to actually watch history unfold in front of their eyes! Instead of reading a MLK speech to your students, show them a doc. of the Real MLK actually giving the speech! No one can deliver like MLK anyway, so it is so much more profound to hear him do it!
Also, by using doc.s one can also become more proficient at using the many new technologies that are out there now. There are inumerable sites that have doc.s and clips available (ie YouTube, TeacherTube, History Ch.com, etc) for the use of teachers. In fact, Hist Ch has a regular program called "Hist. in the Classroom" which are all docs that are available free to teachers.
Yes, I do see many teaching possibilities in using news, doc.s etc in the classroom, and the above are only some of them!
Thursday, March 26, 2009
Cool New Tools Just Added to my BlogSpot!
As you look to the right hand column, you will see I've also just added a really cool, calm and destressing photo slideshow!
And I added a new picture of myself with my Welcome!
This was done by simple going into the "Customize" menu and clicking on the tools you want to add!
I also just selected a new Template, new colors and a new look! Enjoy!
And I added a new picture of myself with my Welcome!
This was done by simple going into the "Customize" menu and clicking on the tools you want to add!
I also just selected a new Template, new colors and a new look! Enjoy!
Thing 29 (Catching up on Morethings!)
Thing 29-This was probably the most fun I had on any of the "Things" we've done as a class! It also seems to have the most useful info. of all the Things!
On Thing 29, it enables one to learn about and use Google Tools that are awesome for notonly educatiobal purposes, but also to improve productivity and searching abilities, as well as many others that incl. gmail, g news, wiki, etc. I went to Google news through this Thing and monitored the national news streams.
What was really cool was this Thing also enabled me to upload Free Essential Software directly from Google! I uploaded many incl. Picasa, Firefox, Earth, spyware and it updated my Real Player!
The educational uses are obvious along with keeping your computer safe w/ updated software from a reputable source!
I like it...
On Thing 29, it enables one to learn about and use Google Tools that are awesome for notonly educatiobal purposes, but also to improve productivity and searching abilities, as well as many others that incl. gmail, g news, wiki, etc. I went to Google news through this Thing and monitored the national news streams.
What was really cool was this Thing also enabled me to upload Free Essential Software directly from Google! I uploaded many incl. Picasa, Firefox, Earth, spyware and it updated my Real Player!
The educational uses are obvious along with keeping your computer safe w/ updated software from a reputable source!
I like it...
Thing 34 (More catching up on Morethings!)
Thing 34 is about Online Answer Sites, and the fears and benefits that surround them!
These sites are praised by some, and condemned by others because, on one hand they allow the common man to have more voice than anytime before in history! People can go to these websites and expound their knowledge regarding questions posed by other folks! For example, one could go on and ask advise on how to treat a bee-sting, and many other folks can suggest the remedies they know of!
This can be however, a les-than-reliable means of obtaining important information as the people who write on these sites are not necessarily experts! One could easily given bad advice and pay the price for it!
I guess these sites are like anything else, take it with a grain of salt and, if it's very important, seek expert/ professional opinion over some "Joe-bag-o-donuts" you found on the Internet!
These sites are praised by some, and condemned by others because, on one hand they allow the common man to have more voice than anytime before in history! People can go to these websites and expound their knowledge regarding questions posed by other folks! For example, one could go on and ask advise on how to treat a bee-sting, and many other folks can suggest the remedies they know of!
This can be however, a les-than-reliable means of obtaining important information as the people who write on these sites are not necessarily experts! One could easily given bad advice and pay the price for it!
I guess these sites are like anything else, take it with a grain of salt and, if it's very important, seek expert/ professional opinion over some "Joe-bag-o-donuts" you found on the Internet!
Thing 38-Screencasting (Catching up on morethings! More!)
Thing 38 is interesting indeed! Basically, this Thing enables one to turn anything that crosses their computer screen (ie photos, videos, audio, powerpoint etc.) into tutorials, photo and video laden power points, online clips for YouTube and many others.
Thing 38 offers these technical abilities by also enabling the user to easily upload the necessary software (ie Wink, Jing) needed to accomplish these features.
One can even record music or their voice to add as the sound track to their presentations, clips etc. Then, all the pieces can be edited together to formulate a hightech and impressive final product! Even a tutorial to teach people useful tools!
I can see how this Thing could be useful for these many educational purposes and more!
!!!!!! All CAUGHT UP ON MORETHINGS-FINALLY !!!!!!!!!!!!!!!!!!!!!!!!!!!
Thing 38 offers these technical abilities by also enabling the user to easily upload the necessary software (ie Wink, Jing) needed to accomplish these features.
One can even record music or their voice to add as the sound track to their presentations, clips etc. Then, all the pieces can be edited together to formulate a hightech and impressive final product! Even a tutorial to teach people useful tools!
I can see how this Thing could be useful for these many educational purposes and more!
!!!!!! All CAUGHT UP ON MORETHINGS-FINALLY !!!!!!!!!!!!!!!!!!!!!!!!!!!
Ch. 7 English Teacher's Companion-Burke
There were indeed many intriguing ideas in this ch that I found could be helpful in the classroom! For example:
One idea I liked a lot was the Group Essay! This basically entails a group of students to write an essay together, rather than seperately. I think a great way to approach this would be to utilize a poetry exercise I have used. Each student could take turns writing a line of the essay, then passing it on to the next student who writes the next sent, relating it to the previous one! This would get all the students working together and ensure that all do their part!
Another idea I liked from ch 7 is journal entries! I feel journals can be beneficial in a lot of ways like, teacher can assign group journals where each student writes an entry into their own journal, then exchanges them w/ a partner. Each stud. reads other stud.s response then writes in a reply, comment re: original response. This can be done again w/a third stud. etc.
Or, journals can be done the traditional way by one student. A true benefit to journal writing is that, like poetry (always w/ the poetry!) it is a more casual, personal exercise where kids might be more relaxed and secure and feel they can communicate ideas, personal feelings, concerns etc more freely. This allows the teacher to better see what is on their stud.s minds, and how to best respond to that knowledge. Conversely, it is also a great way for teachers to respond back to a stud. by writing comments in their journals. Also more effective sometimes than confronting a kid w/ words!
A lot of good ideas in this ch, and these were the ones I related to best!
One idea I liked a lot was the Group Essay! This basically entails a group of students to write an essay together, rather than seperately. I think a great way to approach this would be to utilize a poetry exercise I have used. Each student could take turns writing a line of the essay, then passing it on to the next student who writes the next sent, relating it to the previous one! This would get all the students working together and ensure that all do their part!
Another idea I liked from ch 7 is journal entries! I feel journals can be beneficial in a lot of ways like, teacher can assign group journals where each student writes an entry into their own journal, then exchanges them w/ a partner. Each stud. reads other stud.s response then writes in a reply, comment re: original response. This can be done again w/a third stud. etc.
Or, journals can be done the traditional way by one student. A true benefit to journal writing is that, like poetry (always w/ the poetry!) it is a more casual, personal exercise where kids might be more relaxed and secure and feel they can communicate ideas, personal feelings, concerns etc more freely. This allows the teacher to better see what is on their stud.s minds, and how to best respond to that knowledge. Conversely, it is also a great way for teachers to respond back to a stud. by writing comments in their journals. Also more effective sometimes than confronting a kid w/ words!
A lot of good ideas in this ch, and these were the ones I related to best!
Another Blog Update!
I just again visited all my fellow students blogspots, and posted comments on their most recent writings. I was able to become a follower to the 6th student; only the 7th won't allow followers, seems to not been updated since 2007? Maybe they have a diff blogspot address that I'm not aware of? Anyway, they all look good!
Thing 39
I have found many of these "Things" very Frustrating! I go in and do what they tell me to do, but I still can't figure out how to accomplish the tasks. Oh well, at least I have been navigating the "Things" and becoming familiar w/ the technology. I'll tell you what I did on Thing 39 and what I learned anyway!
Thing 39 builds on the original Thing 23, working w/ digital photographs. 39 introduces 2 diff. ways to tell stories using photographs: scrapbooking and combining photos. This Thing can be used for educational purposes of all kinds ie having students create a word-less narrative using a progression of photos. It can also be used for simpler goals, like simply scrapbooking family photos of vacations, school pictures etc.
Thing 39 asked me to go back to my Flickr acct. and create a narrative story utilizing photos. Then it asked me to (somehow) transfer this photo story from Flickr to my Blogspot and post it there. EASIER SAID THAN DONE! This is how it went...
I was easily able to access my Flickr acct that I created earlier this semester (Thing 4 in Jan.). It is located at http://www.flickr.com/photos/mikehargarten/
I was also very easily able to upload photos from my H Drive onto Flicr, and arrange them w/ captions to tell a narrative, prgressive story. To view this, just click on my above link to Flickr.
Then it wanted me to upload this creation from Flickr to my Blogspot and post it there. I tried for over an hr and was unable to accomplish this. I need to manage my time and move on to other assignments/ blogs. Maybe someone can send me a comment on how to accomplish this?
Michael
Thing 39 builds on the original Thing 23, working w/ digital photographs. 39 introduces 2 diff. ways to tell stories using photographs: scrapbooking and combining photos. This Thing can be used for educational purposes of all kinds ie having students create a word-less narrative using a progression of photos. It can also be used for simpler goals, like simply scrapbooking family photos of vacations, school pictures etc.
Thing 39 asked me to go back to my Flickr acct. and create a narrative story utilizing photos. Then it asked me to (somehow) transfer this photo story from Flickr to my Blogspot and post it there. EASIER SAID THAN DONE! This is how it went...
I was easily able to access my Flickr acct that I created earlier this semester (Thing 4 in Jan.). It is located at http://www.flickr.com/photos/mikehargarten/
I was also very easily able to upload photos from my H Drive onto Flicr, and arrange them w/ captions to tell a narrative, prgressive story. To view this, just click on my above link to Flickr.
Then it wanted me to upload this creation from Flickr to my Blogspot and post it there. I tried for over an hr and was unable to accomplish this. I need to manage my time and move on to other assignments/ blogs. Maybe someone can send me a comment on how to accomplish this?
Michael
Wednesday, March 25, 2009
Profile Update!
I also went in and added new personal info. to my profile!
I checked and made sure that my "comments" section is on and open for follower and visiter comments! It is indeed still on! I think all one has to do is click on "Comment" after the specific blog, and it will allow you to comment on my work!
Be Nice and
Peace to you!
Michael H.
I checked and made sure that my "comments" section is on and open for follower and visiter comments! It is indeed still on! I think all one has to do is click on "Comment" after the specific blog, and it will allow you to comment on my work!
Be Nice and
Peace to you!
Michael H.
Thing 31 - More Twitter!
After reviewing the original Twitter work I had done on Thing 27, I went to Thing 31 and spent over an hour getting to know more about Twitter, and becoming more proficient at it.
Now that I know much better how it works, I think it indeed could be used as a good educational tool, as well as a handy tool for everyday life!
I found out that Twitter's birthday was on March 20. It is already three years old and in that short time, has aquired 6,000,000 users! This site is a free site and can be used by anyone who knows how to use a computer. For educational purposes, one can use it for anything from blogging to broadcasting news, school events and school services! One could also use it at school to post school alerts or to share or find important academic links!
Students can even use it much like facebook, as a social site to keep up with friends, teachers and fellow classmates, but also to constructively post opinions and ideas pertaining to school business! Anyone can go on anytime to update their status and keep people posted with what's going on!
So, yes I do feel that Twitter could be used as a positive and usefool tool for educational purposes! However, I would caution teachers that, like any of the new technology out there, it can also be abused and should be monitored whenever possible.
I like it!
Now that I know much better how it works, I think it indeed could be used as a good educational tool, as well as a handy tool for everyday life!
I found out that Twitter's birthday was on March 20. It is already three years old and in that short time, has aquired 6,000,000 users! This site is a free site and can be used by anyone who knows how to use a computer. For educational purposes, one can use it for anything from blogging to broadcasting news, school events and school services! One could also use it at school to post school alerts or to share or find important academic links!
Students can even use it much like facebook, as a social site to keep up with friends, teachers and fellow classmates, but also to constructively post opinions and ideas pertaining to school business! Anyone can go on anytime to update their status and keep people posted with what's going on!
So, yes I do feel that Twitter could be used as a positive and usefool tool for educational purposes! However, I would caution teachers that, like any of the new technology out there, it can also be abused and should be monitored whenever possible.
I like it!
LAED 445 Blogspot Update!
This has been a busy week! I just finished judging Minnesota/ National History Day Finalists for Middle School (Jr. Division)! I was judging a category new this year-Student Websites! It has been really cool. I do it every year, judging also Hist. Exhibits and Hist. Research Papers.
I have now officially VISITED ALL MY FELLOW STUDENT'S SITES, AND BECAME A FOLLOWER ON ALL THOSE THAT WOULD ALLOW ME TO (a total of five sites). 2 other sites don't seem to be set up for followers yet. I also checked out Professor Thompson's site (Cool Avatar!).
Will blog more soon!
Michael H.
I have now officially VISITED ALL MY FELLOW STUDENT'S SITES, AND BECAME A FOLLOWER ON ALL THOSE THAT WOULD ALLOW ME TO (a total of five sites). 2 other sites don't seem to be set up for followers yet. I also checked out Professor Thompson's site (Cool Avatar!).
Will blog more soon!
Michael H.
A Mode of Writing I Want to Teach!
After reading Blasingame and Bushman (Ch 4&5), I easily decided the Mode of Writing I would like to teach: POETRY!
I know at first glance,poetry doesn't seem to be the most important mode of writing one could teach. But I feel it is indeed at least important for students to learn to utilize this mode of writing for several reasons.
First, by practicing writing poetry, students may find their own voice through the written word! There's really no right or wrong way for students to create their poetry, so they can feel free to express themselves openly without being preoccupied with being wrong!
Creating poetry is like making a puzzle. It is an exercize that is good for developing the mind, exercizing patience, piecing together the individual parts in their correct places until the picture comes into view! It's a means of saying something figuratively and subtley, without coming right out and saying it, which is something many teenagers find difficult to do!
It is also a more casual and artistic mode of writing, which allows the students to express themselves without the responsibility of formality, as in a narrative or essay.
I feel that learning about this mode of writing will help my students later in the real world as, it will have helped them find their own voice and will give them another means of expressing it!
I know at first glance,poetry doesn't seem to be the most important mode of writing one could teach. But I feel it is indeed at least important for students to learn to utilize this mode of writing for several reasons.
First, by practicing writing poetry, students may find their own voice through the written word! There's really no right or wrong way for students to create their poetry, so they can feel free to express themselves openly without being preoccupied with being wrong!
Creating poetry is like making a puzzle. It is an exercize that is good for developing the mind, exercizing patience, piecing together the individual parts in their correct places until the picture comes into view! It's a means of saying something figuratively and subtley, without coming right out and saying it, which is something many teenagers find difficult to do!
It is also a more casual and artistic mode of writing, which allows the students to express themselves without the responsibility of formality, as in a narrative or essay.
I feel that learning about this mode of writing will help my students later in the real world as, it will have helped them find their own voice and will give them another means of expressing it!
Friday, March 20, 2009
Writing/ Classroom Strucrtures...
I have already discussed some of this information in the following blog regarding preferred writing methods, so I will try to not reiterate. One of the classroom/ writing structures I remember I learned the most from and really enjoyed was Roger Mahn's journalism classroom! He had a laid back classroom, things were kept casual, but in order to suceed, students had to work hard and earn the ability to publish news stories, sports and editorial columns etc. He was tough but fair, and nice with a good sense of humor. All the kids liked him and the class and this is where I learned very much about writing methods.
There have been many other classroom scenarios I have witnessed over my secondary, undergrad. years! Some have worked better than others. Unfortunately, I have witnessed over the yrs some teachers who seem to want to work against the students, and be very hyper-critical of their students, rather than looking for the positive aspects of their performance and building on that. I will not make the mistake of carrying on this means. I will however, continue to develop my own way to build classroom structures and how to teach writing to my students!
There have been many other classroom scenarios I have witnessed over my secondary, undergrad. years! Some have worked better than others. Unfortunately, I have witnessed over the yrs some teachers who seem to want to work against the students, and be very hyper-critical of their students, rather than looking for the positive aspects of their performance and building on that. I will not make the mistake of carrying on this means. I will however, continue to develop my own way to build classroom structures and how to teach writing to my students!
The Writing Composition Method/s I Prefer to Use...
The methods I prefer to utilize when writing a composition vary greatly, depending on the type of writing I am preparing. When writing an academic work such as a research paper, I have been taught and developed methods that are quite effective in this endeavor.
First, I write an outline consisting of a topic sentence, a thesis statement and three subtopics w/i the thesis. Then, I write out an outline of the bodies of the following paragraphs. Last, I write the outline for the Conclusive paragraphs, restating thesis etc.
Next, I begin to perform my research and find my sources. Once this is accomplished I can begin the actual Pre-Writing of my paper. I don't necessarily follow any strict pattern here; sometimes I start at the beginning and go step by step, other times I might write my conclusion or supporting paragraphs first, then fill in other parts as I go.
Once I have a finished draft, the most important method comes to play-REVISION! I go through and revise my work by doing everything from editing grammar to moving or even deleting sentences and paragraphs, to tightening up thesis and subtopic statements. After doing all of this, I look to a completed piece ready to hand in!
These are the usual methods that I use to do my best to produce a completed writing composition!
First, I write an outline consisting of a topic sentence, a thesis statement and three subtopics w/i the thesis. Then, I write out an outline of the bodies of the following paragraphs. Last, I write the outline for the Conclusive paragraphs, restating thesis etc.
Next, I begin to perform my research and find my sources. Once this is accomplished I can begin the actual Pre-Writing of my paper. I don't necessarily follow any strict pattern here; sometimes I start at the beginning and go step by step, other times I might write my conclusion or supporting paragraphs first, then fill in other parts as I go.
Once I have a finished draft, the most important method comes to play-REVISION! I go through and revise my work by doing everything from editing grammar to moving or even deleting sentences and paragraphs, to tightening up thesis and subtopic statements. After doing all of this, I look to a completed piece ready to hand in!
These are the usual methods that I use to do my best to produce a completed writing composition!
My Autobiography as a Writer...
How have I learned to write? Well, I literally began to learn how to write back in early primary school, while I was also learning to read and do mathmatics. This was a difficult time for me, and my early learning experiences were a struggle. Around the same time when I was around 7 yrs old, I was diagnosed w/ learning disabilities and ADHD. I began taking Ritalin and it was during this time that I indeed learned reading, WRITING and math.
By the time I started junior high, I no longer had to take medication, and this is actually when I remember really beginning to blossom as a writer, especially in Creative Writing. I was a drummer for the school band, and was a guitarist, singer and writer for my own rock band with my buddies! Being inspired by lyricists like John Lennon, Glimour/ Waters from Pink Floyd, Bob Dylan and others, I began to write my own poems and lyrics for my band's burgeoning original songs!
By high school I had progressed into a very profiencient writer. This is when I took my first Journalism class and meet one of my biggest writing mentors, Roger Mahn! He was my Journalism teacher, and overseer of the Trojan Tribune, our school newspaper. After writing several news articles I was given my own op/ed (editorial) column! This really boosted my confidence in not only my writing, but in myself self-esteem! After all, here I was once a kid w/ learning disabilities and little hope for the future, and now I had my own editorial column!
I would write about any and every subject that I felt touched teenagers specifically ie selective service, social cliques, the importance of friends etc. I had the column all 3 yrs in high school! Many other students, some of whom I didn't even know, would regularly approach me and express their connection to my writing, even thanking me sometimes! This experience inspired me to go to college to try and write professionally.
I applied and was accepted to the U of Minn, College of Liberal Arts, School of English. Over the years at the U I wrote copious amounts of academic writings incl. research papers, essays, reflections, journals and more! I also continued to play with various bands that developed around the U of M, and continued to write lyrics for many new songs. Over these yrs I progressed very much in almost all forms of writing, and have continued since then to write creatively.
Since I have started back to school at Metro State to get my english teaching license, I have once again written copious amounts of writing ie research papers, essays, reflections, unit plans, lesson plans, pedogogical philosophies, classroom management strategies, papers on hisroical foundations of education and more! I believe over these last 2 yrs, my level of writing has increased even more. I look forward to writing my unit and lesson plans for Teaching Writing, and I look forward to teaching writing in the future!
By the time I started junior high, I no longer had to take medication, and this is actually when I remember really beginning to blossom as a writer, especially in Creative Writing. I was a drummer for the school band, and was a guitarist, singer and writer for my own rock band with my buddies! Being inspired by lyricists like John Lennon, Glimour/ Waters from Pink Floyd, Bob Dylan and others, I began to write my own poems and lyrics for my band's burgeoning original songs!
By high school I had progressed into a very profiencient writer. This is when I took my first Journalism class and meet one of my biggest writing mentors, Roger Mahn! He was my Journalism teacher, and overseer of the Trojan Tribune, our school newspaper. After writing several news articles I was given my own op/ed (editorial) column! This really boosted my confidence in not only my writing, but in myself self-esteem! After all, here I was once a kid w/ learning disabilities and little hope for the future, and now I had my own editorial column!
I would write about any and every subject that I felt touched teenagers specifically ie selective service, social cliques, the importance of friends etc. I had the column all 3 yrs in high school! Many other students, some of whom I didn't even know, would regularly approach me and express their connection to my writing, even thanking me sometimes! This experience inspired me to go to college to try and write professionally.
I applied and was accepted to the U of Minn, College of Liberal Arts, School of English. Over the years at the U I wrote copious amounts of academic writings incl. research papers, essays, reflections, journals and more! I also continued to play with various bands that developed around the U of M, and continued to write lyrics for many new songs. Over these yrs I progressed very much in almost all forms of writing, and have continued since then to write creatively.
Since I have started back to school at Metro State to get my english teaching license, I have once again written copious amounts of writing ie research papers, essays, reflections, unit plans, lesson plans, pedogogical philosophies, classroom management strategies, papers on hisroical foundations of education and more! I believe over these last 2 yrs, my level of writing has increased even more. I look forward to writing my unit and lesson plans for Teaching Writing, and I look forward to teaching writing in the future!
Friday, February 27, 2009
Thing 38 Screencasting in progress...
I am in the process of completing Thing 38 Screencasting but, I haven't been able to concentrate on Morethingsonastick because I have been sssssooooooooooooooooooo busy this week writing and typing my full Unit plan for Media Literacy and three lesson plans+all the handouts, appendix etc. I also have been forced to spend ALOT of time completing the very detailed and lengthy process for applying for student teaching this fall including a 7 part q/a portion (ISTP), a full 3 part essay as well as a detailed resume and meeting w/ all my advisors etc. I am also working to complete my Advanced Practicum EDU 450 this semester so I have been extremely flooded with assignments, field hours, writing, meetings etc. Oh well, only can do what is humanly possible!
I will have thing 38 posted next week, asap!
Mike H.
I will have thing 38 posted next week, asap!
Mike H.
Wednesday, February 11, 2009
morethings...cont.
Nevertheless, I keep plodding along and seem to be accomplishing the various steps. For example, this week we were assigned to complete #s 24, 25, 27. On # 24, I completed the steps including Refeashing my Blogspot and getting it Registered. On # 25, I went in and used various tools from the Blogger's Toolkit. And on # 27 I created my Twitter account, posted "What I was Doing?" and selected the CNN website to Follow. I can see that morethings... can be fun, but I also find it quite challenging and time consuming, especially when we have so many other assignments due every week, with several substantial readings and writings, lesson plan development, blogging etc. Oh well...As Larry the Cable Guy says "Get-R-Done!"
Michael H.
Michael H.
Morethingsonastick # 24, 25, 27
I have to admit that I've been finding morethings... to be quite a challenge, even kinda confusing at times. Sometimes the steps they want us to complete is pretty simple, but other times it gets a little cluttered and I am unsure what to do.
Thursday, February 5, 2009
"aha" moments from Morrell p. 57-114
I totally agree with Morrell that "There is no doubt that popular music plays a pre-eminent role in the lives of America's youth" (p 58). Not only with today's youth, but it has been that way since way back in the early 20th century. Look at the hairstyles, clothes and dances employed by the "Flapper" girl and "Hipsters"; they were most certainly influenced by the Charleston! In the 1940s, the youth went wild over Big Band music and especially "Old Blue-Eyes", the God-Father himself, Frank Sinatra. A decade later came Elvis and, a decade after that, The Beatles, all of whom achieved God-like status with the youth of their times. It is still the same today where "Hip-Hop is the popular music" (p 58), and names like "Tupac" and "Biggie" have replaced the afore mentioned in the minds of today's youth!
I also agree w/ Morrell that music can be used in lesson plans to help teach today's youth. Morrell's unit can, among other things, use the kids love of music to "provide students with the awareness and confidence they need to transfer these skills onto the literary texts" and to "enable students to critique the messages sent to them through the pop-cultural media that permeates their everyday lives" (p 61).
It is important that teachers understand that because pop culture songs, artists etc. change so quickly that we need to "consult with our students early and often about the artists, songs and genres that have had...a big impact on their lives" (p 70). Using the knowledge you gain from students can help you write a more relevant unit utilizing media literacy. Chapter 4.
In Ch. 5 Morrell goes into Teaching Film and Television. I also like this take on teaching w/ media. After all, "There is no doubt that adolescents watch a great deal of t v and film...and spend more of their waking hours watching t v than any other activity" (p 74). To me, once again, it only seems logical to utilize this form of media to help instruct our youth.
Educators must keep in mind though, that utilizing such media in the classroom is in fact a controversial matter because it is a "non-traditional classroom practice". We must make administrators, parents etc "understand how innovative classroom instruction can also increase student' academic literacies" (p 89).
Ch. 6 goes into Teaching Mass Media. I found it interesting that Morrell identifies advertising and news reporting as "the two most pervasive and influential forms of mass media" (p 93). I myself love watching the news daily, and I see how pervasive and influential it can be by just flipping from one news station to another. For example, Fox is always going to have a different slant on things as opposed to MSNBC or CNN. The slant that each network places on the news can definately influence how people feel about say, the Palestinian situation or what Pres. Obama is trying to do! Advertising is even more pervasive and influential, especially for today's youth. It influences everything from what cleanser they apply to their zits ("Just a dab will do ya'"-Jessica Simpson re: Proactive), or what gym shoes they are wearing! By utilizing mass media as a part of the curriculum, we can "help students to more critically interrogate the mass media that plays such a central role in their identity development and worldview [and]simultaneaously promote academic and critical literacies [to create] empowered citizens" (p. 93) out of our students!
And finally, in Ch. 7, Morrell tells us that we can even use popular sports to teach our students! This is because, in part, "so many teens are involved in sports, whether as athletes or fans" (p. 104). Sports can be used in our curriculum to teach "reading" (p. 106), "writing" (p. 108), and even "deconstructing" or "decoding words on the page" (p. 111). Morrell advises teachers to even "establish powerful relationships with the coaches at their schools [and] to see coaches as their allies rather than their enemies" (p. 113).
I think Morrell has a lot of great ideas in these pages to help fledgling, as well as experienced teachers to utilize the pop media in their curriculums!
I also agree w/ Morrell that music can be used in lesson plans to help teach today's youth. Morrell's unit can, among other things, use the kids love of music to "provide students with the awareness and confidence they need to transfer these skills onto the literary texts" and to "enable students to critique the messages sent to them through the pop-cultural media that permeates their everyday lives" (p 61).
It is important that teachers understand that because pop culture songs, artists etc. change so quickly that we need to "consult with our students early and often about the artists, songs and genres that have had...a big impact on their lives" (p 70). Using the knowledge you gain from students can help you write a more relevant unit utilizing media literacy. Chapter 4.
In Ch. 5 Morrell goes into Teaching Film and Television. I also like this take on teaching w/ media. After all, "There is no doubt that adolescents watch a great deal of t v and film...and spend more of their waking hours watching t v than any other activity" (p 74). To me, once again, it only seems logical to utilize this form of media to help instruct our youth.
Educators must keep in mind though, that utilizing such media in the classroom is in fact a controversial matter because it is a "non-traditional classroom practice". We must make administrators, parents etc "understand how innovative classroom instruction can also increase student' academic literacies" (p 89).
Ch. 6 goes into Teaching Mass Media. I found it interesting that Morrell identifies advertising and news reporting as "the two most pervasive and influential forms of mass media" (p 93). I myself love watching the news daily, and I see how pervasive and influential it can be by just flipping from one news station to another. For example, Fox is always going to have a different slant on things as opposed to MSNBC or CNN. The slant that each network places on the news can definately influence how people feel about say, the Palestinian situation or what Pres. Obama is trying to do! Advertising is even more pervasive and influential, especially for today's youth. It influences everything from what cleanser they apply to their zits ("Just a dab will do ya'"-Jessica Simpson re: Proactive), or what gym shoes they are wearing! By utilizing mass media as a part of the curriculum, we can "help students to more critically interrogate the mass media that plays such a central role in their identity development and worldview [and]simultaneaously promote academic and critical literacies [to create] empowered citizens" (p. 93) out of our students!
And finally, in Ch. 7, Morrell tells us that we can even use popular sports to teach our students! This is because, in part, "so many teens are involved in sports, whether as athletes or fans" (p. 104). Sports can be used in our curriculum to teach "reading" (p. 106), "writing" (p. 108), and even "deconstructing" or "decoding words on the page" (p. 111). Morrell advises teachers to even "establish powerful relationships with the coaches at their schools [and] to see coaches as their allies rather than their enemies" (p. 113).
I think Morrell has a lot of great ideas in these pages to help fledgling, as well as experienced teachers to utilize the pop media in their curriculums!
Monday, January 26, 2009
greetings!
Welcome to my new blogspot, "harg-blog"! It's a great NewYear but man, has it been cold!
mike harg
mike harg
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