Group
|
Initiators
|
Summarizers
|
Responders
|
Illuminators
|
1
|
Michael
Gillis
|
Karin
Logerquist
|
Molly
Nelson
|
Ian
Gorton
|
2
|
Nicholas
Gaudette
|
Jesse
Vavreck
|
Nancy
Nair
|
Laura
Mayo
|
3
|
Kaylee
Wiens
|
Kris
Latcham
|
Paul
Garlock
|
Jonathan
Reeves
|
4
|
Sara
Stein
|
Erik
Krueger
|
Michelle
O’Connor
|
Sean Johnson
|
E. In this last small discussion group, you will
begin the study of adolescent readers.
Preparation for the discussion: Please read:
- Adolescent Reading:
position statement of the International Reading Association. https://docs.google.com/viewer?url=http%3A%2F%2Fwww.reading.org%2FLibraries%2Fresources%2Fps1079_adolescentliteracy_rev2012.pdf
- Delbridge, K. (2008). What we know about the teaching of
adolescent reading. In what research
really says about the teaching and learning to read (pp 158-175). National Council of Teachers of English. Urbana, Illinois.
- To access the Delbridge article (article listed above) you can locate it on D2L-Content-Readings OR under Forms and Doc on the Website OR use the link below:
https://drive.google.com/file/d/0B3RBFhdurd8ec0Vac2xQTEZiQWs/edit?usp=sharing
- To access the Delbridge article (article listed above) you can locate it on D2L-Content-Readings OR under Forms and Doc on the Website OR use the link below:
https://drive.google.com/file/d/0B3RBFhdurd8ec0Vac2xQTEZiQWs/edit?usp=sharing
Roles:
There
are 4 people in each conversation group. You only respond to those in your own
group.
Initiators start the conversation.
They must do the reading immediately and get their entries in during the first
day or two so others have material to respond to. Grading will be based on the
quality of questions, speculations, and thought-provoking prompts that
will get people really considering the ideas presented in the
content. You must include your own responses to the ideas as well.
If another Initiator has already posted his/her ideas, the next Initiator to
post must enter new ideas. In other words, don't repeat what's already posted.
Responders directly
address and extend the ideas that the Initiators have thrown out for
consideration as well as adding your own unique responses to the readings. It
is not enough to say, "I agree", or "That was a nice idea."
Responders need to enlarge the conversation, make connections to their own
experiences, and draw from other material in the readings to expand on
the conversation. Responders need to get their ideas in at least 48 hours
before the due date so the Summarizers can do their work (below).
Illuminators teach,
guide, edify, and enlighten. They take their own and other people's ideas
beyond surface statements to broader and deeper ground. They pull from other
sources, such as pertinent internet sites, they have encountered to shed light
on questions or confusions. They clarify. Illuminators add their contributions
after the Initiators, before or after the Responders, and before the
Summarizers (i.e., before the last day).
Summarizers pull
together and consolidate all the key ideas from the group. They are the last to
make their entries, probably best done in the evening of the deadline day.
Every participant (except fellow
Summarizers) should be named, and the
contributions of each acknowledged in the summary. Summarizers should be
organized and concise. Capture the essence. (If there are any group members who
have not submitted by 8:00 p.m. of the deadline day, you do not have to wait
for them — just summarize those who have submitted up to that time.)
Respond at least once to
another member of your group with questions, clarifications, or other ideas.
You will not likely be able to respond to the summarizer, as they will be
summarizing all ideas and discussion at the end (Sunday). The Summarizer will need to respond to at
least one person during the week before you summarize. This would be a good time to ask for
clarification on ideas to help write the summary at the end. Make
your response postings before Sunday, November 3.
Hello all,
ReplyDeleteA major theme throughout both of the articles we read this week was how the responsibility for literacy education extends beyond the Language Arts classroom. I found it particularly interesting in the Delbridge text when she mentions how the organization of texts is important. She says on pg. 168: "...teaching text structure will help them understand what they are reading. The recognition and use of organization are essential processes underlying comprehension and retention when reading is concerned." I had never really considered how differently a science or history text is compared to a novel.
As a Language Arts teaching candidate, I am used to studying and instructing in the various literary elements of a novel. Yet, I would be hard pressed to explain reading texts for a science text to my students. What a useful skill to teach though - and one that I don't think I was ever really instructed on. What are some ideas you guys have on teaching literacy beyond fiction in your specific content areas?
Another quote I liked from the Delbridge article is near the beginning, and I think we may have also touched on in Dr. Dahlman's class (though it was so long ago, I can hardly recall for sure!) - "If I am willing to look into that mirror [of my soul] and not run from what I see, I have a chance to gain self-knowledge--and knowing myself is as crucial to good teaching as knowing my students and my subject."
Do you think you know yourselves well enough to be whole for your students? Can you think of some ways where you might shy away from self honesty that could negatively affect your teaching? For my part, I worry that I love my subject too much and I may not be able to empathize with students who, say, struggle with comprehension and aren't super enthusiastic about learning to improve their literacy. I further worry that because I had a pretty good education and supportive family, I won't be able to relate to students that don't appreciate the education they are being given (free!), and don't try. The parts of my own soul that are not empathetic and are close-minded sort of worry me, and this article reminded me again that I have to always keep those flaws in mind and actively try not to inflict them on my students.
From the IRA article, I wonder which of the 8 categories of things that adolescents deserve in literacy education stand out the most to you? If you were going to focus on one of the 8 elements to really stress - which would you choose?
The following both really resonated with my views on teaching literacy: #3 - Adolescents deserve access to and instruction with multimodal, multiple texts & #8 - Adolescents deserve access to a wide variety of print and non-print materials. I think that one of the keys to encouraging student interest and improvement in literacy is not sticking strictly to the canon. Students need opportunity to explore their own interests. Apathy is such an issue with adolescents, but we know they have interests and passions - they don't sit around when not at school moping (probably) - so, we have to be able to harness those passions and funnel them into literacy instruction. We can not do that if we do not have access to relevant and beneficial material. The internet makes this much easier than I'm sure it was - but also paying attention to programs at local libraries & community centers, as well as the in-school library selection will be a good way for us to ensure our students have opportunities to grow and learn.
Sara,
DeleteAs I mentioned below, thank you for your response. As I mentioned below the part of your summary that resonated with me was the quote “If I am willing to look into that mirror [of my soul] and not run from what I see, I have a chance to gain self-knowledge--and knowing myself is as crucial to good teaching as knowing my students and my subject."
We all mentioned this concern.
In addition we both saw the importance of providing adolescents access to instruction with mutimodal and multiple text.
Sara, I also am a huge advocate for finding materials that the students are interested in. During my field experience last spring, the students struggled with a reading task about the economic state of the United States after World War 2, because the words on the page were too difficult for them. Because of this difficulty, they did not want to even attempt to read about the material. However, during homeroom, a few of the boys in the class were reading form a Sports Illustrated magazine. The reading level in that magazine was equal to that of the social studies textbook, but they were really engrossed in it! (It was the issue about the NBA player coming out as a homosexual) The students took lots of information away from the article and used that information in conversations with me and my cooperating teacher. Apparently the students really do care what they are reading, especially if they are struggling readers!
DeleteEric, great example! I think that shows that students also show pride in learning material and that they are confident to discuss the topic, showing comprehension.
DeleteSarah, Thank you for your insight on the assigned reading. The one part of your summary that resonated with me was the quote “If I am willing to look into that mirror [of my soul] and not run from what I see, I have a chance to gain self-knowledge--and knowing myself is as crucial to good teaching as knowing my students and my subject."
ReplyDeleteIn part we are trained as teacher to be “experts” in our content area. Now, of course most of us can reflect on area of weakness and what needs improvement in our teaching skills, but to students we tend to play the “expert” and may not always allow ourselves to be honest to our classroom of students.
I focused my attention on the Adolescent Literacy article. In the executive summary it states: Adolescents must be able to comprehend and construct information using print and non print materials in fixed and virtual platforms across disciplines.
The key topics I took away from “What Adolescents deserve?” included:
#1 Adolescents deserve content area teachers who provide instruction in the multiple literacy strategies needed to meet the demands of the specific discipline.
I have been reflecting on this lately because so many health terms are in my everyday vocabulary: advocate, refuse, deficiencies, calorie, and resolution. But does every high school student know how to define and interpret these vocabulary words in the correct way. I think this is an important task that all teachers have to do, they can not make assumptions. The vocabulary needs to be taught prior to proceeding with the according task.
#2 Adolescents deserve access to and instruction with multimodal, multiple texts.
It is natural that we as adults that we are a step behind the trends of youth but it is important to stay in touch with the way youth are learning. Example: My son is in pre-K and at work we had our students playing games on PBS kids.org. We have a full Mac lab and at home we have a Windows lab top but I plugged in a mouse to allow my son to play. It only took a time or two but the first time on the web site he struggled to click the correct button. It never dawned on me but at home our Windows computer mouse had an R and L click button on the mouse and at work the kids only have the option to click using the MAC mouse. OR that you need to teach a child how to use a mouse.
I use this example because last year all MCA Math test were taken on line. All students not only had to process the information on the screen they also had to navigate using a Desktop MAC computer. What if these students only used a touch screen I-pad at home or a smart phone to check e-mail/facebook. My two year old knows how to “swipe”! Of course teachers held practice session in the lab to prepare students but it still may have been out of their comfort level in comparison to what media they work with at home.
As teachers we need to make sure students and ourselves are comfortable using a variety of methods to deliver content and instruction.
Hi Michelle,
DeleteI like that you know that not all of your students will be as familiar with health specific words like calorie and decencies, etc. I, for one, never really think about health and know as a teenager, I always appreciated teachers who took the time to help us fill in gaps in our knowledge, rather than making us do all of the catch-up on our own. I think you are going to be a very empathetic & understanding teacher.
Secondly, it's so crazy that your pre-K son knows so much about technology already! The kids really are outstripping us there by leaps and bounds and I agree that it will be important to keep up to date with everything and not get discouraged - because it usually isn't as hard as we fear it will be to tackle new technologies.
Sara and Michelle,
ReplyDeleteI agree that we are not all that versed in very many genres of text. In the arts, we are fortunate that our literature is so vastly different (in most cases) that we are forced to teach how to read a play, musical score, or painting. I teach the how to read a music score so much that I feel I am pretty well versed with that.
As a teacher in Language Arts, (or any of the rest of us) there is a book that might serve well. In "How to Read a Book" by Mortimer Adler (link at the end), he not only writes about reading in general, but in the third part he goes into specifics about reading certain genres. It is fantastic. Unfortunately, I have not read through all of it, but have used his techniques from the first sections in Grad school and have pre-read the latter sections.
I think your concern of looking into a mirror (self-actualization) is a great concern. We all have our own flaws that do not help our students to learn effectively. This is a great reason to have multiple teachers over a lifetime. Few of us will have the same students year after year, so our deficits may not be of that great a concern in the long run. This, of course, is a flaw of the arts in school, because there are fewer arts teachers in schools and districts, so there is a greater probability of this happening. Also, we are driven by destinations and knowing one of your flaws and correcting it does not change other flaws. Self-actualization is a journey and we mustn't turn it into a race.
I have no clue how to illuminate (another item for me on my journey of self-actualization). I just hope this is on the right path.
http://www.amazon.com/How-Read-Book-Intelligent-Touchstone/dp/0671212095
Thank you for the link, Sean! I am starting to come to terms with books that instruct on how to teach literature, even though I was initially reticent to investigate them. I'm reading a few really good books on teaching students literacy and writing, but they're pretty Language Arts specific - for my English Teaching Methods course.
DeleteSean,
DeleteI am very happy that you are in our group and will give me a new content area to gain insight from. As an educator you feel pretty well versed in many areas but I would not know half of the "academic language" that you would use in a music classroom. This would include vocabulary to describe music as well as reading music.
So I think my job is to summarize everything from this great discussion! First of all I want to thank all of you for contributing some great points to the overall topic.
ReplyDeleteThe focus of this week was on literacy elements of the materials that our students will be exposed to. Sara had a great summery of the articles, making reference to the Delbridge one to really provide evidence for the differences between types of texts. She also posed some thought-provoking questions about the types of materials that our students will be exposed to. She also advocated strongly for providing students with materials that will interest them, as it allows for them to be engaged and motivated to participate in the process.
Michelle focused mostly on the Adolescent Literacy article, particularly on the the two points: Adolescents deserve content area teachers who provide instruction in the multiple literacy strategies needed to meet the demands of the specific discipline, and Adolescents deserve access to and instruction with multimodal, multiple texts. Her biggest take-away was that we as teachers need to be comfortable using a variety of methods in the classroom. This is not only because it will help the students learn, but also to relate to them on a technological level.
Sean brought in a link to a great book that featured more information about "reading a book." He has used it in graduate school and encouraged all of us to take a look at it.
Eric - Great summary, well said. Thank you for your response.
Delete