Group
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Initiators
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Summarizers
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Responders
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Illuminators
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1
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Michael Gillis
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Karin Logerquist
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Molly Nelson
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Ian Gorton
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2
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Nicholas Gaudette
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Jesse Vavreck
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Nancy Nair
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Laura Mayo
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3
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Kaylee Wiens
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Kris Latcham
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Paul Garlock
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Jonathan
Reeves
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4
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Sara Stein
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Erik Krueger
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Michelle O’Connor
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Sean Johnson
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A. In the "Who are you as a read? What is your reading identity" Discussion Area (Comments section directly below this post) on the Day 2 Blog, please post: YOUR PERSONAL READING HISTORY
BACKGROUND
After viewing the welcome video your first online assignment is to introduce yourself as a reader. Everyone has a "reading history." For some, reading has had mostly positive associations, with supports from which to build an even stronger identity as a reader. For others, being able to reshape a negative reader identity often depends on reflecting on personal moments or experiences that created reading barriers. When students reflect on AND SHARE their personal reading histories, they have an opportunity to view themselves and their classmates more generously, as "readers in progress," with reader identities they can understand and change. I am inviting you to introduce yourself in a new way. I know that you have been working together as a learning cohort for at least this semester and already know much about each other; however, I am inviting you to learn more about each other.
DIRECTIONS:
Create your own personal history of some key moments or events in your development as a reader. Respond to the following prompts, being sure to include both positive and negative experiences:
1. What reading experiences stand out for you? High points? Low points?
2. Were there times when your reading experiences or the materials you were reading made you feel like an insider? Like an outsider?
3. What supported your literacy development? What discouraged it?
Please post your reading history on the DAY 2 BLOG SITE, located under "useful links" in the comment section (located on the left side bar) for the members in your KSP 669 group to see. PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE WEDNESDAY, OCTOBER 30, 5:00 PM.
4. Read ALL your group members personal reading histories posted.
5. RESPOND with questions, clarifications, or general comments to at least 3 other colleagues IN YOUR GROUP. Your online response should be a discussion. Some questions that might direct you are: What did you learn about each other? What were some similarities in the barriers and supports you experienced? What were some differences or surprises?
Please post your response ON OR BEFORE SUNDAY, NOVEMBER 3 11:59 PM
Nick Gaudette, Reading History:
ReplyDeleteTask A:
There is always a advantage and a disadvantage to my Reading History. I'll go back to 2nd grade, when I began to read. In 2nd grade, I was ahead of my class as a reader. I was reading a book a week. I could not get enough reading. I think that one of my advantages to reading was that I was also learning how to read music at about the same time. I was in Orchestra, playing music or in a lesson multiple times a week. As my 2nd grade year progressed, I was given the opportunity to go sit in the cubby room and read on a daily basis. While in the cubby room, I stopped reading, and started to day dream. I realized that I could just read the back cover of the book and from there I began to create my own story. Needless to say I basically stopped reading words all together. On the other hand, I was progressing at reading music at a rapid rate. In fact, I would actually memorize my beginner orchestra music, and sometimes I would even create my own part.
I always feel a bit like an insider when I read music, however I also feel like an outsider when I read essays, or documents or formal reports to this day. I am not sure if I default to music, but my understanding of sound and pictures and relationships to ink on a page is way more connected that to written vocabulary. What really isolates me as an outsider is when people assume I must be good at vocabulary literacy because of my notational proficiency…in fact, it is the opposite. I can read an entire orchestral score while directing a group of 75 musicians, transpose french horn and cornet parts on the fly, pick out a wrong accidental from the viola section while in the middle of a large symphonic passage, build any type of chord and put it in an analytical context, identify sonata rondo form, create fluent walking bass line, and read figured bass, but I cannot for the life of me find the consistency of my own sentence structuring. And don't get me started on spelling…I thank the gods and goddesses every day for technology.
I am not sure if I view my musical understanding as a supportive role or that of a discouraging one. My understanding is so skewed, that don't even know how to interpret my own literacy. When I was a senior in high school, I was playing in so many orchestras (Highs School, UofM, GTCYS, Band) for sometimes 8+ hours a day. I was reading all the time. I was putting sounds to pictures, emotion to text, but I was not reading any words….just notes. I feel like I have beefed up a section of my brain but it has turned to the demise of another understanding. To this day, I struggle with reading and literacy.
I find it fascinating how one method of reading (music) is so incredibly easy and natural for you, and another method of reading (words) can prove challenging - I am exactly the same way with drawing. I deconstruct the dimensional visual world around me and translate it onto and two dimensional paper with much less effort then reading text. The whole thing is so baffling to me...
DeleteDo you think we put too much importance on literacy in K-12? Not to say it's not incredibly important, but what about the students, like us, who developed our higher cognitive skills through methods other than traditional "reading' and writing. When I was able to further my artistic abilities I was able to learn so much more then before - just the process of thinking deeper on all levels took off for me. But I wasn't able to have the experience until college because the schools I went to didn't have a visual art program (small town ND).
It seems that you have excelled so much in one area, that by comparison, you feel mediocre in another - the area of reading. I guess that everything is relative though, right? When I read your writing, it's clear that you have a large breadth of insight and understanding, and clearly an ability to express that understanding through words. Do you think that your passion and giftedness in music has strengthened your skills in reading, or inhibited them?
DeleteIn class you've talked about how your school incorporates music into each content area, and I'm assuming that would include reading and/or English. Do you think that type of school would have given you a better experience with reading if you had been able to attend as a student? Do you think your personal experience is part of the reason you wanted to work at this school in the first place?
DeleteLaura,
DeleteI do find that there is escalated importance on literacy in K-12. I do think that it is necessary to recognize the importance of literacy, however I am not convinced that all the tactics are working. As an arts teacher, we have to accept that every student experiences, and expresses art differently. Because of that, there is always multiple approaches to a lesson or the training that student endures. If we adapted an approach where literacy was subjective, then maybe we could use a multi angled approach to literacy in the classroom instead of finding the one way that works for everyone. Personally, I am more concerned that our students don’t know how to read analog clocks...
Nancy,
Thanks for your words. I think that our levels of intelligence is shown in multiple ways. I guess I would consider myself an “average” reader. However as a director, I feel like there is an expectation that I should be extremely fluent. To be blunt, I do feel like my passion has inhibited my reading skills. Reading music for me was a way to get out of reading words. Retrospectively looking at my timeline, I don’t think I would be the musician I am today if I didn’t dedicate my life to music at such an early age.
Jesse,
Perhaps I did not explain my schools process well in the classroom. Metaphorically speaking, we put a fence up between the academics and the arts. By doing so, we actually guarantee a fully committed training in the arts. When arts is used as the tool to teach academics, I feel that the authenticity is often lost. However, I think that we should be collaborating. But instead of arts as the tools, I believe that it would be so incredible if we used academics as the tools to support the arts. If I had required readings about my musical content that I was learning in high school, I bet there is a chance that I would have been more connected to the text.
There hasn’t been a time in my life where reading has been easy, and for most of my life I never knew why – it wasn’t until I was an adult that I discovered I was dyslexic (all this time and I still don’t know how to spell that word). When I was younger I came to the conclusion that I was simply not as smart as my peers. I remember in elementary school reading assigned materials and then participating in classroom discussions where everyone had gotten some sense of the story we just read, except me. My eyes would scan the pages skipping over words and fixating on others, just to be trapped in a vain attempt to make sense of the treacherous letters glued together in a word – the process was hell. I can also recall taking spelling test after spelling test, and rarely scoring well on any of them. To this day I am baffled at how I got through school, because the truth is I rarely read any of the material assigned to me. Most of my learning occurred during classroom discussion and lectures, and when the lectures failed to be thought provoking I tended to daydream. I’m pretty sure I spent at least 65% of my time in school somewhere in “lala land”, and I loved it! My mind was incredibly imaginative, and returning to reality often proved disappointingly dull.
ReplyDeleteIn middle school and high school I discovered poetry. For me, poetry turned pointless words into powerful tools of expression. Suddenly, I had an appreciation for the beauty and strength words possessed – you could put them together like puzzle pieces and create emotional and mental images that encompassed the deepest realms of one’s soul. The poems I read feed my imagination even more, and my creativity expanded. I was always a drawer – it was a method for me to externalize my imagination, but now I understood how words could enhance my imagination…they could serve as a fuel for my fire. However, reading in regards to school still remained challenging, and if I was able to figure out a way around it I did. I became really good at talking somewhat intelligently about things I knew little about. On one hand this kept me “in the game” academically, but on the other hand it made me feel like I had this horrible little dirty secret, and to be honest, this did next to nothing for my self esteem as far as education was concerned.
After high school I attended college – not because I thought I belonged there, but because that was what everyone did where I was from – it was the next natural step. I often pause at this point in reflection and wonder what would have happened to me if I wasn’t me (not a middle class, white, farm girl that attended a school with no more than 14 students in a classroom at any point). I’m almost certain I would have fallen through the cracks. Luckily, I was me and it was in college I begin to recognize my potential, but primarily because I was finally able to develop my skills as a visual artist. I’m not completely sure how it happened, but somehow my brain seemed to have gone through a change of sorts. As I learned methods for reading images and transferring these images onto two dimensional paper the process of reading began to change for me. I don’t claim to understand why or how this took place, and truth be it I have not read any scientific studies to somehow back up my claims (maybe they exist, maybe they don’t), but the process of reading and especially writing began to change for me. I still struggle with reading today, and I have accepting that “proper spelling” and me will always exist as arch nemesis, but the learning and creativity that I gain from reading well out-weighs the pains of its process…most of the time.
Laura,
DeleteYour comment about “turning pointless words into powerful tools of expression” really rings in my ears. Your struggle really sounds familiar. Alas, technology has saved my hide on so many accounts. Instant spell check, a dictionary a click away... It’s pretty amazing what leaps and bounds technology has done for struggling readers. However, something is lost, as a reader who identifies with your struggle, I know I am missing that thing that really sparks interest in reading text. My day dream is often day “singing” or just humming a melody in my own inner monologue.
Wouldn’t it be great if multiple intelligences were apart of our assessment? Instead of just being on a standard scale? For example, I know I need to have a better understanding of adolescent literacy But since my focus is music, shouldn’t I be doing text readings, and reviewing demonstration on how music notation literacy is approached? And wouldn’t that be more beneficial for the education that I am trying to share to my student population? Is there a similar comparison to the visual arts?
I couldn't agree more, Nick. I was speaking with a Special Ed teacher at my sons school and she was explaining all of the problems her students have with the MCAs. While discussing this she said "I just don't understand why we put so much importance in one test that can only measure one way of learning?" This really stuck with me. When we assess someone like a medical student (for example) on their abilities specific to their areas of practice we don't just look at a multiple choice test score to assure he/she understands things. Most of the assessments that take place during their time in medical school is hands-on assessments that are filled out by the doctors working with them. It's the only way to determine if they are really learning. This is true for so many professions - yet we use an outdated, fundamentally flawed model to assess all aspects of our students k-12 academic abilities and understandings...so sad.
DeleteIn visual arts we talk a lot about objectifying - taking an idea or an emotion and giving it visual meaning. We also talk about the process involved in "reading" art. This process is something much more involved than just looking at a piece of art and determining if you like it or not, or understanding what the message is. It is a process of understanding HOW the artist was able to get the message across - what elements and principles were applied to a piece of art that allowed for this communication to occur between artist and viewer. This process of "reading" is so very important, not just because students are then able to apply these understandings to their own art production, but because these students are learning to use higher cognitive thinking processes, and we all know how far that can take them! Literacy comes into play here with a students need to understand and speak to the elements and principles - whether they are speaking to someone else's art or their own - we call this the critique process. And to your point, this is where literacy comes into play for me as an art teacher and where I need to focus my attention.
Laura, you have quite a story! It's amazing that you made it through college with dyslexia and discovered it as an adult. I wonder how things would have been different had you found out as a child? Perhaps the "la la land" served you and helped you find your path as an artist? If you had been diagnosed and aligned with better "learning tools" might you have been kept from your visits to the land that also seemed to have aligned you with your souls quest for meaning? Interesting and logical that you found poetry and that it resonated so for you - understandable that it was a comfort to finally connect with language in that way. Thanks for sharing your journey!
DeleteNancy, I often wonder the same thing. I haven't been able to come to a conclusion on whether an earlier diagnosis would have been good or bad, but there is one thing I am sure if - I would not give up my "la la land" for ANYTHING - it's the happiest part of me!
DeleteLaura, I like the example you provided about multiple intelligences and understanding that different students learn in different ways. I think the same is true about reading. I mentioned in my post that I had an English teacher who gave us a list of books that we could choose from and it was the first time in high school that I actually enjoyed reading. Outside of an English setting, how do we you think we could offer up different ways to reach students through reading with our content areas? You mentioned you enjoyed poetry, how were you able to incorporate or use that with readings in other classes?
DeleteI began reading at a very young age, but got burned out on it quickly. One experience that stands out was a reading competition we had in 3rd grade. Over the summer, we kept track of how many books (and pages) we had read and received a certain number of points for each. The points could be used to trade in for prizes from a catalog (including cash prizes for the top readers). I made it a goal to win the competition and I can’t even remember how many books I read, but I soon got bored with reading in school because there was no longer a clear incentive. I remember in high school I would read books for English class, but half of the time I would get bored and end up reading summaries on gradesaver.com. There were a few that kept my interest, such as: The Great Gatsby, The Once and Future King, and 1984, but I struggled to get through others because I tend to read slowly because I lack comprehension if I read too quickly or am not 100% focused on the book. This still happens when I try to read textbooks, so I have learned how to take better notes and summaries as well as reading small sections at a time. In terms of “fun” reading, I have gotten back into books such as Hunger Games, Life of Pi, and some graphic novels that are more entertaining for me, but it can still be a struggle to get through them.
ReplyDeleteThere were definitely times during high school English that I felt like an outsider because I had obviously missed key points or connections in books that I hadn’t completely read. This was one thing that actually motivated me in college to get back into reading. I have a somewhat competitive nature and I felt like in college it was easier to speak up in class and not be embarrassed to answer questions or contribute to discussions. In this way, I felt like more of an insider because I read (and enjoyed) many of the books I read in college English and I actually understood them. In this way I discovered that this sort of involvement (and incentive to get good grades) supported my literacy development in a big way. Not only did it teach me how to become better at reading and comprehending in my other classes, but it also encouraged me to start reading for fun again. Looking back, one thing that ended up discouraging my development was the reading contest. From a teacher’s perspective, I had had intrinsic motivation for reading (i.e. enjoyment), but after replacing it with extrinsic motivation (i.e. prizes) I lost the incentive to read once the motivator was taken away. I honestly feel that this stunted my literacy development and is the main reason reading is something I continue to have issues with to this day.
Jesse,
DeleteIt sounds like you were able to turn your reading experience into a something that really works. Do you feel like your college experience was enhanced by your change in wanting to be on the inside? And as far as your competitive nature, do you believe that this may have added to your success in college?
I can relate to having a competitive nature, however mine was not with reading text, but instead it was with Music Theory. I found out I had a pretty keen ear for understanding sound, so I pushed myself in a different direction. I felt like I really made myself an insider by experience the entire workings of music theory and context. Looking back, I think I was supplementing my lack of literacy reading for music reading.
It's interesting to hear how giving external rewards had such a negative effect on you as a child. There was a period in school where my son was getting little rewards here and there for accomplishing certain tasks. To be fair on some of the teachers, my son has ADHD and at the time getting his attention and getting him to focus long enough to finish tasks was a real challenge - I think they were desperate at that point. Still, it concerned me that he was going to always look for external awards instead of developing a sense of internal self-satisfaction. I mentioned my concerns to the teachers and the lessened the amount of external awards quite a bit. He has since developed a sense of pride when he accomplishes things, and that seems to be enough.
DeleteDo you think if the material you had to read in elementary and secondary was more intriguing it would have kept your attention at that time in your life?
Jesse,
DeleteIt sounds like you are really in touch with the path your reading has taken you, both highs and lows. I think it's neat how you've persevered in spite of a loss of motivation - that says a lot about your character and drive. You've pushed yourself and have successfully excelled in a reading culture, in spite of your self perception that hasn't always felt like it was a strong point for you. I think it's neat that because you persevered through hard times, you did ultimately find your way back to your love of reading.
Nick -
DeleteI think my attitude in college definitely enhanced my overall experience in college and made me a better student. With that in mind, I actually feel that I was less competitive when it came to school because I realized that I could succeed and also help others succeed as well. It became less about competition and more about collaboration which also made the experience better for me.
Laura-
I think the issue I had with being motivated to read was mostly because we had required readings rather than having a choice. I can only remember one English teacher in high school who gave us a list of books that we could choose from throughout the year. That class was the only one in which I actually read every book all the way through and I think that is solely based on the fact that I was able to read books I was interested in rather than books I was being told to read.
Nancy
ReplyDeleteReading
What reading experiences stand out for you? High points? Low points?
I vividly remember first learning to read fluidly. I was at home with my family. A neighbor boy was there and saw my eyes lit up and shared with me that pure joy of connecting all the words and receiving a message. It felt truly magical. Other high points were being in special reading groups, reading fairy tales, mythology and ancient stories. For me reading felt like time travel - a passageway into the minds of humans who have long since left us, but left behind clues as to what life was like for them. Low points were being put in reading groups that weren't the highest, and feeling left and out and marginalized.
Were there times when your reading experiences or the materials you were reading made you feel like an insider? Like an outsider?
I think that I always felt like an insider when reading plays, stories, or scripted work. It was part of my theatre arts world, and helped me to feel like I was part of a club. Whenever I've had to read analytical or technological work, I've felt like an outsider - not understanding the language or culture of those worlds.
What supported your literacy development? What discouraged it?
What supported my literacy development was mostly my passion for story. I was the only one of six children who ever read for fun in my free time. I also attribute it to my lack of interest in TV. i can't recite anything much from pop media, but I can quote quite a bit of literature. I guess I'm thankful for that. If anything discouraged it, it was material where I felt disconnected or "dumb" - like I didn't understand the language or culture they were referencing.
It's interesting that you mentioned TV because I think that is one thing that hindered my interest in reading "for fun" as a teenager (and even today). I tend to spend my spare time watching videos or movies and listening to music. I am much more of a visual/audio learner so for me it is difficult for a book to keep my interest. How do you think your personal experience as a reader will affect how you get information to your students and what type of readings they will have?
DeleteEven as a good reader you found it to discouraging when reading material you found little/no connection with, and even as a not so good reader I would struggle through it if I was dealing with material that sparked my interests - very interesting! Do you think schools would make reading more interesting if they opened up to what literature they were offering/presenting to students?
DeleteNancy,
DeleteIt sounds like your reading was really charged when you were a child. I can see how a passion for story can lead one to the stage, and to theater. As a child, I feel like I also developed that passion for a different kind of reading, and I am sure it led me to the stage as well. As a dance teacher, do you find certain types of anatomy readings interesting? I know many musicians who can’t get enough text about things like the Alexander Technique. I have had many opportunities to hang out with modern dancers, and I find they are really interested in nutritional and spiritual literature.
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ReplyDelete