I can’t write a short enough post to discuss every nugget of information I gained from the second day of the Digital Literacy SI. So, I will explain one idea that hit home with me as we proceeded through the morning/day.
Thinking about the lessons that are created within a given classroom, I want to pose the same question that was given to us. What drives our planning process? Is it our own agenda? Perhaps the content or curriculum (no, couldn’t be)? The amount of time we have to teach the lesson? Okay, I could go on and on here and to be quite honest, I have planned lessons around all of the above mentioned. This is where you shake your finger at me, right?
So, what about planning with the learner in mind? Yes, keeping the learner might seem to be a no-brainer. Duh!! Well, it wasn’t to me. I will be honest, I am not completely lost here, I have done it from time to time. However, consistently keeping them in mind, I have failed myself and my students.
As our facilitators discussed how to frame our inquiry project, they included the idea of the TPACK model.
A great reading resource for the TPACK with reading and language arts is by Spires, Hervey, and Watson.
How many times do we focus our planning more on the content or the curriculum instead of the student? In my opinion, I feel we are driven by our curriculum and our given content most days, if not every day. In addition, I know I feel pressed for time and have structured my lessons in such a way that I knew I could get my students to their next class on time. Pointless, if you think about the fact there is not any deeper learning taking place.
So, I wonder what others think about this. For me, I know that I will go back into the lesson plans I have already written and restructure them to best meet the needs of my students and create future lessons with the student as my main focus. Thoughts?
This week has been crazy to say the least. On the other hand, it has been phenomenal!
Tuesday, my 2nd hour seventh grade class began an adventure I felt was worth taking. For quite some time a writing project colleague and myself had discussed having our classes collaborate with each other using Google Hangout. If you do not have prior knowledge of Google Hangout, it is just that, an online space for people to collaborate via web cams and voice chat, or…hangout! I believe up to 10 people can chat at the same time. The idea was brought on by our discussions we have had previously about using digital portfolios. Eventually we decided we wanted our students to collaborate and discuss the myths that each our classrooms were reading and writing along with have the students publish their writing to a broader audience.
As we searched for a common time for our students to meet online, it occurred to us that we needed to introduce our students to each other before we did any real collaboration about the myths. Each of our classes had written “This I Believe” essays, and we decided we would use these essays as a mean for our students to get to know one another. Because my own students had already written their essays at the beginning of the year, it was a great time for my students to reflect back on their writing to polish it and decide if their beliefs had changed at all. Furthermore, they needed to understand their writing was going out into the bigger world for people to see and they needed to clean it up before publishing.
Prior to work with the essays, we showed our classes our school websites, discussing with students what they noticed. In addition, any questions they might have. Before our meeting on Tuesday each of our classes composed questions to ask one another. As we were hanging out, the students went in front of the camera and asked questions about each other’s school. For example:
- What types of writing have you done this year?
- How many students do you have in your middle school?
- What sports can you play at your school
- What do you do for fun?
- Can you choose your own electives in middle school?
After the students took turns asking questions and answering them, we talked with the students about what we were going to do next with them.
As I mentioned earlier, the students are using their “This I Believe Essay” to get to know each other more. My colleague and I decided we would have the students post their essays on Youth Voices. Youth Voices is an online platform where students can publish their writing where other students can discuss the same topics or issues. By having the students post here, they could read each other’s essays and respond appropriately.
This allows the students to see what beliefs they may have in common or what they may not have in common as well. Regardless, we feel that our students are now publishing their writing for a broader audience besides their teacher or classmates. Furthermore, they will get feedback that can have the potential to make them better writers in the future. After our students have posted to Youth Voices and everyone has had a chance to be paired up to respond to at least one other student, we will move forward and participate in doing more live hangouts where our students can discuss myths.
Doing something this simple with technology has long lasting impacts on the students from each class. First, I would like to say our schools are very different when it comes to the dynamics of the number of students and the cultural diversity. My middle school consists of 120 seventh and eighth graders. My colleague has just over 500 in the same two grades. My school consists of about 98% whites where his school has Latinos, Hispanics, Arab, African American, and whites. With this being said, I felt it was wonderful for my students to be emerged into this type of cultural diversity. Our students need to learn they will be working with a very diverse culture when they enter the work force.
I was also surprised at how my students “locked up” when it came time to talk on camera. They were dead silent and if it wasn’t for the fact I had students assigned for each question being asked, I would not have had volunteers. My students were very shy and I was shocked at this. In the end, when it came to them talking on camera, they needed to speak up too. My colleague actually felt his students were rude and too loud. A concern, I actually thought was going to arise.
Overall, Google Hangout and Youth Voices are great tools, especially ones that can help meet the demands of the Common Core Standards. The ideas behind using the online tools were to:
- Practice communication skills
- Publish student writing to a broader audience
- Receive feedback on student writing
- Become connected with other learners
- Be exposed to more diversity as is such in the real world
Recently I received an evaluation. I want to say how thankful I am for an administrator who offers constructive feedback. I often wonder how many teachers would take that constructive criticism personally or take it to heart and actually reflect on how they can better themselves. Not to float my own boat, but I do A LOT of reflecting on what I need to do to make my students more successful. Often times, I am up well past midnight thinking about different strategies and lessons I can implement.
With the Common Core being fully implemented into my classroom and having less than 2 years under my belt of teaching 7th graders, I can’t help but feel I am not doing an effective job getting through to them. Am I going too fast with my 7th graders? Right now I feel as if I am not following my own advice where I said I would teach a mile deep and not a mile wide. I don’t want to push through curriculum for the the sake of saying I got through all of the curriculum, yet I know I have a responsibility to get through the standards.
Could the CCSS have anything to do with the way I am feeling? Even with having minutes added to each of our core hours for more instructional time I find myself running over class time trying to squeeze in last minute details and key points with lessons. Could there ever be enough time added to get through everything?
As I look back through what I have done this year, I am pleased with what I delivered in the way of curriculum to my students, despite the fact we have had snow days (I think I am one of few teachers who always wants school). However, did the content I deliver to my students really sink in? Perhaps I did a better job of just skimming over content rather than making it rich and meaningful. Quizzes, unit test, and other forms of assessments show positive growth, but how much are they truly retaining and would they retain more if I slowed down?
Pacing for 7th graders has to be different than my 8th graders. I have found plenty of support from other district’s pacing guides that help me draw that conclusion. I am going to continue to reflect on what I can do differently in way of pacing and I am hoping I can continue to help my students to grow academically.
I am always going to be a life long learner and will continue to strive to be my best. If there are any middle school teachers out there that would like to provide some suggestions, I am all ears.
Pushing forward this time of year seems to be a slow process and transitioning from narrative to informational reading and writing can be a rather challenging task with 7th and 8th graders.
Previously my students just completed a 12 week journey with narrative reading and writing. From memoirs, to This I Believe, and on to mysteries, my students did a lot of reading and writing in the narrative world.
With the narrative unit in the rear view mirror, it is time to emerge my students into the informational world. Before I write about my introductory lessons for this unit I want to share with you some thoughts shared at a few conferences I have attended since last Spring.
Recently I returned from Las Vegas and the NCTE conference. While there I listened to Kelly Gallagher speak about writing in his classroom. He echoed the thoughts he had at the end of his book Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts about great writing isn’t just narrative alone, informational alone, or argumentative alone. Great writing should involve elements from all three or at least more than one. Jeff Anderson said the same thing at a session I attended last year at MCTE. While trying to motivate us as writers, he pointed to a book on the triangle fire and discussed with us how the book used both narrative and informational elements to reach the reader.
Now, I relay this information because I want educators to understand that though I spend a lot of time on separate units revolving around Narrative, Informational, and Argumentative reading and writing, I am also building on each unit as I enter the next. For example, I began my unit by displaying some of the Common Core Standards.
- (RL.7.1) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
We discuss the idea that informational reading and reading is used to inform and explain a given topic. I tell my students they are going to hear the words inform and explain A LOT from me.
Then, we generate a list together on a shared Google Doc where they see information reading or writing. Below are a few items they listed:
- Internet searches
- Business cards
When the students were done adding to the list we took some time to talk about what type of information each of these genres were trying to inform or explain or what was the purpose. I was very satisfied with the conversation that took place.
To help demonstrate to students(7th grade) that there are reading selections with both narrative and informational elements I chose the short story “The Green Mamba” by Roald Dahl. When the students were reading it they completed a T-Chart with one side labeled Narrative qualities and the other side labeled Informational qualities. If you visit the ReadWriteThink website you can find a really nice T-chart for the student to use. When students complete the T-Chart I have them listen to the short story on CD (RI.7.7) and they complete a short quiz about the selection.
I feel my students begin to understand how a reading selection can have both narrative and informational qualities by completing the T-chart and listening to the story again. The short story serves as a quality transition piece for my students as we dive into informational reading and writing.
Today we discussed Facebook and the type of information the social media website portrays. After taking a short survey with my 8th graders, about 80% of them have Facebook but do not visit their page that often. Most 8th graders said they visit it once a week. Most students who had access to it via mobile phone didn’t even check Facebook during school. It makes me wonder if Facebook is on the way out. Both my 7th and 8th graders are creating Facebook profiles on paper and then we are going to use those profiles to create a profile on Schoology, the social media website I use in my classroom. More to come later!
As we continue our narrative unit in class, I added something new today with the 7th graders. I typically spend 2-3 days on a short story. I use our literature book for the short stories and poems as a prelude to reading a larger work such as a novel. The 7th graders already read “The Fan Club” as homework at the end of last week. Today, I wanted to have the 7th graders practice their listening skills and, as a teacher, I feel it was important to cater to my auditory learners. So, the students opened their books, I plugged the CD into the computer and they listened away. I did require them to follow along in their books and gave them a few focus questions so they were listening and reading for a purpose. Afterword, we discussed the story a bit more an moved on to a writing handout I had for them. When I decided to do this particular activity for the 7th graders, I assumed with my knowledge of the CCSS, listening to the story covered a speaking & listening standard. Though it may be a stretch, I believe I have covered standard SL.7.2.
- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
I really like this excerpt about new technologies and the CCSS.
- New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change ( Information taken from the mastery connect website about the CCSS).
Today I went through some guided practice with Article of the Week for my 8th graders. Last year I tried to introduce article of the week, something I found from reading Kelly Gallagher’s Readacide. It flopped last year, not because of what the students did, but because I failed to follow through and assign it. It won’t happen this year. I am also more organized by providing a guide to the students to use when they are doing article of the week (I can direct anyone to sites where teachers have created guides or if you want my guide, let me know). I reminded my 8th graders the importance of reading informational text and stepping outside of their bubble. In class we went over the guide to completing article of the week and then I had the students read the article once without doing anything but read. Then, I had them decode the text and make notes in the margin so they demonstrated closer reading. In the end the students will need to write about the article. For example, they need to give me a brief summary, who was the intended audience, what was the author’s purpose, and what was their opinion about the article. I give the students one week to complete the article and I try to return it within a couple of days. I told the students I will post the articles for them to retrieve on Schoology. If students can not get access to the article, I can print it off for them. I also have the guidelines posted to the site as well. You can get articles on Kelly Gallagher’s resource page. With the students doing article of the week I am covering the following standards:
- RIT.8.6 – Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
- RIT.8.2 – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
- RIT.8.3 – Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Tomorrow I am introducing my 8th graders to Youth Voices. In addition, my 7th graders are doing their Wordles and I need to start getting student’s Gmail up and running for the use of Google Drive.
Getting closer to the school year is dangerous for me. I tend to have thought after thought going through my head and I get all of these ideas to do things in the classroom and I never make the conscious effort to write them down anywhere. Well, today, I am. Those that follow me and others who know me understand and know my passion for using cell phones and other mobile devices in the classroom. Today, I started examining and thinking about using these devices from a different angle. An angle where I honestly feel it is my responsibility to help my students use these devices in the classroom and to teach them how to use them responsibly.
I can hear teachers screaming now saying, “Not me, it isn’t my responsibility!” Yes, there are many skeptical teachers out there who believe these types of devices have no place in the classroom. Others, already feel overwhelmed with the Common Core Standards and don’t want to add one more thing to their plate. Though teaching students how to use mobile devices may have its challenges, it doesn’t add to my existing curriculum, it enhances it. My passion for using mobile devices goes deeper than just being excited about the latest and greatest flashy items that can be used in the classroom.
1. Students Learn Differently – I have mentioned before how students grow up with technology in their hands. From cell phones, Ipads, Kindles, and Nooks, it is easily accessible to students. Think for a moment if a middle schooler has a question about anything in general. Where do you think they look for that answer? You got it, the internet! In addition, according to Pew Internet Studies about 75% of students ages 12-17 possess cell phones. Those cell phones are used for texting (hmm, I smell writing opportunities here), emailing, surfing the internet and accessing social media outlets. Our language arts department adopted Schoology for the upcoming school year ( a social media site for teachers and their students). The bottom line is we can’t shove text books in front of our kids day after day or even have them do drill and kill exercises. The best teachers I ever had from elementary to college were the ones that kept the class or students engaged. Mobile devices can help me as a teacher to keep my students engaged.
2. Collaboration – One of the biggest reasons I love using mobile devices in my classroom is for collaboration. Literature circles are an easy way for teachers to expose their students to numerous novels and at the same time teach the students responsibility by assigning roles to each group member. Keeping the spirit of the Common Core in mind, I add cell phones into the mix and my students not only collaborating with technology, but now the conversation can take place beyond the walls of the classroom and students start discussing the book without any prompting by me the teacher. Social media sites like Schoology also allows the students who don’t have mobile devices, to still interact via desktop computer. In another instance, my students can collaborate on their writing via Google Docs. For the past two years my students have been amazed at how Google Docs works and what it can provide. Students instantly become connected learners when they collaborate on a piece of writing by their peers. Google Docs was awesome for the writing group my colleague and I put together this past school year. Watching students’ writing transform and go through the entire writing process is amazing. The finished product is no doubt better with Google Docs because of the collaboration amongst students.
3. Digital Citizenship – To me this one term brings everything into focus for me. Part of me almost thinks as teachers we all have a duty to discuss and model this for our students. Again, some teachers may give the proverbial eye roll and bark out, “What about the parents?” I know it may sound funny, but the parents are in just as much need to learn about digital citizenship. Last week I proposed to my principal an “Ed Tech night” where parents get to engage themselves in what their child may do during a school day with technology. In addition, I want to discuss with parents digital citizenship and what that means. I want to talk to them about how students are using their cell phones in inappropriate and why it is inappropriate. Furthermore, discussing with parents what cyber bullying looks like and what affects it can have on another student. Hopefully by engaging the parent as well as the student, some issues can be eliminated and parents will have a better grasp on why I use mobile devices in my classroom. Needless to say, my principal is embracing the idea and we are meeting about it next week.
I am not sure if my reasoning is reasonable or even understandable, but I do know I am passionate about my job, my students, and the reasons it is important to implement mobile devices into my classroom. When I hear in the hallway how much my students love my class because of how I use cell phones, I get pumped. After all, you don’t hear students say they enjoy language arts class.