Feb 15 2007


Literacy in the 21st century includes all skills involved in learning to learn, learning to build with what you’ve learned, and to express compelling what you have built, utilizing all modalities of sense and expression, within today’s rich information landscape.  David Warlick

     To further expand, when students begin to recognize their thinking process, all modalities of sense and expression become personal.  as should the learning process.  Taping into metacognitive processes is the concept of metawriting.  Imagine, students recoginzing the process of thinking through writing in a universal forum.  Literacy in the 21st century cannot exempt the multi media capacities;  educators should embrace them, tap into them, then manipuplate them to teach today’s students.

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Nov 11 2006


TECH TEAM FIRST MEETING

Filed under TECH LITERACY

It is inevitable that all people have made changes in their lives because of technology. I remember my mother screaming she did not need nor did she desire a microwave. I listened to her then went out and bought her a microwave that she used for literally every meal.

Fear of the unknown, the ultimate computer crash, or even the hackers keeps many people from simply jumping in and beginning.

I have a simple philosophy – to reach my students as a teacher and to engage them in a format for learning, I must recognize their cultural background in order to connect them to the desire of learning. No, I am not insisting that only technology will bolster learning or the desire. I am saying that students engage in literacy everyday, so why not tap into their culture to boost educational instructions?

It became clear at the meeting today that not only are the members from different districts in the area and instruct students of different grade levels, but we also have different operating directions from the top down. The question then changes from “How does technology change your teaching techniques?” to “What can be done to integrate the mandated tech standards into the classroom when the District Leadership will not even enter the realm of cyber lessons out of ignorance? How Blog Savvy are they? What can we do as educators to ensure that the literate lives of our students are incorporated into the practices and sills of the lessons?

Don provoked many thought worthy situations: Where are the standards in this? How do elementary teachers model and present the tech world, and what if the district goes from one extreme of no practices to then ‘Okay, all lessons will be via the computer!”

Our role is to somehow discover a balance to appease the district leaders and assist the students with their tech literate cultural lives. To ignore their lifestyle – for older students- is to ignore their schema. My students love to write in their journals – they love to write on their blogs. Is there a difference?

Correcting errors on the blog. Just as the comments on the hard copy – as I now call it – must be done with finesse as to not denegate the student’s worth as a writer, so must the comments on the blog. How do we let them know the work must be polished? The same way we do on the hard copy handed to use. Question the purpose of a sentence fragment or run on. Have them write about errors they make repeatedly. Choose one and provide sites for them to go and get the grammatical correct response. Now, I will admit, I am torqued at my Journalism students because they did only one part of the assignment – they did not refer to their own work nor did they cite the source of the information they did use. They will receive a failing mark for this short cut. Why? simply becasue I value what they write where ever they write it. They need to break the ‘computer makes no errors” attitude, and a failing grade will surely have them jump to fix it. Is this not what we want? Write, draft,edit, revise, polish, and publish?

I am calling the background of my student tech lives a culture because just like the ELL student, it is their background, their immediate world of reading and writing outside of school. I can scaffold to it for production and understanding. I can build conversations and respect. I can, I hope, have them come to understand that the world is now the internet, and that writing on a site demands the utmost attention to polishing.

    One easy way to get familar with what can be done is from the text 10 Easy Ways to Use Technology in the English Classroom. 

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Sep 27 2006


Becoming tech literate

Filed under TECH LITERACY

2 Cents Worth

If we can expand what it means to be literate to reflect the changing information environment, and integrate that, then we might start using technology for what it is, the pencil and paper of our time.”

When I read David Warlick’s comment, I felt like a fan at a U2 concert – screaming in praise for the brilliant performance, for touching my soul, for saying what I wished I had said.
You know, you just stand there nodding your head and say ‘Now that’s what I’m talking about.”

Teaching a technology class is new for me; I have integrated technology into my English class, but now I am teaching them to use technology. As I ponder the process and approach to each unit – Webpage Design, Web Quest Design, Power Point, and Blogs, I had to first construct the essential question. Enter David Warlick’s comment.

Before I could even begin the design of any use of technology, the students had to understand the computer as a tool, not a game or giant stamp. Instead, they needed to discover sources, the purpose of each source, and how the purpose is presented and received. They needed to question the information they ‘stumbled’ upon; they needed to draw inferences from it. Interestingly, they needed to learn the language and then draw deeper meaning from it. In otherwords, the students needed to create a literacy life online.

Just like the stages of writing in which students wander in and out of beginning stages before leaping into the next, my students needed to do just this with their tech literacy lives. They needed to find how it connects to their lives, how they can value it, how it can add value to their lives. Tech literacy is not learning about computers, it is about developing a deep, comprehensive relationship to foster growth.

They are learning about the value as they  learn to write and edit, revisit, share, revise and publish their thoughts in a safe and comfortable place with a teacher who is creating a link from their souls to the tools used in their lives. Teachers always carry around extra pens and pencils for their students. Now I bring an arsenal of graphic organizers that they ask for when they approach the computer. Whether they write a letter to a college for information that was generated by comparing four colleges that fit their profile, or they compare the design, information, color, ease of use of five websites by engaging in a web quest to examine the components of a good webpage, they are creating a tech literate life.  Ahh… the joy of teaching!

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Sep 17 2006


Technologically Literate

Filed under TECH LITERACY

2 Cents Worth

If we can expand what it means to be literate to reflect the changing information environment, and integrate that, then we might start using technology for what it is, the pencil and paper of our time.

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Sep 15 2006


Discovering the Joy as Students Write

Without hesitation, thirty students gathered around two file cabinets in opposite corners of the room and pulled out their journals. I read the prompt; Your role will be to assume the persona of Atkinson in “August Heat.” The task is to retell the ending of the story from his perspective in the form of the note(the orginal form of the story). Begin at the line “ We sat together under the eaves…”

As an English teacher, there is no greater joy than to watch your students attack a piece of lined paper with a pen for five minutes. Their little brows furrowed with deep concentration, their legs shake for they know they are up against time, and their connection to their literacy is overwhelming for me.

When I softly asked them to find a comfortable place to stop, they shot daggers at me since they did not finish. Students in the tenth grade want to write more? They are annoyed at a teacher who has told them they do not need to finish, and their grade is soley based on the attempt to always write for the five minutes?

I had planned on writing with them as I have done with two other entries, but today, I was amazed at their frenzy; I could do nothing but smile and recognize that when one writes with an interest and for the self, the writing is too personal to abandon, the desire to deep to alienate.

I listened to the ten groups of three in one class, and the four groups of three in another read their stories to each other. Hesitantly at first, but then the “Wow! That was really good!” raises the heads and hearts of my new students. They then wrote about how it felt to share in the small group and receive “Blessings” from their peers.

They shut their journals and opened their notebooks. No one moaned or cringed. They began the lesson with questions they still had on foreshadowing. “So, to discuss forshadowing, you need at least two events in a story?” Questions on the craft of writing. “When we deconstruct stories, we find the the elements a writer used on purpose?’ And questions on the impact the setting may or may not have on a character’s motivation. ” So characters are motivated just like we are?” Yes. Yes. Yes.

I than thank them as they pack up their book bags and return their journals to the cabinets. They yell to each other, then a few turn to me and say, “Thanks, Miss. Have a good weekend.” I smile brightly, and realize how could I not?

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Aug 26 2006


No Piler Here!

Filed under hvwp

I am not a hoarder, a piler, a saver, or a keeper. In fact, I actually have a deep aversion to piles.

My mother was a pragmatic piler. God forbid we ‘adjusted’ a single pile so we could eat at the kitchen table and enjoy a meal, or ‘ever-so-slightly’ move a pile on the stairs – just a tad bit closer to the banister- so that we could actually walk up the stairs without the fear of tripping! Her piles were made of paper – recipes never to be tested, bills – reluctantly acknowledged, cards – from the past ten or so years she planned to rsvp with some nicety yet formulated, and of course, index cards, the harbingers of addresses, birthdates, social security numbers, wedding dates, phone numbers, and other vital information that most kept in a book. She would exclaim that these piles that marred the table, the counter tops, and any other surface she deemed her domain were ‘her important papers and would not be moved!’ End of issue. Today, in her room at the nursing home, she has happily created piles that make her room her Castle.

My husband is a decendant of Hoarders and Pilers; all seven children now have their own homes to preserve their delicate, treasured piles and ‘stuff.’ Secretly, I know they pity my husband for marrying ‘One Of Them,’ an ‘Un-Piler’ or an ‘If It does Not Have a Home, It Does Not Stay’ kinda gal.

Do not get me wrong, I do save some things. I have an old trunk in the attic where I store cards from friends and family members, pictures from my high school and college days, and Grover – yes, that Grover – that was given to me by my high school friends and became a favorite of many of my 26 nieces and nephews. That is it.

My philosophy is simple – if I treasure it, it should be displayed somewhere not hidden in a drawer to be forgotten or stored in an attic collecting dust.

We have several apothecaries throughout the house; each drawer, for the most part, is empty. At random times, when the mood strikes – which is roughly four times a year- I go through the drawers to make sure ‘no one’ has placed an object in any drawer because HE did not know where else to put it. If I ‘discover’ a ‘hidden object,’I simply remove it and place it on HIS desk, which I also do with attempts of ‘Towers of Power’ mail he begins to construct on – THE KITCHEN TABLE.

Each year, I salivate at mere thought of ‘getting to’ the drawers and closets, the attic, and one day, I will ‘attack and disarm’ the basement under the guise of ‘serious sinus infections due to moldy objects.’ Right now, D Day is set for sometime in October. Methodically, I throw everything on the floor, review each items’ level of ‘usefulness’, and then determine if it has a ‘Home.’ If I cannot think of its ‘relevance to my existence,’ it goes.

“Just like THAT?!” My husband asks with alarm.

“Just like that,” I smile in response. “I refuse to climb the attic stairs at the age of 65 to rid our home of forgotten goods.”

“But most of that stuff is mine,” he pleads.

“Do you use it?”

“No,” he answers apprehensively.

“Do you know what it is?” I continue with the inquisition.

Hesitantly and sullenly he concedes with a “No.”

“Then why keep it?” He stares, not at me, but at the silence that is aimed for his heart.

“See YA!” And I continue to fill the bag with ‘unappreciated’ or ‘abandoned’ items. Sometimes, he questions items I once displayed and now have no use for them.

“It’s garbage,” I matter-of-factly state. He will insist it’s not broken. I offer a simple “And?” I take the item and toss it.

I do, however, offer items to my friends who will proudly display the new decor in their homes. It is my compromise – I did not throw it away, and I did find a ‘Home” for it! Now we should both be happy, although I can see the confusion on his entire face as it contorts to try to understand “What Is It Like In Your World?” His usual comment to me in various situations.

On the other hand, my husband will tell you that I am a “Good Little Consumer.” I do, however, always find a ‘Home’ for every item I purchase, even if I must permanently displace an item. My friends look forward to these moments, as stated above, since they know it may soon be theirs. During visits, it is not surprising that many will begin a conversation with, “If you ever decide to to get rid of…I want it.”

During dinner a few years back, my husband asked between bites and without looking up, “Now why did we get a new refrigerator?”

Without flinching, I answered, “The lightbulb was out.”

He began ‘The Nod’ as he took another bite.

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Aug 25 2006


Good Students or Good Learners

taming_of_shrew_promptbook.jpgWith the opening of school right around the corner, I find myself unwilling to even go there – in thought or action.

I have a renewed perspective garnered from the 18 credits I took over this summer. I rediscovered that writing about one’s interests is what makes good writing. It is always a touchy topic when using this approach to assist students become good learners, not just good students.

What exactly defines a good learner versus a good student? I do often get “good students.” These are the ones who feign interest, take notes, hand in homework. They repeat what is in the notebook but they do not move beyond it. They do as they are instructed to do. They don’t, however, delve into material. Curiosity is never in the realm of possibility, thus, nor is a real discussion about literature or writing. The mere thought of giving a wrong response is terrifying. Boy, are they in for a shock when they have children with no manual!

A good learner explores for a deeper knowledge. A good learner wants to pose the hypothetical questions and attempt to resolve them. This student does not refrain from objective writing. He moves into the realm of the literature and the author. He answers questions with depth and thoughtful reflections and questions the process. He thinks of meaning in what he writes, reads and says. His curiosity fosters desire that overpowers fear of failure.

I know the process of developing a goal of each unit is the way to go. I know that each objective must be attainable to all, on some level. I know tht inquiry can be frustrating at times. I know that when students write on their interests, just like us, the writing is stronger, more meaningful. Students must be a part of the course, the objectives, the solution, the formation, the goal. I know that I cannot go back. There are some battles worth fighting for and this is one.

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Aug 23 2006


The Affirmation – A short story

louie.doc

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Aug 23 2006


When The Levees Broke: A Requiem in Four Acts (HBO – Spike Lee)

What the media failed to convey about the atrocities Bush has raged against victims of Katrina is unforgiving! This documentary brought me tears and shame for being an American under a President who is too ignorant to keep us safe and secure.

Bush failed beyond securing the levees. He failed to provide man power then, and medical attention now. To wrap one’s mind around the the depth, the far reaching plague of Katrina, one must watch this documentary. To hear doctors and psychologists state that the mental stability of victims will impact furture generations is surely an atrocity. Our hope is our children. This documentary clearly indicates that government does not care.

Where is FEMA? Where is help? Go to When the Levees Broke

the times of the show and see what you and I can do to help!

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Aug 22 2006


great sites to graze

50 Writing Tips

www.cnn.com

Dumb Bush Quotes

Shakespeare food quotes

Great Resource for Helping Students with Writing

great site for pop culture

Read an Entire Book on Line

More Ebooks to Read on Line
The Origins of Words and Names

PBS

Spike Lee – When The Levees Broke: A Requiem In Four Acts

Common Errors and Correcting Them

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