(re-post)
As a total nerd when it comes to books, I love the idea of introducing new aged books and mixing them in with the classics. My absolute favorite book growing up was To Kill A Mockingbird, and it is still my number one book choice. However, I really enjoy all the new pop culture books, such as The Hunger Games, Harry Potter, and Maze Runner. I think it is important to acknowledge these books because they are what the kids are reading. It is completely relatable to them, which peaks their interested fast/easier.
Like the article said, I believe that the classics are important because a lot of them teach more than just pop culture, but goes back to history and social justice (like what we are talking about in class). I think these topics are important to never forget, and good to introduce to our students.
However, on the other side of my teaching spectrum is Theatre, and in that cause I don't enjoy the new stories, and primarily focus on the older shows (42nd Street, anything Shakespeare, Hello Dolly, etc). I think the newer stories all have a weird agenda behind them, and try to push or force their new age issues on the theater world. I enjoy the classics that are more wholesome and fun for all.
Monday, October 24, 2016
Sunday, October 16, 2016
Paulo Friere's Pedagogy of the Oppressed
(blog re-post)
I haven't read many education books aside from this class, but I think this chapter was eye opening. The thought of "banking" is one I never bothered to break down or even take notice, but now that it has been pointed out to me, I am in awe that this is the relationship some teachers take with their students. I know when I was in high school, I had many teachers that just taught facts and we were expected to regurgitate it when needed (test). But I never really retained much information, nor did I really care as to what I as learning. I wasn't invested as a student, and after reading this chapter, the analogy of the teacher making "deposits" and students "accepting" it all comes together.
I don't believe this is a way that I'll teach. I want to be more invested in my students' opinions, and open discussions to get this across. In the area of literature, sometimes there isn't a clear cut right or wrong answer. The idea of teachers talking and students listening doesn't mean there is quality teaching/learning happening. I hope to bridge the gap more of fully knowing what my students are retaining by doing different typed of assessments that show their knowledge in the are, and not their skill for memorizing.
I'm happy to see that others are realizing that some teaching ways need to change, the same way our students are changing. There are so many more distractions no a days for students (even from when I was a high schooler in the late 90s), and we need to figure out ways to keep them interested and involved. "Banking" doesn't work (at least not so much in my area of English and Theatre), but it might still be slightly relevant in areas such as science and history. But it would be up to those teachers to really keep the students engaged and maybe have different ways of assessing other than recalling facts and memorizing.
I haven't read many education books aside from this class, but I think this chapter was eye opening. The thought of "banking" is one I never bothered to break down or even take notice, but now that it has been pointed out to me, I am in awe that this is the relationship some teachers take with their students. I know when I was in high school, I had many teachers that just taught facts and we were expected to regurgitate it when needed (test). But I never really retained much information, nor did I really care as to what I as learning. I wasn't invested as a student, and after reading this chapter, the analogy of the teacher making "deposits" and students "accepting" it all comes together.
I don't believe this is a way that I'll teach. I want to be more invested in my students' opinions, and open discussions to get this across. In the area of literature, sometimes there isn't a clear cut right or wrong answer. The idea of teachers talking and students listening doesn't mean there is quality teaching/learning happening. I hope to bridge the gap more of fully knowing what my students are retaining by doing different typed of assessments that show their knowledge in the are, and not their skill for memorizing.
I'm happy to see that others are realizing that some teaching ways need to change, the same way our students are changing. There are so many more distractions no a days for students (even from when I was a high schooler in the late 90s), and we need to figure out ways to keep them interested and involved. "Banking" doesn't work (at least not so much in my area of English and Theatre), but it might still be slightly relevant in areas such as science and history. But it would be up to those teachers to really keep the students engaged and maybe have different ways of assessing other than recalling facts and memorizing.
Monday, October 10, 2016
Assessing and Evaluating Student's Learning
(re-blog)
While reading the assessing student's learning, I found myself agreeing with a lot of the different ways that assessments words with literature. These are the systems that I know I enjoy best as a students, and will hopefully be able to administer to my students.
I whole heartedly agree with the statement that what it means to learn literature sometimes can't be assessed based on yes or no question, or as the essay calls it, "correct answer" quizzes and tests. So much of literature is based on how it made you feel, how you connected with the passage/story/poem, and how it may relate to your life. Those feelings can't be summed up in a yes or no...it has to be summed up by an essay or summary from the readers point of view. Everyone will have different connections to different types of literature, and all their answers may be correct AND different. It doesn't necessarily means one is more right than the other - just different.
I also liked the thought of portfolio work. I know as a student, I prefer to write everything down on a physical piece of paper (the old school in me, I guess), but enjoy it because it is easy to go back and review what I've leaned throughout the class. I know when I took Children's Lit from Valeo, she ad us write down any take away thoughts or feelings after every class, so that we could go back and reflect on that day. I think this is important because it sort of documents your learning. Something you may not have known at the beginning of class might make more sense by the end. I think portfolio work (whether formal or informal) is a great idea, and definitely something that I will try to use in my classroom.
While reading the assessing student's learning, I found myself agreeing with a lot of the different ways that assessments words with literature. These are the systems that I know I enjoy best as a students, and will hopefully be able to administer to my students.
I whole heartedly agree with the statement that what it means to learn literature sometimes can't be assessed based on yes or no question, or as the essay calls it, "correct answer" quizzes and tests. So much of literature is based on how it made you feel, how you connected with the passage/story/poem, and how it may relate to your life. Those feelings can't be summed up in a yes or no...it has to be summed up by an essay or summary from the readers point of view. Everyone will have different connections to different types of literature, and all their answers may be correct AND different. It doesn't necessarily means one is more right than the other - just different.
I also liked the thought of portfolio work. I know as a student, I prefer to write everything down on a physical piece of paper (the old school in me, I guess), but enjoy it because it is easy to go back and review what I've leaned throughout the class. I know when I took Children's Lit from Valeo, she ad us write down any take away thoughts or feelings after every class, so that we could go back and reflect on that day. I think this is important because it sort of documents your learning. Something you may not have known at the beginning of class might make more sense by the end. I think portfolio work (whether formal or informal) is a great idea, and definitely something that I will try to use in my classroom.
Monday, October 3, 2016
California State Universities Expository Reading and Writing Course Assignment Template
I found this article pretty interesting. There were many aspects of this that I have already thought of for my unit plan, and some that I maybe haven't thought of.
One thing that I think is very important when directing a book is the whole pre-read, and post read. For my specific book, it is important to know the back story of the time period/era, and without the knowledge of a pre-read, it wouldn't make a lot of sense. There are some things that students need to know a very basic idea of for some books, and it sets the tone for the rest of the book/class if there is a pre-read. I also think a post read is a great idea because it has students look at maybe some other examples of this kind of a book, or different views and ideas on the theme.
I also think that students making predictions for the book makes them think outside the box about the story. It broadens their thinking about the story, and trying to think ahead. One thing I hadn't thought of was annotating as they go along. Instead, I was going to have them write their own journal entries with predictions, but as the article says, if they annotate in the margins, then it is easier to draw up specific parts/page numbers/ in a discussion.
One last thing I took from this article was the whole part about reading to writing. The students in my 3 week unit plan will have to write several pages of an alternative ending to the book, and they will have to use textual evidence to have it make sense and flow. I appreciate the part about having to brainstorm and outline before that happens, and having them do several drafts. I didn't think about checking the student's work as they write, but I think it is important to check and give feedback when they are working on a final project, so I will probably tweak my original thinking.
Overall, I this article was very informative and had me thinking of all these great ideas and re-think what my plan was, to ensure the student's have every opportunity to succeed.
One thing that I think is very important when directing a book is the whole pre-read, and post read. For my specific book, it is important to know the back story of the time period/era, and without the knowledge of a pre-read, it wouldn't make a lot of sense. There are some things that students need to know a very basic idea of for some books, and it sets the tone for the rest of the book/class if there is a pre-read. I also think a post read is a great idea because it has students look at maybe some other examples of this kind of a book, or different views and ideas on the theme.
I also think that students making predictions for the book makes them think outside the box about the story. It broadens their thinking about the story, and trying to think ahead. One thing I hadn't thought of was annotating as they go along. Instead, I was going to have them write their own journal entries with predictions, but as the article says, if they annotate in the margins, then it is easier to draw up specific parts/page numbers/ in a discussion.
One last thing I took from this article was the whole part about reading to writing. The students in my 3 week unit plan will have to write several pages of an alternative ending to the book, and they will have to use textual evidence to have it make sense and flow. I appreciate the part about having to brainstorm and outline before that happens, and having them do several drafts. I didn't think about checking the student's work as they write, but I think it is important to check and give feedback when they are working on a final project, so I will probably tweak my original thinking.
Overall, I this article was very informative and had me thinking of all these great ideas and re-think what my plan was, to ensure the student's have every opportunity to succeed.
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