Sunday, January 27, 2008
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Integration Presentations for April 16th
- 1. Barbara
- 2. Darlene
- 3. Sandy
- 4. Merry
- 5. Sara
- 6. Sue L.
- 7. Kathy D.
Integration Presentations for May 14th
- 1. Laura
- 2. Cory
- 3. Christine
- 4. Jennifer
- 5. Mike
- 6. Lisa
- 7. Laurie
- 8. Deb
More Quotes from Wondrous Words
- Page 214- “…a child who write every day can’t help but develop some sense of himself as a writer. If he is allowed to talk to others about his writing or their writing, he will develop more of his sense of self and also develop as a member of a responsive, literate community. If that student gets to read aloud something he has written, he comes to understand something of audience.”
- Page 242 "One thing that I often do in ways-with-words lessons which I don't usually do in structure lessons is that I use actual texts to show how a crafting technique would look if we tried it."
- Pg. 208 " 'He's messing with what I thought I knew.' Really good learning does that for us-it messes with what we think we know, creating a tension in our lives that can be uncomfortable. When we begin to feel this discomfort our only choice seems to be to quit learning and wait for the "pain" to go away, or to rethink what we know and muck around a bit in stuff that's really hard for us. I'm partial to mucking around a bit myself, and I have in fact made peace with the idea that there will always be some new hard thing for me to think about in my teaching. There will always be some part of my teaching that, when I think about it, causes me discomfort because I don't feel as sure about it."
- Page 248 “Writing conferences are the backbone of the writing workshop. Good conferences move the teaching of writing from the whole-class carpet gathering to the individual writer’s desk. And what a big move it is. Conferencing is probably the hardest part of the workshop teaching. We have all spent years learning to do it better and in more and more theoretical ways, and adding this new knowledge base about the craft of writing into teaching; has only made it more challenging.”
- "students are doing as writers, what they know about what they are doing, and what they need to know to do it even better" (p. 250)
- p.243 "You'll want your students to have drafts and dreams of drafts floating around in their consciousness all the time, and their ability to envision craft in texts is what will make writing these drafts more and more automatic for them as they write throughout their lives."
- Page 229, "Teach your students to learn to write from writers."
- Pg. 235 “Formula writing has gotten a new head of steam because of testing, as many students are forced to write again and again in an artificial formula designed to help them do well on the “The Test.”
- ..."I thought immediately of a good writing technique I could teach him because I had that technique in my repertoire." (p. 248)
Some Favorite Quotes from Wondrous Words
- Pg. 95. "Experienced writers begin moving toward writing projects not because they have great ideas, but because they have good reasons to write. With good reasons to write behind them, experienced writers know that any idea can become a good idea. It is the good reason to write that will propel the experienced writer forward through all the processes necessary to move an idea to publication."
- (p.80) that, "I'm not reading to them because it's good for them; I'm reading to them because it's good for me."
- page 103 and continues onto 104. She writes "When our students envision writers at work, then need to be able to see them doing lots more than just sitting at desks. Active development possibilities like those in the lists above need to be a big part of what our students can envision themselves doing as writers."
- page 126 "It is important to me that students are able to envision using various crafting techniques in their own writing. If they can envision them, then they can have more power as writers because they have more choices about how they will write something."
- page 106 "One of the simplest guiding questions for hypothetical inquiry is, I wonder where the author got the idea for this piece of writing?"
Integration Experimentations
- Debbie...Antiquing
- Mike...Sacraments and their history
- Jen...Dancing
- Kathy...Joshua Tree National Park
- Cory...photography and meditation
- Sue...Digital Movie
- Laura...photography
- Lisa...exploring Mother's Family Tree
- Sara...cooking...Tuscan?...Children's Book
- Merry...Ireland's Mystery
- Christine...History of Beadwork and Seed Beads
- Barb...Red Sox and the Curse of the Bambino
- Laurie...Children's Books
- Sandy...Hawaii...language
- Darlene...Gardening...movie maker
- Tomasen...Blogging
16 comments:
11
I have learned a lot through my Integration Experimentation. I have done much research and reading about my topic and I think I am ready to sit down and start putting my thoughts into book form. Perhaps the title might be "So You Want to Know More About the Catholic Faith?" As far as my students... I try very hard to instruct them the way I want to learn. I try to keep directions and lectures brief, but at the same time get my message across as to the importance of writing a well tuned final product. I encourage movement in the classroom and also various healthy snacks throughout the day to keep the brain sharp and the great ideas flowing. My expectations are clear and concise. I believe ALL children can rise to high expectations regardless of learning style or ability. Through our monthly discussions I have tried many assignments. Some better than others, but one thing is for sure... I am still a learner!
I've learned that my teaching style compliments my learning style. I need those clear cut expectations and always relay my expectations to my students. I really break down my expectations in simple terms, so my students can understand them. Regarding my Integration Experimentation I thought I was headed on the right track, but now after reading the syllabus bewilderment has set in.... Am I doing the right thing? Model your presentation after mentor text ???? What does that mean? (Tomasen maybe you could explain alittle what you mean.) Everytime I have tried to meet with you during the time I have specials(nokids), someone has already booked it. So before my frustration level reaches its peak please advise.
I would like to think that everyone continues to learn throughout their life, but sometimes they just need a push. This integration experiment has given me the push to try something new. I love to explore new ideas and approach things from different angles. Children like to look at things from new perspectives too, but at times we tend to stifle that exploration. Wouldn't you just love to get into a child's head for five minutes to see what they are really thinking when you are introducing a lesson? They may hear what we are saying, but do they attach the same meaning that we implied? I was reading something yesterday that discussed that most children (3rd and 4th grade level) can only process language when it is presented at 120 words per minute, but the average rate of a teacher’s presentation is 160 words per minute. Maybe that’s why kids like picture books so much. There are many fewer words and more time to process. I know that I am rambling but ... my presentation is not going to have many words, but hopefully it will have a lot of content. Wouldn’t it be nice if we could all slow our lives down a little to enable us to process more fully? Coming from the northeast, I doubt it but... We need to take some cues from our friends down south.
My Integration Experiment has given me a chance to step back and look at my project from a research angle. I find that when I have a purpose or an excitement for the topic I am much more focused and the time I spend is insignificant to the knowledge I am gaining. On the other hand, I have experienced a waffling of sorts in this project. I was not sure what I was to do and so I chose the topic of antiques. I was avoiding the continuation of my project because, quite frankly, I was overwhelmed and lost as to what direction to take next. Then came the discussion in class with Christine. Through our discussion I was interested in her project and was able to springboard into my final idea. Now in thinking of my class, I see how important discussion with others (and not just the teacher) can help to direct, focus and spark ideas that may have been surpressed or left uncovered! Being a talker, myself, I am able to wrap myself around this great practice!
My integration experiment has been an interesting journey thus far. I have done a lot of research via the internet, and various books and magazines. I will soon be ready to sit down to create my final product. This process has made me think about the approach I take with my students, when I give a big project like the one I have been given. Just this week, I gave my students a long term assignment that included both a written piece and project. I have come to the realization that kids (especially kids of the age I am teaching) need clear cut expectations while still giving them some creative license. Through the use of rubrics, I provided them with the clear cut expectations, and through modeling I showed them some good examples while still leaving room for creativity on their part. Through this course, and through the integration experiment the idea that keeps coming to me over and over again is the idea that kids need structure but they also need a little "wiggle room"- room to show off their individual strengths and talents!
As both Barb and Mike mentioned, the more I learn about my own learning style, the more I notice the carry over in my teaching style. And as Christine noted, being sensitive to our students' process by looking at our own needs certainly makes me more reflective in my delivery each day. Learning any type of technology is "blood pressure elevating" to me. My own frustration in the Integration Experimentation occurred when I was not able to keep up with the next step in the process because I did not have sufficient time to understand and practice the previous step. One of the driving forces to my achievement was Nina's belief in me and her positive reinforcement along the way. As a teacher, I hope to be that cheerleader for my students, especially when it's difficult. Sandy, I completely agree with your wish for things to slow down in order that we can process more fully. I completely understood this during my technology learning curve. As an adult, I was able to monitor my intake of information and have strategies available. Perhaps, along with reading strategies, I should teach strategies for overload!
"If at first you don't succeed,try, try again." That expression rings true to my ears as I work my through my Integration Experimentation. As many of you know, technology is an ever present threat to me. Just getting over the hurdle of trying something new in this area and creating such a massive undertaking (at least for me)has been scary, frustrating, confusing, and overwhelming. I keep plugin' away, trying again and again only to find things getting easier, less frustrating, and much more rewarding. I imagine that many of my students must feel like this, only to find themselves frustrated over and over again, perhaps not wanting to try, try again. Hopefully, by giving them big picture first, and then breaking the task into small, sequential baby steps (like Nina does for me)while presenting the information using all senses,will eliminate much frustration and promotes a desire to learn and continue with a project. Also giving my students time, practice, review, and going at ones own pace,(which I so badly needed), allows new information to sink in and be applied. To have a coach and a cheerleader, while experimenting (often by trial and error), and applying what they're learning, is so important to their individual learning styles. And finally, creating an environment where my students feel safe to make mistakes, learn from their mistakes, go on to try new things, and know that if at "First you don't succeed, try, try again" 'cause you'll get it, and maybe even like it.
I wonder how many of my students will choose to write in the future. Some of my students are having difiiculties writing simple paragraphs and other can write a great deal more. I wonder what "those who can" will do in the future. What will they decide to do in the future with their talent?
I have discovered that I relate quite nicely with my students who do not like to write. Even now, the thought of responding to these blogs is a chore. I guess this helps me relate more to those children who stuggle to write a sentence.
I must admit that the first words that come to mind when I think of my Integration Experimentation are confusion and frustration. I have a sense of where my heart's being drawn, yet how to format, organize and present the information I have been compiling continues to be a problem for me. In order to justify discussing many different aspects of Irish life and history, I had originally planned to do an ABC book. Now I fear that format will not allow me to address in depth topics that are of great importance to me and will culminate with something quite shallow. I've flirted with some format of poetry, but committing to that scares me to death!!While these issues keep me awake at
night(!), immersing myself in all things Irish has been a joy. Between the internet, books, magazines, novels, music, dance, cookbooks . . . the journey has had great variety and has elicited strong emotions. I've enjoyed every bit of it, but where to go.....? Relative to students, my teaching style, their learning styles, etc. I have been a long-time advocate of the multiple intelligences approach to instruction and learning. This manifests itself in all areas from the planning and implementation of large units, to learning the pronouns to a chant or the names of the Great Lakes to a song. Everything comes with a rhythm or rhyme, a visual or color coding! Probably drives the kids crazy, but definitely helps them remember. These are definitely techniques I have learned are helpful to me, so using them in the classroom is a natural extension of that. My approach to my integration experimentation has reflected this as well.
I am always learning about my writing and my students writing. My greatest wish for my students is that they find some joy in writing. Many of the students I work with don't like to write. I myself was never a fan of writing. Over the past 10 years or so I have begun to write more. The more I write the more comfortable I become. I continue to try and get my students more excited about the process, but I know how hard it is for them. As I continue to work on my project I see how frustrating it can be. I feel like I could continue to revise my project for the next 3 years and still need to do some more revising. Deciding that it is done will be hard. I want my students to feel that. I talk about revising with them, but they can't seem to see much past editing. I will continue to encourage them and help them as best I can.
I was convinced that, like most major projects in my life, I was procrastinating...BIG TIME, that is, until I read chapter 5. Because I am attempting to create a humorous book about too many pets, I have now realized that I am actually practicing the craft of writing! Now, doesn't that sound much more professional than procrastination? But seriously, folks, I've observed that I HAVE been thinking about my project over the last few weeks, even though I may not be fully aware that I am doing so. While enjoying a relaxing visit to the bookstore, I picked up the second book of Knuffle Bunny. As I was reading this adorable book, I noticed how I loved the contrast of the cartoon characters against the actual photographs of the streets and buildings of New York City. A great visual idea for my book. Photos of comfy chairs and sunny windowsills with a cartoon cat and the addition of another pet on each page to add chaos to the atmosphere of the once calm household. (Thanks for that idea in class, Mike.) If I had started my project earlier, I wouldn't have had all these great learning experiences and opportunities to improve my ideas. How does this relate to my students? With reading and math programs that progress at neck-breaking speed, are we giving our students time to process what they have learned? As Darlene and Sandy commented, we all know there are times when we need to slow down and process. Moving too quickly can often times produce frustration and confusion, for students and teachers, alike. Our challenge as teachers...how can we give kids the time to practice the craft of LEARNING while mastering the volumes of curriculum we are responsible for teaching?
My Integration Experimentation has taught me the value of passion. If you are passionate about whatever you invest your time and energy into you will reap the benefits. Teaching has been my passion since I was in third grade. My teaching style reflects passion in whatever I am teaching. I feel strong connections of passion with my students…whatever they may be….confusion, excitement grasping new concepts, greater understanding of higher level thinking skills, or help me…..I don’t get this!
Well, the computers and our server are back in working order and I no longer have an excuse to procrastinate. I guess it's time to do my homework for class.
...It's BLOG TIME!!!!!
Learning is a daily life-long process. We try things and discover what works and what doesn't. Trying to fit everything we want to teach or learn into our schedule has truly been a challenge and a frustration for me. Especially this year.
By now I've taught long enough to know what works and how good lessons feel. This new reading series with its multitude of skill oriented lessons combined with the updated "New and Improved" EveryDay Math editions is overwhelming for me and students alike. When I take the time to slow down, shoot from the hip and teach using my instincts, I see a difference in the reactions of my students. Their enthusiasm and grasping of concepts becomes obvious. Similarly, my own stress level goes down. I leave at the end of the day with a sense of accomplishment and pride.
My integration project,"meditation", means taking the time to slow down, let go, reflect and not force things to happen. It's working in my personal life. Now I just have to learn to balance it all at school.
We approach new learning situations in different ways. I know how I learn best, although I don't think I realized it until I was in college. I watch my students and my own children struggle with it daily. As Merry said, she tries to give her students tips and techniques that she finds useful, tapping in to the multiple intelligences to try to hit upon something that works for a student. And I agree. I am sure we all do this, some better than others. The problem is, education and "schooling" are not necessarily about learning how to learn, as much as they are about regurjitating (sp?)information back for tests. I think that as as whole, our society has gotten so lost along the way in "grades", and trying to make adequately yearly progress....making sure our numbers meet school, district, and state "requirements." Most importantly, what I try to teach my students is how to learn.
So....where does that leave me with my Integration project? Still trying to find a class to take, because I learn better when I can talk to someone and have them show me, and someone I can ask questions.
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