After reading the assigned chapters in the Lent book, I immediately feel the need to reread it all again. I connected with so many of the ideas in the chapters. I feel like I will use this book again and again as I evolve in my teaching practice. It was difficult for me to read it with the purpose of learning for this class because I felt as if I just wanted to stop and imagine the possibilities in my classroom. This is the reason I found the chapters to be very exciting. The top of my list of to do will be the current event short takes mentioned in Chapter 2. I have been using NEWSELA quite a bit lately and have found the students to be very interested. Up to this point I have given them a focus but after reading the chapter, I think I will encourage them to explore a bit more and report out on what has grabbed their attention. One of the other thoughts that hit home with me was the idea of not trying to grade every piece of writing I assign. The list of required writing is intense in my district and it seems like the time for writing to just write takes a backseat. I plan to be more aware of this moving forward. I am still struggling with my definition of literacy. It seems like in ELA there is so much to learn. I am not sure how I can really narrow it down to the things I feel is most important. I am working on it but it remains a sticking point for me.
Jessica, The most important thing is that the students write. I have had students fill 1 and sometimes 2 composition books in a year with just there writing. I have students write about science using the knowledge that they have gained in life as there evidence for their prospective. This frees the student from research and allows their own voice to come out in their writing even though it is science. They write as a scientist, every few weeks the students gather to read one of the pieces they have written, usually I like to have four pieces that they choose from, than they read to the entire class and we have a debate style discussion on the topics raised. Part of the assessment can be done by listening to the student read their own text of what they feel is their best writing cutting down on some of the time it takes to grade writing. I present two topics a week to the students to write about drawing ideas from current news articles and research being done. The writing is done in the first 8 minutes of class while I am checking homework, attendance, etc. It is amazing how much a student can write on a topic in 16 minutes spread over two days.
Jess, When I was in elementary school, a hundred years ago, I had a teacher that would start writing on the blackboard and we would sit in our desks copying what she wrote and she would say when you story goes off in a different direction you should write about that. It was always interesting and fun to make up wild and crazy stories, but we were writing and not thinking about it. That is why I like the suggestions in this text and great questions that the students can as themselves about keeping their stories on track.
Jessica - I think Newsela is a great resource! The fact that you can differentiate the reading level is a great thing, and I agree that it's very useful in an ELA class.
Jess, it sounds like you are getting some great ideas from the Lent book. I'm thinking about your comment about "writing just to write". Of course, it can be challenging to fit it all in, but I thought I'd give you one idea my ELA team teacher uses with our 7th graders. Each night for homework, they are required to write anything, as long as it is at least a page. She does not grade this writing. Instead, she simply checks to see that it was completed. Most of the kids find it enjoyable.
There are many ideas in Chapters 2-4 that I plan on using in my future classes. I will keep this book as a reference in my classroom to help keep my students interested and engaged. In Chapter 3 on page 75 I plan to implement the questions as feedback when students write in class. I agree with Lent, “you need advice when you’re engaged in writing, not when it is too late.” My photo invoice pictures included a picture of constructed responses from an ELA class. Our professor Julie brought to my attention the comments and corrections made on the final writing. She asked me “How do you think the students feel?” Maybe, she was using this feedback technique on me too before I posted my writing on a sticky note? I always planned on having science log books in my classroom as suggested on page 81. The only thing that concerns me is how do I know my students are noting key vocabulary and concepts if Lent says that the students need to be in charge of their “notebook’? I subbed in a science classroom where students were using their science notebooks as a reference for an open book quiz. One of students was having difficulty because his notebook was missing most of the notes necessary for the quiz.
Cindy, Finding that balance between what is required and giving students a voice in what and how they are learning is definitely a challenge. I know from my own experiences that this is never ending, constantly changing process. What seem vital at one point is not so at other points. We need to always look at the students in front of us and try to adapt to what they need and how they learn. No easy feat for sure.
Yes, I agree with Jess. There should be a balance. I also find, sometimes, that if you start off the year "holding their hands" a bit through the notebook process, you can gradually release responsibility to them throughout the year. I have also found that some students needed to realize how much they were NOT doing, when given the chance to use notebooks for an open book quiz and they didn't have what they needed.
Also, to build on what Jess said, as teachers, we are not always focusing on the same skill. For example, in one entry I might be helping students learn how to write a really good hypothesis, but maybe I don't care as much about their detailed drawings. We need to pick our teaching points and focus on what we are teaching and why.
Cindy I think Jessica hit on something in her comment, it is a “constantly changing Process”. Allow a constantly changing process to happen in your classroom. Yes you have to follow the curriculum but how you follow it is up to you. Students are savvy readers of body language, they become more invested in a project if you are invested in a project. If you are bored they too will be bored or unwilling to put in a full effort. Trying to adapt to the students current need and your own will make an engaging classroom that won’t get as Lent put it “stale”
As for the Scientist notebooks use a format that best suits your needs and the students needs. If that means at times striclly detailing the content that goes in the notebook that is okay. There is content the students must have to understand the whole picture, as well as content needed for high stakes testing.
Cindy, I also really connected to that idea of "I need help during the process of writing, not once it's too late". This seems so obvious once it is pointed out.
One thing I am always trying to improve in my classroom is the option for student choice. Since becoming a science teacher, I have struggled with how I can provide students with choice while still covering specific content. I like the idea that Lent introduces (p. 25) that you can provide different articles or readings on the same subject, thus allowing students to choose what they are interested in. The one thing I’m wondering is if students would pick the “easier” choice just to get away with not pushing themselves. For example, let’s say we are studying genetics (which we are right now). Suppose I have three different readings: a challenging, adult-level reading, an on-level reading, and a lower level, kid-friendly reading. My concern would be that all students would choose the lower-level, kid-friendly reading even though they might be capable of more. Maybe that’s acceptable sometimes as long as I am providing other opportunities for reading challenges.
Something Lent suggested that I already do in my class, but would like to do more, is write in science. I use a writing approach called “Writing in Science” (Betsy Fulweiler) that provides students with various strategies for hypothesizing, drawing conclusions, analyzing and inferencing in science. She mentioned various characteristics of science writing. It’s important for kids to distinguish between creative writing and science writing. I am often trying to find authentic ways for students to write about their science to make it more meaningful and engaging for them. One thing Lent didn’t mention, is that writing in science greatly helps students how to read science and visa versa.
Sari The idea that the student will pick the easier reading over the complex is ok. The important part is that the students are engaged in the text. Sometimes I make more challenging material worth more, giving the students bonus points. Another strategy I have used is when giving an assignment is to give the requirements to get a grade of a B, and do not tell them what is required to get an A or an A+ this sets no limit on what higher level students will achieve.
“It’s important for kids to distinguish between creative writing and science writing”. I think students do not need to be taught the distinction just like a four year old in a bilingual household knows how to distinguish between the two languages. The real art comes when the student can write creatively in science like Stephen Hawkin, John Muir, and Richard Dawkins science writers that changed the world through their creative use of language to communicate to a broad audience, and not in the style of the typical science article
John, I think your grading method is intriguing. I'm curious if the students ask you outright what the expectation is for an A? Are you pleased with what you get when they go above and beyond the B?
John, you posed two interesting ideas. First off, I am also intrigued by the idea of giving students a "B" expectation. I would be interested to see how you scaffold those expectations of how they might achieve an A.
Also, I agree that science writing can be creative, but a lot of science writing is not very creative in the ways we associate with "creative writing", and instead, it is very procedural and passive. Take, for example, a scientific paper. Typically papers are written in a very analytical, dry style. Our students should know how to read these pieces of writing, and not be overwhelmed by the data. Again, I do completely agree that science writing should be interesting and creative, but maybe we need to think about why we are having them write about science in the first place? What's our end goal?
Sari- I have a significant number of students this year who choose the easier path or not complete the work at all. This is a struggle for me each day. I am continually reflecting on what I can do differently. By the time they get to the upper grades habits have been formed and opinions on school have been made. It takes a lot to transform those habits and opinions to something that will help students become successful. This is often a source of my frustration. I feel at times that I care more than them. I want the expectation to be high but how do we balance that with making sure they meet the expectation to have a taste of success?
Yes. I think the key is in developing intrinsic motivation towards learning and personal growth. But I agree that it must be cultivated during the early years and supported in an engaging way throughout the middle grades.
The key words are keeping them motivated. Yes there are topics that must be discussed and activities that needs doing, but if you can start them learning the intricate details in smaller portions you then may be able to have them to accomplish more from topics that interests them.
Sounds like you know what you need to do in your classroom. Giving some easier challenges is a great way of letting students know what success feels like. As teachers we always want to ask our students to challenge themselves. Acknowledge and celebrate students that made the effort even if they fail doing it. I do not know if your school has a incentive program that recognizes students efforts. In one of the schools I work out the students receive power tickets as a incentive. They save so many tickets and they can have a pizza party with their friends.
I like the idea of the "power ticket" although it deters from students development of intrinsic motivation. But there is definitely a place for extrinsic motivation as well.
I struggled with a few things in this week’s readings. I struggled with her idea that teaching a standard format to writing is a bad thing. Page 72 She writes about formulaic approaches to writing that limits students range of writing opportunities. Those old persuasive essay formats, or the classic 5 paragraph essay need to be taught. How you use them in your classroom needs to be changed. They are a start to the writing process to give students a direction to go in presenting their ideas. I tell the students they the training wheels to writing, the elements that they teach you will show up in your writing when you move beyond them. They help students learn to “become fluent and confident writers cabable of manipulating language to serve their purpose” It is one of the ways we get students to “try on many types of writing”. Over and over for all three chapters I wrote myself the same note. Time, Time, Time! It takes time to read in the classroom, it takes a lot of time to write in the classroom, it takes a lot of time to do inquiry in the classroom. Where does all this time come from. I can spend 3 weeks on an inquiry project so the students can learn a concept that through direct instruction I could tell them about in 10 minutes. I know I want to create an environment for curiosity to flourish but I feel very pressured to make sure all the content is covered (I already have more content to cover than I have time in a year). The content needs to be covered for the high stakes testing. Now the students have to do well or my family won’t eat, since tests are to be linked to our teaching certifications. (no pressure) So integration of some of the ideas presented is tough because of the time involved to do them well. I struggled with her description of the characteristics of writing within science (page 66) I think she means Lab reports, and science studies when she is describing the characteristics of good science writing. When I want my students to write an influential piece of writing I read to them excerpts from the most influential science writers. All of which stray from her formula when writing for the general public. John Muir in his writings influenced a President to create National Parks through his powerful descriptions and observations of what he saw, it is full of descriptive language, metaphors , and very unsciency prose, yet it was about science and changed how our Country viewed the natural world. Stephen Hawking in his writing does not shy away from the flowery and descriptive language found in any good story. Richard Dawkins even uses classic literature itself to explain concepts in evolution making difficult concepts more accessible to all. I saw use all the writing tricks you have ever learned to present your ideas when trying to persuade the public, science writing can be its most persuasive when it is creative.
Part 2 ( I appearently went over the number of characters so here is the rest) For my classroom I like the idea she presented “inquiry in Science means that students learn to do science in place of learning about science” I use inquiry in the classroom but struggle with the amount of content the student needs to come to a excepted conclusion, or to fully understand what it is they are observing. I like her idea of thinking as a skeptic, this makes the student constantly question the world around them, this is the building block of science. I even use this when I ask students to evaluate released items from NECAP, to think as a skeptic even when evaluating a question. This allows them to start to see the hidden paths within a question, and helps them avoid being deceived. It is very powerful when they can start to analyze, at first the questions themselves, and that spills over to the world around them and gets them thinking as a scientist. I also like the idea of focusing the inquiry by presenting it as if it is a mystery to be solved, with clues and problems to be figured out. I started using the idea of reading excerpts from challenging books as a way to influence students to read about science history through science adventure. So far about 10 percent have taken up my challenge to read “Endurance” by Alfred Lansing
John, I like the list of excerpts of writing that you use in your class. I have been to Yosemite National Park and understand how Muir was influential in making it a national park. I found out that Teddy Roosevelt finally spent a month with Muir in the park after being asked several times to visit. John Muir must have been a very persuasive writer.
John, you have pointed out one major thing to me that I don't experience yet since I am still a student. Lack of time!! I can see how this would be frustrating, and have experienced it in the classroom I am observing in right now. The students are just not understanding a concept, and the teacher was telling me she needs to move on because of all the other material she needs to cover. So I understand the pressure you talk about.
This reading has brought so many ideas to my attention that I hope to try in my future classroom. It seems difficult to stray away from the lecture style of teaching math when the skills that need to be learned are very specific. A main idea I got throughout the reading is that reading, writing, and inquiry in math may often be “off topic” from what is being learned at the time - I don’t think this is a bad thing at all. I think it could be refreshing and recapture the interest of lost students. I think it would still be relative even if it was slightly off topic. One area I struggled with is incorporating student input. How can we incorporate student input when math standards are so specific? Thankfully there were many ideas in the reading that I can see myself incorporating into my future classroom. I really like the idea of inviting students to bring in articles related to math. I also really love the “questioning eye” idea on page 124. I think students are often too afraid of questioning any material that is presented to them, or questioning adults. They just need to be shown and encouraged to respectfully question everything. Another idea I think would be interesting to adapt to math is the learning log. Students could have a separate page for formulas, vocabulary, big questions, etc., that could be updated by the student on a regular basis. I have also written down some references mentioned in the reading that have interesting math questions. I love all of these ideas to help incorporate more exploring in math which is typically taught through lecture. This adds some variety.
Kristi, Your question relating to the standards is an important one. You said "how can we incorporate student input when math standards are so specific?" I think teachers of all disciplines struggle with this and are always trying to address the standards while still providing student choice and authentic experiences. We are forced to be very creative in our practice. What can be challenging about math, is that there are highly specific pieces of the language of math that need to be learned before being able to dive into more authentic real-world problems. But that is the place I see a lot of student interest and choice fitting in, in bringing school math concepts into the real lives of the students.
From my reading of Lent chapters 2-4 I was able to actually come away with a few things that I will definitely incorporate into my classroom. One was the idea of a read aloud. I do realize that know matter the age people still like to be read to. If I can break up the monotony of regular classwork this could be an added bonus. I did see two math reading books that peaked my interest that I plan on using in the class. I also like the idea of incorporating visual literacy in my routine. It is a great way to tie in my lesson with real world scenarios. I was however a bit disappointed with the ideas for bell ringers for math. I was expecting something more intriguing than just the same regular math questions. Couple things that I've done that's in the Lent book is the student conference. This works well, through this I'm able to keep the student engage in their progress as well as set up new goals for them. This concept is great it's just a matter of planning and being consistent with it.
Cliff, You may want to check out the picture book "Sir Cumference and the Dragon of Pi" as a read aloud. Although it is a picture book it is a great starter for a lesson on Pi
Cliff, I agree I thought there would be something a bit more innovative toward math. There are a couple of different "Sir Cumference" books and "the Lions Share" is great for fractions, boys especially like it.
What I love so much about this text is the author explains so many different facets of reading, writing, and inquiry within my own concentration area that I had heard of but did not fully understand. This is my second time around in this course and part of it could be that I have covered the material before, still I believe it is the way these ideas and approaches to education are laid out and explained, that is the key. The book that I had last semester was one of the best education books that I had ever read until this book. Lent does not assume that we know what she is talking about. So often I read texts that I need to keep a dictionary on hand to look words up. Here, when I continue to read the words are defined, explained, and practical examples are used to put things into practice. I am so excited to incorporate these into a lesson or a program of study. I do think that the math approach was a bit shallow. I read an article some time ago (can't remember where I saw it) that explained math as if it were a new language and in order to understand it we have to take the time to learn what the new language means and what symbols, like those on our roads, mean so that we can communicate mathematically. It was the only time I walked away with a better understanding of how I could easily teach a math lesson and incorporate writing about math as it applies to everyday situations like shopping, construction, the workplace, and area that we use math but do not really think about it such as driving a car how much gas can I buy with the money that I have in my possession. The bottom line is, I have always hated reading, hated might be a harsh term, the reason stems back to our very first class were we had to say what was on our minds as we read the passage we were given. That is what happens in my head every time I read. I have really become a fan of literature circles because they give students an opportunity to read in small groups without the ridicule of stumbling in front of the whole class. The key is to read and write everyday. It does not matter what I read, gosh 17 minutes a day is 1 minute shy of two hours of reading a week. It does not matter what I write, just write. the pertinence of the writing will come. It is all so doable. I am very jealous that the majority of you have classroom to work these things out in and run trial to see what works for you and to tweak what needs to be changed or revamped.
Neal, I agree! I am so jealous almost everyone has a classroom to try this out on, except us! Haha. I also agree with everything you said about this book, the math was a little shallow, but the way the book is written is so accessible, it is definitely one I will be referring back to in the future.
Lent chapters 2-4 had a lot of great ideas and tactics for integrating literacy into content-area learning. One thing that I really liked was the idea that students should be able to write freely (to an extent) without worrying too much about grammar conventions (p. 80). I absolutely agree with this, and I find that those who adhere too strictly to prescriptive grammar will raise students' affective filter and make them afraid to write. Allowing students to first learn to (or learn to be comfortable with) written expression is key; grammar and spelling can always be corrected later.
Additionally, I liked the summary of inquiry-based learning in ELA (p. 111). Giving students autonomy over learning is key not only in creating a deeper learning experience but also getting students more engaged. However, I do think sparking inquiry-based learning is difficult: students have to have a certain level of intrinsic motivation, and especially at the middle level, that is difficult to inspire. I liked that the book further broke down different types of inquiry-based learning, as I think some classes need more structure than others.
After reading the assigned chapters in the Lent book, I immediately feel the need to reread it all again. I connected with so many of the ideas in the chapters. I feel like I will use this book again and again as I evolve in my teaching practice. It was difficult for me to read it with the purpose of learning for this class because I felt as if I just wanted to stop and imagine the possibilities in my classroom. This is the reason I found the chapters to be very exciting. The top of my list of to do will be the current event short takes mentioned in Chapter 2. I have been using NEWSELA quite a bit lately and have found the students to be very interested. Up to this point I have given them a focus but after reading the chapter, I think I will encourage them to explore a bit more and report out on what has grabbed their attention. One of the other thoughts that hit home with me was the idea of not trying to grade every piece of writing I assign. The list of required writing is intense in my district and it seems like the time for writing to just write takes a backseat. I plan to be more aware of this moving forward.
ReplyDeleteI am still struggling with my definition of literacy. It seems like in ELA there is so much to learn. I am not sure how I can really narrow it down to the things I feel is most important. I am working on it but it remains a sticking point for me.
Jessica,
DeleteThe most important thing is that the students write. I have had students fill 1 and sometimes 2 composition books in a year with just there writing. I have students write about science using the knowledge that they have gained in life as there evidence for their prospective. This frees the student from research and allows their own voice to come out in their writing even though it is science. They write as a scientist, every few weeks the students gather to read one of the pieces they have written, usually I like to have four pieces that they choose from, than they read to the entire class and we have a debate style discussion on the topics raised. Part of the assessment can be done by listening to the student read their own text of what they feel is their best writing cutting down on some of the time it takes to grade writing. I present two topics a week to the students to write about drawing ideas from current news articles and research being done. The writing is done in the first 8 minutes of class while I am checking homework, attendance, etc. It is amazing how much a student can write on a topic in 16 minutes spread over two days.
Jess,
DeleteWhen I was in elementary school, a hundred years ago, I had a teacher that would start writing on the blackboard and we would sit in our desks copying what she wrote and she would say when you story goes off in a different direction you should write about that. It was always interesting and fun to make up wild and crazy stories, but we were writing and not thinking about it. That is why I like the suggestions in this text and great questions that the students can as themselves about keeping their stories on track.
Jessica - I think Newsela is a great resource! The fact that you can differentiate the reading level is a great thing, and I agree that it's very useful in an ELA class.
DeleteJess, it sounds like you are getting some great ideas from the Lent book. I'm thinking about your comment about "writing just to write". Of course, it can be challenging to fit it all in, but I thought I'd give you one idea my ELA team teacher uses with our 7th graders. Each night for homework, they are required to write anything, as long as it is at least a page. She does not grade this writing. Instead, she simply checks to see that it was completed. Most of the kids find it enjoyable.
ReplyDeleteThere are many ideas in Chapters 2-4 that I plan on using in my future classes. I will keep this book as a reference in my classroom to help keep my students interested and engaged. In Chapter 3 on page 75 I plan to implement the questions as feedback when students write in class. I agree with Lent, “you need advice when you’re engaged in writing, not when it is too late.” My photo invoice pictures included a picture of constructed responses from an ELA class. Our professor Julie brought to my attention the comments and corrections made on the final writing. She asked me “How do you think the students feel?” Maybe, she was using this feedback technique on me too before I posted my writing on a sticky note?
ReplyDeleteI always planned on having science log books in my classroom as suggested on page 81. The only thing that concerns me is how do I know my students are noting key vocabulary and concepts if Lent says that the students need to be in charge of their “notebook’? I subbed in a science classroom where students were using their science notebooks as a reference for an open book quiz. One of students was having difficulty because his notebook was missing most of the notes necessary for the quiz.
Cindy, Finding that balance between what is required and giving students a voice in what and how they are learning is definitely a challenge. I know from my own experiences that this is never ending, constantly changing process. What seem vital at one point is not so at other points. We need to always look at the students in front of us and try to adapt to what they need and how they learn. No easy feat for sure.
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DeleteSorry guys, I had a miscue in my blog. I meant to write photovoice instead of photo invoice.
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DeleteYes, I agree with Jess. There should be a balance. I also find, sometimes, that if you start off the year "holding their hands" a bit through the notebook process, you can gradually release responsibility to them throughout the year. I have also found that some students needed to realize how much they were NOT doing, when given the chance to use notebooks for an open book quiz and they didn't have what they needed.
DeleteAlso, to build on what Jess said, as teachers, we are not always focusing on the same skill. For example, in one entry I might be helping students learn how to write a really good hypothesis, but maybe I don't care as much about their detailed drawings. We need to pick our teaching points and focus on what we are teaching and why.
Cindy
DeleteI think Jessica hit on something in her comment, it is a “constantly changing Process”. Allow a constantly changing process to happen in your classroom. Yes you have to follow the curriculum but how you follow it is up to you. Students are savvy readers of body language, they become more invested in a project if you are invested in a project. If you are bored they too will be bored or unwilling to put in a full effort. Trying to adapt to the students current need and your own will make an engaging classroom that won’t get as Lent put it “stale”
As for the Scientist notebooks use a format that best suits your needs and the students needs. If that means at times striclly detailing the content that goes in the notebook that is okay. There is content the students must have to understand the whole picture, as well as content needed for high stakes testing.
Cindy, I also really connected to that idea of "I need help during the process of writing, not once it's too late". This seems so obvious once it is pointed out.
DeleteOne thing I am always trying to improve in my classroom is the option for student choice. Since becoming a science teacher, I have struggled with how I can provide students with choice while still covering specific content. I like the idea that Lent introduces (p. 25) that you can provide different articles or readings on the same subject, thus allowing students to choose what they are interested in. The one thing I’m wondering is if students would pick the “easier” choice just to get away with not pushing themselves. For example, let’s say we are studying genetics (which we are right now). Suppose I have three different readings: a challenging, adult-level reading, an on-level reading, and a lower level, kid-friendly reading. My concern would be that all students would choose the lower-level, kid-friendly reading even though they might be capable of more. Maybe that’s acceptable sometimes as long as I am providing other opportunities for reading challenges.
ReplyDeleteSomething Lent suggested that I already do in my class, but would like to do more, is write in science. I use a writing approach called “Writing in Science” (Betsy Fulweiler) that provides students with various strategies for hypothesizing, drawing conclusions, analyzing and inferencing in science. She mentioned various characteristics of science writing. It’s important for kids to distinguish between creative writing and science writing. I am often trying to find authentic ways for students to write about their science to make it more meaningful and engaging for them. One thing Lent didn’t mention, is that writing in science greatly helps students how to read science and visa versa.
Sari
DeleteThe idea that the student will pick the easier reading over the complex is ok. The important part is that the students are engaged in the text. Sometimes I make more challenging material worth more, giving the students bonus points. Another strategy I have used is when giving an assignment is to give the requirements to get a grade of a B, and do not tell them what is required to get an A or an A+ this sets no limit on what higher level students will achieve.
“It’s important for kids to distinguish between creative writing and science writing”. I think students do not need to be taught the distinction just like a four year old in a bilingual household knows how to distinguish between the two languages. The real art comes when the student can write creatively in science like Stephen Hawkin, John Muir, and Richard Dawkins science writers that changed the world through their creative use of language to communicate to a broad audience, and not in the style of the typical science article
John, I think your grading method is intriguing. I'm curious if the students ask you outright what the expectation is for an A? Are you pleased with what you get when they go above and beyond the B?
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DeleteJohn, you posed two interesting ideas. First off, I am also intrigued by the idea of giving students a "B" expectation. I would be interested to see how you scaffold those expectations of how they might achieve an A.
DeleteAlso, I agree that science writing can be creative, but a lot of science writing is not very creative in the ways we associate with "creative writing", and instead, it is very procedural and passive. Take, for example, a scientific paper. Typically papers are written in a very analytical, dry style. Our students should know how to read these pieces of writing, and not be overwhelmed by the data. Again, I do completely agree that science writing should be interesting and creative, but maybe we need to think about why we are having them write about science in the first place? What's our end goal?
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ReplyDeleteSari- I have a significant number of students this year who choose the easier path or not complete the work at all. This is a struggle for me each day. I am continually reflecting on what I can do differently. By the time they get to the upper grades habits have been formed and opinions on school have been made. It takes a lot to transform those habits and opinions to something that will help students become successful. This is often a source of my frustration. I feel at times that I care more than them. I want the expectation to be high but how do we balance that with making sure they meet the expectation to have a taste of success?
DeleteYes. I think the key is in developing intrinsic motivation towards learning and personal growth. But I agree that it must be cultivated during the early years and supported in an engaging way throughout the middle grades.
DeleteThe key words are keeping them motivated. Yes there are topics that must be discussed and activities that needs doing, but if you can start them learning the intricate details in smaller portions you then may be able to have them to accomplish more from topics that interests them.
DeleteSounds like you know what you need to do in your classroom. Giving some easier challenges is a great way of letting students know what success feels like. As teachers we always want to ask our students to challenge themselves. Acknowledge and celebrate students that made the effort even if they fail doing it. I do not know if your school has a incentive program that recognizes students efforts. In one of the schools I work out the students receive power tickets as a incentive. They save so many tickets and they can have a pizza party with their friends.
ReplyDeleteI like the idea of the "power ticket" although it deters from students development of intrinsic motivation. But there is definitely a place for extrinsic motivation as well.
DeleteI struggled with a few things in this week’s readings. I struggled with her idea that teaching a standard format to writing is a bad thing. Page 72 She writes about formulaic approaches to writing that limits students range of writing opportunities. Those old persuasive essay formats, or the classic 5 paragraph essay need to be taught. How you use them in your classroom needs to be changed. They are a start to the writing process to give students a direction to go in presenting their ideas. I tell the students they the training wheels to writing, the elements that they teach you will show up in your writing when you move beyond them. They help students learn to “become fluent and confident writers cabable of manipulating language to serve their purpose” It is one of the ways we get students to “try on many types of writing”.
ReplyDeleteOver and over for all three chapters I wrote myself the same note. Time, Time, Time! It takes time to read in the classroom, it takes a lot of time to write in the classroom, it takes a lot of time to do inquiry in the classroom. Where does all this time come from. I can spend 3 weeks on an inquiry project so the students can learn a concept that through direct instruction I could tell them about in 10 minutes. I know I want to create an environment for curiosity to flourish but I feel very pressured to make sure all the content is covered (I already have more content to cover than I have time in a year). The content needs to be covered for the high stakes testing. Now the students have to do well or my family won’t eat, since tests are to be linked to our teaching certifications. (no pressure) So integration of some of the ideas presented is tough because of the time involved to do them well.
I struggled with her description of the characteristics of writing within science (page 66) I think she means Lab reports, and science studies when she is describing the characteristics of good science writing. When I want my students to write an influential piece of writing I read to them excerpts from the most influential science writers. All of which stray from her formula when writing for the general public. John Muir in his writings influenced a President to create National Parks through his powerful descriptions and observations of what he saw, it is full of descriptive language, metaphors , and very unsciency prose, yet it was about science and changed how our Country viewed the natural world. Stephen Hawking in his writing does not shy away from the flowery and descriptive language found in any good story. Richard Dawkins even uses classic literature itself to explain concepts in evolution making difficult concepts more accessible to all. I saw use all the writing tricks you have ever learned to present your ideas when trying to persuade the public, science writing can be its most persuasive when it is creative.
Part 2 ( I appearently went over the number of characters so here is the rest)
ReplyDeleteFor my classroom I like the idea she presented “inquiry in Science means that students learn to do science in place of learning about science” I use inquiry in the classroom but struggle with the amount of content the student needs to come to a excepted conclusion, or to fully understand what it is they are observing. I like her idea of thinking as a skeptic, this makes the student constantly question the world around them, this is the building block of science. I even use this when I ask students to evaluate released items from NECAP, to think as a skeptic even when evaluating a question. This allows them to start to see the hidden paths within a question, and helps them avoid being deceived. It is very powerful when they can start to analyze, at first the questions themselves, and that spills over to the world around them and gets them thinking as a scientist. I also like the idea of focusing the inquiry by presenting it as if it is a mystery to be solved, with clues and problems to be figured out. I started using the idea of reading excerpts from challenging books as a way to influence students to read about science history through science adventure. So far about 10 percent have taken up my challenge to read “Endurance” by Alfred Lansing
John, I like the list of excerpts of writing that you use in your class. I have been to Yosemite National Park and understand how Muir was influential in making it a national park. I found out that Teddy Roosevelt finally spent a month with Muir in the park after being asked several times to visit. John Muir must have been a very persuasive writer.
DeleteJohn, you have pointed out one major thing to me that I don't experience yet since I am still a student. Lack of time!! I can see how this would be frustrating, and have experienced it in the classroom I am observing in right now. The students are just not understanding a concept, and the teacher was telling me she needs to move on because of all the other material she needs to cover. So I understand the pressure you talk about.
DeleteThis reading has brought so many ideas to my attention that I hope to try in my future classroom. It seems difficult to stray away from the lecture style of teaching math when the skills that need to be learned are very specific. A main idea I got throughout the reading is that reading, writing, and inquiry in math may often be “off topic” from what is being learned at the time - I don’t think this is a bad thing at all. I think it could be refreshing and recapture the interest of lost students. I think it would still be relative even if it was slightly off topic. One area I struggled with is incorporating student input. How can we incorporate student input when math standards are so specific? Thankfully there were many ideas in the reading that I can see myself incorporating into my future classroom. I really like the idea of inviting students to bring in articles related to math. I also really love the “questioning eye” idea on page 124. I think students are often too afraid of questioning any material that is presented to them, or questioning adults. They just need to be shown and encouraged to respectfully question everything. Another idea I think would be interesting to adapt to math is the learning log. Students could have a separate page for formulas, vocabulary, big questions, etc., that could be updated by the student on a regular basis. I have also written down some references mentioned in the reading that have interesting math questions. I love all of these ideas to help incorporate more exploring in math which is typically taught through lecture. This adds some variety.
ReplyDeleteKristi,
DeleteYour question relating to the standards is an important one. You said "how can we incorporate student input when math standards are so specific?" I think teachers of all disciplines struggle with this and are always trying to address the standards while still providing student choice and authentic experiences. We are forced to be very creative in our practice. What can be challenging about math, is that there are highly specific pieces of the language of math that need to be learned before being able to dive into more authentic real-world problems. But that is the place I see a lot of student interest and choice fitting in, in bringing school math concepts into the real lives of the students.
From my reading of Lent chapters 2-4 I was able to actually come away with a few things that I will definitely incorporate into my classroom. One was the idea of a read aloud. I do realize that know matter the age people still like to be read to. If I can break up the monotony of regular classwork this could be an added bonus. I did see two math reading books that peaked my interest that I plan on using in the class. I also like the idea of incorporating visual literacy in my routine. It is a great way to tie in my lesson with real world scenarios.
ReplyDeleteI was however a bit disappointed with the ideas for bell ringers for math. I was expecting something more intriguing than just the same regular math questions.
Couple things that I've done that's in the Lent book is the student conference. This works well, through this I'm able to keep the student engage in their progress as well as set up new goals for them. This concept is great it's just a matter of planning and being consistent with it.
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DeleteCliff, You may want to check out the picture book
Delete"Sir Cumference and the Dragon of Pi" as a read aloud. Although it is a picture book it is a great starter for a lesson on Pi
Cliff,
DeleteI agree I thought there would be something a bit more innovative toward math. There are a couple of different "Sir Cumference" books and "the Lions Share" is great for fractions, boys especially like it.
What I love so much about this text is the author explains so many different facets of reading, writing, and inquiry within my own concentration area that I had heard of but did not fully understand. This is my second time around in this course and part of it could be that I have covered the material before, still I believe it is the way these ideas and approaches to education are laid out and explained, that is the key. The book that I had last semester was one of the best education books that I had ever read until this book. Lent does not assume that we know what she is talking about. So often I read texts that I need to keep a dictionary on hand to look words up. Here, when I continue to read the words are defined, explained, and practical examples are used to put things into practice. I am so excited to incorporate these into a lesson or a program of study. I do think that the math approach was a bit shallow. I read an article some time ago (can't remember where I saw it) that explained math as if it were a new language and in order to understand it we have to take the time to learn what the new language means and what symbols, like those on our roads, mean so that we can communicate mathematically. It was the only time I walked away with a better understanding of how I could easily teach a math lesson and incorporate writing about math as it applies to everyday situations like shopping, construction, the workplace, and area that we use math but do not really think about it such as driving a car how much gas can I buy with the money that I have in my possession. The bottom line is, I have always hated reading, hated might be a harsh term, the reason stems back to our very first class were we had to say what was on our minds as we read the passage we were given. That is what happens in my head every time I read. I have really become a fan of literature circles because they give students an opportunity to read in small groups without the ridicule of stumbling in front of the whole class. The key is to read and write everyday. It does not matter what I read, gosh 17 minutes a day is 1 minute shy of two hours of reading a week. It does not matter what I write, just write. the pertinence of the writing will come. It is all so doable. I am very jealous that the majority of you have classroom to work these things out in and run trial to see what works for you and to tweak what needs to be changed or revamped.
ReplyDeleteNeal, I agree! I am so jealous almost everyone has a classroom to try this out on, except us! Haha. I also agree with everything you said about this book, the math was a little shallow, but the way the book is written is so accessible, it is definitely one I will be referring back to in the future.
DeleteLent chapters 2-4 had a lot of great ideas and tactics for integrating literacy into content-area learning. One thing that I really liked was the idea that students should be able to write freely (to an extent) without worrying too much about grammar conventions (p. 80). I absolutely agree with this, and I find that those who adhere too strictly to prescriptive grammar will raise students' affective filter and make them afraid to write. Allowing students to first learn to (or learn to be comfortable with) written expression is key; grammar and spelling can always be corrected later.
ReplyDeleteAdditionally, I liked the summary of inquiry-based learning in ELA (p. 111). Giving students autonomy over learning is key not only in creating a deeper learning experience but also getting students more engaged. However, I do think sparking inquiry-based learning is difficult: students have to have a certain level of intrinsic motivation, and especially at the middle level, that is difficult to inspire. I liked that the book further broke down different types of inquiry-based learning, as I think some classes need more structure than others.