Our most recent presentation was on the biography genre. It ties back into our first discussion on the first day (second?) of class. We talked about how Tompkins supports author chosen topics because the author becomes more engaged and more interested in the topic. It is so much easier to write when you care about, or are interested in, the topic.
I mean this all in the best way possible Stephanie...
My beautiful presentation partner, Stephanie, came up with an interesting - if accidental - perspective on biographies. She picked up a book from the expoistory genre, contributed by someone who wasn't sure about the guidelines for bringing in books for that class. While reading over the book about coral reefs, Stephanie thought that she could see the book as written from the fish's perspective, as sort of a biography of the fish through a lens of his habitat. It started me thinking...
How could incorporate the biography genre into my students' learning of science. Yes, students could read about the life and times of famous scientists. But honestly, that offers little to no perspective for the students. It becomes just another thing to do, another person to memorize. Writing biographies of scientists is a little bit better, because it forces the students to take on the mindset of the scientist and formulate understanding of why that person did what he did.
But what if I make lemonade from Stephanie's unintentional lemons? What if students took on the perspective of a plant, or animal, or person living through an earthquake? Or the earthquake itself? Or a water molecule as it travels through the water cycle? They would then be using that marvelous practice that we have been striving for: to have students use writing to understand reading. It's more than reading about the water cycle and using that knowledge to create a biography genre piece; it's using the perspective to enhance understanding of the water cycle.
Wednesday, March 21, 2012
Monday, March 19, 2012
Learning Log Entry 6
I had to do some investigation of the 6+1 traits of writing for our session 7 class. The focus question of the class was whether the 6+1 traits should change when evaluating students' digital texts. Here's my understanding of the traits: (sourced from http://educationnorthwest.org/resource/503)
1. Ideas - theme and details that support the theme. It's important that the details show that the author understands both the basic topic and can take information learned and manipulate it to a higher form of undestanding.
2. Organization - the linguistics of the piece. This is more than just a logical series of events, but must show that the author has rythm and purpose, a direction and sequence that provides the reader information and enjoyment.
3. Voice - the tone and feeling of the author, which can show how the author interacts with writing. The voice also needs to be appropriate for the genre of the text.
4. Word choice - use of precise language to communicate information or describe. (Yay descriptive language!)
5. Sentence fluency - rhythm and flow of the language. I see this as kind of how organization, voice, and word choice come together.
6. Conventions - grammar, spelling, capitalization, puncutation, paragraphing. All the fun stuff.
+1. Presentation - visuals and text, graphics, neatness, handwriting, font selection, borders, overall appearance. Apparently, it's the plus 1 because no one thinks that the way your paper looks should be stressed as much as content and writing ability.
My only experience with this method of assessment was in an ELA class in which I substituted last week. The students took a practice Common Writing Assessment exam and then graded each other's work using a 6+1 rubric. Some problems I had with the activity: the rubric was headed with "6+1" and had five sections - main idea, details, organization, word choice, and conventions; and each table of students was reponsible for grading one trait. I think that each student should have experience with each of the traits. That way, all students understand what is expected, and can look at others' work for ideas (both what to do and what not to do). I would set it up so that first, students start at one table with another students paper. All students would be grading the first trait. Then students switch tables and papers and do another trait. Then switch again, different papers and everyone does the next trait.
So anyway, those are the traits. The whole point is supposed to be whether these traits should change when we assess digital texts instead of written texts. I don't really see how they could change. Except for presentation - which is apparently the lonely step-child of the group. I think the first 6 traits are all really important. The ideas of a text show how the author understands the information, the organization shows that the author has enough of an understanding to be able to manipulate the information in the best way possible. If an author is caught up in his understanding of the ideas, he will not be able to orgainze the ideas in a coherent manner. Voice, word choice, and sentence fluency are concerned with the act of writing, showing how the author understands linguistics. And of course conventions should never ever be put to the side. I had a horrible expeirence once where so many tenth grade students spelled "near" as "neer" that I actually forgot how it was properly spelled. I cried that day. But presentation definitely changes for digital texts. For each new text type, a different set of standards need to be addressed. For example - a blog should be formatted differently than a printed essay, and both should be formatted differently than a wiki. It all comes done to the appropriateness of text as compared to the text type.
1. Ideas - theme and details that support the theme. It's important that the details show that the author understands both the basic topic and can take information learned and manipulate it to a higher form of undestanding.
2. Organization - the linguistics of the piece. This is more than just a logical series of events, but must show that the author has rythm and purpose, a direction and sequence that provides the reader information and enjoyment.
3. Voice - the tone and feeling of the author, which can show how the author interacts with writing. The voice also needs to be appropriate for the genre of the text.
4. Word choice - use of precise language to communicate information or describe. (Yay descriptive language!)
5. Sentence fluency - rhythm and flow of the language. I see this as kind of how organization, voice, and word choice come together.
6. Conventions - grammar, spelling, capitalization, puncutation, paragraphing. All the fun stuff.
+1. Presentation - visuals and text, graphics, neatness, handwriting, font selection, borders, overall appearance. Apparently, it's the plus 1 because no one thinks that the way your paper looks should be stressed as much as content and writing ability.
My only experience with this method of assessment was in an ELA class in which I substituted last week. The students took a practice Common Writing Assessment exam and then graded each other's work using a 6+1 rubric. Some problems I had with the activity: the rubric was headed with "6+1" and had five sections - main idea, details, organization, word choice, and conventions; and each table of students was reponsible for grading one trait. I think that each student should have experience with each of the traits. That way, all students understand what is expected, and can look at others' work for ideas (both what to do and what not to do). I would set it up so that first, students start at one table with another students paper. All students would be grading the first trait. Then students switch tables and papers and do another trait. Then switch again, different papers and everyone does the next trait.
So anyway, those are the traits. The whole point is supposed to be whether these traits should change when we assess digital texts instead of written texts. I don't really see how they could change. Except for presentation - which is apparently the lonely step-child of the group. I think the first 6 traits are all really important. The ideas of a text show how the author understands the information, the organization shows that the author has enough of an understanding to be able to manipulate the information in the best way possible. If an author is caught up in his understanding of the ideas, he will not be able to orgainze the ideas in a coherent manner. Voice, word choice, and sentence fluency are concerned with the act of writing, showing how the author understands linguistics. And of course conventions should never ever be put to the side. I had a horrible expeirence once where so many tenth grade students spelled "near" as "neer" that I actually forgot how it was properly spelled. I cried that day. But presentation definitely changes for digital texts. For each new text type, a different set of standards need to be addressed. For example - a blog should be formatted differently than a printed essay, and both should be formatted differently than a wiki. It all comes done to the appropriateness of text as compared to the text type.
Thursday, March 1, 2012
Learning Log Entry 5
Dr. Jones
Well, we've just discussed my response for this week's learning log entry... so I'll try to reiterate the main points, elaborate, and maybe even give you a little more information.
Overall, this class is going well. It is all that I anticipated it would be. Since I have a background in writing workshop, I am interested in the ways that technology can be integrated into the process. And so far, it all makes sense. I feel that I must explain (especially after being exposed in class today!) my real feelings on collaboration. I do not like using digital media for editing or revision comments from teacher to student, which is the point I had hoped to make in the wiki comments. I do support using digital media for collaboration between students during the brainstorming phase. I do support using digital media for creating group documents or sharing ideas or asking questions. I like the Educase Learning Initiative handout that Carly and Keri gave us during their presentation: The scenario that is given in the side column (not just because geomorphology is my all time favorite discipline in science) is what I think to be an ideal case, where students take the initiative to use the tools available to share ideas and clarify understanding. I think that in exposing students to various digital tools, they can be used and applied in more ways than ever considered by the teacher. Students are surprising that way - their potential is unlimited.
I think that this very journal/blog that you are reading is my best example of how writing helps my own learning. I recognize that my own learning is best when I can read or research a topic and then discuss it with others. In writing, I can act as another person, attempt to take an objective stance. I can put out ideas, and then reconsider them as almost a different stance. Play the devils advocate to my opinion. Ask questions or challenge the validity of my statements. And in addition to that, I have a classroom of peers that will add to my writing and provide that group discussion that I crave.
Its really about time that I realize what a significant impact all of that would have on my understanding of everything that I read if I were to engage in that kind of reflective (and almost argumentative!) writing for every topic, every assigned reading, for every class. Even with reflective thinking, it just doesn't compare to the level of cognition that writing has. Meaning that even though I always think about what I read and ask those questions, there is a powerful connection that occurs when I write. It all becomes more concrete and well flushed out.
I have always wanted to include a reflective log as part of my classroom learning, I now I can see the benefits of using a blog for this end. I think that this would appeal to middle/high school students as well, since there is a sense of "fun" that surrounds any work on computers.
I've thought a lot about student choice this semester - in this class and in others. I think that it is important for teachers to define a specific goal that they would like students to achieve in their writing before giving them too much freedom in their choices. For example, instead of assigning students to write about a favorite science topic, a teacher must decide what she wants her students to achieve. Perhaps she wants her students to express their knowledge of descriptive writing. This needs to be expressed to the students so that they can keep this in mind while writing. I guess its assigning a purpose, and students can choose the topic.
I want to know more about the assessments that best fit each genre. How can rubrics be altered to specifically fit each genre?
Well, we've just discussed my response for this week's learning log entry... so I'll try to reiterate the main points, elaborate, and maybe even give you a little more information.
Overall, this class is going well. It is all that I anticipated it would be. Since I have a background in writing workshop, I am interested in the ways that technology can be integrated into the process. And so far, it all makes sense. I feel that I must explain (especially after being exposed in class today!) my real feelings on collaboration. I do not like using digital media for editing or revision comments from teacher to student, which is the point I had hoped to make in the wiki comments. I do support using digital media for collaboration between students during the brainstorming phase. I do support using digital media for creating group documents or sharing ideas or asking questions. I like the Educase Learning Initiative handout that Carly and Keri gave us during their presentation: The scenario that is given in the side column (not just because geomorphology is my all time favorite discipline in science) is what I think to be an ideal case, where students take the initiative to use the tools available to share ideas and clarify understanding. I think that in exposing students to various digital tools, they can be used and applied in more ways than ever considered by the teacher. Students are surprising that way - their potential is unlimited.
I think that this very journal/blog that you are reading is my best example of how writing helps my own learning. I recognize that my own learning is best when I can read or research a topic and then discuss it with others. In writing, I can act as another person, attempt to take an objective stance. I can put out ideas, and then reconsider them as almost a different stance. Play the devils advocate to my opinion. Ask questions or challenge the validity of my statements. And in addition to that, I have a classroom of peers that will add to my writing and provide that group discussion that I crave.
Its really about time that I realize what a significant impact all of that would have on my understanding of everything that I read if I were to engage in that kind of reflective (and almost argumentative!) writing for every topic, every assigned reading, for every class. Even with reflective thinking, it just doesn't compare to the level of cognition that writing has. Meaning that even though I always think about what I read and ask those questions, there is a powerful connection that occurs when I write. It all becomes more concrete and well flushed out.
I have always wanted to include a reflective log as part of my classroom learning, I now I can see the benefits of using a blog for this end. I think that this would appeal to middle/high school students as well, since there is a sense of "fun" that surrounds any work on computers.
I've thought a lot about student choice this semester - in this class and in others. I think that it is important for teachers to define a specific goal that they would like students to achieve in their writing before giving them too much freedom in their choices. For example, instead of assigning students to write about a favorite science topic, a teacher must decide what she wants her students to achieve. Perhaps she wants her students to express their knowledge of descriptive writing. This needs to be expressed to the students so that they can keep this in mind while writing. I guess its assigning a purpose, and students can choose the topic.
I want to know more about the assessments that best fit each genre. How can rubrics be altered to specifically fit each genre?
Subscribe to:
Comments (Atom)