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?