tag:blogger.com,1999:blog-74114072024-03-15T18:10:03.119-07:00In the Heart of a Teacher is a StudentA middle/high school teacher and teacher educator's reflections
on teaching and learning while negotiating the path
of teacher/student/academic.Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.comBlogger182125tag:blogger.com,1999:blog-7411407.post-91535510147166518582018-07-20T18:29:00.000-07:002018-07-20T18:29:53.351-07:00#CyberPD Week 3 – Finding Humanity in Ourselves and Others
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<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-ro2J2pBmKIg/UAAlvDCCi_I/AAAAAAAAAKM/_V_qY3Tu3gcYiKHVvchSBfjAA0M_nS4-QCPcBGAYYCw/s1600/Skitch-2012-06-10%2B11_22_09%2B%252B0000.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="125" data-original-width="170" src="https://4.bp.blogspot.com/-ro2J2pBmKIg/UAAlvDCCi_I/AAAAAAAAAKM/_V_qY3Tu3gcYiKHVvchSBfjAA0M_nS4-QCPcBGAYYCw/s1600/Skitch-2012-06-10%2B11_22_09%2B%252B0000.jpg" /></a></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
I just finished the book <i style="mso-bidi-font-style: normal;">Unwritten, The Story of a Living System: <span style="mso-bidi-font-weight: bold;"> A Pathway to Enlivening and
Transforming Education</span></i><span style="mso-bidi-font-weight: bold;"> by Lori
L. Desautels and Michael McKnight.<span style="mso-spacerun: yes;">
</span>One of the quotes that has really stood out to me is </span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">“Schools
are not machines. Schools are a network of human beings who feel, think,
behave, and function within a human system that is alive and never static.<span style="mso-spacerun: yes;"> </span>Schools are living systems” (2016, pg. xi).<span style="mso-spacerun: yes;"> </span>The entire book is a manifesto for making our
schools more human and less factory-like.<span style="mso-spacerun: yes;">
</span>Much like the town on Camazotz in <i style="mso-bidi-font-style: normal;">Wrinkle
in Time,</i> our children are forced through curriculum and grade-levels,
without the recognition of each child’s humanity and individuality.<span style="mso-spacerun: yes;"> </span>At the same time, with the movement to
standardized curriculum is stripping away the individuality of teachers. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">How does this connect to Chapters 5
& 6? Sara Ahmed encourages us to recognize our Universe of Obligation in
which we feel responsible to defend, protect and “upstand” for.<span style="mso-spacerun: yes;"> </span>Our department is currently re-thinking how
we prepare teacher educators who will be able to address social-emotional needs
in schools, provide individual education plans and personalized learning for
each child, and help children aspire to careers of their choice, not just college-bound.<span style="mso-spacerun: yes;"> </span>As teacher educators, we need to model social
consciousness, social justice, and social imagination with our pre-service and
master’s level teachers and to do so, we need to change teacher education which
has been entrenched in the same factory model as K-12 education.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">As I’m reading Sara’s book, I’m wondering
how I’m going to implement these ideas in my courses with pre-service
teachers.<span style="mso-spacerun: yes;"> </span>These last chapter challenge
us to be aware of who and what we stand up for (upstanders) and recognize that
our intent of communication may be different then our impact.<span style="mso-spacerun: yes;"> </span>Many of the books listed in the resources
stacks starting on page 135 are books that I have shared, but tend to use them
under the category of “diverse” books.<span style="mso-spacerun: yes;"> </span>I
appreciate the blog from Chad Everett <span style="mso-spacerun: yes;"> </span><a href="http://www.imaginelit.com/news/">http://www.imaginelit.com/news/</a> that
Tammie Mulligan shared about that discusses how labeling some books diverse and
others non-diverse creates a binary, and we really don’t know how children are
going to perceive the books we have in our classrooms. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I also appreciate Sara’s comment that “My
parents raised me to do small things with a big heart” (pg. 133).<span style="mso-spacerun: yes;"> </span>She goes on to state, “There is no magic
formula for making the world a better place.<span style="mso-spacerun: yes;">
</span>It happens in the moments we break our silent complicity, embrace
discomfort, and have candid conversations about what stands in the way.<span style="mso-spacerun: yes;"> </span>As educators, you and I are tasked with
giving kids opportunities to show compassion, to be upstanders, and to realize
the impact they have in society” (pg. 134). <span style="mso-spacerun: yes;"> </span>My goal is to share this book with my faculty
and work together to model the types of humanity we would like our pre-service teachers
to experience and take into their classrooms. <o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-c8DGt8fSZIw/W1KMH8SghgI/AAAAAAAAAiU/Uokj9Y-qkTUEUfWLdNOxn1Reos-CWZ9zQCLcBGAs/s1600/universe_was_made_for_love_by_vixis24m-d4njqj8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="563" data-original-width="900" height="250" src="https://1.bp.blogspot.com/-c8DGt8fSZIw/W1KMH8SghgI/AAAAAAAAAiU/Uokj9Y-qkTUEUfWLdNOxn1Reos-CWZ9zQCLcBGAs/s400/universe_was_made_for_love_by_vixis24m-d4njqj8.jpg" width="400" /></a></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><br /></span></div>
<!--EndFragment--><br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com2tag:blogger.com,1999:blog-7411407.post-59975346562464537692018-07-11T18:17:00.001-07:002018-07-11T18:17:45.086-07:00#CyberPD Week 2 – Lenses Color Our Perception of the World
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<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-XMR8hUtBYtY/Wzvxvqa11rI/AAAAAAAAAhM/a3knYonhJ0oj9VN05YD4DzDY0jZesgBywCPcBGAYYCw/s1600/cyberpd.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="183" data-original-width="251" height="145" src="https://2.bp.blogspot.com/-XMR8hUtBYtY/Wzvxvqa11rI/AAAAAAAAAhM/a3knYonhJ0oj9VN05YD4DzDY0jZesgBywCPcBGAYYCw/s200/cyberpd.jpeg" width="200" /></a></div>
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<div class="MsoNormal" style="text-indent: .5in;">
The inspirational community of
#CyberPD is reading <i style="mso-bidi-font-style: normal;">Being the Change:
Lessons and Strategies for Teach Social Comprehension by Sara Ahmed</i>.<span style="mso-spacerun: yes;"> </span> If you are interested in joining the study, check out our amazing facilitators, <a href="http://reflectandrefine.blogspot.com/2018/06/drumroll-please-july-cyberpd.html" target="_blank">Cathy's post here </a>or <a href="http://literacyzone.blogspot.com/2018/06/announcing-2018-cyberpd-book.html" target="_blank">Michelle's post here</a>. <span style="font-size: 12pt; text-indent: 0.5in;">Here is the information for the rest of the
book study:</span></div>
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<o:p></o:p></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-lF7qdsKInOM/Wzvx3CpMchI/AAAAAAAAAhQ/WKT0E5ph78clkJJZkfcDTO-op6SKwVE_ACPcBGAYYCw/s1600/CyberPDSch.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="448" data-original-width="800" height="223" src="https://1.bp.blogspot.com/-lF7qdsKInOM/Wzvx3CpMchI/AAAAAAAAAhQ/WKT0E5ph78clkJJZkfcDTO-op6SKwVE_ACPcBGAYYCw/s400/CyberPDSch.png" width="400" /></a></div>
<br />
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This may not be a revelation for
many of you but bear with me for a convoluted reflection. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Two years ago, I was introduced the
<a href="https://www.gallupstrengthscenter.com/home/en-us" target="_blank">Gallup’s Clifton Strengths.</a> My new campus is a <a href="https://www.k-state.edu/strengths/" target="_blank">Strengths-based campus,</a> which
means freshman and transfer students are provided codes to complete the Clifton
StrengthsFinder assessment.<span style="mso-spacerun: yes;"> </span>This
assessment consists of 177 paired statements that asks the test taker to select
the one most like them. After analysis, which has been refined over 40 years, the
person is provided their top 5 Themes, with personal insights on how they work
together.<span style="mso-spacerun: yes;"> </span>These themes answer the
question “How do you absorb, think about and analyze information and
situations? In other words, what lenses are you using to understand the world.<o:p></o:p></div>
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<br /></div>
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<a href="https://2.bp.blogspot.com/-9m3kXcYuxeM/W0arDFqlmjI/AAAAAAAAAh0/YAUHMcczSOAwPu0Vq0feHhyxkYr1BBGVgCLcBGAs/s1600/4419COL_Color_32_large.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="320" height="200" src="https://2.bp.blogspot.com/-9m3kXcYuxeM/W0arDFqlmjI/AAAAAAAAAh0/YAUHMcczSOAwPu0Vq0feHhyxkYr1BBGVgCLcBGAs/s200/4419COL_Color_32_large.jpg" width="133" /></a>I took the assessment and my top 5
are Input – Learner – Intellection – Activator – Positivity.<span style="mso-spacerun: yes;"> </span>In short, according to Gallup, I 1) crave
knowing more, 2) are introspective and appreciate intellectual discussions, 3) have
a great desire to learn and want to continuously improve, 4) can make things
happen by turning thoughts into action (but can be impatient), and 5) am upbeat
and can get others excited about what they are going to do.<span style="mso-spacerun: yes;"> </span>When I read my report, so many habits,
inclinations, and decisions in my life made more sense.<span style="mso-spacerun: yes;"> </span>But, the biggest revelation was that these
themes guide the way I view the world, and not everyone sees and interacts with
the world similarly.<span style="mso-spacerun: yes;"> </span>For example, with
Input/Learner/Intellection bundled together I LOVE questioning, learning, and
growing.<span style="mso-spacerun: yes;"> </span>I constantly crave new
experiences and ideas.<span style="mso-spacerun: yes;"> </span>I have a million
questions in my head every day. But, guess what, not everyone does.<span style="mso-spacerun: yes;"> </span>My husband, who is basically the polar
opposite of me, can be exhausted by me.<span style="mso-spacerun: yes;">
</span>This clearly can lead to conflict – not because the other person is
being mean, stubborn, or contrary – it is because they literally see the world
differently than I do.<span style="mso-spacerun: yes;"> </span>I’m more often
than not, wearing rose colored glasses, where others view the world through
other tints.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
What has this to do with this week’s
chapters? <span style="mso-spacerun: yes;"> </span>First, microaggressions.<span style="mso-spacerun: yes;"> </span>To start with full disclosure – I am a white,
heterosexual, middle class white woman, who might have worked her way through
college, but my entire childhood was filled with expectations of literacy, engaged
citizenship, and higher education. In short, I am privileged. <span style="mso-spacerun: yes;"> </span>When I joined the Army Nation Guard, I felt a
few slings of sexism and harassment, but compared to my colleagues of color,
different sexual orientation, race/ethnicity etc. I had it easy.<span style="mso-spacerun: yes;"> </span>Microaggressions are easy to miss, because my
privileged lens doesn’t pick up on it.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Have I inflicted microaggressions on others? After reading this chapter,
I think it is an unequivocal yes.<span style="mso-spacerun: yes;"> </span>Have I
assigned identities to others without knowing their real stories? Absolutely.
Have I allowed a typical identity label to bias my thoughts and interactions
with someone? Unfortunately, yes.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Second – Our News – My lenses make
some things UTTERLY important to me, but they have no bearing on others.<span style="mso-spacerun: yes;"> </span>The question I have on my mind right now may
feel like it needs an immediate answer, but when the person I’m interacting
with has just gotten bad news, is on a way to a meeting, or is writing an email
– my question is secondary, as best. I need to be mindful of this as I have
barreled into situations with my agenda, rather than recognizing other people’s
“news”.<span style="mso-spacerun: yes;"> </span>This has so many implications
for my work with both undergraduate and graduate students.<span style="mso-spacerun: yes;"> </span>I need to know their news to know what is
important to them.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
So, where do I go from here?<span style="mso-spacerun: yes;"> </span>I hold fast to Maya Angelo’s quote, “I did
then what I knew how to do.<span style="mso-spacerun: yes;"> </span>Now that I
know better, I do better.”<span style="mso-spacerun: yes;"> </span>In my intellection
head, I know that I do these things – I need to move my mind, heart, and spirit
to do better – each and every day. I need to be constantly cognizant of what lenses
I’m bringing into an interaction and recognize that the other person is wearing
their own – and honor their lenses to be able to understand it. This book has
been a wonderful reminder of the importance of this!</div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-Zj3F3d3k494/W0arLCnOwxI/AAAAAAAAAh4/whHeQ4kYSYgvfP5-g_Rmxb29QMhgmaQFgCLcBGAs/s1600/8723016481_4bc65b4cdd_c.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="800" height="150" src="https://1.bp.blogspot.com/-Zj3F3d3k494/W0arLCnOwxI/AAAAAAAAAh4/whHeQ4kYSYgvfP5-g_Rmxb29QMhgmaQFgCLcBGAs/s200/8723016481_4bc65b4cdd_c.jpg" width="200" /></a></div>
<o:p></o:p><br />
<!--EndFragment--><br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com5tag:blogger.com,1999:blog-7411407.post-3180281496509484932018-07-03T15:04:00.001-07:002018-07-04T08:10:12.055-07:00#CyberPD 2018 - Muddling Together<!--[if gte mso 9]><xml>
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After just lurking last year, I’m
back to participating in #CyberPD.<span style="mso-spacerun: yes;"> </span>This
year’s selections is <i>Being the Change: Lessons and Strategies for Teach Social
Comprehension</i> by Sara Ahmed.<span style="mso-spacerun: yes;"> If you are interested in joining the study, check out our amazing facilitators, <a href="http://reflectandrefine.blogspot.com/2018/06/drumroll-please-july-cyberpd.html" target="_blank">Cathy's post here</a> or <a href="http://literacyzone.blogspot.com/2018/06/announcing-2018-cyberpd-book.html" target="_blank">Michelle's post here</a>. </span>Here is the
information for the rest of the book study:<br />
<o:p></o:p></div>
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<a href="https://2.bp.blogspot.com/-lF7qdsKInOM/Wzvx3CpMchI/AAAAAAAAAhI/rRQRSa7AokwDK7kqBKyD1ccOmWUqxarnQCLcBGAs/s1600/CyberPDSch.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="448" data-original-width="800" height="179" src="https://2.bp.blogspot.com/-lF7qdsKInOM/Wzvx3CpMchI/AAAAAAAAAhI/rRQRSa7AokwDK7kqBKyD1ccOmWUqxarnQCLcBGAs/s320/CyberPDSch.png" width="320" /></a></div>
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Throughout the first chapters, Sara
Ahmed emphasized making connections – between teachers and students and
students amongst themselves. These connections erase the boundaries between “us”
and “them”.<span style="mso-spacerun: yes;"> </span>I almost immediately found
many connections to Sara Ahmed.<span style="mso-spacerun: yes;"> </span>Like
her, I’ve taught in public, private, and international classrooms. <span style="mso-spacerun: yes;"> </span>My international experiences highlighted the
importance of student identity work and finding common ground to work through
differences.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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As I was reading, I was taken back
to my classrooms in Brazil, Lithuania, and Aruba where we completed “Where I’m
From” poems, found poems of personal culture on top of cornmeal painted flags
of students’ home countries, an<a href="https://www.academia.edu/3775814/Personal_identity_and_Culture" target="_blank">d Personal Identity and Culture collage</a>.<span style="mso-spacerun: yes;"> </span>For my third-culture kids (TCK), exploring language,
identity, and culture was personally relevant and important as many of them
were born in one country, lived in another, and had parents from two other
countries.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<br /></div>
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Yet, as I was reading, I was
reminded of how important this identity work is for students in the
States.<span style="mso-spacerun: yes;"> </span>Each student comes to the
classroom with their own story, and too often I’ve assumed I knew their story
from looking at them.<span style="mso-spacerun: yes;"> </span>As I’ve moved into
teaching at the higher ed level, I used some of the same techniques with my
undergraduate students – the identity web that Sara Ahmed suggested and a
collage.<span style="mso-spacerun: yes;"> </span>But, that was in the multicultural
class, where is seemed to fit.<span style="mso-spacerun: yes;"> </span>I would
like to see how I can weave this into my literacy classes, as our identities
influence how and what we read and write and how we teach literacy. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Dr. Roberts, in the Forward,
highlights Sara’s suggestion of “muddling through these [instruments] with your
peers before you engage with your students.”<span style="mso-spacerun: yes;">
</span>Identity work is risky work.<span style="mso-spacerun: yes;">
</span>Right now I’m at a stage of life where I’ve lost many of my former
identities and I’m struggling to redefine myself.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-QZHvRndseTA/Wzvy6FSEa6I/AAAAAAAAAhY/Mmq331fQxcck9QSPb6wUFU0YnSUtNOZJgCLcBGAs/s1600/who.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="189" data-original-width="267" src="https://4.bp.blogspot.com/-QZHvRndseTA/Wzvy6FSEa6I/AAAAAAAAAhY/Mmq331fQxcck9QSPb6wUFU0YnSUtNOZJgCLcBGAs/s1600/who.jpeg" /></a></div>
<!--EndFragment--><br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com11tag:blogger.com,1999:blog-7411407.post-56713471791488170632016-07-21T07:15:00.001-07:002016-07-21T07:16:02.290-07:00Different tools for different students<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/>
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<span style="font-size: 12.0pt; line-height: 107%;">“<span style="color: red;">For a moment, you imagine writing three different lessons
each day and teaching each one to the right group of students, but the thought
of all that work feels, well, unsustainable at best, especially knowing that
any given lesson might miss the mark. How can you make sure your teaching
matches your kids?” </span>(pg. 71)</span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>Differentiation is an overwhelming
concept for many teachers, especially new teachers.<span style="mso-spacerun: yes;"> </span>“How am I supposed to teach so many different
lessons? I don’t have time!” is a frequent misunderstanding of what
differentiation entails. The authors remind us that differentiation is not always
teaching different lessons, but more often, providing different tools during a
lesson. <span style="mso-spacerun: yes;"> </span>This means that a teacher need
to have a large tool chest of tools, and understand how each tools can support
a learner. And, recognize (and articulate to students, parents and administration)
that fair doesn’t mean the same, so various students will have different
supports. Remember that picture? And, more importantly, once students get to know
the tools also, they can differentiate for themselves. This is key – as my
teaching motto states, “A teacher is one who makes himself progressively unnecessary.
(Thomas Carruthers)</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-ytX2_9nDdhc/V5DZAGRcWpI/AAAAAAAAAfU/gMdBQ4O2xcAMoq2CbijHJA4EQDzVvaypACLcB/s1600/BBHi4aNCMAEoahH.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="237" src="https://2.bp.blogspot.com/-ytX2_9nDdhc/V5DZAGRcWpI/AAAAAAAAAfU/gMdBQ4O2xcAMoq2CbijHJA4EQDzVvaypACLcB/s320/BBHi4aNCMAEoahH.jpg" width="320" /></a></div>
<br />
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>Using the same tools introduced in
previous chapters, the authors illustrate how demonstration notebooks,
bookmarks, and micro-progression charts support meeting students where they are
and helping them push forward.<span style="mso-spacerun: yes;"> </span>In the
demonstration notebook, the teacher can show (not just tell) students how to
get to the next level in their writing or reading.<span style="mso-spacerun: yes;"> </span>The strategies provided are drawn from what
the teacher observes is a student (a group) needs and focuses on the WHAT and
HOW to provide that model. An integral part of this is that the teacher needs
to know that students – through conversation, observation and professional
judgement, the teacher identifies the needs (not just some random test that is administered
at the wrong time).</span></div>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>Another handy chart introduced was
the “If/Then” chart.<span style="mso-spacerun: yes;"> </span>The teacher
considers some of the problems students might encounter when working on a task
and creates an If/Then chart to help them find a solution. On one side of the
chart was an If statement, “If you are struggling to find the main idea…”<span style="mso-spacerun: yes;"> </span>And, on the other side were some ideas, “Then,
read a section, stop and ask yourself, “What is the point of this section?’” Bookmarks
can be created of any of these tools and provided to students when they need it
as a reminder. </span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>But, how do get students to pay
attention to and USE the tools provided? In chapter 6, the authors provide some
strategies to troubleshoot typical problems with using tools:</span></div>
<br />
<ul>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Use pop culture to get students to
pay attention</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Incorporate metaphors to help
students relate</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%;">Write with kid-friendly language</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Shake things up sometimes</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Include student voices</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Intentionally design the room to
support student work</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Schedule time to think about and
create the tools</span></li>
<li><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 12.0pt; line-height: 107%;">Use design tools to create interest</span></li>
</ul>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 107%;">“<span style="color: red;">The tools we make and the way we use
them communicate message to our students…we have opportunities to give our
students gifts of our knowledge through the handwritten message a tool holds</span>”
(pg. 105).<span style="mso-spacerun: yes;"> </span>New teachers often fret about
getting their classrooms ready and having the money to buy the pre-printed
commercial products to stick on the walls.<span style="mso-spacerun: yes;">
</span>But, the walls can and should be teaching and learning spaces create by,
for, and with students to support their learning.<span style="mso-spacerun: yes;"> </span>When I was a new teacher, I shared a room
with a veteran teacher who believed that “stuff on walls distracts students.” I
disliked teaching in that Pepto-Bismol pink room and I can’t imagine what the
children thought (I was too new to realize that it was important as a teacher
to listen to my students). <span style="mso-spacerun: yes;"> </span>My mentor
teacher bought all the cute Back to School pictures and Writing Process charts,
but the room was sterile and the students glossed over the glossy print. When I
finally got my own room, it was filled with student work examples, charts of
graphic organizers, lists of things we brainstormed.<span style="mso-spacerun: yes;"> </span>Now, with the knowledge of reading <i style="mso-bidi-font-style: normal;">DIY Literacy,</i> I can be more intentional
on how I introduce these tools to my pre-service teachers and help them understand
the power of making themselves progressively unnecessary. </span></div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-37460772644717928542016-07-12T07:59:00.000-07:002016-07-12T07:59:00.712-07:00#CyberPD Chapters 3-4 - Remember and Rigor<!--[if gte mso 9]><xml>
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<br />
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As I sit here writing this reflection blog, I face my home
office wall and view my “teaching charts.” </div>
<br />
<ul>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><a href="https://app.shoreline.edu/doldham/Voice%20Markers%20Template.pdf" target="_blank">Useful Templates from <i style="mso-bidi-font-style: normal;">They Say, I Say: The Moves that Matter in Academic Writing</i></a></li>
<li><a href="http://chronicle.com/article/10-Tips-on-How-to-Write-Less/124268/" target="_blank">10 Tips on How to Write Less Badly</a></li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><a href="http://wserver.flc.losrios.edu/~royert/handouts/common_transition_words.pdf" target="_blank">Common Transition Words</a></li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span>BALANCE – Breathe, Allow, Learning, Adapt,
Notice, Confide, Exercise</li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><a href="https://s-media-cache-ak0.pinimg.com/564x/48/91/d3/4891d39a18ba7586f7290adcfe7d6a52.jpg" target="_blank">7 Habits</a></li>
<li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><a href="http://i.imgur.com/qxTEUY3.png" target="_blank">4 Agreements</a></li>
</ul>
<br />
<div class="MsoNormal" style="text-indent: .25in;">
These are the things I need to remember
when I sit down to write, grade, email, blog, think, and be the teacher and
teacher-educator that I am.<span style="mso-spacerun: yes;"> </span>As I am
constantly busy, moving from one task to another, these visual reminders help
me remember the skills and strategies that are important to my work. <span style="mso-spacerun: yes;"> </span>It isn’t that I don’t know HOW to do these
things, often I get caught up in the moment, focused on getting a task done,
rather than a task done well. My “teaching charts” are my cues to use the
practices that lift the level of my writing, thinking, and interacting with
others. </div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
This is the theme of chapter 3 –
how tools can help students remember the skills and strategies that have been
introduced in lessons.<span style="mso-spacerun: yes;"> </span>As the authors
state, “<span style="color: red;">There was a palpable tension between the sheer volume
of information the student encountered in a day and the assumption of quick recall
and application</span>” (pg. 38). Whether in kindergarten, grade 12, or at the
college level, students are constantly bombarded with “lessons” from
instructors, tugged into social media or social interactions, and mired in
their own personal issues.<span style="mso-spacerun: yes;"> </span>To help them
refocus their thoughts, and increase the level of thinking, tools such as
repertoire charts (reminder of past lessons), personalized bookmarks of
strategies that work, or micro-progression charts (that show increasing
sophistication of a process) can be useful. These tools, being co-created or
co-constructed with students, enable the students to review and re-interpret
their understanding of the strategies.</div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
In today’s test-focused policies,
rigor tends to mean that everyone must hit the same high standard, but the authors
break rigor into two parts 1) The difficulty of the task and 2) a description
of a behavior of performance (the work or effort). Rigor, using Carol Dweck’s
growth mindset, means, “<span style="color: red;">becoming is better than being</span>”
(pg. 54). In other words, “<span style="color: red;">students seeing themselves
as always working toward a new goal</span>” (pg. 54).<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
However, to be able to reach for
the next goal, students need to see what the goal is and envision the steps
toward achievement. There’s a famous quote of Jerry Sienfield, from his
1993 book <i style="mso-bidi-font-style: normal;">SienLanguage</i>, about
teachers giving feedback:</div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in;">
“I always did well on essay tests.
Just put everything you know on there, maybe you’ll hit it. And then you get
the paper back from the teacher and she’s written just one word across the top
of the page, “vague.” I thought “vague” was kind of vague. I’d write underneath
it “unclear,” and send it back. She’d return it to me, “ambiguous.” I’d send it
back to her, “cloudy.” We’re still corresponding to this day … “hazy” …
“muddy”…”</div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Using the tool of a
micro-progression chart, students can see the progression from a low level of
performance to higher levels of performance.<span style="mso-spacerun: yes;">
</span>Basically, it is creating the criteria for a rubric, with specific examples,
to show students how their work can become more sophisticated with the addition
of different strategies and skills. </div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Currently, I’m the edTPA coordinator
for a small liberal arts college. The edTPA is a performance-based portfolio
assessment for pre-service teachers. Although there are many issues with using
this assessment as a high-stakes test, there are a few redeeming features of
the process. In this assessment, student teachers need to complete three tasks –
Planning, Instruction, and Assessment. The student teacher plans, teaches and
video records 3-5 lessons, analyzes student work, and writes commentary using
standardized prompts to show their thinking about how and what they taught. </div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
One of the characteristics of
accomplished teaching, according to edTPA, is student-focused instruction. In
other words, modeling what students need to do, supporting their practice to
help them achieve independence in using the skills or strategies.<span style="mso-spacerun: yes;"> </span>In lessons, students need to be doing the
work of learning, not the teacher. <span style="mso-spacerun: yes;"> </span>As
the authors refer to Carl Anderson, “<span style="color: red;">if we [the
teachers] are tired after class and the kids are rested and relaxed, having not
done much, there is something off</span>” (pg. 69).<span style="mso-spacerun: yes;"> </span>Hopefully, one positive influence of edTPA
will help change traditional school culture that emphasizes the teacher as “sage
on the stage” and encourage more consistent, active engagement of students in
their own work. </div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
Another feature of the edTPA
assessment is the use of rubrics to score each of the tasks. Now, I recognize
that there are some issues with the overuse of rubrics, (see my article about <a href="http://journals.library.wisc.edu/index.php/wej/article/viewFile/306/374" target="_blank">6-TraitsWriting Rubrics: Things That Make Us Smart Can Also Make Us Dumb</a>), but having
clear indicators of levels of performance can help students (and student
teachers) envision what a strong performance looks like. The Micro-Progression
Tool, as an interactive, co-created chart, helps students see the increasing
complexity of work. When working with the teacher and their peers, each
student can see that he/she is capable of the highest level of work. And, they
then have the language to articulate how hard they want to work on future
projects. </div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
With edTPA there is a similar
structure – the rubrics in the Subject Area Handbook and a separate <i>Understanding
Rubric Progressions</i>. This second document shows student teachers what a level 3
performance might look like as compared to a level 5. Within the rubric, the
additional levels of complexity are bolded to show the difference. For those
student teachers who need to be concerned about achieving a passing score on
their edTPA, this “micro-progression chart” is a valuable resource. It can also
show new teachers the importance of helping students understand what a rubric
really is – not just a grading tool, but a tool for students to see the
progression of complexity in a task or assignment. </div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
“<span style="color: red;">One why to
help your students work harder is to make sure they know exactly what it means,
and what it looks like, and how to reach for high performance. You can take the
mystery out of the vague commend to work harder. You can show them the way</span>”
(pg. 69).</div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com2tag:blogger.com,1999:blog-7411407.post-76179210676094193432016-07-11T08:28:00.000-07:002016-07-11T08:28:49.230-07:00#CyberPD - DIY Literacy - Why tools?<!--[if !mso]>
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<br />
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">One of my favorite teaching quotes
is “A teacher is one who makes himself progressively unnecessary” attributed to
Thomas Carruthers.<span> </span>In the classroom,
whether it is PreK-12 or higher education, it is my goal to help students
become, as Kate and Maggie state “<span style="color: #c00000;">DIY warriors of
their own learning</span>” (pg. 2). Like the authors of <i>DIY Learning</i>, I believe that introducing various tools to students
allows them to “<span style="color: #c00000;">do more, better work <i>on their own</i></span>” (pg. 2).<span> </span>This is why I’m looking forward to reading <i>DIY Learning</i> with the community of
#CyberPD so I can learn about new tools that I haven’t used to introduce them
to my own students. </span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Several years ago, I took a
graduate course entitled “Tools for Thought” and it focused on the use of tools
for thinking. One of the first tasks we had in class was to define a tool.<span> </span>This isn’t as easy as you would think.<span> </span>Try using a Frayer Model to complete this
task. Think of all the various tools you use in everyday life and fill in the
graphic organizer (which, BTW, is a tool).</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Frayer Model</b></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: medium none;">
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<td style="border: 1pt solid windowtext; height: 85.9pt; padding: 0in 5.4pt; width: 233.75pt;" valign="top" width="312">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: center;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="height: 94px; left: 0px; margin-left: 223px; margin-top: 76px; position: absolute; width: 149px; z-index: 251659264;"> Tools</span></b>Essential Characteristics</span></span></div>
</td>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Non-Essential Characteristics</span></span></div>
</td>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Examples</span></span></div>
</td>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Non-examples</span></span></div>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">As a class, we spent most of the
semester grappling with how to define a tool. <span> </span>Tools generally help people accomplish tasks,
such as a ruler measuring an object more accurately than eyeballing it, or a
ramp allowing a person to place a heavy object at a higher level. When thought
about in this way, almost everything could be categorized as a tool. <span> </span>The definition of a tool that I finally
arrived at is this:</span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>Tools are objects, ideas,
beliefs, institutions and/or processes that are designed, adapted or utilized -
which allows one to accomplish a task faster, easier, better, or more reliably
than doing the same task without the tool.<span> </span></i></span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">But we mostly tend to think of
physical tools such as a hammer or paper clip.<span>
</span>There are also tools for thought.<span>
</span>These tools allow people to remember, compute, reason or create ideas.
So my definition of a tool for thought is:</span></span></div>
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<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>Tools
for thought are objects, ideas, institutions and/or processes that are
designed, adapted or utilized - which allows one to recall, reason, create
and/or communicate in ways that are faster, easier, better, or more reliably
than doing the same task without the tool.</i></span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>DIY
Literacy</i> is all about teaching tools that “<span style="color: #c00000;">help
kids work hard and do better</span>” plus, “<span style="color: #c00000;">help
kids meet and match our deepest hope for them</span>” (pg. 3). In addition, the
tools should help organize and bring clarity to all the various reading and
writing strategies that are introduced to children.<span> </span>The authors state that they feel that using
tools help learning stick because the tools are 1) Visual, 2) Making the
abstract more concrete, and 3) Encourage repeated practice. </span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">In chapter 2, the authors categorize
their tools into various categories:</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoListParagraphCxSpFirst" style="margin-left: 1in; text-indent: -0.25in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span>·<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span>Teaching Charts</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1in; text-indent: -0.25in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span>·<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span>Demonstration Notebooks</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoListParagraphCxSpMiddle" style="margin-left: 1in; text-indent: -0.25in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span>·<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span>Micro-progressions of Skills (I would call this
a Storyboard)</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoListParagraphCxSpLast" style="margin-left: 1in; text-indent: -0.25in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span>·<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-synthesis: weight style; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span>Bookmarks</span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 1in; text-indent: -0.25in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">As a classroom teacher, I’ve used
several of these tools with my students and found they are useful. I have
posted charts of graphic organizers, how-to directions, and illustration of
process. My middle school students frequently used the bookmarks to prompt
their thinking when reading and reacting to their independent reading. With my
undergraduate students, I use presentation software, rather than a notebook for
demonstration, but the idea is the same.<span>
</span>I believe in the power of tools.</span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">
</span></span><div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Have you ever checked out the
professional bookcase of a teacher? I wonder if you would agree with my
observations. I have found it interesting that I can estimate how long a person
has been teaching based on the books in their bookcase.<span> </span>A novice teacher tends to have more workbook-like
books that will provide photocopy-able versions of the bookmarks, strategy
lists, and graphic organizers.<span> </span>A teacher
in their 3rd-5th year tends to start collecting books like the ones mentioned
in the Bonus Chapter – books with more narrative and DIY-style practical suggestions
that are meant to be contextualized. </span></span></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<br /></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">One of the things that I am appreciating
with <i>DIY Literacy</i> is that it is
bridging the path from “I need a solution NOW” with the “I can mine my own work
for strategies.” As a veteran teacher and teacher educator, I’m using the ideas
to re-think how I’m working with pre-service teachers and how I can better
illustrate my own thinking as a teacher to new teachers using some of these same tools. </span></span></div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com3tag:blogger.com,1999:blog-7411407.post-24300162404237792542016-02-19T18:59:00.000-08:002016-02-19T18:59:20.328-08:00Half of #nf10for10 <!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
This past semester, I had the great fortunate of working
with a group of Child Life Specialists.<span style="mso-spacerun: yes;">
</span>These people are the liaisons between hospitals/doctors and families
when children are preparing to undergo procedures or treatments.<span style="mso-spacerun: yes;"> </span>They have a strong understanding of both the
medical system and child development.<span style="mso-spacerun: yes;"> </span>I
taught a Children’s Literature course for this group with a focus on using
books to help children understanding their conditions/treatment; educate other
children about conditions/treatment; provide comfort and connections for
children dealing with medical issues; and provide entertainment and escape for
children undergoing treatments. The books in my <span style="mso-spacerun: yes;"> </span>#nf10for10 are the books we discovered
together. </div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-s144iDN6XY4/VsfVWDzUc7I/AAAAAAAAAeo/8NN9WKuP1bc/s1600/51-FM7NmjHL._SX370_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-s144iDN6XY4/VsfVWDzUc7I/AAAAAAAAAeo/8NN9WKuP1bc/s200/51-FM7NmjHL._SX370_BO1%252C204%252C203%252C200_.jpg" width="148" /></a></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Michael Rosen's Sad
Book</b></div>
<div class="MsoNormal">
The book is an honest and direct look at how grief can
impact the daily life of a person.<span style="mso-spacerun: yes;"> </span>The
author lost his son and his mother and there are days he is sad.<span style="mso-spacerun: yes;"> </span>His simple sentences and watercooler images
show how the sadness feels to him.<span style="mso-spacerun: yes;">
</span>However, there is hope as he realized his memories are comforting and
grief, over time, is less painful. It sounds like a heavy topic for a
children’s book, but with so much tragedy in the world, it provides children
with identifiable situations and words and the hope of eventual healing.</div>
<div class="MsoNormal">
<br /></div>
<br />
<br />
<div class="MsoNormal">
<a href="https://2.bp.blogspot.com/-SnOiOBgZ4P8/VsfVgZP1t4I/AAAAAAAAAes/7oLKY3pczks/s1600/9781596438910_p0_v4_s192x300.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-SnOiOBgZ4P8/VsfVgZP1t4I/AAAAAAAAAes/7oLKY3pczks/s200/9781596438910_p0_v4_s192x300.jpg" width="200" /></a><b style="mso-bidi-font-weight: normal;">Tuesday Tucks Me In:
The Loyal Bond between a Soldier and His Service Dog</b></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span>Luis Carlos
Montalvan, Bret Witter</div>
<div class="MsoNormal">
Through the voice of the dog and using actually photos, this
book shows how a service dog provides assistance and comfort for a real veteran
soldier through his activities of daily living including getting ready for the
day, using public transportation, and eating at a restaurant.<span style="mso-spacerun: yes;"> </span>It provides context for the use of service
dogs and helps children understand the “hidden” disability of PTSD.</div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-B8gUyqODLc8/VsfVix1BwWI/AAAAAAAAAew/iv9h2ShjOHE/s1600/9781433810442_p0_v1_s192x300.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://1.bp.blogspot.com/-B8gUyqODLc8/VsfVix1BwWI/AAAAAAAAAew/iv9h2ShjOHE/s200/9781433810442_p0_v1_s192x300.jpg" width="160" /></a></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Why Are You So
Scared? A Child's Book about Parents with PTSD</b></div>
<div class="MsoNormal">
Beth Andrews, Katherine Kirkland</div>
<div class="MsoNormal">
Having a parent with PTSD can be scary and confusing.<span style="mso-spacerun: yes;"> </span>This book helps children identify the
behaviors they notice when their parents are struggling with PTSD – such as
anger, depression, panic attacks etc.<span style="mso-spacerun: yes;"> </span>It
emphasizes that the parent’s mood and behavior is NOT the child’s fault and
provides some suggestions on how the child can react to the scary behaviors of
the parent. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Scaredy Squirrel</b></div>
<div class="separator" style="clear: both; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><a href="https://2.bp.blogspot.com/-tCb2KQ6K7Oc/VsfV-Qup_HI/AAAAAAAAAe0/-CjS8bezrwA/s1600/1858_cv2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-tCb2KQ6K7Oc/VsfV-Qup_HI/AAAAAAAAAe0/-CjS8bezrwA/s200/1858_cv2.jpg" width="197" /></a></b></div>
<br />
<div class="MsoNormal">
Melanie Watt</div>
<div class="MsoNormal">
This is more fiction than non-fiction, but it helps explain
to children about fear and anxiety. Fear can be paralyzing, and the squirrel in
this story is afraid of anything outside of his nest.<span style="mso-spacerun: yes;"> </span>He imagines a lot of horrible things that
could happen if he would leave his comfort zone. But, when he accidently loses
his emergency kit, he goes after it and discovers that “the unknown” is not so
bad.<span style="mso-spacerun: yes;"> </span>There is a whole series of Scaredy
Squirrel books – At Night; At a Party; Making a Friend. Plus, a fun website <a href="http://www.scaredysquirrel.com/default.html">http://www.scaredysquirrel.com/default.html</a></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-LKkOCMtIA3g/VsfWTv8qxkI/AAAAAAAAAe8/Zhwq-p5J2bc/s1600/book-cover-for-kids-with-cansur.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="197" src="https://1.bp.blogspot.com/-LKkOCMtIA3g/VsfWTv8qxkI/AAAAAAAAAe8/Zhwq-p5J2bc/s200/book-cover-for-kids-with-cansur.jpg" width="200" /></a></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">My Book for Kids With
Cansur: A Child's Autobiography of Hope</b></div>
<div class="MsoNormal">
Jason Gaes </div>
<div class="MsoNormal">
This older title, written when the author was young and
diagnosed with cancer, the book uses children’s drawing to talk about cancer
and treatments, along with the fears of having cancer. It is a nice model to
use to help children write/draw through some of their own issues. </div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com2tag:blogger.com,1999:blog-7411407.post-12869525411764016362015-08-10T08:04:00.000-07:002015-08-10T08:04:17.733-07:00Picture Book 10 for 10 #pb10for10<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
I’ve lurked on the #PB 10for10 posts for the past few years
and this year I decided was my year to post.<span style="mso-spacerun: yes;">
</span>I’ve taught mostly grades 6-12 and am now a teacher educator, so I
decided to post the books that I have used in my own teaching.<span style="mso-spacerun: yes;"> </span></div>
<br />
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"> </i></div>
<div class="MsoNormal">
<a href="http://3.bp.blogspot.com/-qBl_Ov8FCwU/Vci5W6FRpPI/AAAAAAAAAdI/S4jdgblGsng/s1600/cvr9780671796075_9780671796075_lg.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="159" src="http://3.bp.blogspot.com/-qBl_Ov8FCwU/Vci5W6FRpPI/AAAAAAAAAdI/S4jdgblGsng/s200/cvr9780671796075_9780671796075_lg.jpg" width="200" /></a><i style="mso-bidi-font-style: normal;">Charlie the Caterpillar</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
By Dom DeLuise (yes, the comedian/actor/director)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Charlie is a curious caterpillar who eagerly wandered the
world to meet new creatures. However, each time he meets new critters (monkeys,
rabbits etc.) they don’t allow him to play with them because he is “an ugly
caterpillar.”<span style="mso-spacerun: yes;"> </span>After several experiences
like this, Charlie begins to feel ugly and sad that no one wants to be around
him.<span style="mso-spacerun: yes;"> </span>However, as will happen with
caterpillars, he spins a cocoon and over the fall and winter he sleeps and dreams
of having a friend. When he emerges in spring, he is a beautiful butterfly.
Then, all the creatures who insulted him want to be his friend. But, he
realizes they would not be “real” friends because they only judged him by his
looks. Instead, he meets Katie the caterpillar and helps her see the beauty in
herself. This is a great beginning of the year read, and I reminder to middle
schoolers to be wary of judging each other by appearance. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">Faithful Elephants: A
True Story of Animal, People and War</i></div>
<div class="separator" style="clear: both; text-align: center;">
<i style="mso-bidi-font-style: normal;"><a href="http://2.bp.blogspot.com/-CJEXYHo2ID8/Vci5lzCKbaI/AAAAAAAAAdQ/_-_a0tAwAqI/s1600/51Qt0DDNxtL._SX258_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-CJEXYHo2ID8/Vci5lzCKbaI/AAAAAAAAAdQ/_-_a0tAwAqI/s200/51Qt0DDNxtL._SX258_BO1%252C204%252C203%252C200_.jpg" width="161" /></a></i></div>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
By Yukio Tsuchiy</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This true story will make you cry (and it is dealing with sensitive
issues of death and war), and it highlights the way war and conflict hurt
beyond the typical guns and bombs. It begins with a cheerful zoo in Japan in modern times that
has a memorial dedicated to the animals who died in World War I – specifically the
three performing elephants, John, Tonky, and Wanly. <span style="mso-spacerun: yes;"></span>One of the zookeepers tells the story of the memorial. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
During WWI, Japan was being bombarded and the
Army was afraid that the dangerous animal could get loose so they ordered the
zoos to kill their animals.<span style="mso-spacerun: yes;"> </span>But, the
three elephants were smart and avoided all methods to euthanize them. Even
under such horrible circumstances, the elephant continued to try and perform
for their trainers. However, they finally died from starvation and the war
continued. Yet, their legacy of being innocent victims of war continues to be
told.<span style="mso-spacerun: yes;"> </span>I used this with high school
students along with <i style="mso-bidi-font-style: normal;">Night</i> by Elie
Wiesel and our study of World War II. </div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-2Uvh7lQWt3Y/Vci59Qa6CRI/AAAAAAAAAdY/8w8n4Q5GGaY/s1600/weslandia_cover.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="176" src="http://4.bp.blogspot.com/-2Uvh7lQWt3Y/Vci59Qa6CRI/AAAAAAAAAdY/8w8n4Q5GGaY/s200/weslandia_cover.jpg" width="200" /></a></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">Westlandia</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
By Paul Fleischman</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Welsey is an odd-looking boy who was bullied at school. <span style="mso-spacerun: yes;"> </span>But over summer vacation, he decides to grow
his own food and create a new civilization.<span style="mso-spacerun: yes;">
</span>With a bit of magic, he garden grows unknown forms of eatable plants, and
he begins to create his own clothes, language, and ways of doing things.<span style="mso-spacerun: yes;"> </span>His former bullies become interested in his
project, and he invites them into Weslandia. <span style="mso-spacerun: yes;"> </span>He ends the summer glorying in his
creativeness and difference and helps his classmates overcome their own need to
conform. I used this in middle school to introduce our study of ancient
civilizations and how culture develops. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://3.bp.blogspot.com/-IgfaXf5DPmI/Vci6MhDMDLI/AAAAAAAAAdg/cTTlZZrfVW0/s1600/519g7KjYwlL._SX258_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-IgfaXf5DPmI/Vci6MhDMDLI/AAAAAAAAAdg/cTTlZZrfVW0/s200/519g7KjYwlL._SX258_BO1%252C204%252C203%252C200_.jpg" width="163" /></a><i style="mso-bidi-font-style: normal;">The Secret Knowledge
of Grown-Ups</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
By David Wisniewski</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Developed as a Top Secret file, this book tells the “real”
reason gown-ups say things like, “Eat your vegetables” and “Don’t bite your
fingernails.” Each vignette begins with the admonition, the official reason
for the admonition, and then the TRUTH – ie. If we don’t eat the vegetables,
they will take over the earth. <span style="mso-spacerun: yes;"> </span>As
master model of creative fiction, I used this book to prompt middle school
students to write their own “files” of admonitions from their parents.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-R4OYQxTRpbc/Vci6dNMJKvI/AAAAAAAAAdo/E6YeKw7P-10/s1600/worldthatjack.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-R4OYQxTRpbc/Vci6dNMJKvI/AAAAAAAAAdo/E6YeKw7P-10/s200/worldthatjack.jpg" width="171" /></a><i style="mso-bidi-font-style: normal;">The World That Jack
Built</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
By Ruth Brown</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Using the traditional “This is the house that Jack built”
format, a cat and butterfly playfully wander through the backyard, forest, and fields.
However, as they move through the landscape, it becomes increasing polluted
until they come to the factory that Jack built that is spewing smoke and
contaminated water. The illustrations are moving, detailed and a great example
of development of mood. The relationship between the cat and butterfly is also
interesting to note through the journey. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">Snow Angel</i></div>
<div class="MsoNormal">
<a href="http://1.bp.blogspot.com/-1GFFNsV5sCg/Vci623OMRTI/AAAAAAAAAdw/bS3IDZJ0HWU/s1600/12f74bda32822d43898e6fcf3c7898a5.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-1GFFNsV5sCg/Vci623OMRTI/AAAAAAAAAdw/bS3IDZJ0HWU/s200/12f74bda32822d43898e6fcf3c7898a5.jpg" width="146" /></a> </div>
<div class="MsoNormal">
By Debbie Boone</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“Rose was a little girl whose eyes were full of dreams. Most
people see things just as they are. Rose saw everything blanketed in dreams of
what could be.” <span style="mso-spacerun: yes;"> </span>Need some inspiration to
dream?<span style="mso-spacerun: yes;"> </span>Try this book.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-yOJfefM9768/Vci7JvPmsqI/AAAAAAAAAd4/zV9dk2RC_e4/s1600/51JBAFT3HPL._SX370_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-yOJfefM9768/Vci7JvPmsqI/AAAAAAAAAd4/zV9dk2RC_e4/s200/51JBAFT3HPL._SX370_BO1%252C204%252C203%252C200_.jpg" width="156" /></a><i style="mso-bidi-font-style: normal;">Reading with Dad</i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
By Richard Jorgensen</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Reading together is so much more than a literacy practice –
it bonds people across time, ages and spaces.<span style="mso-spacerun: yes;">
</span>This story illustrates a little girl growing up reading with her dad
(even in college and long-distance), reading with her own children, and reading
to him at the end of his life. “The best of times that I’ve ever had are all of
those times I’ve spent reading with Dad.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-0J9a5HS7skY/Vci7arsyE-I/AAAAAAAAAeA/brLw-5K-vUw/s1600/51C7ue6ii9L._SY389_BO1%252C204%252C203%252C200_.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="156" src="http://4.bp.blogspot.com/-0J9a5HS7skY/Vci7arsyE-I/AAAAAAAAAeA/brLw-5K-vUw/s200/51C7ue6ii9L._SY389_BO1%252C204%252C203%252C200_.jpg" width="200" /></a><i style="mso-bidi-font-style: normal;"> </i></div>
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<i style="mso-bidi-font-style: normal;">Santa Cows</i></div>
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<br /></div>
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By Copper Edens</div>
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<br /></div>
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This is a modern retelling of A “Visit from St. Nick” by Clement
Clark Moore (T'was the Night Before Christmas). Each family member is engaged
in different solitary pursuits, the night before Christmas – watching TV,
playing video games, or listening to their cassette recorder (think IPod). But
when the Santa Cows arrive on the rooftop, the family sets aside their media
and join together for songs and games.<span style="mso-spacerun: yes;">
</span>The family re-connects to each other through a snowy game of
baseball.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-xLZRC9QsHXA/UlVnTUnK7aI/AAAAAAAAASM/lkAvorARiB4/s1600/wabi-sabi_.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-xLZRC9QsHXA/UlVnTUnK7aI/AAAAAAAAASM/lkAvorARiB4/s200/wabi-sabi_.jpg" width="200" /></a><i style="mso-bidi-font-style: normal;">Wabi Sabi</i></div>
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<br /></div>
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By Mark Reibstein</div>
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<br /></div>
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The main character is a cat named Wabi Sabi, who wants to
know what her name means. However, no one, not even the cat's master, could
explain the meaning of wabi sabi. So the cat begins to ask all the creatures
around her and each give her a different explanation – Snowball, the cat;
Rascal, the dog; and a bird, who tells Wabi Sabi to seek out Kosho, the wise
monkey. In her travels, Wabi Sabi encounters the bright lights of the city, the
cool beauty of the forest, the warmth of friendship, the pleasure of not
hurrying, and the joy of returning home. This all is wabi sabi.<span style="mso-spacerun: yes;"> </span>Wabi sabi, according to the end pages, is an
ancient Chinese philosophy that shaped Japanese culture to emphasize simplicity
over extravagance. The format of the book wonderfully illustrates this
philosophy.</div>
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<br /></div>
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<a href="http://3.bp.blogspot.com/-JQb-mzCp2GQ/Vci7x0oXdXI/AAAAAAAAAeI/sDY48TadwYU/s1600/9780763640712.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-JQb-mzCp2GQ/Vci7x0oXdXI/AAAAAAAAAeI/sDY48TadwYU/s200/9780763640712.jpg" width="183" /></a><i style="mso-bidi-font-style: normal;">If I Never Forever
Endeavor </i></div>
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<br /></div>
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By Holly Meade</div>
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<br /></div>
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Great beginning or end of the year read.<span style="mso-spacerun: yes;"> </span>The young bird has to leave the nest, but he
is unsure.<span style="mso-spacerun: yes;"> </span>He considers both the positives
and negatives of trying something new – it could be wonderful or he could get
lost. He watches others, practices a little, and then takes the leap. </div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com6tag:blogger.com,1999:blog-7411407.post-76601123365586345922015-07-23T09:04:00.000-07:002015-07-23T09:07:56.072-07:00#CyberPD - Chapters 6-7: Re-thinking Our Existing Tools<!--[if gte mso 9]><xml>
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<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-6O3vIdXe5d4/VbEP3D62WnI/AAAAAAAAAcg/_yxqrrNy_Po/s1600/bigstock_Time_To_Adapt_-_Clock_72942203.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="159" src="http://1.bp.blogspot.com/-6O3vIdXe5d4/VbEP3D62WnI/AAAAAAAAAcg/_yxqrrNy_Po/s200/bigstock_Time_To_Adapt_-_Clock_72942203.jpg" width="200" /></a></div>
<div class="MsoNormal">
As I was reading through chapters 6 and 7, I was struck with
the theme of re-thinking our existing tools and re-visioning them for reading
in the 21<sup>st</sup> century when “reading” is so much more than just
consuming text.<span style="mso-spacerun: yes;"> </span>Most of us have the
foundations of good instruction, assessment and parent communication but we
(meaning I) need to spend some time thinking about how our traditional methods
translate into digital modes.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Tool #1: Audio Books:
Is it reading?</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One discussion that was brought up yesterday on the #CyberPD
Twitter feed was a conversation about audio books.<span style="mso-spacerun: yes;"> </span>Is this really reading? </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Mandy Robek @mandyrobek had been prompted by something @MrsWeberREAD
had posted and Mandy replied, “I think about shared reading and shared writing
as interactions with text, why not audio.” </div>
<div class="MsoNormal">
Heidi Weber @MrsWeberREAD said, “Makes me re-define “reading
as interacting with text…”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Franki Sibberson @frankisibberson chimed in, “I like what
@Professor Nana says about audiobook… “I read with my ears.’”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To which <a href="https://twitter.com/mandyrobek/status/623902499678896128" target="_blank">@mandyrobek replied, “Interesting question from @frankisibberson “Have you ever read an audio book? I would of said listen to. Hmm, rethinking.” </a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In his book <a href="http://www.yourwellreadlife.com/home/bio.asp" target="_blank">The Little Guide to Your Well-Read Life Steve Leveen</a> wonders if we could have a word
for listening to books, and he makes up the word “ristening” to books.<span style="mso-spacerun: yes;"> </span>In the past, I know audiobooks in schools
have often been used as either a reward, a fill-in, or as remediation.<span style="mso-spacerun: yes;"> </span>But what if we (meaning I) re-thought what is
means to read and really recognized that reading is interacting with text<span style="mso-spacerun: yes;"> </span>- any text – print, digital, audio, visual –
and began to explore how to help our students navigate all the texts that they
encounter in a day. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Tool #2: The
Beginning of the Year Survey: Privileging Print</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Like many teachers who have used reading/writing workshop, I
too used the standard survey with my students that privileged print books over
any other media.<span style="mso-spacerun: yes;"> </span>As a teacher educator,
I continue to unconsciously privilege print books over other forms of text
within my teaching.<span style="mso-spacerun: yes;"> </span>Although I have
explicitly stated in my syllabus that an e-book is an acceptable form of the
course textbook, I have not really helped my college-level students look at the
affordances or disadvantages to reading through different mediums.<span style="mso-spacerun: yes;"> </span>In class, my students tell me that they like
the search feature to return to sections they have read. <span style="mso-spacerun: yes;"> </span>But I need to ask myself some questions: What
other forms of text am I putting on my syllabus and in my coursework?<span style="mso-spacerun: yes;"> </span>Am I privileging print over other forms?<span style="mso-spacerun: yes;"> </span>What message does this send to my students
and how will they take that into their classrooms?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Tool #3: Assessment</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It may seem like an obvious question, but what is the
purpose of assessment?<span style="mso-spacerun: yes;"> </span>For many people,
including myself, that answer tends to be, “To see how my students are doing.” <span style="mso-spacerun: yes;"> </span>Frequently this entails comparing the student
against a standard or grade level peers. <span style="mso-spacerun: yes;"> </span>But, what if we (meaning I) re-thought the
purpose of assessment and focused on the individual student and how he/she
could increase their learning, not be stamped with a letter or number? The
authors of Digital Reading state, <span style="color: red;">“We believe strongly
in this stance [that of the NCTE position that formative assessment is a verb]
and agree that our assessment techniques should be about moving readers forward
in their learning” </span>(p. 90).</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Tool #4: Conferences</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Franki discusses student-led conferences, which is something
I have used in the past.<span style="mso-spacerun: yes;"> </span>However, the
conferences I had my students conduct were still very paper and print based.<span style="mso-spacerun: yes;"> </span>It still required parents to take time to
visit school at a designated time that was mostly convenient for the school,
not for the parents, and all of the work of the quarter was discussed in a 20
minute conversation.<span style="mso-spacerun: yes;"> </span>Digital portfolios
or blogs can be updated regularly, viewed at the convenience of the parents,
and even be interactive with comments.<span style="mso-spacerun: yes;">
</span>Plus, the work submitted can include audio and video of the student
actually working, not just the finished piece. <span style="mso-spacerun: yes;"> </span>This seems like a win-win all around.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Now, I need to think about how this translates into teacher
education.<span style="mso-spacerun: yes;"> </span>One of the things I’ve been
thinking about this summer is a way to make my coursework more integrated throughout
the semester.<span style="mso-spacerun: yes;"> </span>I think my current
assignments are too much of the “stand alone” variety that, once graded, gets
forgotten. I am thinking about how I could have my students create their own
learning logs throughout the semester with each of the assignments building
toward the overall goals of the course.<span style="mso-spacerun: yes;">
</span>Yep, that would be a portfolio.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Tool #5: Parent Events</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Schools have a tendency to fall into the routine of “that’s
the way we’ve always done it” and parent events are no different.<span style="mso-spacerun: yes;"> </span>In each school I’ve taught at, the Back to
School night followed a similar schedule – an introduction by the principal and
then the parents followed their child’s class schedule with 10 minutes in each
class and a reception afterwards. Although this quick meet-and-greet gets parents
into the classroom, the big question is, would they want to return?<span style="mso-spacerun: yes;"> </span>The authors of <i style="mso-bidi-font-style: normal;">Digital Reading </i>provide some essential questions on page 105 for
planning parent events.<span style="mso-spacerun: yes;"> </span>Now, the authors
gear it to “Considerations for Parent Outreach Events on Digital Literacy” but
these questions would apply for any parent event and even teacher in-service
events.<span style="mso-spacerun: yes;"> </span>The essential questions are:</div>
<br />
<ol>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span>What is our focus?</li>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span>Who is the audience?</li>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span>How will this event support students as digital
readers?</li>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span>What resources do we want to provide our
community?</li>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span>Is this event for families or is it specifically
for parents or caregivers?</li>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span>How does this topic relate to them as parents
and to their kids?</li>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span>What is the call to action?</li>
</ol>
<br />
<div class="MsoNormal">
By using these questions as a planning guide, any event
would be more focused and meaningful.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Final Thoughts on the
Book</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As I’m finishing this book, I am also beginning an online
course about using Infographics in my teaching.<span style="mso-spacerun: yes;">
</span>Several months ago I signed up for this course, not knowing I would be
reading <i style="mso-bidi-font-style: normal;">Digital Reading</i> this
summer.<span style="mso-spacerun: yes;"> </span>But, both the book and the
course have a common theme – that it is important to re-envision our teaching
and our students’ learning to balance traditional reading and writing with digital
and multimedia interactions but not to lose all the great pedagogy we already
know are effective practices.<span style="mso-spacerun: yes;"> </span>We just
need to be reflective and adapt!</div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com5tag:blogger.com,1999:blog-7411407.post-42027728490008456792015-07-16T13:37:00.000-07:002015-07-16T13:37:16.804-07:00#CyberPD Chapts 3-5 - Authenticity, Intentionality, Connectedness<!--[if gte mso 9]><xml>
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<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-6g6q-Ea6Pps/VagUD_g8jEI/AAAAAAAAAcE/K0fLLdfGzZQ/s1600/computer-keyboard-atop-which-a-pair-of-reading-glasses-725x482.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="212" src="http://4.bp.blogspot.com/-6g6q-Ea6Pps/VagUD_g8jEI/AAAAAAAAAcE/K0fLLdfGzZQ/s320/computer-keyboard-atop-which-a-pair-of-reading-glasses-725x482.jpg" width="320" /></a></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">I’m going to start this reflection with a story.<span style="mso-spacerun: yes;"> </span>A few years ago, as a graduate student, I was
completing my preliminary exam.<span style="mso-spacerun: yes;"> </span>I had
two large questions that each required papers of about 30 pages. I decided to
conduct a personal experiment (Or would it be called an action research project?).<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">For one question, I conducted the research, note-taking,
drafting and revising in a traditional way.<span style="mso-spacerun: yes;">
</span>I printed the articles I needed to read and highlighted or took notes on
the printed copies. I hand-wrote summaries on the back side of the articles. If
I used a book, I used sticky notes and paper clips to mark significant passages.<span style="mso-spacerun: yes;"> </span>When I was finished reading, I spread out all
my materials on the table before me and created a typical outline.<span style="mso-spacerun: yes;"> </span>Then I sat down to type my paper from the outline.<span style="mso-spacerun: yes;"> </span>When I quoted something, I had to re-type the
quotes and I manually created the reference list.<span style="mso-spacerun: yes;"> </span>I was constantly flipping between print resources
and stacking and re-stacking the sources.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">For the next question, I decided to do everything
digitally.<span style="mso-spacerun: yes;"> </span>I used <a href="https://www.mendeley.com/" target="_blank">Mendeley</a> for both my
reference manager, reader and citation manager.<span style="mso-spacerun: yes;">
</span>I created folders for different aspects of the question and dropped
articles into the folders as I found them.<span style="mso-spacerun: yes;">
</span>Book chapters became PDFs and my note-taking and highlighting occurred
within the PDFs and Mendeley.<span style="mso-spacerun: yes;"> </span>When I was
finished reading, I basically had my outline created, because I had
already created the folders. As I was writing, I used a second screen, so I
could read my sources while writing and copy/paste quotations when needed.<span style="mso-spacerun: yes;"> </span>Searching for ideas between sources was easy
with the search feature or key words.<span style="mso-spacerun: yes;">
</span>When the search results were displayed, I could instantly see how my
various sources related to the key terms. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">I reflected on the two different methods of
research and writing and learned a few things:</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;"><span style="mso-spacerun: yes;"></span>1) Using the traditional method slowed me down – which wasn’t always a
bad thing.<span style="mso-spacerun: yes;"> </span>By flipping through sources
and having all of them spread out around me, there were more incidents of
serendipity.<span style="mso-spacerun: yes;"> </span>By re-reading or glancing
at something, I made new connections with other ideas. I had more time to
reflect on and refine my thoughts when writing because I had to physically
handle the sources. My physical interaction with the text also provided a
different way to remember things.<span style="mso-spacerun: yes;"> </span>I
could visualize the text (pictures, page number and location of paragraph,
along with my notes) and recall more about the details of the reading. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">2) Using a fully digital method was more efficient and
produced a longer paper.<span style="mso-spacerun: yes;"> </span>Using the
search feature allowed me to quickly identify the ideas I wanted and the
copy/paste feature made using quotations easier – which led to me including
more quotations (with explanations) than the traditional method. However, there
was less serendipity.<span style="mso-spacerun: yes;"> </span>Once I had filed
articles and ideas in their folders, I didn’t cross over much and the search
feature took me directly to the item I wanted without paging through other
parts, which may have led to new considerations. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">3) In the end, both methods worked.<span style="mso-spacerun: yes;"> </span>I passed my prelims with favorable
comments.<span style="mso-spacerun: yes;"> </span>So, neither method was “better”
for the end result. That means that when selecting the method (or tool) I need
to consider other factors such as time, the need to collaborate, and whether or
not I may re-use some of the source material in the future.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: center;">
<b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">But, what is the connection of this long story to
Chapters 3-5 in <i style="mso-bidi-font-style: normal;">Digital Reading</i>? </span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Authenticity is key!<span style="mso-spacerun: yes;"> </span>In Chapter 3,
Franki stated that students in her classroom <span style="color: red;">“were not
using technology because it was “cool” or because is was the assigned day for a
particular tool or app.<span style="mso-spacerun: yes;"> </span>They were using
a particular piece of technology when it made sense for their learning” </span>(p.
26).<span style="mso-spacerun: yes;"> </span>As a new teacher in the mid-90s, I
knew that my schools were very focused on making sure students had “technology
skills” so I spent time teaching PowerPoint, search strategies and HyperCard
(who remembers this?).<span style="mso-spacerun: yes;"> </span>But, in isolation
– so students didn’t learn to select <u>when </u>to use the tool.<span style="mso-spacerun: yes;"> </span>They dutifully completed the software-focused
projects, learned the ins and outs of the program, and went back to what they
were most comfortable using before the “infusion” of technology.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Has much changed?<span style="mso-spacerun: yes;">
</span>I still see projects assigned that require all students to use the same
tools, and the “choice” part of the project is in the topic.<span style="mso-spacerun: yes;"> <span style="color: #38761d;"> </span></span><span style="color: purple;"><span style="color: blue;">We (meaning I) need
to do a better job in exposing students (including pre-service teachers) to a
multitude of tools, guide and model thinking about how/when to select a tool,
and remind them of the multiple choices available</span>.</span><span style="mso-spacerun: yes;"> </span>As Franki stated, assigning exercises isn’t
authentic to what real readers do. Rather than exercises, the work students do
should help them grow as readers and writers. Franki highlighted another
teacher, Diana’s experience with her 6<sup>th</sup> graders who informed her <span style="color: red;">“We know how to use the tools, and if we don’t we’ll figure
it out. What we need to know is how to use them in school and what you want us
to do with them in class. The computer doesn’t get in our way.<span style="mso-spacerun: yes;"> </span>It’s that we don’t know what you want from
us. We know how we use the tools, but we don’t know how you use them” </span>(p.
31).<span style="mso-spacerun: yes;"> </span>Wow – insightful students!</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">This gets to the point of chapter 4 – intentionality.
When I completed my prelims, I was intentional in seeing how the different
processes would work for me so I knew how I could incorporate digital
technologies into my academic writing toolbox.<span style="mso-spacerun: yes;">
</span>To do this – I needed to have an authentic purpose to use the tools
without just focusing on learning the tools.<span style="mso-spacerun: yes;">
</span>In other words, I couldn’t just attend a workshop or seminar on the
tools and be expected to included it in my knowledge base.<span style="mso-spacerun: yes;"> </span>As Angela Maiers stated, <span style="color: red;">“Being “tech-comfy… does not guarantee [readers’] proficiencies
automatically grow into new and sophisticated literacies or online competencies
as infor-sumers, critical thinkers, and savvy participants in digital spaces” </span>(p. 47).<span style="mso-spacerun: yes;"> </span>I have learned that just because my
pre-service teachers use Twitter in their personal lives, this doesn't mean they know how to use it professionally. I need to be
intentional in helping them apply the skills they have learned to using Twitter
as a Professional Learning Network.<span style="mso-spacerun: yes;"> </span>They
are tech-comfy – not always tech-savvy. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">To do this, Franki illustrates the importance of
listening to our students with her story of the two boys who were watching the
LEGO videos of football.<span style="mso-spacerun: yes;"> </span>By asking them
what their learning goal was, Frankis found out how they were analyzing the
video for particular football moves – not just watching the entertaining video.
<span style="color: lime;"><span style="color: blue;">We (meaning I) need to take more time to ask questions
of our students, give them time to articulate their thinking, and really listen
to what they can teach us.</span> </span>This means trusting students to dig deep in
their own learning, which is often hampered by the well-being scaffold that we
(meaning I) provide through overly structured assignments, rubrics, and graphic
organizers. I need to trust students more to select the tools that guide their
learning. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">This summer, I’m starting a new experiment – digital reading
of <i style="mso-bidi-font-style: normal;">Digital Reading</i>. For my prelims, I
used Mendeley and PDFs on a computer. That meant using a keyboard and
mouse.<span style="mso-spacerun: yes;"> </span>Just last month, I got my first
IPad and since <i style="mso-bidi-font-style: normal;">Digital Reading</i> was available
as a download, I thought I would try it on the Ipad.<span style="mso-spacerun: yes;"> </span>Just today on Twitter, <a href="https://twitter.com/CathyMere/status/621683751198826496" target="_blank">Cathy posted a picture of a quote </a>she enjoyed in the book and through that picture, I came to realize
how I can better interact with the text using the drawing and highlight
tool.<span style="mso-spacerun: yes;"> </span> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Franki states, <span style="color: #c00000;">“I hadn’t realized how much of my reading goes back and
forth between tools and how many more connections I make between texts than I
did a decade ago</span>” (p. 68).<span style="mso-spacerun: yes;"> </span>As I
sit here and type, I have my IPad beside the computer and I’m checking Twitter
as the same time.<span style="mso-spacerun: yes;"> </span>My smartphone is
almost always within reach, because I constantly have questions about what I’m
reading or watching.<span style="mso-spacerun: yes;"> </span>I love connecting
with other fans when I’m watching a TV show or back-channeling with others
during a conference. <span style="mso-spacerun: yes;"> </span>Being connected
and part of a community is embedded in the everyday routines of my life.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">But, Franki warns that <span style="color: #c00000;">“In
our hyper connected world where we seemingly have access to information at any
moment. It’s important to notes that it’s not just the act of being connected
to someone else that helps us make meaning as readers…there must be a meaningful
purpose, an authenticity to it and a diligence in our approach</span>” (p.70).<span style="mso-spacerun: yes;"> </span>Creating these networks, - between content,
ideas and each other is essential for students and their life-long learning. As
Sir Ken Robinson observes in this RSA Animated video – <a href="https://www.youtube.com/watch?v=zDZFcDGpL4U" target="_blank">our education paradigms have to change to prepare our students for a future that is increasing needing thought workers</a> – people who can think creatively, divergently and innovatively.
</span></div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com6tag:blogger.com,1999:blog-7411407.post-23610190943298078192015-07-06T15:10:00.000-07:002015-07-06T15:21:46.521-07:00#CyberPD 2015 - Chapt 1-2 - Why consider digital reading?<!--[if gte mso 9]><xml>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-M2abCKKgmXY/VZr8dxT7PjI/AAAAAAAAAbs/KyNjc4LoQcQ/s1600/DigitalReading.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://2.bp.blogspot.com/-M2abCKKgmXY/VZr8dxT7PjI/AAAAAAAAAbs/KyNjc4LoQcQ/s320/DigitalReading.jpg" width="265" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><h4 class=" meta-field photo-desc ">
<i>Mike Licht, <a data-rapid_p="39" href="http://noltionscapital.com/" rel="nofollow">NoltionsCapital.com</a></i></h4>
</td></tr>
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<br />
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<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Sara’s words from Bill’s focus group resonated with my
experience with students in many of today’s schools when she stated, <span style="color: #c00000;">“But if I really want to learn something, I do that
outside of school” (p. 5).<span style="mso-spacerun: yes;"> </span></span>My
nephews have expressed this sentiment to me several times as the books they are
given for required reading don’t interest them (therefore they are not
motivated to read).<span style="mso-spacerun: yes;"> </span>However, outside of
school, my one nephew is an avid reader of hunting, fishing and outdoor life
magazines and websites.<span style="mso-spacerun: yes;"> </span>He is
well-versed in the local hunting regulations and how to skin and sell pelts.
This did not happen in school. My other nephew is a gamer and deeply
understands the development of online game structure and the connections to
others that playing online affords him. </span></div>
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<br /></div>
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<span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-themecolor: text1;">As a teacher educator
of undergraduate students, I have encountered many pre-service teachers who
understand social media as a personal space, not as a learning space.<span style="mso-spacerun: yes;"> </span>Like the authors state, </span><span style="color: #c00000; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">“Just because students are “good” with technology does not
necessarily mean they are literate in the digital age” (p. 6). </span><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-themecolor: text1;"><span style="mso-spacerun: yes;"> </span>I
continue to show college-age students how to use the settings on Facebook to
provide the type of access they want (or don’t want) and other features that
support Facebook as a learning space.<span style="mso-spacerun: yes;"> </span>I
try to help them see Twitter as a place for professional connections and
networking, not just personal promotion.<span style="mso-spacerun: yes;">
</span>It can be difficult though, to re-envision a tool under new
circumstances. It’s like reading “<a href="http://lifehackery.com/2008/01/23/99-extraordinary-uses-for-ordinary-objects/" target="_blank">99 Extraordinary, Creative and Unusual Uses for Ordinary and Everyday Objects</a>” and realizing that tennis balls and Coke can
be very useful items in the house. </span></div>
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<br /></div>
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<span style="color: #c00000; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">“When children are invited to be part of
a community and to spend time in school participating in authentic reading
activities, they grow in amazing ways” (p. 16). </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">As a classroom
teacher, I’ve advocated for the workshop approach in my middle school classroom
(and a modified version in high school) since my first year of teaching.<span style="mso-spacerun: yes;"> </span>Choice, authentic texts, personal response,
and time has been the foundation of how I’ve tried to teach English Language
Arts.<span style="mso-spacerun: yes;"> </span>However, I’m still trying to help
people (students, parents, and administration) understand that reading is an
active process that requires more than just Q & A at the end of a
reading.<span style="mso-spacerun: yes;"> </span>For deep thinking requires
time, re-reading, and discussion – a tough sell in an environment of compliance. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">I loved the questions that Franki provided to
re-imagine her workshop and review her use of digital reading.<span style="mso-spacerun: yes;"> </span>One especially caught my eye as something I
haven’t thought much about, <span style="color: #c00000;">“Do I use keyword tags,
comments, links, and search features while reading aloud?” (p. 19).</span><span style="mso-spacerun: yes;"> </span>When I submit articles, I have to include
keywords and tags, when I search for items, I use them – but I haven’t
explicitly talked with students about what they are and how to use them within
the context of the reading.<span style="mso-spacerun: yes;"> </span>Sure, when
instructing students on Google searching, Boolean logic and keywords are
important, but tags are different features. <span style="mso-spacerun: yes;"> </span>In addition, I’ve never modelled how I make
choices on whether to follow a link or not when I’m reading.<span style="mso-spacerun: yes;"> </span>This deserves some thought.</span></div>
<div class="MsoNormal">
<br /></div>
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<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">In doing this thinking, I want to consider what types
of digital reading/writing I do:</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Audio books on my smart phone (mostly
non-fiction)</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">YouTube videos (mostly instructional – how
to style)</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Personal book blog</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">GoodReads account</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Personal and professional Twitter accounts</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Kindle reader – e-Reader – Ipad</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Downloaded articles in PDF – read and
annotate</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Google blog lists and Google+</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Lots of Internet searches – regular and
Scholar</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">On-demand online courses with multimedia
instruction and assignments</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Museum tours with online access either
through their technologies or my smart phone</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Google Maps linked to reviews of places</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Mendeley – a reference manager and PDF
organizer</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Personal writing apps – <a href="http://750words.com/">750words.com</a>,
ColorNote, Gratitude Journal</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 39.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">My husband has been a technology director for several
years and his motto has been “Don’t just teach the tools, teach the thinking.”<span style="mso-spacerun: yes;"> </span>In addition, the tool shouldn’t drive
instruction, instead, the tool should support learning.<span style="mso-spacerun: yes;"> </span>Too often, we’ve seen teachers spend whole
lessons on helping students learn PowerPoint or any other software, just for the
sake of learning the software.<span style="mso-spacerun: yes;"> </span>But, the
software ages, changes or is discontinued and without learning how to approach
a new tool, students (and teachers) can be intimidated.<span style="mso-spacerun: yes;"> </span>Technological tools need to be part of the
learning environment, not an add-on, and only when it makes more sense to use
the tool than the traditional approach.<span style="mso-spacerun: yes;">
</span>As Franki wrote, <span style="color: #c00000;">“Digital reading wasn’t an
additional part of the classroom; rather, it became integral to the nature of
our work” (p. 19)</span>.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #c00000; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">“Figure 2.3. Differences between
traditional and digital reading workshops” </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">on page 21 is a powerful chart
to show how a workshop approach can adapt to integrate digital technologies for
both reading, writing and responding to texts. For me, I need to envision what something
could look like, and this chart gave me the snap-shot I needed to begin to
imagine how the workshop approach would look different when digital reading was
intentional and not an after-thought. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-themecolor: text1;">The authors’
statement of the purpose of their digital reading workshop is absolutely beautiful,
</span><span style="color: #c00000; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">“We want our students to be authentic readers and, at the same
time, to be intentional, active, and reflective as they read all forms of
media. Our workshops are therefore set up with beliefs, routines, and
expectations that we hope lead them to live their lives in authentic, intentional,
and connected ways” (p. 22). </span><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-themecolor: text1;">And
the questions they ask their readers really help put the focus on the student
and his/her active participation within the workshop.<span style="mso-spacerun: yes;"> </span>It is NOT a passive place – and I know that
some students really struggle with this in the beginning of workshop.<span style="mso-spacerun: yes;"> </span>They are accustomed to being told what to
read and how to read it.<span style="mso-spacerun: yes;"> </span>But, having used
the workshop approach for years, I know that it is a powerful way to engage
students in reading and learning. </span></div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com13tag:blogger.com,1999:blog-7411407.post-4430816319234151672015-06-01T09:00:00.000-07:002015-06-15T17:54:41.734-07:00#CyberPD book for 2015 . . . Digital Reading What’s Essential<a href="http://4.bp.blogspot.com/-7XXtHAAjnuI/VX9rm8FEH6I/AAAAAAAAAbQ/GqBSTy7woJU/s1600/Skitch-2012-06-10%2B11_22_09%2B%252B0000.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" src="http://4.bp.blogspot.com/-7XXtHAAjnuI/VX9rm8FEH6I/AAAAAAAAAbQ/GqBSTy7woJU/s200/Skitch-2012-06-10%2B11_22_09%2B%252B0000.jpg" width="200" /></a><span style="font-size: large;">The pictures were sent in and the titles tallied . . . </span><br />
<span style="font-size: large;">and the winner is . . . </span><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><i>Digital Reading: What's Essential in Grades 3-8</i></span><br />
<span style="font-size: large;"> by Franki Sibberson and Bill Bass</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-r-ucbnSvnv4/VX9rlaxUmBI/AAAAAAAAAbI/845-smhVp2c/s1600/DigitalReading.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-r-ucbnSvnv4/VX9rlaxUmBI/AAAAAAAAAbI/845-smhVp2c/s200/DigitalReading.jpg" width="160" /></a></div>
<br />
I was unfamiliar with this title but I noticed it in many people's stacks of summer reading. <br />
<br />
Rather than repeating information, here is the link to learn how to get the book and become a part of the conversation this summer: <a href="http://reflectandrefine.blogspot.com/2015/05/the-2015-cyberpd-book-is.html">http://reflectandrefine.blogspot.com/2015/05/the-2015-cyberpd-book-is.html</a><br />
<br />
But why, you might ask, would I want to become part of #CyberPD 2015? Here are my reasons: (1) I get to read a book WITH other people (2) I am able to "talk" with other people about the book (3) I get glimpses into other teachers' classrooms (4) my own writing about the book deepens my understanding and pushes my thinking (5) I learn a lot from our community and (6) it is really fun!<br />
<br />
If that isn't enough reason, you can also read Cathy Mere's thoughts about online professional learning <a href="http://www.reading.org/literacy-daily/classroom/post/engage/2012/07/31/growing-professional-learning-conversations-with-cyber-pd">http://www.reading.org/literacy-daily/classroom/post/engage/2012/07/31/growing-professional-learning-conversations-with-cyber-pd</a> <br />
<br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-80954973255505511192015-05-17T17:08:00.000-07:002015-06-15T17:13:40.535-07:00It is summer... that means it is time for #CyberPD... now in its fifth year!I was eagerly awaiting and checking the #CyberPD hashtag on Twitter for hints at when it will start up for this summer. I have a stack of books and can't wait to share them! <br />
<br />
For more information on the background and structure to #CyberPD, you can check out Cathy Mere's website <a href="http://reflectandrefine.blogspot.com/2015/05/the-5th-annual-cyberpd-event.html" target="_blank">http://reflectandrefine.blogspot.com/2015/05/the-5th-annual-cyberpd-event.html </a><br />
<br />
Well, I guess I might as well share them here!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-EFqWc0lqUw4/VX9mEycdPiI/AAAAAAAAAa0/GtAQVHEEwm8/s1600/book%2Bstack.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-EFqWc0lqUw4/VX9mEycdPiI/AAAAAAAAAa0/GtAQVHEEwm8/s320/book%2Bstack.jpg" width="320" /></a></div>
<br />
Yes, it is a bit research heavy. I'm hoping to learn more about self-study and maybe even start a self-study group in Fall. I spent some time at the Self-Study SIG (<a href="https://selfstudysig.wordpress.com/">https://selfstudysig.wordpress.com/</a>) sessions at #AERA15 and was quite fascinated by the wide variety of work being done in K-12 and higher education classrooms and beyond through self-study. I especially enjoyed the unique ways of representing their learning and reflections from the presenters.<br />
<br />
The other theme I'm currently investigating is mindfulness, both in the classroom and everyday life. I also attended a few sessions at AERA sponsored by the Holistic Education <a href="http://www.aera.net/SIG135/HolisticEducationSIG135/tabid/12064/Default.aspx">http://www.aera.net/SIG135/HolisticEducationSIG135/tabid/12064/Default.aspx<span id="dnn_ctr16190_Clients_Custom_ctl00_rpt_SIGS_ctl01_lblTitle"></span></a> Before that, I just finished reading <i>The Way of Mindful Education</i> by Daniel Rechtschaffen <a href="http://danielrechtschaffen.com/">http://danielrechtschaffen.com/</a> One of his major points was that teachers need to practice mindfulness for themselves, not just because it has the potential to increase achievement or decrease behavior issues in the classroom. <br />
<br />
So, as a teacher and teacher educator, I've been trying to be more mindful. I've been meddling around with some apps too, for my smart phone and the one that I especially like is Insight Timer <a href="https://insighttimer.com/">https://insighttimer.com/</a> I've been using the free version for about 2 years, and finally bought the full version that allows for more customization. There are so many features of this app that I enjoy - seeing the community of people I'm meditating with, having access to guided meditations and the statistic tracking, just to name a few. <br />
<br />
Looking forward to seeing what book #CyberPD picks for this year!Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-2278471956713670702014-09-09T07:31:00.000-07:002014-09-09T07:31:17.343-07:00Fostering Creativity - a lecture by John Cleese
<div style="margin-bottom: 0in;">
<span style="color: red;">“You know, when Video Arts asked me
if I'd like to talk about creativity I said "no problem!"
No problem! Because telling people how to be creative is easy, it's
only being it that's difficult”</span></div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in; text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/nu2oOrBkVoQ?rel=0" width="420"></iframe> </div>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
So began John Cleese's 1991 lecture on
creativity. (Transcript available here: <a href="http://news.genius.com/John-cleese-lecture-on-creativity-annotated#note-2556498" target="_blank">News Genius: Lecture on Creativity.</a>) I happened to stumble on this lecture late one night
when I couldn't sleep. Cleese is best known for his work in Monty
Python, which gives him great experience to talk about creativity
because, as he states, he has been watching and working with creative
people for most of his career. Cleese believes that creativity is
not a talent, but rather a way of operating in the world and to
foster creativity in oneself there are five factors that need to
available to inspire more creative thinking: space, time, time,
confidence and humor. With these factors in place, people are more
<u>open </u>to possibilities and playful exploration which leads to creative
thinking.
</div>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
As I was watching the video, I
immediately thought about the institution of schooling and how, in
modern times, the institution of schooling has fostered the complete
opposite. Which is unfortunate, because Dr Richard Florida has
stated, “Creativity is the new economy.” We are no longer
living in an industrial society focused on manufacturing as we have
out-sourced that to countries who can do it cheaper. Although the
service industry will always be a part of our society, it is not the
biggest economic driving factor in the US, nor is bartering in
knowledge. Instead, according to Dr. Florida, what will be important
in America's future is the development of innovative ideas and
support for creative thinking.</div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in; text-align: center;">
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/VPX7gowr2vE?rel=0" width="560"></iframe> </div>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
So, returning to John Cleese, what are
the five factors that foster creative thinking? And, I might add,
how might classrooms foster this?</div>
<div style="margin-bottom: 0in;">
<br />
</div>
<ol>
<li><div style="margin-bottom: 0in;">
<b>Space</b> – Cleese means both
a physical space and a mental space free from the usual pressures of
performance and interruptions. In practical terms, this means
creating an environment without distractions of noise, social media,
gossip, TV and other screens, and the anxiety of “doing it right.”
Children used to have a creative space like this during recess –
where they could choose what to do and how to do it. Unfortunately,
there is less recess time and even the recess time available has
been more structured. As children become older, there is even less
unstructured, unpressured spaces available in middle and high
school.</div>
<div style="margin-bottom: 0in;">
<br /></div>
</li>
<li><div style="margin-bottom: 0in;">
<b>Time</b> – Not only is an
open, undisturbed space needed but adequate time dedicated to
playful creativity. Cleese suggests at least 90 minutes, because in
the first 30 minutes, the mind will race with all the things we
think we need to do <span style="color: red;"> “Because, as we all know, it's easier to do
trivial things that are urgent than it is to do important things
that are not urgent, like thinking. And it's also easier to do
little things we know we can do, than to start on big things that
we're not so sure about.”</span> Envision this – taking 90 minutes a
week to think, ponder and imagine. Now envision providing 90
minutes a week for students to do the same thing!</div>
<div style="margin-bottom: 0in;">
<br /></div>
</li>
<li><div style="margin-bottom: 0in;">
<b>Time</b> – Separate from
scheduling thinking time, according to Cleese, persistent time is
important – time to persist with a problem or idea beyond the easy
solution; to embrace the anxiety and unease of not having a solution
or a decision. Too often we are driven by our To-Do Lists and feel
that action is better than inaction. But, according to Cleese, the
more creative ideas arise when decisions are deferred and pondering
time is provided. I am lead to think about how we run writer's
workshop. Although in many workshops, students are allowed to choose
their own topics, but I've seen many teachers teach through genres
and expect students to produce a realistic fiction story during one
unit and a memoir in the next. We impose strict limits on how long a
student can work on something and feel uncomfortable when they
abandon a piece and start over. What if they just need to persist
with an idea for longer than the unit lasts? We teach a mini-lesson
and then send the students off to implement our mini-lesson
expecting to see immediate results of our teaching. What if the
idea of the mini-lesson isn't important to their writing right now,
but it might be later?</div>
<div style="margin-bottom: 0in;">
<br /></div>
</li>
<li><div style="margin-bottom: 0in;">
<b>Confidence</b> – The fear of
making a mistake stifles creativity. Being creative is risky as it
involves being playful and exposing ourselves to criticism.
Brainstorming was all the rage a few years ago and one of the
“rules” of brainstorming is “Accept all ideas.” As a
teacher, that was fairly easy to do – I would make sure to record
all ideas on the chart. But, we also need to create an environment in which
students don't spontaneously say, “Oh, that's dumb” - which is
easily addressed. But, more insidious are the subtle sighs and body
language of rejection. Even more important to recognize and help
students recognize and take control of are the internal voices of
criticism. </div>
<div style="margin-bottom: 0in;">
<br /></div>
</li>
<li><div style="margin-bottom: 0in;">
<b>Humor</b> – Cleese makes a
point to differentiate between seriousness and solemnity. There are
serious subjects that are important and need to be earnestly
considered but can be talked about in humorous ways as that opens us
to consider possibilities and relaxes our thinking. Solemnity,
however, closes thinking and enforces conformity and compliance. In
Cleese's words,<span style="color: red;"> “Humor is an essential part of spontaneity, an
essential part of playfulness, an essential part of the creativity
that we need to solve problems, no matter how “serious” they may
be.”</span> How often do you laugh in a day? How often do your students
laugh in your classroom? One of the first books I bought as a
teacher was <a href="http://books.google.com/books?id=HFBaS4dQrPEC&pg=PA34&lpg=PA34&dq=%22the+laughing+classroom%22&source=bl&ots=gKcIzC37q5&sig=jQELga6lRnu--OKQNEpPPCjGTqI&hl=en&sa=X&ei=LA4PVPemFIjlsATmsYHYCw&ved=0CGAQ6AEwCw#v=onepage&q=%22the%20laughing%20classroom%22&f=false" target="_blank">The Laughing Classroom: Everyone's Guide to Teaching with Humor and Play by Diana Loomans and Karen Kolberg</a>. Humor
in the classroom is more than telling jokes, but it is building an
environment of acceptance, support for risk-taking, and play.
</div>
</li>
</ol>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
As I enter a new school year, I want to
consider how I can provide more opportunities for my students to
function in an “open mode” and have access to the time and space
needed to think and create. <span style="color: lime;">What might you do this year to foster
creativity in your classroom?</span></div>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
In the last part of his lecture, Cleese
defines how to STOP creativity, because being creative leads to
independent thinking, insubordination, and critical thinking. These
things can be very dangerous to the status quo – so if you do NOT
want people to be creative, make sure to do the following:</div>
<ol>
<li><div style="margin-bottom: 0in;">
Squash all forms of humor – is
it subversive</div>
</li>
<li><div style="margin-bottom: 0in;">
Criticize continually and
undermine the confidence of people</div>
</li>
<li><div style="margin-bottom: 0in;">
Require constant action and do not
provide thinking time</div>
</li>
</ol>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
Hmmm....this sounds a lot like the
current culture of high-stakes, standardized testing in schools.
Coincidence?
</div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-74085206908847006702014-08-04T16:09:00.000-07:002014-08-04T16:09:53.813-07:00Re-phrasing for Dynamic LearningEdutopia re-posted an article today entitled <a href="http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber?utm_source=twitter&utm_medium=post&utm_campaign=blog-five-strategies-more-voice-choice-students-shared-image-repost" target="_blank">5 Powerful Questions Teachers Can Ask Students </a>because the talented Krissy Venosdale at <a href="http://venspired.com/">http://venspired.com/</a> designed a cool classroom poster to remind ourselves to open more doors through our questions rather than closing them through statements. (ie dynamic rather than static thinking - see<a href="http://heartofateacher.blogspot.com/2012/07/cyberpd-opening-minds-chapters-1-3.html" target="_blank"> #CyberPD Opening Minds Chapters 1-3 </a>).<br />
<br />
Here is an image of the poster, but if you would like a good version of it, go to <a href="https://www.flickr.com/photos/venosdale/5950910117/" target="_blank">Krissy Venosdale's Flickr site</a>. She also is offering a <a href="http://www.magcloud.com/browse/issue/793059" target="_blank">printed versions (for only $4.00) at MagCloud</a>. Seems totally worth it!<br />
<h3 class="post-title entry-title" itemprop="name">
</h3>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-EpkufZjHhOo/U-ASSu2tK2I/AAAAAAAAAZ8/xWxPLTUFigk/s1600/SayThis.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-EpkufZjHhOo/U-ASSu2tK2I/AAAAAAAAAZ8/xWxPLTUFigk/s1600/SayThis.jpg" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-26905529390004233182014-07-21T14:45:00.000-07:002014-07-21T14:45:42.873-07:00#CyberPD Week 3 - Chapter 5 - Know Thyself<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-h4NzMCJAECM/U816UOyjgPI/AAAAAAAAAZs/STgts4r2tVw/s1600/know-thyself.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-h4NzMCJAECM/U816UOyjgPI/AAAAAAAAAZs/STgts4r2tVw/s1600/know-thyself.jpg" height="139" width="320" /></a></div>
Supposedly, Socrates uttered these words, "Know thyself" but the roots of wanting to understand the self probably goes back much further. Why would I bring philosophy into a conversation about literacy? Well, chapter five is about Wild Readers Showing Preferences for reading - genres, authors, series etc. To be able to have a preference, one must know thyself. What do I like/dislike? Why? How might this help me select books I enjoy in the future? How do I need to challenge myself as a reader?<br /><br />
At the beginning of the chapter, Donalyn reflects on her own preferences, therefore I reflected on mine. Not only do I have clear preferences, but these preferences are dependent on the role I'm playing and the context I'm in. I listen to non-fiction business and self-help books before bed to wind-down, but I don't read them. I enjoy a good science fiction book as an escapist read when I need to turn off my own thoughts for awhile. On an airplane, I prefer a realistic fiction book because it is easier to pick up and put down during interruptions and still follow the story. For some light or vacation reading, I'm currently collecting food-themed fiction and mystery books. Every few years I will re-read Anne McCaffrey, L.M. Montgomery, Louisa May Alcott and Sue Bender. In my professional life, I'm reading about language use, writing, and literacy as a cultural practice. Resnick (1990) categorizes literacy practices into various purposes: the sacred, the informational, the pleasurable, the persuasive and the personal-familial. Since we all read/write for different purposes, it would seem reasonable that we would have different preferences in different contexts. I wonder if my students could create a list like this - not just what titles/authors they prefer, but when and where they prefer to read particular titles/authors/types/genres?<br />
<br />
But, I will admit that I haven't <span style="color: red;">"pushed [myself] to read widely in order to best serve our students" (p. 167)</span> as Donalyn recommends. There were some young adult titles that I would read summaries and recommendations about, rather than actually read the book. I greatly depended on the <a href="http://ccbc.education.wisc.edu/" target="_blank">Cooperative Children's Book Center </a>to help me recommend titles of areas I was ignorant about. Although many children learn the habits of networking to find books they enjoy, we need to be aware of the children who use vague terms like "scary" or "funny" books to describe their preferences. This is an indication that the child hasn't read widely enough to start defining his/her specific preferences. Might this relate back to not just personal taste, but reading in a variety of contexts?<br />
<br />
As I was reading, I created what I imagined will be Hints or Guidelines for Teachers about helping students create preferences in reading:<br />
<ol>
<li><b>As teachers, we need to help students develop a more sophisticated understandings of genres to include the sub-genres</b>. As Donalyn highlighted, not all sci-fi books have robots in them. In fact, one of my favorite sci-fi books is a re-telling of Jane Eyre <a href="http://www.sfsite.com/06a/js129.htm" target="_blank">(Jenna Starborn by Sharon Shinn</a>). Not all mysteries have a murder. Not all romances are happy.</li>
<li><b>As teachers, we need to accommodate students' preferences while expanding their reading repertoires and challenging them to explore new styles. </b>This is a fine line to continue to encourage the text that students like AND introduce the unfamiliar. </li>
<li><b>As readers, we need to expand our own understanding and acceptance for non-traditional genres. </b> Styles, genres, and modes of text are changing constantly. Remember, at one time it was thought that BOOKS would be the downfall of civilization. </li>
<li><b>As teachers, we need to expose students to more non-fiction in a variety of contexts</b>. For many students, non-fiction has been assigned reading or report reading and they have lost the joy of reading to learn information. We need to make reading non-fiction as commonplace as reading fiction.</li>
<li><b>As teachers, we need to create and use assessments/reflections that fit our goals for students and our own habits of organization</b>. Over the years I've learned to work with my organizational style rather than against it which ensures that I actually keep records and can see the patterns of engagement of my students.</li>
</ol>
Which, by the way, takes us to the last part of the book - the forms. There are almost 40 pages of the various forms that Donalyn and Susan Kelley have used with their students. This includes all the forms for students' reader's notebooks, student reflection forms, the Wild Reader Survey that formed the basis of this book, plus a list of students' favorite titles and series. An amazing resource for anyone who is using a workshop approach to teaching reading. <br />
<br />
Why does all this matter? And I'm not just talking about chapter 5, but why think about providing time to read in class and help students develop habits of reading on the edges, guide students to become confident self-selectors of reading materials, share their reading with others, and have reading plans? Because as Donalyn states so eloquently "<span style="color: red;">By the end of the year, our students have practiced all of the lifelong reading habits in our classrooms, they have reflected on their personal reading behaviors, and they have developed the tools and skills they need to become independent readers without our support. . . Their reading lives belong to them and they don't need us. They are wild readers now (pp. 192-193) </span><br />
<br />
<br /><br />
Resnick, L. B. (1990). Literacy in school and out. <i>Daedalus</i>, <span class="st">119(2), p.</span> 169-185.Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com6tag:blogger.com,1999:blog-7411407.post-78033675854485270202014-07-16T00:30:00.000-07:002014-07-16T11:22:24.694-07:00#CyberPD - Reading in the Wild - Chapter 3 - Reading is a Social Activity - Chapter 4 - The Badge of a Wild Reader<div align="LEFT" style="margin-bottom: 0in;">
<a href="http://1.bp.blogspot.com/-9TTq7aZ75Iw/U8MC74I2z7I/AAAAAAAAAYg/O-Oe1FhoHGw/s1600/KeepCalm.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-9TTq7aZ75Iw/U8MC74I2z7I/AAAAAAAAAYg/O-Oe1FhoHGw/s1600/KeepCalm.jpg" height="320" width="274" /></a><span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"> As
firmly as I now believe that reading is a social activity, as a young
reader I firmly believed in NOT sharing my reading with others. In
school, no one “got” why I read what I read, I was frequently
teased for always having my nose in a book, and no one really wanted
to hear what I thought about what I read. Book reports were
delivered to the sounds of crickets (think cartoon silence) and
construction paper leaves for a tree or cars for a train lining the
classroom walls were written up to prove my progress to a class goal
of reading so many books. In high school, when we were finally
allowed to “discuss” books, the conversation was very teacher
driven and focused on proving we read the book and understood the
symbolism. I did not experience a community of readers, who eagerly
read, shared and supported each other, until I became a middle school
teacher. Not only did I try to foster this type of environment in my
classroom (surviving without a classroom library because my school
didn't believe in such things) but as I attended my first
professional conferences, I connected with other middle school
teachers who enthusiastically shared their reading, made significant
recommendations for books for my students (and me), and embodied
lives of wild readers. In the challenging days of a first year
teacher, these wild readers (like Linda Rief who actually wrote me
encouraging letters and sent her own students' work) inspired me to
“keep calm and read a book” and I continue to advocate for
reading time in school, student choice, and, as chapter three
details, help my students (both young and adults) to <span style="color: red;">“share books
and reading with other readers” (p. 87)</span>.</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"> Donalyn
quotes <a href="http://jeffreywilhelm.com/" target="_blank">Jeff Wilhelm </a>(who is another of my teacher idols) from a
conference when he stated,<span style="color: red;"> “What's your bottom line? What do you
really want to happen for your students? Now, how does what you do
every day serve that bottom line?” (p. 89).</span> I've been pondering
this lately and I'm reminded of an activity my teacher-husband did
with a group of high school students. They were reading <a href="http://www.seancovey.com/teens.html" target="_blank"><i>The </i></a></span></span><a href="http://www.seancovey.com/teens.html" target="_blank"><span style="font-family: Times New Roman, serif;"><i><span style="font-weight: normal;">7
Habits of Highly Effective Teens</span></i></span></a><span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"><a href="http://www.seancovey.com/teens.html" target="_blank">by Sean Covey</a>
and for Habit 2: Begin with the End in Mind, my husband asked the
students to create and design bumper stickers for their own life motto
or mission statement. More recently, <a href="http://www.danpink.com/2011/01/whats-your-sentence-the-video/" target="_blank">Daniel Pink asked the question,“What's your sentence?”</a>
So, what is your literacy teaching mission/motto/sentence?</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;">I'm
playing with this one:</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;">Donalyn
describes many of the negative factors I experienced as a young
reader – the demeaning social stereotypes of readers, the limited
access to books at school and a school community that didn't support
wild reading and social engagement with reading. Yet, even more
importantly, Donalyn provides numerous suggestions on how to <span style="color: red;">“foster
school and home reading communities” (p. 91)</span> and delineates the<span style="color: red;">
“benefits of reading communities” (p. 96)</span>. The main idea here
is creating a sense of community – developing relationships and habits of
mind both in school and at home that center around reading and
writing. As I mentioned before, I had supportive reading parents and
I learned to cherish the smell of bookshops and libraries and
interact with readers outside of school. I wonder how much more would
I have engaged in school and enjoyed it, if I didn't have to hide the
reader side of my life? I wonder how many other children still feel
this way?</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"> Besides
many suggestions on how a teacher, classroom and school can create
and sustain community connections, Donalyn shows how to help a new
teacher embrace a wild reading life. I wept in awe reading Malorie's
(a student teacher) initiation into the classroom community of
readers. As Donlyn describes, <span style="color: red;">“Watching Malorie talk with two of
our students about the book later [The Hunger Games], I realized that
Malorie had crossed over. She wasn't a classroom observer anymore.
She was part of our reading community with powerful reading
experiences and opinions to contribute. Our students respected
Malorie's teaching role in our class, but they embraced her because
she read alongside us” (p. 106).</span> When I work with teachers, I know
the importance of providing not just lip-service to these principles,
but a functioning and successful model of a reading/writing workshop.
For many teachers, it is the first time they have gotten to
choose to read titles of their own selection and discuss something
other than guided reading questions. The process of experiencing and
envisioning a wild reading and writing classroom is essential in
creating wild reading and writing teachers. </span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"> I
love <a href="http://www.bannedbooksweek.org/" target="_blank">Banned Book Week</a> because, as Donalyn states <span style="color: red;">“books could be subversive contraband,
worth passing back and forth among friends. Books hold secrets that
you can share with other[s]” (pp. 108-109). </span>I remember sneaking
books from under my mother's bed – they were adult mysteries or
horror novels and non-fiction crime stories, yet I felt I was
rebelling against the cheesy teen romances that were the rage in my
classroom. When Donalyn noticed a secret book her boys were reading,
she read it too, but found it held little opportunity to grow as a
community. Instead, as she stated, <span style="color: red;">“My role changed from reading
advisor to reading policeman” (p. 109)</span>. So now, when the secretive
book is passed along, she takes note, but doesn't interfere. I
wonder, how do other teachers handle banned or controversial books in
their classrooms?</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"> I
know conferring with readers is a constant struggle for many teachers
new to the workshop approach. They ask the same question Donalyn
did, “What's the point?” And, most teachers I've met tried
checklists, notebooks or post-it notes to keep track of who they
conferred with and who they haven't. Donalyn challenges us to think
about why we want to confer with readers. In her classroom, it was
to <span style="color: red;">“forge relationships with each one [student]” (p. 131)</span>. To
ensure this happened, Donalyn reflected on her own personal style of
conferring and worked with this style, not against it, to create a
process that provided consistency, growth, assessment, and evidence.
After explaining her process, she also highlights her colleagues
variations. The important part is that <span style="color: red;">“conferring with my students
is finally meaningful and manageable” (p. 134).</span> I want to copy the
last few pages of chapter three and send them to all the workshop
teacher I know! It is such a comfort to realize that even master
teachers struggle with this practice. </span></span><br />
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<span style="font-size: large;"><b><span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;">Chapter 4 - Wild Readers Have Reading Plans</span></span></b></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;">Here's my badge of a wild reader. What does your badge look like? </span></span><br />
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<span style="font-family: Times New Roman, serif;"><span style="font-weight: normal;"> Clearly, Donalyn is a wild reader. I've followed her on Twitter for a while (</span></span><a class="ProfileHeaderCard-screennameLink u-linkComplex js-nav" href="https://twitter.com/donalynbooks">@<span class="u-linkComplex-target">donalynbooks</span></a>) and love her recommendations. But, beyond having stacks of books and lists of books, wild readers need to have a plan for when and how they are going to read their stacks and lists of books. Goal setting - for time read, amount of pages read, types of books read, or amount of books read - gives wild readers a destination and a challenge to become more widely read wild readers. </div>
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In the past few years, I've started my own book blog to become accountable to a public audience and reconnect to my readerly life. On the blog, I tried a few book challenges, such as the <a href="http://www.thebookvixen.com/2013/09/2014-outdo-yourself-reading-challenge.html" target="_blank">Outdo Yourself Reading Challenge</a> sponsored by the Book Vixen; <a href="http://bookishardour.com/off-the-shelf/" target="_blank">Off the Shelf Book Challenge </a>by Bookish Ardour; or <a href="http://bookbybook.blogspot.com/p/blog-page.html" target="_blank">The Big Book Challenge</a> by Book by Book. What challenge might you take up in the next few months?</div>
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Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com6tag:blogger.com,1999:blog-7411407.post-8599995890128186872014-07-09T14:42:00.001-07:002014-07-09T14:42:47.115-07:00#CyberPD - Reading in the Wild - Chapter 1-2 - Alleluia!<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Times New Roman, serif;"> As
much as I love #CyberPD, I kind of think that by selecting this book,
the choir is being preached to. Based on my experience in past years
with #CyberPD, I think that most of the teachers and educators
joining us will be singing, “Alleluia” as they read Donalyn
Miller's <i>Reading in the Wild </i><span style="font-style: normal;">as
it confirms, validates, and supports many of the practices that we
know are good for kids. And not in the “raise test scores” kind
of good, but good in the way that helps students become life-long
readers. As Donalyn states early in the Introduction, this is not a
program to be implemented, but a way of thinking about how life-long
readers and writers integrate reading and writing into their lives
and then applying those principles to the classroom to help students
develop the habits of life-long readers.</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-style: normal;"> With
all the current tension surrounding the implementation of Common
Core, and in many states, the newly minted Smarter Balanced
Assessment System, I found it interesting that Donalyn returned to
the 1996 NAEP report for this quote,<span style="color: red;"> “Students must no only develop
the ability to comprehend what they read, but also develop an
orientation to literacy that leads to life-long reading and
learning.”</span> I don't know about your own school districts, but
around me it seems like we are moving further away from this ideal –
to not only create students who can demonstrate the skills of
reading, but inspire students to actually want to read and write
outside of school and develop positive dispositions towards engaging
in literacy for their own purposes. Or, as Donalyn writes, to foster <span style="color: red;">"their capacity to lead literate lives.” (p. xx)</span> Wouldn't that be an
amazing part of any school's mission statement?</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-style: normal;"> Donalyn
reminds us, <span style="color: red;">“living a reading life requires some commitment” (p.
2)</span> and highlights that too often, students have to wait until
adulthood to create a readerly life because many literacy classrooms
focus on skills and strategies, rather than the full experience of
becoming a reader. I enjoyed reviewing the Classroom
Non-Negotiables: 1) Provide time to read and write 2) Give choice to
students 3) Provide multiple opportunities to respond to reading 4)
Create a community around literacy and 5) Create structures to
support students and teachers to learn more and assess their work
together. Although these non-negotiables are very familiar (I was an
early adopter of Atwell's workshop approach), it is good to be
reminded of the essence of classrooms that foster the habits of
life-long readers. These habits are so essential because those who
become life-long readers are <span style="color: red;">“readers who incorporate reading into
their personal identities to the degree that it weaves into their
lives along with everything else that interests them” (p. 3)</span>.</span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-style: normal;"> Managing
time is one of the biggest factors in determining if one will become
a life-long reader. With so many requirements, responsibilities and
distractions, it is easy for reading to be pushed aside for other
things. Chapter 1 focuses on how we can <span style="color: red;">“practice living like
readers” (p. 9)</span> by snatching reading time on the edges (the
multiple few minutes of time spent waiting that inevitable happens)
and getting into the habit of always having book available for<span style="color: red;">
“reading emergencies” (p. 14).</span> Lately I have gotten into the habit
of downloading books to my smartphone. I have been amazed at how
much more reading I've been doing just because I always have a book
with me. Like many of Donalyn's students (and my own), I have been
under the false assumption that I need to have long stretches of time
to really be reading, but the 3 minutes here and 10 minutes there
allows me to savor a book as I have time to mull over sections,
rather than racing through the book. However, I do have to admit that
I am a horrible binge reader and will, at times, stay up for hours
reading. And again, now with having books on my smartphone, I don't
have to turn on the lights and bother other people, so I sneak in a
lot more midnight reading. </span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-style: normal;"> </span></span>
</div>
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<a href="http://4.bp.blogspot.com/-k0Y4CTpA79M/U722PxvhBII/AAAAAAAAAXs/_rpb4wi1vF0/s1600/Childread.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-k0Y4CTpA79M/U722PxvhBII/AAAAAAAAAXs/_rpb4wi1vF0/s1600/Childread.jpeg" height="320" width="226" /></a><span style="font-family: Times New Roman, serif;"><span style="font-style: normal;"> Self-selecting
books is essential to developing life-long reading habits, and
Chapter 2 reviews how readers learn to select books through multiple
networks, community conversations, and read alouds. I was fortune to
grow up in a household that a trip to a used bookstore was common and
it was expected that each of us would leave the store with multiple
books. My parents never censored my reading, though they were well
aware of my choices and available to discuss things with me. Most of
the books that I have learned to hate are those that I was assigned
to read and dissect. I hated it when teachers told me, “Don't read
ahead!” If it really was a good book, I couldn't help myself! </span></span></div>
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<span style="font-family: Times New Roman, serif;"><span style="font-style: normal;"> I
have really enjoyed how Donalyn has incorporated the research behind
each of her recommendations, provided teaching anecdotes to show life
in a real classroom, and given us access to all her handouts and
forms. She has really opened both her classroom and her thinking to us - showing how she thinks through planning a literacy block, takes notes on students' work, and even how to spot students who are fake reading. Although many of the ideas are not new to me, I'm learning
new ways to demonstrate to other teachers how to make the transition
to independent reading or reading/writing workshop less daunting.
She has even illustrated how to create and maintain a solid classroom
library. I wish I had this book when I started teaching!!!!!!!!</span></span></div>
Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com13tag:blogger.com,1999:blog-7411407.post-21138350774280256542014-06-27T14:50:00.000-07:002014-07-09T14:50:45.095-07:00#CyberPD - Reading in the Wild - Book for Summer 2014<a href="http://4.bp.blogspot.com/-7ufaeGl8a00/U724XTWDUUI/AAAAAAAAAX4/zyzX0IJZ2Qc/s1600/reading-in-the-wild.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-7ufaeGl8a00/U724XTWDUUI/AAAAAAAAAX4/zyzX0IJZ2Qc/s1600/reading-in-the-wild.jpg" height="200" width="150" /></a><a href="http://4.bp.blogspot.com/-XX84v3JPgYk/U724toSsO4I/AAAAAAAAAYA/A1qYPmNW08E/s1600/Skitch-2012-06-10+11_22_09++0000.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-XX84v3JPgYk/U724toSsO4I/AAAAAAAAAYA/A1qYPmNW08E/s1600/Skitch-2012-06-10+11_22_09++0000.jpg" height="146" width="200" /></a><span style="font-family: inherit;"><span style="font-size: small;">#CyberPD is one of the best professional development over summer! I have had the honor of participating in the last few years and this year promises to be even better!</span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;">We will be reading and discussing <i>Reading in the Wild</i> by Donalyn Miller with Susan Kelley. </span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;">If you are interested in participating, go to <a href="http://literacyzone.blogspot.com/2014/07/cyberpd-begins-7914-reading-in-wild.html" target="_blank">Literacy Learning Zone</a> to find out how.</span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span"><u><b>#cyberPD 2014: </b><b><i><a href="http://www.indiebound.org/book/9780470900307" target="_blank">Reading in the Wild</a></i> by <a href="http://bookwhisperer.com/books/reading-in-the-wild/" target="_blank">Donalyn Miller</a> </b>(<a href="https://twitter.com/donalynbooks" target="_blank">@donalynbooks</a>)</u></span></span></span>
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</span></span></span>
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</span></span><div style="background-color: white;">
<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span">July 9th Chapters 1-2 Hosted by <a href="https://twitter.com/CathyMere">Cathy Mere</a> at <a href="http://reflectandrefine.blogspot.com/">Reflect and Refine</a></span></span></span></div>
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</span></span><div style="background-color: white;">
<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span">July 16th Chapters 3-4 Hosted by <a href="https://twitter.com/laurakomos">Laura Komos</a> at <a href="http://ruminateandinvigorate.blogspot.com/">Ruminate and Invigorate</a></span></span></span></div>
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</span></span><div style="background-color: white;">
<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span">July 23rd Chapter 5 & Appendices Hosted by <a href="https://twitter.com/litlearningzone">Michelle Nero</a> at <a href="http://literacyzone.blogspot.com/">Literacy Learning Zone</a></span></span></span></div>
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</span></span><div style="background-color: white;">
<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span">July 30th @ 7 PM (CST) Twitter Chat with the author <a href="https://twitter.com/donalynbooks">Donalyn Miller</a></span></span></span></div>
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Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-61237170186100913492014-03-07T09:07:00.000-08:002014-03-07T09:07:08.060-08:00PowerPoint or Pointless<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-Anqg5pZDZqo/Uxn8nSCd-vI/AAAAAAAAAWc/4DCaF0lm7Gg/s1600/office-presentation-md.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-Anqg5pZDZqo/Uxn8nSCd-vI/AAAAAAAAAWc/4DCaF0lm7Gg/s1600/office-presentation-md.png" height="200" width="186" /></a></div>
As a classroom teacher, I didn't use PowerPoint a lot, not because I couldn't, but because it was such a static medium. I used the old fashioned overhead that allowed me to write, draw, and design visuals that followed the conversation we were having. However, at times, PowerPoint was very relevant and I especially wanted to teach my students how to leverage PowerPoint to their advantage, and not stumble, like so many do, into creating slides with too much text and spending too much time reading their slides to the audience.<br />
<br />
However, as an academic, I'm frequently speaking to large audiences in spaces that typically encourage, if not require, some sort of visual presentation. Several years ago, I participated in a <a href="http://www.pechakucha.org/" target="_blank">PechaKucha</a> night and it was a revelation of what PPT could inspire. Since then, I've had the pleasure of experiencing a few professional speakers and researchers who use PPT to strategically illustrate points and/or reinforce the mood/tone of their speech, rather than provide the entire text of their speech.<br />
<br />
Rebecca Schuman takes on the pointlessness of PPT in higher education with her entertaining and informative presentation <a href="http://www.slate.com/articles/life/education/2014/03/powerpoint_in_higher_education_is_ruining_teaching.html" target="_blank">PowerPointless: Digital slideshows are the scourge of higher education</a>. It blithely highlights the horrible habits we have all gotten into when using PPT and exposes what our students really feel about our use of text-heavy, dull, and outdated presentations. As she states, mid-way through her presentation, <b>"A presentation, believe it or not, is the opening move of a conversation - not the <u>entire </u>conversation."</b><br />
<br />
Although I continue to create presentations for conferences, I hope that my move toward the use of graphics and strategic selection of quoted data helps build the audience engagement in what I'm presenting. A little later in her presentation, Schuman states, "If your audience can understand everything it needs to from your slides <i>only</i> . . . cut 50% of the slides and 90% of the text." In other-words, if the slideshow can be read like a book, what's the point of me standing in front of you speaking? You could read it on your own time!<br />
<br />
What do you think?<br />
<br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-64275751863111306782014-02-17T10:32:00.000-08:002014-02-17T10:32:18.192-08:00Researchers as Writers - for whom and how?Right now there is a major debate going on through multiple academic
listservs. It revolves around a recent article by Nicholas Kristof in
the <i>New York Times</i> entitled "<a href="http://www.nytimes.com/2014/02/16/opinion/sunday/kristof-professors-we-need-you.html?_r=0" target="_blank">Professors, We Need You</a>".
He begins the piece with a provocative opening, "Some of the smartest
thinkers on problems at home and around the world are university
professors, but most of them just don’t matter in today’s great
debates." He continues to point out the "the anti-intellectualism in
American life" and how, at times, professors themselves are to blame for
this - as generally, they are not (or are prevented from) engaging in
public debates of importance. As researchers/professors, publication is
a crucial part of tenure, but the audience and purpose is not
necessarily to impact local, state or national policies or programs.
Instead, too often, academic research is written for academic
researchers. And, to be part of that great conclave, one must learn and
use the academic jargon (or <a href="http://skrashen.blogspot.com/2014/01/academic-jibberish.html" target="_blank">Academic Jibberish as Stephen Krashen </a>calls it), required for admission. Instead of writing for the masses, professors are writing for the select few.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-0PSyBO_RSI4/UwJVfuMVYDI/AAAAAAAAAVc/QEzm_NuhPgQ/s1600/Patriot-proclamation.gif" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-0PSyBO_RSI4/UwJVfuMVYDI/AAAAAAAAAVc/QEzm_NuhPgQ/s1600/Patriot-proclamation.gif" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: arial, helvetica;"><a href="http://www.historyimages.com/">HistoryImages.com: free clip art</a></span></td></tr>
</tbody></table>
In
my own dissertation, I selected to use the "three article option"
rather than the traditional five chapter format. In addition, I
deliberately selected practitioner-read journals as my target journals,
rather than academic elite journals. My research focused on researching
with and learning from teachers, and it was my goal that other teachers
would be interested in and enjoy learning from them too. To bridge the
worlds of the researcher and the practitioner, I took Duke and Beck's
advise to write the dissertation as a series of articles in a “genre
authentic to the field” (1999, p. 34).<br />
<br />
However,
Kristof is not only critiquing academic report writing, but he continues
that "Professors today have a growing number of tools available to
educate the public, from online courses to blogs to social media. Yet
academics have been slow to cast pearls through Twitter and Facebook."
This is not surprising to me, as many academics don't receive "credit"
for non-official writing such as social media or local opinion pieces.
If the process of tenure rewarded public engagement, then I'm sure more professors would involve themselves in this. An organization that has been trying to influence this policy is <a href="http://imaginingamerica.org/" target="_blank">Imagining America Organization</a> and it recognizes that public scholarship needs to be supported.<br />
<br />
Allen Berger, in his article "Writing about Reading for the Public" (<i>The Reading Teacher</i>, Sep. 1997), suggests that as literacy professionals, we need to learn how to write for publications that the public reads - which means understanding the style, format, length and audience for various publications. In addition, according to Berger, we need to be reading the publications that influence public opinion and, rather than just <u>responding </u>to criticism, we need to be <u>opening the doors</u> to dialogue on issues and topics that we want to debate publicly.<br />
<br />
As an early career scholar, I've grown up academically with digital spaces supplementing my traditional training. I read blogs from graduate students, international teachers, writers and professors to gain insight on the intellectual work they are doing and sharing through their "slice of life" blog entries. I actively participate in Twitter chats as a teacher, teacher-educator, adjunct faculty, and writer. These conversations, with other engaged and excited people continue to inspire me to question further, read more, and consider other viewpoints. One of the best things that I've learned on the web is to follow people with opinions very different from my own and not only "like" those who share my opinions.Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-52457675618099288492014-02-06T11:20:00.000-08:002014-02-17T11:26:10.702-08:00Getting to Know the Characteristics of Good Teachers<a href="http://1.bp.blogspot.com/-NePqX6kVvu0/UwJh0rr-iRI/AAAAAAAAAVs/8gLbP3wR75U/s1600/folder_teacher_notes.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-NePqX6kVvu0/UwJh0rr-iRI/AAAAAAAAAVs/8gLbP3wR75U/s1600/folder_teacher_notes.jpg" height="128" width="200" /></a>For most pre-service teachers, they have had 13+ years of "apprenticeship of observation" (Lortie, 1975) - that is, they have been students in schools for thousands of hours and seem to know what teachers do everyday. However, as any classroom teacher will tell you - there is a lot of time, thought and effort that goes on behind the scenes that students never see. As a teacher-educator, I hope to help my pre-service teachers become more aware of how their previous experiences as students influences their understanding of teaching and learning and their own development as teachers.<br />
<br />
One of the first activities I ask my pre-service teachers to complete is a quick review of the "characteristics of effective teachers". To accomplish this, I ask the students to search for and view four YouTube videos using search terms like - characteristics/qualities/traits and good/effective/excellent and teachers. The students take notes on the author and purpose of the video and what characteristics were discussed. Then, in small groups, the students combine their observations for a group list - which is then compared against the other groups. It is not surprising, but the results are fairly consistent - passionate, enthusiastic, knowledgeable, fair, organized, supportive, patient, caring, friendly, respectful and creative.<br />
<br />
I then introduce the book "Thank You, Mr. Falker" by Patricia Polacco, which is a memoir of her struggles with dyslexia in school and the teacher who made a difference for her. Jane Kaczmarek reads the story in <a href="http://www.youtube.com/watch?v=abN2aP_Dzd0" target="_blank">this Screen Actors Guild video</a>. Using <a href="http://oncourseworkshop.com/life-long-learning/six-ways-use-quick-writes-promote-learning/" target="_blank">a Quick Write</a>, students reflect on the teachers who have influenced them the most and share their responses with a partner.<br />
<br />
Finally, in small groups, students draft a job description for a teacher. This would include the objective, summary statement, qualifications, duties/responsibilities, required skills, and desired skills. It could also include the salary range and hours. <br />
<br />
For many students, this was the first time they have broken down the actual job of a teacher into the smaller parts to consider the daily tasks of not just lesson planning and teaching, but communicating with staff and parents, assessment paperwork, additional duties like lunch and recess, after school activities, and assorted professional meetings. I chuckled when one student commented, "Hmmm... I guess I should really look into actual job descriptions, considering this is what I want to do." <br />
<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-76866708751885845602013-12-05T14:29:00.000-08:002013-12-05T14:33:37.179-08:00Put One Word After Another Until Done<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-7BvWZTesD6Q/UqD9s80s-yI/AAAAAAAAAUI/I5Xd8IAqrZU/s1600/OneWord.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-7BvWZTesD6Q/UqD9s80s-yI/AAAAAAAAAUI/I5Xd8IAqrZU/s320/OneWord.jpg" width="285" /></a></div>
Publish or perish is the axiom for many scholars and academics, and it is true in many cases. However, that proverb frames the practice of writing as an unwelcome dictum. For the past few days, I've been gleaning words of inspiration, portraits of struggle, and motivation to continue to make meaning of my life, teaching and research through writing at the Living the Writerly Life session and study group at the Literacy Research Association conference 2013. Although the genre of academic writing is a bit particular – there are a lot of useful tidbits for writers of all sorts.<br />
<br />
One of the most bountiful sessions for inspiration and advise was sponsored by the Living the Writerly Life study group organizers and was entitled “ We All Have Something to Say: Strategies for Living the Writerly Life.” In this alternative format sessions, well-published scholars speed-dated us in small groups and shared their collective wisdom of writing.<br />
<br />
<b>Julie Coiro,</b> from the University of Rhode Island, encouraged many practices that writing teachers in schools encourage – read a lot with an eye to craft; keep a writer's notebook of ideas; write the first draft as a freewrite and craft it for specific purposes later; and find critical friends (especially classroom teachers) to get feedback. It is important to clarify personal interests to focus a research agenda that is manageable. As many others reiterated later – aim for a revise and resubmit (R&R), as that means a journal is interested and willing to work with you to craft the final piece. Celebrate this!<br />
<br />
<b>Beth Dobler</b>, from Emporia State University, advised to find the kernel of a topic that you really care about because you will be with it for a while. In addition, 85% of writing time is really pre-writing – the thinking, planning, and researching of a topic. Provide the time to do this well and the final piece will be stronger.<br />
<br />
<b>Lori Assaf</b>, from Texas State University, counseled us to not just celebrate R&R, but to get them revised and resubmitted as soon as possible. When they languish on the “to do” pile, they tend not to get done and as time passes, the piece becomes out of date. As educational researchers, we need to be aware of the various audiences we need to interact with, therefore try to craft three different pieces on a topic or data set – one for a research journal, one for a practitioner journal, and one as an opinion piece.<br />
<br />
<b>Laura Pardo</b>, from Hope College, urged us to keep a writer's notebook. A consistent place for writing encourages writing as a habit and practice, and should include more than just academic writing. She has sections and tabs in her notebook for different ideas and purposes.<br />
<br />
<b>Doug Kauffman</b>, from the University of Connecticut, commented that “writing is a blue collar job rather than artistry”. He encouraged us to get rid of the idea that writings needs to be pretty and artful. Just get stuff on the page. With something on the screen, there is something to revise. If we think of revision as an act of play and experimentation, then we don't have to wait for inspiration to hit. The artistry of writing comes through revision, not generation. <br />
<br />
<b>Beth Maloch</b>, from the University of Texas at Austin, talked about balancing teaching and research. Her best advise was to hold fast to the suggested allocation of time that many research institutions use – the 40/40/20 of teaching, research and service. In a 40 hours work week, this means that 16 hours should be devoted to research/writing. Just like classes and meetings, this should be on your schedule!<br />
<br />
<b>Taffy Raphael,</b> from the University of Illinois at Chicago, posed a powerful question, “What do you need to move forward in your writing?” Identify that need and work to make it happen. For her, Taffy mentioned the need for collaboration, writing retreats, and discipline (with time and distractions). Use what you currently do (classes, presentations) to get started on writing. Tape your conference talks (the best version) to transcribe to a paper. <br />
<br />
Besides this alternative session – the daily study group is truly a motivating factor for many people who return each year. The study session helps us clarify our goals – both immediate and long-term, and provides peer accountability and deadlines for these goalsAnonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com0tag:blogger.com,1999:blog-7411407.post-88002816746242622042013-12-03T08:32:00.001-08:002013-12-03T08:32:29.525-08:00Twas the Night Before LRA
<span style="font-size: large;">Twas the night before LRA, and all through Love Field,<br />The teachers and researchers were departing their flights.<br />The program was set, with thoughtful reviews<br />In hopes that all attending scholars would happily choose.<br /><br />The students back home were all snug with a substitute,<br />Or eagerly anticipating a day of peaceful solitude.<br />As academics with PPTs prepared to show off their learning,<br />We settled our brains for four days of discerning!<br /><br />In the lobby of the Omni Hotel there arose such a clatter,<br />“I haven't seen you since last year – let's have a a quick chatter!”<br />Good friends and the colleagues we meet only here,<br />Enjoy the warmer climate of Dallas this year.<br /><br />Dallas, a site of both cultural icons and historical meaning,<br />Provides a good space for our personal gleaning,<br />Transformative Literacy: Theory, Research, and Reform,<br />Our mission – that powerful, critical literacy becomes the norm.<br /><br />With R. Beach and T. Rodgers we will soon understand<br />Digital Texts Through Social Practices, will be absolutely grand.<br />They soon will be joined by K. Chandler-Olcott, and A. F. Ball, <br />F. Boyd and T. McCarty – in Plenaries for all.<br /><br />Besides large group sessions, there's papers for all:<br />Besides broad categories of quant and qual <br />We'll dive into case study, mixed methods, and more.<br />The possibilities are endless, it's so hard store!<br /><br />As people engage in dynamic sessions,<br />The Twitter feed #LRA13 will ask many questions.<br />But don't forget to feed both your stomach and mind,<br />To be social and meet everyone, especially newbies, is kind.<br /><br />An then in a twinkling, the conference will come to an end.<br />With new contacts and friendships, and papers to pen.<br />We will return to our schools and our colleges fresh, <br />Recognizing that our LRA community is truly blessed.<br /><br />Dedicated people and volunteers galore<br />Provide yearly meetings that refresh us to the core.<br />Thank you all officers, elected and served,<br />Our gratitude is endless, and all is deserved.<br /><br />Let's meet again next year, some place in the East,<br />While our daily work with powerful literacy will never cease.<br />And never forget Frederick Douglass's plea <br />“Once you learn to read, you will be forever free.”</span>Anonymoushttp://www.blogger.com/profile/14984276542187529544noreply@blogger.com1tag:blogger.com,1999:blog-7411407.post-24905731569971797602013-11-12T07:06:00.000-08:002013-11-27T07:08:50.279-08:00Misunderstood Minds – An Introduction to Children Who Learn Differently
<div style="font-weight: normal; margin-bottom: 0in;">
<a href="http://1.bp.blogspot.com/-QtZTj2QGBRw/UpYJYodT7YI/AAAAAAAAATo/k9jUJpxk8Mo/s1600/33051-Clipart-Illustration-Of-A-Confused-School-Boy-Surrounded-By-Shapes-Rulers-Pencils-And-Books.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-QtZTj2QGBRw/UpYJYodT7YI/AAAAAAAAATo/k9jUJpxk8Mo/s200/33051-Clipart-Illustration-Of-A-Confused-School-Boy-Surrounded-By-Shapes-Rulers-Pencils-And-Books.jpg" width="198" /></a>I recently
discovered a wonderful resource to help teachers and parents better
understand learning issues. Learning differences and difficulties
are notoriously tough to understand and recognize. In the past,
students who learned differently were often segregated to separate
schools or classrooms and were denied a quality education. In the
1970s, with the Individuals with Disabilities Education Act (IDEA),
more attention was given to supporting students who learn differently
in the regular classroom – however, it was still often seen as the
Special Education department's job to identify and support students.
Unfortunately, too often students needed to have significant
achievement gaps, behavioral issues, or failures before support was
provided. </div>
<div style="font-weight: normal; margin-bottom: 0in;">
<br /></div>
<div style="font-weight: normal; margin-bottom: 0in;">
More recently, with the implementation of Response to
Intervention (RTI), classroom teachers have the responsibility to
identify students who need more individualized support in a proactive
manner. <a href="http://www.wisconsinrticenter.org/" target="_blank">The model in Wisconsin centers</a> on culturally
responsive practices, using collaboration, balanced assessment, and
high quality instruction within a multilevel system of support to
help students achieve academic standards.</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-7mGS8P46Dgw/UpYKb4L2_xI/AAAAAAAAAT4/OV-ErBAfV1w/s1600/rti-vision.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="231" src="http://2.bp.blogspot.com/-7mGS8P46Dgw/UpYKb4L2_xI/AAAAAAAAAT4/OV-ErBAfV1w/s320/rti-vision.jpg" width="320" /></a></div>
This has the potential to significantly decrease the
referrals to special education for all students. It also challenges
the traditional model of education that assumes all students learn
the same and if not, the problem is with the student. Instead, RTI
recognizes that students learn differently and some may need more
individualized instruction based on their strengths (not just
deficits) to achieve. <br />
<div style="font-weight: normal; margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
<span style="font-weight: normal;">An
excellent resource to introduce teachers to the complexities of
learning differences and difficulties is the<a href="http://www.pbs.org/wgbh/misunderstoodminds/videos.html" target="_blank"> PBS video "Misunderstood Minds."</a> It follows three years in the lives of five families
whose children struggle to learn. In addition, there is an excellent
<a href="http://www.pbs.org/wgbh/misunderstoodminds/" target="_blank">companion website </a>that provides definitions, explanations, and
resources for learning difficulties in reading, writing, math and
attention. One of the most unique aspects of the website are the
“Experience Firsthand” activities that simulate what it would
look and feel like to have a particular learning difficulty. The
video is about 90 minutes long but provides an excellent personal
portrait of each of the children, the struggles of their families,
and the complexities of understanding learning difficulties. I will
provide a brief summary of the video.</span></div>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
<span style="font-weight: normal;">The
first student introduced was Nathan VanHoy, who struggled to read.
His struggles were masked by his strong verbal skills and ability to
memorize, but he knew he wasn't reading like his classmates. After
intensive testing, he was diagnosed with a phonemic awareness problem
-- an inability to innately distinguish between the different letter
sounds that form words. With great trepidation, his mother made the
decision to have Nathan have lessons in the school's resource room
which provided intensive training in phonemic awareness. He made
progress, but also had plateaus. </span></div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
<span style="font-weight: normal;">The next student profiled was Lauren
Smith, who was creative, dramatic and social, but had difficulties
with focus, attention, and organization. In addition to academic
problems, Lauren had difficulty making and keeping friends. These
issues helped her doctors diagnose an attention difficulty, that most
likely resulted from an imbalance of dopamine in her brain. Hesitant
to use medication for Lauren, her parents decided to try sending
Lauren to a different school, which at first seemed to help. But,
when the newness wore off, Lauren continued to have academic and
social difficulties. Her parents agreed to try medication for Lauren
in addition to other strategies, such as coaching in academic and
social interactions, organization tools, and time management. With a
multi-tiered approach, Lauren found more success. </span></div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
<span style="font-weight: normal;">Next the video
introduced Sarah Lee. She was very popular, highly social and
interactive until about fourth grade. At that time, she began to
struggle to articulate her ideas in class and stopped participating.
After some testing, the speech and language specialist recognized
that Sarah Lee had expressive language deficiency and recommended a
full and ongoing language immersion program - almost like second
language instruction. With constant practice and feedback, Sarah Lee
made significant improvement. </span></div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
<span style="font-weight: normal;">The next segment profiled </span>Adam,
who struggled with reading throughout elementary school, but when
tested was determined to be "average" so his learning
difficulties were not identified until high school. At that
point, he hated school and skipped it, turning to the streets to find
acceptance. Unfortunately, this led to using alcohol and drugs
to numb his frustration and disappointment and stealing. When
caught, he was jailed, but being sober and attending classes, he
began to make progress. Unfortunately, when he returned to high
school, he did not receive support and was eventually expelled.
Without a diploma, his options are limited. </div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
The last story
focused on another Nathan, who showed frustration and aggression in
kindergarten. An early diagnosis indicated ADD, but medication
didn't seem to work. He stopped taking it and his mother decided to
home school. He continued to struggle and began to exhibit
depression and suicidal thoughts. At this point, he met with
Dr. Levine, who found Nathan was highly intelligent and had strong
visual skills, but struggled with graphomotor (writing) skills - in
other words, he knew what he wanted to write, but struggled to form
the words. Dr. Levine showed him how to use his strengths to
support his writing. In addition, Nathan's parents decided that
more structure and discipline would help Nathan and they enrolled him
at a military school. At the end of the first year, Nathan had
regained some confidence and found more success in his academics.
</div>
<div style="font-weight: normal; margin-bottom: 0in;">
<br />
</div>
<div style="font-weight: normal; margin-bottom: 0in;">
This video
illustrated the long and difficult process that many families go
through to support their children who learn differently than others
in school. The children who struggle to learn also struggle with
negative emotions such as teasing from classmates, disappointment of
the adults around them, and the constant labels of lazy, stupid or
obstinate. Learning difficulties are not easy to assess and diagnose,
and children often learn survival strategies that mask the real
problem. Once a learning difficulty is diagnosed, there are many
difficult decisions that need to be made. The video also showed the
struggle of the parents - to readjust their understanding of their
children, to make life-changing decisions, and to work within and
outside of schools' special education perimeters. It also
illustrates the importance of social, cultural and economic capital -
as the parents needed to negotiate multiple systems of support and
expectations.</div>
<div style="font-weight: normal; margin-bottom: 0in;">
<br />
</div>
<div style="font-weight: normal; margin-bottom: 0in;">
Winston Churchill,
former British Prime Minister, had learning difficulties in school.
He was quoted with saying, "I was, on the whole, considerably
discouraged by my school days. It was not pleasant to feel oneself so
completely outclassed and left behind at the beginning of the race."
It is essential that, </div>
<a href="http://3.bp.blogspot.com/-rdAoIEglv8k/UpYJ9LKj1DI/AAAAAAAAATw/tCFhIagR9TA/s1600/assumptions-in-relationship.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="131" src="http://3.bp.blogspot.com/-rdAoIEglv8k/UpYJ9LKj1DI/AAAAAAAAATw/tCFhIagR9TA/s200/assumptions-in-relationship.jpg" width="200" /></a>as teachers, we identify student early who
struggle and provide support, rather than make assumptions about home
life, work ethic and attitude. As one of my pre-service teachers
reminded us in discussion, “You know what happens when you assume?”
. . . . I'll let you finish the phrase.
<br />
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