A few of my “learning network” people on Twitter (including @TheReadingZone and @cdobrez) posted the following Tweet in the last couple of days: “Does anyone write 200 page teen novels anymore? I have a stack of review books that know no page limit. Love you Harry Potter, but...”
The implication of the incomplete “but” at the end of the Tweet is the recognition that though we fond readers might like bigger books, with long-developed characters and stories, we have to recognize that at a certain point, even we don’t like books that are overly-long, 700 and 800 pages. And if we that love to read find such long books a bit too much, think about how adolescents might feel.
On the one hand, there is a reason to give a longer book to a young reader. If that reader can really dig into the character and plot over a lengthy period of time, that reader may find quite an affinity for that particular book (and if it is part of a series, like Harry Potter, that reader may continue to read through the series).
However, there is a big risk with stocking really long books in the classroom library and assigning them to young readers. They can be very intimidating. I know there are still times when I choose not to read a book because it is so thick that it gives me the impression that it will take a lot of work to get into, and will take too long for me to complete to suit my reading moods at that moment. If I feel this way, I can imagine a struggling or unmotivated young reader will feel even more put out by a book that looks like 4 novels put together.
The long and the short of a Tweet like this is that it is discouraging to see these adolescent series becoming so demanding of readers. While many young readers get into them and are excited about them, it’d be nice to see novels and series for adolescents that still check in at about 200 pages. These could be kept around for readers not quite ready or unwilling to tackled 700 and 800 pages. And of course, you’d like to keep new titles around for contemporary student interests. If the trend continues to create lengthy novels, the 200 page readers (such as myself on occasion) will be left with the old retreads (I love Where the Red Fern Grows, but it can only be read so many times).
Sunday, July 31, 2011
Thursday, July 28, 2011
PLN Reflection 5: McKnight's Web Tool Advice for Literacy
Katherine McKnight has quickly become my go-to resource for great concrete exercises that support reading instruction and for great web tools to help in student literacy development and in responding to student work. Her explanations are practical, and her ideas are quite inspiring.
Her most recent Tweet gives a link to her blog that provides a focused and organized list of Web 2.0 tools that support literacy for adolescents.
She divides the web tools into various categories and justifications. She starts out discussing slide shows (like the kind that can be created at PhotoPeach.com) that can build students’ schema by beginning to place mental images in students’ minds that will help them visualize concepts in the reading assignment before they even read it. This will give students a knowledge base (at least a visual one) to rely on as they read.
Blogger.com gives students a personal platform that can be geared at their reading. That is, the teacher can assign a blog for students to keep as they read and require that students read and interact with other students’ blogs. This gives students incentives to unpack insights about their reading because they know that it will be publicly displayed. Because students are motivated to have others respond to their work (much the same way creative Twitter or Facebook posts inspire more response from peers and followers), they will take a pride in the creativity and intriguing nature of their posts.
If you are interested in more practical web tools like these and the justifications for how they can provide inspired efforts at literacy by students, check out all of Katherine McKnight's presentation and blog here: http://www.slideshare.net/KatieMcKnight/web-20-tools-that-build-literacy-skills
Her most recent Tweet gives a link to her blog that provides a focused and organized list of Web 2.0 tools that support literacy for adolescents.
She divides the web tools into various categories and justifications. She starts out discussing slide shows (like the kind that can be created at PhotoPeach.com) that can build students’ schema by beginning to place mental images in students’ minds that will help them visualize concepts in the reading assignment before they even read it. This will give students a knowledge base (at least a visual one) to rely on as they read.
Blogger.com gives students a personal platform that can be geared at their reading. That is, the teacher can assign a blog for students to keep as they read and require that students read and interact with other students’ blogs. This gives students incentives to unpack insights about their reading because they know that it will be publicly displayed. Because students are motivated to have others respond to their work (much the same way creative Twitter or Facebook posts inspire more response from peers and followers), they will take a pride in the creativity and intriguing nature of their posts.
If you are interested in more practical web tools like these and the justifications for how they can provide inspired efforts at literacy by students, check out all of Katherine McKnight's presentation and blog here: http://www.slideshare.net/KatieMcKnight/web-20-tools-that-build-literacy-skills
Wednesday, July 27, 2011
PLN Reflection 4: Encouraging Students' "Creative" Writing
The Office of Ed Tech (@OfficeofEdTech) tweeted an interesting article this week on utilizing young people’s love of stories and personal expression in our classrooms to make them more creative thinkers. The Plain Dealer article asks a very simple question: “Kids love stories -- we all know that. So why don't we do more to seize the opportunities that presents?”
There is research to suggest that kids resistant to normal critical thinking and writing exercises in the classroom are interested in creative writing of some form: “69 percent of kids who said they don't like school assignments that involve writing nonetheless pursued some creative writing on their own in the previous year.” The idea of creative writing here is expanded beyond writing personal narratives or poems. The writing may happen on paper, but more than likely it takes place on a screen. Creative writing can certainly include something like a short personal narrative, but it also takes the form of facebooking a joke or humorous story to a friend, texting a list of desires to a friend, or any other activity that involves some form of creation of words without prompting that contains or implies some story about a student's experiences.
Any form of creative writing is an effective tool for student learning. The Plain Dealer article goes so far as to suggest “writing is about far more than telling stories…it's the science of expression…it's algebra with words…it's the social studies of one's own life…writing exercises all the mental muscle groups and sharpens vision.”
Highlighting and praising these kinds of everyday creative writing by students (like creating a creative writing club or a most interesting Tweet competition) can make students more excited about creativity they possess. If we can get them to place emphasis on the writing they do, and especially if we can match our curriculum to this kind of everyday creative writing, it may translate to students who associate their creative thinking with their school activities. I think many would agree this is desirable.
http://www.cleveland.com/opinion/index.ssf/2011/07/urge_kids_to_write_creatively.html
There is research to suggest that kids resistant to normal critical thinking and writing exercises in the classroom are interested in creative writing of some form: “69 percent of kids who said they don't like school assignments that involve writing nonetheless pursued some creative writing on their own in the previous year.” The idea of creative writing here is expanded beyond writing personal narratives or poems. The writing may happen on paper, but more than likely it takes place on a screen. Creative writing can certainly include something like a short personal narrative, but it also takes the form of facebooking a joke or humorous story to a friend, texting a list of desires to a friend, or any other activity that involves some form of creation of words without prompting that contains or implies some story about a student's experiences.
Any form of creative writing is an effective tool for student learning. The Plain Dealer article goes so far as to suggest “writing is about far more than telling stories…it's the science of expression…it's algebra with words…it's the social studies of one's own life…writing exercises all the mental muscle groups and sharpens vision.”
Highlighting and praising these kinds of everyday creative writing by students (like creating a creative writing club or a most interesting Tweet competition) can make students more excited about creativity they possess. If we can get them to place emphasis on the writing they do, and especially if we can match our curriculum to this kind of everyday creative writing, it may translate to students who associate their creative thinking with their school activities. I think many would agree this is desirable.
http://www.cleveland.com/opinion/index.ssf/2011/07/urge_kids_to_write_creatively.html
Sunday, July 17, 2011
PLN Reflection 3: Using Technology for Literacy
Literacy once referred to printed words on paper as they matter to reading or writing. However, as Ann Holum and Jan Gahala point out, in our digital world, the understanding of literacy has expanded greatly. We even have terms, as their article “Using Technology to Enhance Literacy Instruction” in The Critical Issue points out, like computer literacy, digital literacy, and media literacy that reflect the critical need to be literate in ways beyond simply reading and writing.
That said, these old and new concepts are not irreconcilable. There are ways in which the new forms of literacy, namely digital media, can successfully assist in the teaching of traditional literary skills. Audiosharing, Word Processing, general emailing, and blogging are all ways in which students, according to the article (follow the link below) can become more literate persons in all facets. In fact, if we equip students with skill practice in various areas of literacy, we will prepare better prepare them for the multi-faceted and multitudinous media forms they’ll be required to be literate in in the 21st century. In other words, to ignore these multiple avenues of technology would be counterproductive to the kind of literacy skills needed by students.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
That said, these old and new concepts are not irreconcilable. There are ways in which the new forms of literacy, namely digital media, can successfully assist in the teaching of traditional literary skills. Audiosharing, Word Processing, general emailing, and blogging are all ways in which students, according to the article (follow the link below) can become more literate persons in all facets. In fact, if we equip students with skill practice in various areas of literacy, we will prepare better prepare them for the multi-faceted and multitudinous media forms they’ll be required to be literate in in the 21st century. In other words, to ignore these multiple avenues of technology would be counterproductive to the kind of literacy skills needed by students.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
Saturday, July 9, 2011
PLN Reflection 2: Rules for Using Tech in the Classroom
This week, Steven Anderson posted a very interesting article link on his Web2.0Classroom twitter that took me to “The 7 Golden Rules of Using Technology in Schools.” The rules Tina Barseghian posts in the article are interesting and I thought I’d share them with my own explanations.
The first rule the article relates is that technology should not be confined to one room on a school campus. This, I think, suggests that technology isn’t useful in every course, in every class, just as part of a computer class or “special day.”
The second rule posits that technology without professional development is useless. The technology we use in the classroom is only as good as our ability to use it well.
Third, technology in the classroom should take advantage of mobile technology. Especially when it comes to the storage of student work and reference material, mobile devices, like iPods can replace bulky and expensive textbooks.
The fourth rule is an interesting one; namely that the primary reason teachers resist technology is fear of technology. In such cases, the teacher must learn to relinquish control (perhaps even to students who can use technology more efficiently) and demonstrate the use of technology as enhanced learning for everyone in the classroom, including the teacher.
Rule five stresses that tech tools are not a passing fad. Teachers that resist utilizing new technology only keep themselves behind, not to mention the students won’t be as prepared to use technology that they will soon be expected to in greater amounts.
The most interesting rule perhaps is six: when it comes to technology, money is not a problem. The majority of classroom specific devices out there are free web 2.0 tools.
The last rule of technology use in the classroom reflects the communal aspect of schooling. When it comes to what technology is used in the classroom most effectively, every stakeholder gets a vote, including the teacher, administrators, parents, and the students themselves.
Find the link to the article (courtesy Mr. Anderson) here:
http://mindshift.kqed.org/2011/07/the-seven-golden-rules-of-using-technology-in-schools/
The first rule the article relates is that technology should not be confined to one room on a school campus. This, I think, suggests that technology isn’t useful in every course, in every class, just as part of a computer class or “special day.”
The second rule posits that technology without professional development is useless. The technology we use in the classroom is only as good as our ability to use it well.
Third, technology in the classroom should take advantage of mobile technology. Especially when it comes to the storage of student work and reference material, mobile devices, like iPods can replace bulky and expensive textbooks.
The fourth rule is an interesting one; namely that the primary reason teachers resist technology is fear of technology. In such cases, the teacher must learn to relinquish control (perhaps even to students who can use technology more efficiently) and demonstrate the use of technology as enhanced learning for everyone in the classroom, including the teacher.
Rule five stresses that tech tools are not a passing fad. Teachers that resist utilizing new technology only keep themselves behind, not to mention the students won’t be as prepared to use technology that they will soon be expected to in greater amounts.
The most interesting rule perhaps is six: when it comes to technology, money is not a problem. The majority of classroom specific devices out there are free web 2.0 tools.
The last rule of technology use in the classroom reflects the communal aspect of schooling. When it comes to what technology is used in the classroom most effectively, every stakeholder gets a vote, including the teacher, administrators, parents, and the students themselves.
Find the link to the article (courtesy Mr. Anderson) here:
http://mindshift.kqed.org/2011/07/the-seven-golden-rules-of-using-technology-in-schools/
Sunday, July 3, 2011
PLN Reflection 1: Debating Technology in the Classroom
As I have begun forming my PLN (personal learning network) on Twitter, I’ve been looking especially for those people concerned with either “Technology in the Classroom” or “Urban Education” (or both) to follow. I’ve run across a particularly busy Tweeter, Steven W Anderson, who identifies his profile name as Web20Classroom. As you can imagine, he primarily posts on ways to bring technology and social media into the classroom. For instance, one of his Tweets focused on using online, customizable and interactive textbooks.
One of his posts from today is a link to an article entitled “The Great Debate: Effectiveness of Technology in Education” by Patricia Deubel.
The article is an interesting one for me to consider these days as this blog is primarily concerned with honing my use of technology in the classroom and my experiences with it. It has caught my attention in fact, because it asks several questions about what exactly using technology in education means. The problems around this “debate” (how effective technology in the classroom actually is), she suggests, are the undefined contexts of it—what exactly do we mean by “technology” and “education”? These terms have broad ranging contexts. How to begin answering to how effective technology in education is in this light is quite hard to do.
Many believe that bringing technology into the classroom is a “Faustian deal” (Faust sells his soul to the devil for earthly reward). In other words, they believe we are selling out real education for something “more fun” for kids. While this is an interesting stance, as Deubel points out, the 21st century is only going to find increasing reliance on technology outside of school. Those better prepared in schools to handle and adapt to it, are going to be better off in “the real world.” In fact, there may come a time, sooner than later, of such great dependence on advanced technology that considering not to engage it would be like deciding not to eat.
Anyway, these are just a few interesting ways of thinking about this “debate.” You can find the full article here: http://thejournal.com/Articles/2007/11/08/The-Great-Debate-Effectiveness-of-Technology-in-Education.aspx?Page=2
One of his posts from today is a link to an article entitled “The Great Debate: Effectiveness of Technology in Education” by Patricia Deubel.
The article is an interesting one for me to consider these days as this blog is primarily concerned with honing my use of technology in the classroom and my experiences with it. It has caught my attention in fact, because it asks several questions about what exactly using technology in education means. The problems around this “debate” (how effective technology in the classroom actually is), she suggests, are the undefined contexts of it—what exactly do we mean by “technology” and “education”? These terms have broad ranging contexts. How to begin answering to how effective technology in education is in this light is quite hard to do.
Many believe that bringing technology into the classroom is a “Faustian deal” (Faust sells his soul to the devil for earthly reward). In other words, they believe we are selling out real education for something “more fun” for kids. While this is an interesting stance, as Deubel points out, the 21st century is only going to find increasing reliance on technology outside of school. Those better prepared in schools to handle and adapt to it, are going to be better off in “the real world.” In fact, there may come a time, sooner than later, of such great dependence on advanced technology that considering not to engage it would be like deciding not to eat.
Anyway, these are just a few interesting ways of thinking about this “debate.” You can find the full article here: http://thejournal.com/Articles/2007/11/08/The-Great-Debate-Effectiveness-of-Technology-in-Education.aspx?Page=2
Tuesday, June 21, 2011
Subscribe to:
Posts (Atom)