Learning is Meaning Making

"...that unless and until the mind of a learner is engaged, no meaning will be made, no knowledge can be won." (330) This is so simply put into words, but at times difficult to make reality. When I was an undergrad writing lesson plans I always had to have a set induction for each lesson. This was simply the way I was going to get my students attention so that they would be actively involved in the lesson. I have also heard it called an anticipatory set and for all those LFS schools (Learning Focus Strategies) out there it is the activating strategy. No matter which way you refer to it, it is a key component to having your students actively engaged in the learning process. If they are not tuned in to what you are teaching learning is nonexistent.

Is Teaching Still Possible?

If this title were a writing prompt I could probably go on for hundreds of pages agruing points for both sides depending on the type of day I had. With trying to balance PSSA's, NCLB, Benchmarks, Administrators demands and endless paperwork sometimes it is quite difficult to teach, but I would like to believe that it is possible. In fact I could probably throw together a pretty good paper stating why teaching is possible, but I know I would have to do several drafts before I had something worth reading.
I fall into the trap of writing down too much information and then having to sift through it and pick out what is necessary and what is not. The quote on page 330 by Berthoff pretty much sums me up. "(No writer ever puts in words which he or she thinks are unnecessary; learning to discover that some are is one of the chief challenges in learning to write.)" Luckily for me and my students I am aware of this fact and knowing is half the battle. On the other hand, trying to break students of this is another problem. Every year I have so many students who can't break away from beginning their writings with "I'm going to tell you a story" or "This story is about..." And ending with "The End" or "And that's the end of my story." Regardless of how many times we come up with alternatives they seem to fall into that comfortable, safe, worn-out 2nd grade story starter trap when it really matters. They love a "THE END" in all capital letters to bring closure to their writings. Any and all suggestions on how to break students of this will be greatly accepted.

Consensus and Difference in Collaborative Learning

Collaborative Learning, the lazy student’s dream, the conscientious student’s nightmare… Just the other day my daughter came home and said she has to work in collaborative groups in her Literature class. She was not happy. She said one of the people in her groups is notorious for not doing their work. She asked her teacher if she could work alone because she was concerned about the grade she will get. Her teacher told her no. She said everyone in the group will be given the same grade and if someone doesn’t do there work everyone suffers. She is concerned and will continue to be because she is a very conscientious student.
The first grad class I took required two collaborative projects. For our first grade we had to form groups of 4– 6 people, write a paper, and do a presentation. My group consisted of three people because of uneven numbers and half way through the semester one of the members dropped out without notifying his group. This left quite a lot of work for me and my classmate. The work was done and the teacher understood, but still the amount of work that I had to do was exhausting.
The 6th grade students I teach had to work in collaborative groups earlier in the school year. Each student was given a grade by each person in their group based on a rubric. In addition, the two teachers in the classroom collaborated and gave a grade based on the same rubric. Needless to say, those who did the work were pleased with their overall grade.
What do each of these examples say for collaborative learning? Is it beneficial or not?
I think collaborative learning is beneficial as long as it is introduced and used in the right manner. As so eliquintly put by Trimbur, "...it enables individuals to participate actively and meaningfully in group life. ...it is through the social interaction of shared activity that individuals realize their own power to take control of their situation by collaborating with others."(463) Collaborative learning prepares students for real life.

Inner and Outer

As I began reading the Bizzell article I found myself nodding my head when reading about inner-directed theorists. Then I continued reading and stopped for a minute when I found myself again nodding my head when reading about the outer-directed theorists. I was sitting on a fence and couldn't decide which side I leaned towards. After reading with a more careful eye I have come to the conclusion that I favor the outer-directed model, but was relieved to discover both are needed "...if we wish to have a complete picture of the composing process."(392)

It's Not a Mystery to Me!

I first heard of Peter Elbow last summer, but have been familiar with his idea of freewriting for several years and in the past have used it myself and in my class. I am the worst at sitting down and letting the pen fly across the paper. I don't have anything worth writing about and when I do I always feel like everybody else's sounds so much better than mine. (I can relate to many of my students.) With freewriting and a community of learners established in a classroom freewriting is a great way to get the ideas flowing from one's mind to one's paper.
While reading about inkshedding it reminded me of an idea I read about last summer in the Writing Project, scribing. Briefly, one student is notetaker for the day. The notes are jotted down and then read in class the following day. Students love to be able to remind the teacher of things she did yesterday like promising to do something or making a mistake. It gives each student a chance to read in front of the class on a regular basis something they composed and summarizes what was learned the day before.
At church this Sunday I was very aware of the readings. Not because what they were about, but because of how they were read. Usually it's the same thing week after week, but this past Sunday the woman reading used intonation. Normally I sit and listen to each reading and if there is something I can relate to I tend to remember what was read. This week no prior knowledge was necessary for me to remember the passage because as Elbow states, the speaker poured "meaning into the words."(17)
More to come...

Who's in the Driver's Seat?

What is your favorite T.V. show, movie, book? Why is it your favorite? Do you relate to it, is it funny? When discussing audience with my 5th and 6th graders I normally open the discussion in this way. Then I ask them, "What do you watch when your favorite show or movie isn't on?" or "How do you select a book to read?" I wait and usually get the response I am looking for. I flip through the channels or I look at the first few pages. I ask them to visualize themselves sitting on the couch looking for something to watch. It's 8:00 on a Wednesday night and your channel surfing. How do you decide what to watch? Normally someone will say the first thing that catches my attention. I use this example because I want them to realize the importance of audience. The importance of grabbing your audiences attention. From there we begin our discussion of hooks and leads. I use examples from different pieces of literature and discuss how the author hooks their reader and draws them into their story. We create a list of ways to grab our reader's attention in our own writing and refer to it throughtout the year. Does this mean I think "...the writer has less control than the audience over both evaluation and motivation."(80) not at all. I am simply pointing out that good writers capture their audiences attention. If they don't no one will want to watch or read what they wrote. In addition, with PSSA's being on my mind I try to create a picture in their heads of all the 5th graders in the state of PA having to write about the same topic, and then being scored by a handful of people. Which paper is going to stand out and stay in the mind of the scorer? Which paper will they remember after reading 50 about the same topic? Hopefully a connection will be made.

Process Not Product, Amen!

I really love Donald Murray. If someone is a Pulizer-Prize winning journalist why isn't the educational community listening to what he has to say. Let me correct myself. Some people in education are listening, the message just needs to get to those who make the laws and the state assessments. Everything that Donald Murray has to say legitimizes that the PSSA is not a valid indicator of how a student does the other 177 days of the school year. It does not show student growth. It does not validate students successes throughout the school year. It does not leave room for rewriting. One day and the piece of work turned in must be perfect? I know the outcome the first day I put pen to paper is not one that is ready to be published. Is that the message we want to send our students, our future? I think Donald Murray said it best.
"Instead of teaching finished writing, we should teach unfinished writing, and glory in its unfinishedness. We work with lngauage in action. We share with our students the continual excitement of choosing one word instead of another, of searching for the one true word." (4)

Donald Murray also explains, "Our students knew it wasn't literature when they passed it in, and our attack usually does little more than confirm their lack of self-respect for their work and for themselves; we are as frustrated as our students, for conscientious, doggedly responsible, repetitve autopsying doesn't give birth to live writing." (3) I would like to show all the red pen junkies this quote. I am sure everyone can remeber receiving a paper that looks like someone had bled all over it. How did you feel when you got it back? I think some of my colleagues forget that feeling of worthlessness that comes with the almighty red pen. I believe teaching through modeling is the first step in the process. When a student sees the process their teacher goes through to create a piece of writing, though this they realize that writing is not perfect the first time around. I enjoy sharing my writing with my students and showing them the hard work I did on multiple drafts. Some teachers will question and even disagree with this because they feel the students then copy their own writing, but I would argue isn't imitation usually the first step in the process when learning to do something.

Britton Foreshadowed?

I found it interesting how our discussion about children in the city always having a television to watch and Britton's spectator and participant roles seemed to overlap. Was this done on purpose?

In response to last weeks discussion I have to agree with Robin's thinking in that just watching television and hearing vocabulary is a far cry from having someone there to correct you. Actively Particpating is one of the best ways to remember how to do something. Sitting back and being a couch potato is no guarentee for improving vocabulary.

These 22 pages were packed with so much that I could go on forever, but I will try to limit my reaction. The section entitled Young Fluent Writers caught my attention because I recently talked to the Kindergarten teachers about what their students are required to do by mid-year. Read 70 words and write 10 sentences were two requirements that captured my attention. Many of their students come to school without the knowledge of what a letter is or that it makes a sound. Unless our Kindergarten teachers are miracle workers I don't see this as being an attainable goal considering the fact there are 26 students and one teacher per class. Vygotsky said, "Instead of being founded on the needs of children as they naturally develop and on their own activity, writing is given to them from without, from the teacher's hands (Vygotsky, p. 105). It seems, unfortunately our schools are forgetting about developmently appropriate practices and more worried about product.

BRITTON: DROPPED DEAD ... VYGOTSKY: ROLLED OVER IN HIS GRAVE

Reading Britton's Spectator Role and and The Beginnings of Writing brought me to tears. It also reaffirmed everything I believe wholeheartedly about reading and writing. "In the light of current school practices, it is as important as ever today to stress Vygotsky's view that learning to read and learning to write must be seen as inseparable aspects of one process, that of mastering written language."(167) Can I get this quote blown up to billboard size and post it in front of my school and get a second to post in front of our administration building? Since I have started working on my masters my philosophy and style of teaching has changed.

In one of my first classes I was told don't bother to write in your classroom if you are not going to make time for it everyday. Since that time I have tried to do this. I always knew writing was crucial, but as a teacher it was my weakness. I was unsure of how to teach writing. Because I was aware of that fact I decided I would force myself to improve. For the past three years I have attended workshops, read books, and taken classes to enhance my knowledge. And for the past three years my classes have loved to write until now. Writing has been placed on the back burner and no one in my district seems to have a problem with that except for me. Read the copy of an email I posted below and place yourself in my position. What would you do?

DEATH TO WRITING

I spoke last week about my writing situation or lack there of in my class this year... We had another meeting in regard to our new reading program, Read 180, and again we were told not to deviate from the program. The following is an email I received yeaterday from my principal. It was sent to me and the other Read 180 teacher who teaches 7th and 8th grade. I teach 5th and 6th. Tell me your thought, Please!


Please do not use the entire class on writing. You may incorporate a segment of writing but you must continue Read 180. 20 minutes should be enough time to incorporate a writing segment.

Thanks,

Roma J. Benjamin
Principal, Lincoln Elementary &
Alternative Ed.
Harrisburg School District

$MONEY$MONEY$MONEY$

I don't know if anyone else heard about what is happening in Baltimore in regard to raising their test scores, but I was watching CNN Sunday night and they have a new program sponsored by a corporation. (Sorry I can't remember the name of the corp.) Apparently a group of students have been selected who did not fair well on their state assessments. These students are going to retake the test after some intensive instruction and if they improve they will be given a certain amount of money based on their improvement percentage.

Any comments, concerns or compliments??????

Quote of the Week

Here is a favorite quote of mine said by one of my students last year about NCLB.

"You can't fail me because no child is left behind."

That is the literal meaning he took from the righteous No Child Left Behind Law and he was right. Last year my colleague and I decided we had 3 6th grade students who needed to be retained. The one I quoted lived across the street from the school. On the days he attended he was late and refused to do his work. We had several meetings in regard to his defiance, his poor attendance, and his lack of progress. He was present at some of the meetings in addition to his mother and grandmother and whenever the discussion turned to retention he would let it be known that he couldn't be because "no child is allowed to be left behind". The frightening part of all this is the first week of school he and the other 2 students were placed in 7th grade classes even though it was decided they were to be retained at the end of the last school year. I gave up my time to meet about these students, compiled documentation of interventions, and filled out paperwork for their retentions for nothing. It's January now and all three students sit in 7th grade. What message does that send to them and their classmates? I feel it says regardless of whether I come to school and do the work I will be passed on because of NCLB. Now I know that's not what Bush had in mind when he devised this plan, and I sure wish someone would inform my administrator because apparently the message has not yet gotten out. Perhaps we could look into changing the name.

The Basic Aims of Discourse

The Basic Aims of Discourse - First thought - I need to look up Discourse? I have heard the word , but don't use it. I was relieved to see that Kinneavy defined what he meant by discourse in the first paragraph.
Second Thought - Did I miss something? I don't know about you, but after reading this article the word underwhelmed comes to mind. I wasn't sure if I missed something or if I just didn't get it. Perhaps this discourse was to far over my head to grasp, but after a second reading I am still at a loss. The question he intended to "investigate" at the beginning of his paper seems like an unsolved mystery.
Third Thought - Did he make any relative points that I can write about in my blog? The answer is yes. Kinneavy said the neglect of expressionism, as a relation to progressive education, has stifled self-expression in the student and partially, at least, is a cause of unorthodox and extreme forms of deviant self expression now indulged in by college students on many campuses today. (137). In addition, he states each aim of discourse has its own logic, its own kind of references, its own communication framwork, its own patterns of organization, and its own stylistic norms. (138) So what does all this mean? Teachers of Language Arts need to look at the big picture when teaching. Reading and writing go together and both need to be modeled, need to be discussed, need to be hands on, and need to be fun. If you take any piece away connections will not be made and learning will not progress.

The Bedford Bibliography for Teachers of Writing

Asking questions, predicting, and arguing a point of view - all ways to participate in class and all ways students verbalize that they are engaged in what is being taught. I believe I would be on the side that argues knowledge is actually created by words [Jarratt(105) and Swearingen (138)]. The more one involves themselves in the learning process the more one will learn. Sit in class and remain silent and where are the connections, discussions, verifications, and questions? Where is the learning and the creation of knowledge?

It appears that the beginnings of the PSSA writing rubric was in its infancy even in the 1800's when Channing derived the rules for correct grammar, style, and organization. Not much has changed since then in the way writing is perceived. Even the reasons writing was taught hold true in today's society. Two questions proposed to me this week by my students were "why is writing important?" and "why do I have to write?" My response depending on my mood would be anything from "Because I said so" to "To prepare you for the PSSA's" to "Because the more you write the better writer you will become." All answers accepted by my students, but the number one reason I try to instill in their heads from the first day of school is "You need to write because writing is everywhere. It's something you will do for the rest of your life. It can be as simple as writing a check or sending an email to filling out a college application or resume." I think most teachers try and make that real world connection of why writing is important and this was the way writing was taught in the late 1800's. I was impressed that even then they took into account the large number of immigrants and were aware that in order to be more easily integrated into society writing could be taught with a meaningful purpose to solve a social problem. One would hope that since the issue of diverse cultural backgrounds was addressed over 100 years ago that now certain issues would be resolved. This, however, is not the case because as a teacher in an urban school district I deal with this dilemma every year in regard to our state's testing system. In the artical a reference to Mina Shaughnessy's work, Errors and Expectations (1977) is sited. She describes the imporance of knowing the students home language because it transfers to their writing. In addition, the culture a student lives in can determine the value placed on writing and writing assignments.

"Writing across the curriculum" was another familiar term I came across while reading the artical. Surprisingly it is not a new term coined by my school district, in fact the term has been around since 1974 when James Britton used it to describe the interdisciplinary teaching of writing. I have just one question then. If the concept of teaching writing in all subject areas has been around for 33 years, why is my school district acting like it is the latest and greatest idea? It seems like common sense to me. Any ideas?

What do you think?

"All writing is a revision of inner speech for an audiance and a purpose." - James Moffett

Definately have to agree!

With the PSSA writing only 10 DAYS away, purpose, audiance, and revisions are what consume this Language Arts teacher's mind. But like I tell my students, "What comes from inside your head and appears on your paper isn't always the same. Your hand doesn't move as fast as your mind, so you always have to reread what you wrote to make sure your inner speech appears correctly on the outer paper.

My First Time

I hope this works. I never had to set up a blog before. The most experience I have had with blogging would be telling my 5th and 6th graders to stay off of MYSPACE.

Quote of the Week

"Our lives begin to end the day we become silent about things that matter."

- Dr. Martin Luther King Jr.