EDU 6433 "old literacy" vs. "new literacy" and samurai vs. knight

While standard two describes the importance of designing and developing digital age learning experiences and assessments, I feel there is an immense importance to the “old literacy”, even in contrast to the argument for “new literacy” in a day and age of blogs and tweets (Richtel, 2012). Contrary to those, such as Duke Professor Cathy N. Davidson whom suggests the eradication of the term paper in lieu of creative blog writing, a form of the “new literacy”, I strongly advocate for the “old literacy”. Those including Fitzhugh, with the “page a year” solution (one page paper and source per grade level), and Douglas B. Neeves with bold sentiment states, “Writing a term paper is a dying art, but those who do write them have a dramatic leg up in terms of critical thinking, argumentation and the sort of expression required not only in college, but in the job market” support the ideals of the “old literacy”. While technology can certainly aid in learning experiences and differentiation, it should certainly be no substitute for learning how to clearly articulate a written point using standard essay structure, formatting, citation, grammar, conventions, etc., all of which are incredibly important, as Neeves suggests, for upper-level education and beyond. Even if students don’t plan for upper-level education, they still need to know how to write – not blog and tweet –write. There are certain baseline skills that come with essay-writing that are so much more than what they seem. Citing text evidence in an essay as a seventh grader for example, could perhaps help that student, later, as a senior, not spout of unvalidated claims regarding a controversial topic over social media because they know they need to support an argument with evidence and not just spout like an uninhibited geyser. I digress – a little.

A recent unit in my social studies class emphasizes the clear need for continual development of “old literacy” skills, despite arguments for a focus on those pertaining to “new literacy”. After a week of studying Japanese geography and culture, working through three textbook chapters and a mapping activity, students then spent a week rotating through nine stations (three per day for three days) exploring primary and secondary reference material, working through guiding questions, engaging in group discussion, and creating a small art piece related to samurai armor. The third week of the unit included instruction on comparative/contrast writing, with emphasis on transitions to show comparison, as well as re-teaching of strong thesis and plan sentences, incorporation of text evidence, and proper citation (which were concurrently emphasized in ELA with another writing task, as well as previous writing tasks throughout the year). Students were provided three sets of comparative literature on samurai and knights to analyze and incorporate in their essays, and were also encouraged to utilize any of the sources from the previous station work, to compare and contrast the samurai of Japan and knight of Europe. While the essay assignment, and unit in general, were not technologically rich, aside from the link to the variety of sources explored, I feel this is less important that the focus on “old literacy” skills that still hold utmost importance even in the digital age.

The work samples provided below for comparison depict that of a special education student (left) and a regular education student (right). The special education student received some additional, individualized instruction, as he is not part of regular ELA and therefore has not had essay-writing instruction, and differentiated expectations (single body paragraph instead of two to three), including the expectation that only one source needed to be cited. He still incorporated quoted and cited text evidence (scoring 80%), while the regular education student who turned in a two-body paragraph essay (scoring 60%) void of any text evidence, has received regular ELA instruction all year, and has turned in previous essays in which he quoted/cited text, meeting standards. What gives!?!

If the assignment had been to write a blog or tweet about the two warriors, would that have allowed students to deeply engage in the subject matter? I don’t think so - because it honestly would have been bad - they need more practice. Plus, I don't think all my students have access to this at home, and I do not think we would be allowed to do it at school. A basic understanding of writing is still necessary for either, however, and the basics are necessary before moving on to the creativity of Davidson's blogging/tweeting world (Richtel 2012). Clearly, there is still foundational knowledge to re-teach, so there won't be knight tweeting any time soon. And while it would be wonderful for students to use technology, for example posting to a website to respond to questions, as suggested by Clark (2017), they still need to be able to do this correctly, and they can do it on paper first. As a draft. Learning the steps of the writing process, where publishing is last, and could take the form of a blog, tweet, or web post, but must be done correctly, with the "old literacy".

Thus, I posit the question: should students like this continue to be exposed to essay writing until they master it, so then they may blog and tweet coherently and responsibly later in the future, or should they just skip to the creative blogging and tweeting straight off without learning any foundational structure? I would hope the answer is obvious, that students need these foundational skills, however “old literacy” they may be.

Reference List:

Clark, Melissa (2017). Using Technology Tools for Assessment in the Ensemble Setting. National Association for Music Education.

Richtel, Matt (2012). Blogs vs. Term Papers. The New York Times.

 

EDU 6433 Facilitating Learning and Creativity in Research without the Internet

In other classes here at Seattle Pacific University (SPU), and in my internship experience, I have been informed that a key part in teacher evaluation, and often a difficult level to attain, is to have all students actively engaged in learning. For students to take learning into their own hands, and be accountable to themselves for their own learning, however, there should be creative and engaging learning activities for with which students may then express their learning. This implies a need for partnership between teachers and students, where ideas for interesting learning activities come from both parties.  In order to facilitate and inspire student learning and creativity, which lead to engagement and accountability of individualized student learning, there should be input from students.

With my triggering question specific to the notion that my students have no internet privileges (What are other ways for students to conduct research aside from print and online?), it was interesting to begin to explore ways of incorporating technology not related to the internet.  Although I was met with some trouble in my research on the topic, as most articles, such as that by Shiveley (n.d.), suggest that internet use is a necessity for best social studies teaching, I was able to begin to understand how to use teacher-scaffolded internet in the classroom, and then draw some creative ideas from Pickett’s 50 Alternatives to Lecture (n.d.). I found the following alternatives to be both applicable to the idea of internet research alternatives, as well as creative learning experiences for students:

1. Conduct an interview. Not only are students accessing a non-internet source, they may be engaging in conversation with a primary witness/source to an event.

2. Guest speaker. Similar to the interview, students may have the opportunity to engage in first-hand experience from the perspective of a speaker whom experienced an event.

20. Field trip. Taking students to a historic building/place/site could certainly serve as a creative alternative to online research.

21. Film/video. We do not often show videos in class, but when we do, we make them meaningful and students are encouraged to use/reference the source (see image below for emphasis).

Reading through the trigger questions of peers and seeing their research, I am reminded of the importance of finding out what motivates students, as suggested by De Oliveira (2012) and incorporating student input into creating learning activities as described by Hayden (2015). If I were to incorporate any of the above strategies for research and/or lecture alternatives, I would make sure to provide avenues for student input. Students would have choice in interview subjects, they could have a hand in getting a guest speaker to attend in the first place, and they could have specific, but chosen, field trip research goals. While just beginning to scratch the surface on ways to facilitate student learning and creativity, I plan on continuing to implement creative learning experiences, with student input when available. Just recently, for example, we allowed students the opportunity to deepen their understanding of samurai by having them guide their learning through multiple days of various stations that exposed them to primary and secondary sources related to samurai, while also incorporating questioning, group discussion, and a creative art piece. While there was no input as to which stations to do (all were required), there was choice in the direction of discussion that each station prompted, as well as within the art piece. Although the impact and use of technology was minimal, (although we did use the internet to look at some colorized original photos of samurai from the 1880s), it seemed to be an engaging activity for all the students, at least in comparison to simply reading from the textbook.

Reference List:

De Oliveira, Liliane (2015). Building Student Engagement in the Language Classroom Through the use of

Interactive Technology. Master’s Thesis, University of British Columbia, Department of Curriculum and Pedagogy.

Hayden, Michael (2015). Personalized Learning Through Project-Based Music. National Association for      Music Education. http://www.nafme.org/personalized-learning-through-project-based-music/

Pickett, Alexandra M. (n.d.). 50 Alternatives to Lecture. SUNY Learning Network.

Shiveley, James M. (n.d.). Toward Assessing Internet Use in the Social Studies Classroom: Developing an    Inventory Based on a Review of Relevant Literature. Contemporary Issues in Technology and         Teacher Education.

EDU 6130 Course Reflection

EDU 6130 Course Reflection                           Ian Lewis                                             December 5, 2016

Physical, emotional, and intellectual well-being are all taken into account by effective teachers when creating a learning environment that is safe and inclusive. Two elements of the Learning Environment program standard emphasized during this course are 5.1 Component 2a: Creating an Environment of Respect and Rapport and 5.4 Component 2d: Managing Student Behavior by Establishing Expectations. While a teacher proficient in creating an environment of respect and rapport creates an age and culture appropriate environment where teacher-student interactions are friendly and demonstrate general caring and respect, a distinguished teacher’s interactions reflect genuine respect and caring, not just for individuals, but the class as a whole. What sets a distinguished teacher apart from a proficient teacher with regard to establishing expectations to manage student behavior is that while standards are clear to all students in both scenarios, the distinguished teacher incorporates student input and development into the creation and implementation of standards of conduct.

Within my internship experience so far, many ideas discussed in this course relating to establishing classroom environments based out of respect, rapport, and high expectations for student behavior and learning success have been applied. First and foremost, as was likely mentioned in this class at least once per meeting, the importance of relationships is one of the shiniest, golden keys for success. Especially with building a classroom environment based out of respect and rapport, the idea of positive relationships is paramount. In order to promote diversity and cultural competency, positive relationships not only with students, but their families and communities, are incredibly valuable. With culturally competent teaching practices in place, a teacher can gradually incorporate more background knowledge of student diversity into everyday teaching and learning activities, fostering a learning environment built around mutually established respect and rapport. Wong’s discussion of what appear to be trivialities, for example, the importance of pronouncing and using names properly, and teaching and emphasizing “please” and “thank you” (1998, p. 69-76) are actually quite important to creating a positive classroom environment. On the first day of school, for example, I made a point to ask a certain Muslim student to say his name for me a few times so I would not ever mess it up. Later, during the social studies unit on the spread of the Muslim Empire, after further building a relationship with this student, I consulted with him on pronouncing certain words and cities, even allowing him to guide the class, which resulted in great enthusiasm and engagement on his part, and that of his peers.

Another strong way in which my mentor teacher advised me in creating relationships in order to create a positive classroom environment was through student and parent reflection. For the first quarter, students reflected on their progress, goals, and adherence to the model classroom characteristics Friday of each week, and also had a parent/guardian comment and sign the reflection sheet. With a reflection sheet as a vehicle, a positive web of relationships was created between student, parent/guardian, and teacher. If students and/or parents had noted concerns, my mentor teacher and I addressed them to the best of our abilities. In most instances, we simply commented on the positive results of tracking self-reflection and encouraged the students to continue. In addition to how relationships are key in creating a classroom environment of respect and rapport, student behavior management also relies on positive relationships with students.

As mentioned of the program standards before, distinguished educators incorporate student input when establishing standards of conduct. This was done at the beginning of the year in my classroom not only with my home room students, but the students of my teaching partner as well. Together, the two classes of students voted on a list of top ten behavior characteristics necessary for classroom success. With their input in creating a list of guiding principles for the class, our relationship and trust increased immensely. In addition to the PBIS rules of BE Respectful, Responsible, and Safe, our list of characteristics for success is prominently displayed in class. In addition to the PBIS rules, our own set of characteristics is often referenced when necessary. In order to further make standards clear to all students, immediate response to rule violations is necessary, as promoted by Wong (1998, p. 157). However, there are also certain situations where delayed consequences may be useful in order to not disrupt the flow of direct instruction, as discussed by Fay and Funk (1995, p. 44). Various contexts may call for different approaches to discipline, but as long as expectations and outcomes to violations are clear, we set up enforceable ways to manage student behavior through established expectations.

Overall, it has been an interesting experience to be simultaneously learning classroom management strategy by the books and in class/online while also engaged in a field experience daily. There is certainly no better way to gain experience in classroom management than to live it, which is one of the reasons I chose this program, with its extensive field internship experience. While numerous classroom management strategies seem to work in my field experience, some do not. That is not to say, however, they could not work in the future, in a different context. Each year anew, then, it will be interesting to experiment with which strategies are most effective with certain students in specific situations.

Reference List:

Fay, Jim and Funk, David (1995). Teaching With Love and Logic. Golden, CO: The Love and Logic Press Inc.

Wong, Harry K., and Wong, Rosemary T. (1998). The First Days of School. Mountain View, CA: Harry K. Wong Publications, Inc.