In our reading and consideration of two case studies – Love that Dog(Creech, 2002) and Structure and Freedom(Casey & Hemenway 2001) – we encounter examples of how teachers can structure their English language arts teaching to support their student’s growth in language and learning. Drawing from our course-based discussions and readings, respond to the following: 1) List and describe the 5 stages of the writing process as discussed in class. Provide illustrative examples of each stage from either case, 2) Discuss and detail three aspects of a well-organied and engaging writing classroom as discussed in class and provide illustrative examples from case studies, 3) What will be two important factors to you in developing an affective and balanced writing classroom?.
The writing cycle has 5 stages. They include pre writing, drafting, revising, editing and publishing. Pre-writing is the process where I would start my research, I would draw or go online to research or draw from previous experiences about the topic I will be writing about, I would ask who my audience is and what my purpose of writing is. In “Love that Dog” page 3, Jack was trying to gather information about the red wheelbarrow poem, it is the beginning of the process to writing. Drafting is writing down any information that you can on the topic you are writing about, almost like brainstorming. On page 4 in Love that Dog Jack starts to write about a blue car, on page 10 his teacher asks why so much depends upon a blue car, furthering his writing. By allowing Jack to think further about his blue car and asking why, it allows Jack time to think about his poem and revise it as the process of writing occurs. On October 24 Jack writes a poem based on his pre-writing, drafting and revising. This poem is to be published on October 31 by being posted to the board, however Jack is still a little uncomfortable about his name being put on his published poem. The editing process was not detailed during these dates, but I do know that the poem was revisited each week. I’ve assumed his teacher edited it and Jack also edited it before his work was published to the board.
A well organized and engaging writing classroom has many aspects that make it an environment that I would want to write and learn in. Here I will focus on three that I find very important but there are many others. Having boards and children’s writing around the classroom, having an author’s chair and writing centers around the classroom are other ideas I have not focused on in depth here. From Page’s perspective in “Structure and Freedom: Achieving a Balanced Writing Curriculum” teachers would provide “time, support and real audiences for writing; it would unite both fiction and nonfiction, process and product, content and form, and freedom and discipline; it would include talk about writing, global revision, opportunities for feedback and publication, and high but realistic, teacher expectations” (Structure and Freedom: Achieving a Balanced Writing Curriculum page 74). In a well-organized and engaging writing classroom it is important for a child to have a say in what they are writing about. By having that interest and passion about something, I find children can write a lot and enjoy the process of writing more than if they were writing about something they have no interest in. This freedom allows them to be themselves. In doing this the writing process is not like writing at all, it is not a chore, you don’t even realize you are writing about anything because you love the topic so much. In “Structure and Freedom….” Page wrote about Tigger her cat. She had a keen interest in her cat and enjoyed the process of writing. The second aspect I feel makes a well-organized and engaging writing classroom is by giving the child space to grow and learn through time while allowing them to feel supported in the process of writing. In “Love that Dog” this was demonstrated so well by the dates in Jack’s journal, showing the process from Jack not wanting to write anything, to having his work published with no name, to having his work published with his own name and then having him questioning why other students didn’t have their names on their work. The third aspect of a well-organized and engaging writing classroom would include working together in groups, having groups constructively criticize and make suggestions. By being in groups, it allows the teacher more time with the students and allows the students more time and attention to their story. As Page mentioned on page 69 of “Structure and Freedom”, “I like being in my writing group, because you get more attention to your story.”
As I believe a vast array of experiences make children and adults who they are today, it is my intention to develop an effective and balanced writing classroom that brings experiential learning into the classroom. A child can learn the writing process through different methods, sitting in a chair in a classroom is not the only way to teach. By having them active and doing allows them to experience. By having the child engaged in the process and allowing them to have a voice in what they are interested in allows for a student focussed classroom. Time is another important factor that I know works for me. By giving children the time to develop, plan, process, revisit and revisit again, it allows for successful writing. In giving children this time, they grow and succeed at a rate that they need, not at the rate someone else may need or someone else may expect of them.
Saturday, October 16, 2010
Blog Prompt #2
Discuss an effective or ineffective English Language Arts (ELA) learning context or situation that I remember from my years as a student. Discuss how the teacher engaged/disengaged me as a language learner through her/his text selection, the associated activities, and how this challenged or build upon my previous skills, knowledge and attitudes. Explain how you would characterize my teacher’s instructional approach-transmissive, resource based, thematic or inquiry based-and connections to constructivist or socio-linguistic learning theory. (2-3 connections)
Initially, it was a bit challenging for me to come up with any situations in one of my English Language Arts classes as a child, however after doing some reading and reflection three teachers and situations came to mind.The first experience I thought of was on a negative note. I had a high school teacher that taught me English and I had little interest in the class. The lessons that I remember were on Shakespeare and creative writing, both I struggled with. I found the subject dry at the time, the teacher disengaged and the English Language experience rather dull, unexciting and frustrating because I didn't understand the whole creative and analysis part of poems and Shakespeare. My teacher did not engage me with her lesson due to the content of what was being taught. At the time I was still developing my experiences about language in creative writing and novels. Speaking about what I believed something to be was challenging for me as I always wanted to be right and I believe this was created by my belief that there were only “right answers” not “there are many answers”. I felt this teacher's instructional approach was transmissive and I didn't feel confident enough to voice my feelings about the novel or poem due to this. I may have even felt unsupported and I expected her to tell me what the correct analysis would be or tell me what to write about. Almost as though any creativity that I had developed was disappeared as the years and grades went by. As this approach of instruction is based on my past experiences, I may have been at a different level than what was being taught. "Children interact with language just as they experiment with bicycles they ride"(page 6 Language Arts 4th edition). As I believe I learn from a more kinesthetic experience, I would have found anything that involved movement far easier than sitting in my desk listening to someone speak about Shakespeare or creative writing. On a more positive note, I had an amazing Grade 2 teacher. She used to separate us into groups to do reading work. I remember being whisked off into a corner to work on our reading in a small group. As I was pretty shy in speaking in front of a group, this really worked for my learning and developed my skills while I got more confident. I felt supported while I worked on my confidence to read in front of a bigger group. I remember her being very engaging and energetic, strict yet reasonable, always trying to get us engaged in the learning that was being taken place. This teacher's approach to our reading groups was certainly resource based on books she would have chosen or what we would have chosen. By engaging all students and having us in small groups discussing and sharing the stories, we were able to share in a social environment. "Sharing is a social experience, and when students share their writing with real audiences, they feel the satisfaction of a job well done." (Page 162 Language Arts text, 4rd edition) This can be used for writing and reading and as such the socio-linguistic learning theory would have been used to share the work. The second positive English experience was in Grade 5. Grade 5 was the year I learned to write. My teacher was amazing and I remember her well. Her writing was perfect and I so wanted to write like her. She had the most beautiful writing I had ever seen. Bit by bit and by a lot of practice and repetition I learned how to write just as well as she did. I think she must of made the experience of writing fun too as I remember it so well. Or perhaps I was so engaged by doing something and seeing the results. What I remember was a lot of repetition and lines of letters or words practiced in our own handwriting. She probably told us how to follow the writing but it was up to us and the experiences we were having inside and outside the classroom that really solidified the writing for us. It also built on my previous printing and writing skills and it allowed me to do what was necessary to learn. As writing is developed and emerges as we talk and through our past experiences, it was certainly at the ‘right’ time for me as I remember doing quite well at the writing process, connecting this part of language arts to the constructivist learning theory for me. The teacher for this particular part of the curriculum would have been instructing by telling us what to do through the transmissive method.
Initially, it was a bit challenging for me to come up with any situations in one of my English Language Arts classes as a child, however after doing some reading and reflection three teachers and situations came to mind.The first experience I thought of was on a negative note. I had a high school teacher that taught me English and I had little interest in the class. The lessons that I remember were on Shakespeare and creative writing, both I struggled with. I found the subject dry at the time, the teacher disengaged and the English Language experience rather dull, unexciting and frustrating because I didn't understand the whole creative and analysis part of poems and Shakespeare. My teacher did not engage me with her lesson due to the content of what was being taught. At the time I was still developing my experiences about language in creative writing and novels. Speaking about what I believed something to be was challenging for me as I always wanted to be right and I believe this was created by my belief that there were only “right answers” not “there are many answers”. I felt this teacher's instructional approach was transmissive and I didn't feel confident enough to voice my feelings about the novel or poem due to this. I may have even felt unsupported and I expected her to tell me what the correct analysis would be or tell me what to write about. Almost as though any creativity that I had developed was disappeared as the years and grades went by. As this approach of instruction is based on my past experiences, I may have been at a different level than what was being taught. "Children interact with language just as they experiment with bicycles they ride"(page 6 Language Arts 4th edition). As I believe I learn from a more kinesthetic experience, I would have found anything that involved movement far easier than sitting in my desk listening to someone speak about Shakespeare or creative writing. On a more positive note, I had an amazing Grade 2 teacher. She used to separate us into groups to do reading work. I remember being whisked off into a corner to work on our reading in a small group. As I was pretty shy in speaking in front of a group, this really worked for my learning and developed my skills while I got more confident. I felt supported while I worked on my confidence to read in front of a bigger group. I remember her being very engaging and energetic, strict yet reasonable, always trying to get us engaged in the learning that was being taken place. This teacher's approach to our reading groups was certainly resource based on books she would have chosen or what we would have chosen. By engaging all students and having us in small groups discussing and sharing the stories, we were able to share in a social environment. "Sharing is a social experience, and when students share their writing with real audiences, they feel the satisfaction of a job well done." (Page 162 Language Arts text, 4rd edition) This can be used for writing and reading and as such the socio-linguistic learning theory would have been used to share the work. The second positive English experience was in Grade 5. Grade 5 was the year I learned to write. My teacher was amazing and I remember her well. Her writing was perfect and I so wanted to write like her. She had the most beautiful writing I had ever seen. Bit by bit and by a lot of practice and repetition I learned how to write just as well as she did. I think she must of made the experience of writing fun too as I remember it so well. Or perhaps I was so engaged by doing something and seeing the results. What I remember was a lot of repetition and lines of letters or words practiced in our own handwriting. She probably told us how to follow the writing but it was up to us and the experiences we were having inside and outside the classroom that really solidified the writing for us. It also built on my previous printing and writing skills and it allowed me to do what was necessary to learn. As writing is developed and emerges as we talk and through our past experiences, it was certainly at the ‘right’ time for me as I remember doing quite well at the writing process, connecting this part of language arts to the constructivist learning theory for me. The teacher for this particular part of the curriculum would have been instructing by telling us what to do through the transmissive method.
Blog Prompt #1
The characteristics of a learner in elementary/middle years
English Language Arts(ELA)
Characteristics are those things that every learner in elementary or middle years has but which may not be common to all learners.
Every learner is able to learn; however the way the learner learns may be different from one to another. Developmental levels may be different and personal experience may be different, a learner may learn better individually or in a group.
The Swiss psychologist Jean Piaget developed a theory of learning called the constructivist framework. “Piaget described learning as a modification of students’ cognitive structures as they interact with and adapt to their environment. He believed that children construct their own knowledge from their experiences.” (Language Arts textbook, Tomkins, Bright, Pollard, Winsor-4th edition page 5)
Every learner comes from a family or is involved socially with others, however the family or social aspect of a learners life may take shape in any number of diverse ways. Canada is becoming a very multicultural society and as such ethnic, racial and socio-economic diversity is prevalent in the school systems.
In Lev Vygotsky’s social development theory called sociolinguistics, Vygotsky asserted that children learn through socially meaningful interactions and that language is both social and an important facilitator of learning. (Language Arts textbook – page 8)
As each child has a community, family or social background that they come from these experiences differ from child to child.
As Piaget states he believes learning comes from a child’s own knowledge of their experiences however Vygotsky believes learning comes from a child’s meaningful social interactions.
Learning individually and in a group are both ways in which children learn, however these experiences differ from one child to another based on their own experiences and their own social interactions.
The positive and negative aspects of the BC English Language Arts(ELA) Integrated Resource Package(IRP)-the good, the bad, the ugly
As I read the IRP for Language Arts for the first time I am overwhelmed and frustrated by the internet version and really want to read it in paper format, I am also overwhelmed by the information that is in the IRP. I feel as though the package is made for everyone, catering to every learning style and as such the information is repetitive and overwhelming for someone like myself who is so new to teaching. I understand that there are varying levels of experience and different ways to learn the requirements with each teacher and as such the IRP needs to cater to all of these experiences.
I find the IRP to be very broad and could be taught by any teacher in a number of ways. It would give me a broad base to develop my lessons from and independence to develop the classroom that I want to create which I love as I don’t want to be a paper cut out of another teacher. In saying this however I wonder if there was a more detailed approach in the IRP if students would get a more consistent education. As a beginning teacher I know I’m very different in how I would share to my students than other teachers would be. By being given the independence to develop a classroom that you’re excited about makes for an interesting classroom. As long as the expectations set out by the IRP are met, as a teacher teaching the BC curriculum I would feel as though I’ve been successful in teaching the curriculum. .
In the introduction to the IRP I am told that the “development of the IRP has been guided by the following principles of learning: learning requires the active participation of the student, people learn in a variety of ways and at different rates, learning is both an individual and a group process and learning is most effective when students reflect on the process of learning and set goals for improvements.”(IRP-page 3 for Grade 4) This indicates that the characteristics of a learner and both Piaget’s and Vygotsky’s theories have been considered in developing the IRP. What I haven’t found are detailed ways that these principals can be taught and as a beginning teacher I would feel a little bit more guidance would be appreciated, providing more support.
I also find some of the language very complex and sometimes I would appreciate a more direct approach. In saying that though I am finding as I read further into the IRP I’m finding it to be informative and educational in that it gives me ideas on what to do, what to look for and what to keep in mind when developing my lessons. The IRP doesn’t tell me exactly what to do but it gives me prompts and points me in the right direction. This allows me to be open-minded with my lessons and keeps me on task on what my requirements are as a teacher and allows me to think of ideas for teaching to all types of learners. The section of the IRP called “Considerations for Program Delivery” is a great resource for me in reflecting on what I can integrate into a classroom and what to consider when doing it. I think the IRP is a great reference tool for keeping me on task with what is required in my classroom.
English Language Arts(ELA)
Characteristics are those things that every learner in elementary or middle years has but which may not be common to all learners.
Every learner is able to learn; however the way the learner learns may be different from one to another. Developmental levels may be different and personal experience may be different, a learner may learn better individually or in a group.
The Swiss psychologist Jean Piaget developed a theory of learning called the constructivist framework. “Piaget described learning as a modification of students’ cognitive structures as they interact with and adapt to their environment. He believed that children construct their own knowledge from their experiences.” (Language Arts textbook, Tomkins, Bright, Pollard, Winsor-4th edition page 5)
Every learner comes from a family or is involved socially with others, however the family or social aspect of a learners life may take shape in any number of diverse ways. Canada is becoming a very multicultural society and as such ethnic, racial and socio-economic diversity is prevalent in the school systems.
In Lev Vygotsky’s social development theory called sociolinguistics, Vygotsky asserted that children learn through socially meaningful interactions and that language is both social and an important facilitator of learning. (Language Arts textbook – page 8)
As each child has a community, family or social background that they come from these experiences differ from child to child.
As Piaget states he believes learning comes from a child’s own knowledge of their experiences however Vygotsky believes learning comes from a child’s meaningful social interactions.
Learning individually and in a group are both ways in which children learn, however these experiences differ from one child to another based on their own experiences and their own social interactions.
The positive and negative aspects of the BC English Language Arts(ELA) Integrated Resource Package(IRP)-the good, the bad, the ugly
As I read the IRP for Language Arts for the first time I am overwhelmed and frustrated by the internet version and really want to read it in paper format, I am also overwhelmed by the information that is in the IRP. I feel as though the package is made for everyone, catering to every learning style and as such the information is repetitive and overwhelming for someone like myself who is so new to teaching. I understand that there are varying levels of experience and different ways to learn the requirements with each teacher and as such the IRP needs to cater to all of these experiences.
I find the IRP to be very broad and could be taught by any teacher in a number of ways. It would give me a broad base to develop my lessons from and independence to develop the classroom that I want to create which I love as I don’t want to be a paper cut out of another teacher. In saying this however I wonder if there was a more detailed approach in the IRP if students would get a more consistent education. As a beginning teacher I know I’m very different in how I would share to my students than other teachers would be. By being given the independence to develop a classroom that you’re excited about makes for an interesting classroom. As long as the expectations set out by the IRP are met, as a teacher teaching the BC curriculum I would feel as though I’ve been successful in teaching the curriculum. .
In the introduction to the IRP I am told that the “development of the IRP has been guided by the following principles of learning: learning requires the active participation of the student, people learn in a variety of ways and at different rates, learning is both an individual and a group process and learning is most effective when students reflect on the process of learning and set goals for improvements.”(IRP-page 3 for Grade 4) This indicates that the characteristics of a learner and both Piaget’s and Vygotsky’s theories have been considered in developing the IRP. What I haven’t found are detailed ways that these principals can be taught and as a beginning teacher I would feel a little bit more guidance would be appreciated, providing more support.
I also find some of the language very complex and sometimes I would appreciate a more direct approach. In saying that though I am finding as I read further into the IRP I’m finding it to be informative and educational in that it gives me ideas on what to do, what to look for and what to keep in mind when developing my lessons. The IRP doesn’t tell me exactly what to do but it gives me prompts and points me in the right direction. This allows me to be open-minded with my lessons and keeps me on task on what my requirements are as a teacher and allows me to think of ideas for teaching to all types of learners. The section of the IRP called “Considerations for Program Delivery” is a great resource for me in reflecting on what I can integrate into a classroom and what to consider when doing it. I think the IRP is a great reference tool for keeping me on task with what is required in my classroom.
Friday, October 15, 2010
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