Sunday, September 22, 2013
Tuesday, September 10, 2013
Reading Reflection
Well, I guess for the first part of my technology reflection I want to note that I found out that at least creating a blog is a lot easier than I thought it would be. Although clearly a lot of work needs to go into making it "look cool" with adding pictures, posting frequently, etc., I was surprised to find that the actual "start up" of setting up a blog was something I could have done for a while using my Google account. It was all right there! This segues (I want to write this "segway" so I hope I spelled this right...) into my thoughts from the Richardson chapter (from Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms) nicely - I feel that, although I feel like I am reasonably up-to-date with, and comfortable with, using new technology - I have an iPhone which I use for everything, I love to read e-books, watch shows, get on the Web, etc. on my Kindle Fire, and I am comfortable with email, shared documents and calendars, etc., I know that there are many, many "new" technological aspects of society that I have never either tried or really sunk my teeth into: heaven forbid I am not on Facebook, I have only tried out Twitter once or twice, and I really have no experience with podcasts, wikis, and the like. I am really looking forward to this course to enlighten me with all sorts of things! I am, like the Richardson chapter discusses, well aware that my students (and my kids for that matter) probably know and will know so much more than me about many of these areas. I would like to become more well-versed, and be able to apply/use some of these tools effectively in my teaching, and it is a little daunting, so I was reassured to read in Chapter 1: "As you read this book, I have one request: Before you attempt to bring these technologies to your students, first be selfish about their use in your own learning practice." As with many of the new things we are learning in the MAT program, there is a lot of absorb, and sometimes the internal feeling of pressure to be able to put it all together immediately, and to be proficient in everything, can be a little overwhelming. I am trying to remind myself to breathe : ) and try to integrate what I can on my own, then, when I feel comfortable enough, I can bring it to my students. I am actually really excited about the idea of trying out blogging with my own kids, since my oldest two (ages 7 and 5) are writing - I think it would be fun for them to be able to add posts and pictures to a "family blog" of sorts like Dr. Wiseman has done. It seems like it could be like an online collaborative scrapbook of sorts, which I love.
The other component of this weeks reading was from Tompkins (Teaching Writing, Balancing Process and Product), Chapters 3 and 5. Let me just say from the outset that I absolutely love this book. I can tell already that it will be an invaluable resource - it is so chock full of great information that really lays out the components to include in teaching the writing process. This is where, to connect back though, the overwhelming part comes in: it is a lot to try to put together/remember, and figure out how it all fits together! I really liked how Chapters 1 and 2 laid out so nicely the stages in the writing process, and writing strategies to teach/focus on within each stage. Then Chapter 3 added in the elements of Writer's Craft to develop: the six traits plus one, which are Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. I really liked the Mentor Text boxes throughout the chapter with books selected to aid in teaching each trait. Good book recommendations are always helpful! I also liked that the chapter included very practical advice, such as "How to Contruct a Word Wall". Chapter 5 had great examples of personal writing and how you can integrate various writing avenues within the classroom so that students actually practice letter-writing (with pen pals, etc.), and writing emails, post cards, etc. I am a huge fan of writing that serves a practical purpose! I also was very happy to read about journal writing as separate from writing workshop, and the different varieties and purposes it can serve. I was getting a little confused about how that fit into the "big picture", and I know both my first grader and kindergartner have "journal time", and I feel like now I appreciate how it can fit into the day (at the beginning of the day, during reading, etc.), and that it is a separate component from the literacy block, which would include writing workshop and reading workshop. The more opportunities for independent writing, the better, and I think sometimes, many times, you have to be creative to make writing fun, which all of these personal writing ideas are.
The other component of this weeks reading was from Tompkins (Teaching Writing, Balancing Process and Product), Chapters 3 and 5. Let me just say from the outset that I absolutely love this book. I can tell already that it will be an invaluable resource - it is so chock full of great information that really lays out the components to include in teaching the writing process. This is where, to connect back though, the overwhelming part comes in: it is a lot to try to put together/remember, and figure out how it all fits together! I really liked how Chapters 1 and 2 laid out so nicely the stages in the writing process, and writing strategies to teach/focus on within each stage. Then Chapter 3 added in the elements of Writer's Craft to develop: the six traits plus one, which are Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. I really liked the Mentor Text boxes throughout the chapter with books selected to aid in teaching each trait. Good book recommendations are always helpful! I also liked that the chapter included very practical advice, such as "How to Contruct a Word Wall". Chapter 5 had great examples of personal writing and how you can integrate various writing avenues within the classroom so that students actually practice letter-writing (with pen pals, etc.), and writing emails, post cards, etc. I am a huge fan of writing that serves a practical purpose! I also was very happy to read about journal writing as separate from writing workshop, and the different varieties and purposes it can serve. I was getting a little confused about how that fit into the "big picture", and I know both my first grader and kindergartner have "journal time", and I feel like now I appreciate how it can fit into the day (at the beginning of the day, during reading, etc.), and that it is a separate component from the literacy block, which would include writing workshop and reading workshop. The more opportunities for independent writing, the better, and I think sometimes, many times, you have to be creative to make writing fun, which all of these personal writing ideas are.
Subscribe to:
Posts (Atom)