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Taryn Oesch posted from the web
When I took advanced functions & modeling in high school, we did a lot of projects that had real-world applications, and I think I learned a lot more in that class than I did in pre-calculus the next year, which was supposed to be an advanced version of the same material.
Sally Unrein posted from the web
Taryn I think a lot of classes that have "real-world" applications help students learn more. I guess we need to figure out how to make all classes be related to what happens outside of school. Some teachers can do that by having students keep a journal, others by comparing lyrics of popular songs to songs from the romantic period, and even some by having them create their own cities and set up their rules of governance. I always felt those classes were more enjoyable and so I gave more to them.
Brittany posted from the web
I am so glad to see how reading is fitting into every content area and that this conversation is drawing so many great ideas. :)
Kellie Deaton posted from the web
What a great idea, having someone come to speak as a text...I didn't know that would work. how neat!
Chelsea Cullen posted from the web
Dr. Olson--We recently had a vocal coach come in for a few days to teach our Musical Theatre/Opera Theatre students the appropriate techniques of singing. She even brought in her own articles to support the information she was giving to hand out to the students. Her visit was used in preparation for the students' final exam the next week which was a musical audition. The students were expected to use what they learned from her in their audition. Is that kind of like what you meant by having a guest as text?
Jennifer Olson posted from the web
That sound good -as a teacher who invites in guests you should prepare the students to interact with them. And then also follow up. Then I would consider the guest as a "text." If you expect the students to learn from the experience then you need to help them know how to learn from it. Guide their interaction.
Jennifer Olson posted from the web
We will be working on comprehension support later this month and you all are heading that direction with your comments. It was an early night for me last night, so I am sorry I was absent from discussions. Welcome to those who are just joining us.
Samantha Rice posted from the web
Sorry for getting involved so late! I really like this type of conversation because I can see what everyone has to say. Regarding your beginning question Dr. Olson, I had a hard time working with third graders at Barwell Road Elementary last semester with reading comprehension. They wanted to just start answering the questions as fast as they could without reading the content at all. Overtime I convinced some of them it is easier to answer the questions once you have read the entire text, but I can remember wanting to do this when I was younger too. It wasn't until college I realized how much easier it is to answer reading comprehension questions after I had read the text.
Jennifer Olson posted from the web
At least they were anxious to read. That is good. Now if you can focus the students on what they should get out of the reading, or how you want them to read it. This is the setting purposes part. And good readers set purposes while they read.
Samantha Rice posted from the web
That is a good point. I wish I would have talked to you last semester when I was working with them. But, I will know this now for my students in the future. It is a good starting point.
Samantha Rice posted from the web
On another note, I am interested in combining the ideas of creating a dance (choreographing) with the way you would write a story for a creative writing class. It is actually what my thesis is about, comparing the creative processes of creative writing and choreography for the stage and dance for the camera. I think middle school students could learn a lot more about writing and choreography from this. Do you know any literature for middle school students about creative writing?
Jennifer Olson posted from the web
We can look for some things. And you should be looking for some texts that help students understand that creative process. Can you find any readings on choreographers, or writers, so they read first hand how professionals create dance or stories? There must be websites. I know a dancer who has company that using climbing equipment in their dance and has performed on mountains and buildings. It is pretty cool. I can imagine that kind of dance has a different creative process.
Kellie Deaton posted from the web
Dr. Olson or Brittany: Have you had any luck on finding a source with which to evaluate the appropriateness for spanish texts? I cannot seem to find anything!
Jennifer Olson posted from the web
Do you mean the readability? Or otherwise?
Kellie Deaton posted from the web
Yes! readability
Samantha Rice posted from the web
Dr. Olson--I have a lot of books and articles I used for my review of literature which describe the creative process in creative writing and choreography. I have also interviewed people in each area so I can probably find something from these areas. I would love to hear more about this dancer and the company! Do they have a website? The choreographer has a lot of different things to think about, and it would be really interesting to hear what his/her creative process is like.
Jennifer Olson posted from the web
Their website is:
Jennifer Olson posted from the web
http://projectbandaloop.org/
Kellie Deaton posted from the web
I was looking and I saw a website that said something about figuring out the syllables of the Spanish words based on the way you count English syllables and evaluating that way, but that didn't seem right to me...
Jennifer Olson posted from the web
Kelliie,
Jennifer Olson posted from the web
http://www.hunter.cuny.edu/irb/smog_readability_formula.htm
Jennifer Olson posted from the web
I am not sure this is going to work...but it may. It has some additional resources also.
Kellie Deaton posted from the web
Thank you, it
Kellie Deaton posted from the web
is better than what I have so far!
Jennifer Olson posted from the web
Try this too... http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED273119&ERICExtSearch_SearchType_0=no&accno=ED273119
Kellie Deaton posted from the web
gracia!
Kellie Deaton posted from the web
er..gracias!
Jennifer Olson posted from the web
de nada
Jessica Prescott posted from the web
I did the same sort of thing that Samantha's third graders were doing.
Jessica Prescott posted from the web
Before reading something for class, I try to figure out if I need to know key points, big ideas, or special details. Depending on what I need to know, I change my reading style. With so much reading to do for multiple classes, skimming often happened for classes in which I was more confident or when I knew all I needed to know a few key words. Knowing what the teacher wanted me to do with the reading affects how much note-taking I did.
Abbey Collins posted from the web
sorry i am so late at joining in here! so far, finding different texts has been really difficult for me--I've read Sarah's and others' comments about not having textbooks in art areas, which is true. What I'm also finding is that there is not a lot of instructional material written for kids. for example, my topic for the project is "playwriting." do you know how many people have written guides for kids about playwriting? that would be zero. There are a lot of texts to help adults teach it to kids, but not many references for kids, themselves. obviously in a classroom setting, I'll be the "main reference" when my students have questions, but i also want to encourage them to find their own answers.
I also wanted to ask you, Dr. Olson, about the legitimacy of using other students' work as texts? I'm planning on having my students work in "workshop groups" to read and hear each others' plays. I really want the students to learn not only to read and LISTEN critically and learn to give constructive feedback. does that sound like a good idea?
I also wanted to ask you, Dr. Olson, about the legitimacy of using other students' work as texts? I'm planning on having my students work in "workshop groups" to read and hear each others' plays. I really want the students to learn not only to read and LISTEN critically and learn to give constructive feedback. does that sound like a good idea?
Jennifer Olson posted from the web
I am so glad Jessica brought up the idea of reading differently depending on the text. And it is interesting that you decide and think about that prior to reading. Good point....how about others...do you do the same? And do we ever talk to students or have you ever been told as a student that it is OK to do that?
Jennifer Olson posted from the web
Abbey -- I like the idea of using other student work as texts. It gives authenticity to the writer for producing the text. And I think students may respond well to other student work -- something to aim for themselves maybe.
Jennifer Olson posted from the web
On behalf of Magdelena I am adding the following: Magdalena Reese Diehl posted from the web at (23:11):
I didn't know we could have someone come in and speak as one of our text. I think it would be fun to have someone come in with a different dialect in English to show students that there are different dialects.
I didn't know we could have someone come in and speak as one of our text. I think it would be fun to have someone come in with a different dialect in English to show students that there are different dialects.
Abbey Collins posted from the web
oooh, Magdelena, i like that idea! it would be really interesting, too, if you brought in someone who could imitate multiple dialects.
in response to Jessica--I think that it's important to let students know how carefully they need to read a text for information, etc. I'm also a big fan of "honoring" the work by reading it all the way through just one without any "aim." This works best for short essays, poems, and other students' work. I like doing this with students because it helps them get a sense of the piece and the overall meaning behind it before they go looking for details. of course, you wouldn't want to do this with each chapter of a novel or textbook!
in response to Jessica--I think that it's important to let students know how carefully they need to read a text for information, etc. I'm also a big fan of "honoring" the work by reading it all the way through just one without any "aim." This works best for short essays, poems, and other students' work. I like doing this with students because it helps them get a sense of the piece and the overall meaning behind it before they go looking for details. of course, you wouldn't want to do this with each chapter of a novel or textbook!
Jessica Prescott posted from the web
Magdelena, that’s a great idea. I agree with Abbey that someone who could do multiple dialects would be especially interesting.
When the text is short enough, it’s nice to read for general idea or feeling and then go in for details or main points. Definitely not a textbook or novel approach, but it works well for shorter articles or poems.
I was told at some point to only skim readings that had specific questions to answer with them, especially on standardized tests, to save time.
When the text is short enough, it’s nice to read for general idea or feeling and then go in for details or main points. Definitely not a textbook or novel approach, but it works well for shorter articles or poems.
I was told at some point to only skim readings that had specific questions to answer with them, especially on standardized tests, to save time.
Janine Dube posted from the web
Jessica, I find that sometimes students don't know how to properly skim texts and end up missing the overall point because of it. If we are going to tell students to do this, I think we need to teach them how to properly skim. I know that sounds awkward, but I think that it kind of goes back to the whole reading differently depending on the text. It is much like when I have to teach my students the "proper" way of reading historical primary documents. Which leads me to my issue, I feel very overwhelmed sometimes with the overabundance of documents to choose from. Is there a way that I can cut back some of my options for texts to give to my students and would you recommend one type of text over another? Also, I don't know what could be considered too much supplementation considering my students will be reading the book chapters along with primary texts.
Jessica Prescott posted from the web
Teaching kids how to properly read the text presented to them is important. There are times when I wish I hadn't skimmed something because I did not get enough meaning out of it, but I had skimmed it because that was the reading skill I had learned was appropriate for that situation. How do you work teaching students how to properly read the texts given to them into the schedule when you already have more material to cover than you can actually allow your students to understand?
Magdalena Reese Diehl posted from the web
Thanks for adding my comment. I know that we could use our peers for example, I know that many teachers in my school are very southern and a few have very "New York" dialects. I was impressed with all the diversity in my school when it came to dialects.
And just a quick reminder to all core teachers when making your lessons please remember to modify for your LEP students. Skimming is a very difficult task, maybe give a shorter text with some strategies on how to begin and what to look for.
And just a quick reminder to all core teachers when making your lessons please remember to modify for your LEP students. Skimming is a very difficult task, maybe give a shorter text with some strategies on how to begin and what to look for.
Magdalena Reese Diehl posted from the web
YEAH it posted !!!!!
Janine Dube posted from the web
Thank you Magdalena. I am curious, have you seen any one specific way of teaching LEP students to read effectively that works for most? For example, does it help most LEP students if you give them an outline with the major points they need to identify and spaces for supporting facts or information they need to fill in to go along with the reading? I never really know what would be most helpful, and I know it will mostly be on a student by student basis, but it might be nice to have a general tactic just in case.
Jennifer Olson posted from the web
We will also be talking about note taking and comprehension support...all good things to be thinking about as you think about what good readers need to do as the prepare for the task of reading.
Chelsea Cullen posted from the web
An important note about note taking: If you assign your students the task of taking notes on any text or video, remember to tell them how many/how detailed notes you are looking for. My cooperating teacher told the class to take notes on a video they watched so that we could have a class discussion on it afterward. She then graded the notes based on how many were on the page, but she didn't tell them that she was looking for a specific amount. I think it's important to realize that some students do not need to write down as many notes to remember, or they get more out of just watching than stopping to write several times. This kind of ties into the different types of learners you find in the classroom....
Carol Boiter posted from the web
Chelsea, that is a great point! I feel like it is hard to take notes when watching a movie without some sort of guided questions, especially in a middle school or elementary school. I always liked when teachers had questions with fill in the blanks when watching movies. That way you are really alert to what is going on. I know that some could say this method wouldn't encourage authentic thinking, but it's better than the students being confused and not knowing what the expectations are.
Samantha Rice posted from the web
I completely agree about note taking and still struggle all the time in classes at Meredith with taking too detailed of notes. When I am typing them it is not that bad, but I often feel overwhelmed when I write them by hand because I do not know what information is the most important to remember and how detailed to get. In classes where we watch videos and need to take notes I love when teachers hand out questions to answer while watching the movie! Especially when it is only 3-4 questions. When they are evenly spaced throughout the movie so you need to pay close attention but do not feel overwhelmed I feel I can take a lot more away from a video viewing.
Carol Boiter posted from the web
looking at everyones comments on finding different types of text, I am glad I am not the only one having a little trouble. I am having the most trouble finding a song or poem that really exhibits what we are learning in my unit. I found a song that deals with table settings, but in a funny way, so I thought we could listen to the song, then try and change the lyrics to make it something that would help them remember the steps of setting a table. This could be a great studying tool as well. Still thinking...
Jennifer Olson posted from the web
Carol...I have a poetry book for you. I will bring it to class today. I think changing the lyrics sounds like a good plan too.
Catie Hitzigrath posted from the web
Carol you're definitely not the only one. I've found stuff to go with chorus, but I'm not going to like, some of the connections were a little harder to come by and are definitely more general than others.
Chelsea Cullen posted from the web
Carol and Samantha--That's a great idea! I totally forgot about that. Having questions ahead of time could also help lead a class discussion beforehand to see what the students may already know.
Lindsey posted from the web
Chelsea- your comment was quite a ways back but that lesson plan was awesome and I really liked the way your cooperating teacher incorporated text. When first starting this class I thought it would be so difficult to include text with dance but I'm finding that I use it daily. There are so many great lesson plan ideas and ways to enrich student's through text. I'm struggling with the Pilates and finding text that is readable and not boring the student's to death. I'm thinking of using a KWL chart to begin the unit on Pilates History.
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