Today I conducted a webinar with Sara Staten about "Storybird" (storybird.com)-- this is a terrific web 2.0 tool that helps students express their creativity through art and writing. The site has a number of thematically organized original art to choose from to inspire ideas for writing and sharing in a "round robin" fashion. Students can begin a story and email it to another to add to it until the story is complete. They can then publish their final book where it will remain saved in the website, and it's completely free, student-safe, and super fun and easy to use.
I was mostly impressed with the art available to select from on the website. It ranges from very cute and simple to more complex and thought-provoking. I enjoyed working with Sara on this presentation. I'm glad some folks signed up to participate today (thank you Jeff, Melanie, and Alison!!). The participants made some excellent comments and offered great feedback. I think the tool is most useful in an English classroom, but Melanie also pointed out its usefulness in a World Languages class as well.
I'm glad the technology didn't fail us during our presentation and am so grateful for having paired with an excellent partner like Sara!! She had great ideas for a lesson plan to match the tool and was instrumental in getting it all together in time. What a great experience this was. I'm excited to see if anyone's Web 2.0 article will be published next semester. Thanks to Jeff and Liz for creating this assignment. I think we all feared it a bit, especially at the tail end of the semester when we have so many other assignments due, but once we tried it we realized how fun it actually was. I'll be using this tool when I teach next semester!
Friday, December 11, 2009
Thursday, December 10, 2009
Wednesday, December 9, 2009
Star Gazing
“It is literature and not literary criticism, which is the subject.” (Bridging English p 152)
I appreciate this quote because to me, it indicates that we should remember to keep the focus on the literature itself without getting too far wrapped up in the literary theory about it. We should allow students to evaluate it for themselves first before flooding their minds with the deconstructionist views they will never be able to erase after learning and possibly, sadly, never be able to appreciate literature on their own terms again. I’m reminded of that beautiful Whitman poem, When I Heard the Learned Astronomer:
When I heard the learn’d astronomer;
When the proofs, the figures, were ranged in columns before me;
When I was shown the charts and the diagrams, to add, divide, and measure them;
When I, sitting, heard the astronomer, where he lectured with much applause in the
lecture-room,
How soon, unaccountable, I became tired and sick;
Till rising and gliding out, I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Of course we can guide them by giving them basic information about the different lenses they can look through to evaluate literature, such as psychological, feminist, biographical, Marxist, mythological, formalist, post modernist, etc, but I would hate for theory to get in the way of students experiencing the beauty of literature for themselves first.
Reader-response criticism is the one I lean most towards because I think it’s the one that makes most sense – what experiences do readers bring to the text initially that lead them to understand the material in their unique ways? Maybe I feel strongest about this type of literary criticism because my background is in personal essay writing/creative nonfiction and almost everything for me takes on meaning by how well I can relate to it.
What concerns me about literary theory is that despite all my years of education and being an educator myself, I never felt adequate enough to participate in that type of dialogue. I consider it to be too stuffy and high-brow for me. I’m like the Charles Bukowski of literary theory – I prefer the dirty every-day man lingo to the “look at me I have a top notch university education” speech that nauseates me whenever I hear it. Sure there is pleasure in speaking intelligently but I prefer speaking as I understand things and maybe it’s because it takes me a lot longer to process complex ideas that I prefer simplicity and clarity. Perhaps this has something to do with my background as an immigrant child and ESL student, never feeling fully adequate to participate in such conversations. I can certainly do it but I just prefer not to. I’d like to be able to teach the basics of theory/criticism and let students do what they will with it because on my radar it isn’t as important as the literature itself.
I appreciate this quote because to me, it indicates that we should remember to keep the focus on the literature itself without getting too far wrapped up in the literary theory about it. We should allow students to evaluate it for themselves first before flooding their minds with the deconstructionist views they will never be able to erase after learning and possibly, sadly, never be able to appreciate literature on their own terms again. I’m reminded of that beautiful Whitman poem, When I Heard the Learned Astronomer:
When I heard the learn’d astronomer;
When the proofs, the figures, were ranged in columns before me;
When I was shown the charts and the diagrams, to add, divide, and measure them;
When I, sitting, heard the astronomer, where he lectured with much applause in the
lecture-room,
How soon, unaccountable, I became tired and sick;
Till rising and gliding out, I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Of course we can guide them by giving them basic information about the different lenses they can look through to evaluate literature, such as psychological, feminist, biographical, Marxist, mythological, formalist, post modernist, etc, but I would hate for theory to get in the way of students experiencing the beauty of literature for themselves first.
Reader-response criticism is the one I lean most towards because I think it’s the one that makes most sense – what experiences do readers bring to the text initially that lead them to understand the material in their unique ways? Maybe I feel strongest about this type of literary criticism because my background is in personal essay writing/creative nonfiction and almost everything for me takes on meaning by how well I can relate to it.
What concerns me about literary theory is that despite all my years of education and being an educator myself, I never felt adequate enough to participate in that type of dialogue. I consider it to be too stuffy and high-brow for me. I’m like the Charles Bukowski of literary theory – I prefer the dirty every-day man lingo to the “look at me I have a top notch university education” speech that nauseates me whenever I hear it. Sure there is pleasure in speaking intelligently but I prefer speaking as I understand things and maybe it’s because it takes me a lot longer to process complex ideas that I prefer simplicity and clarity. Perhaps this has something to do with my background as an immigrant child and ESL student, never feeling fully adequate to participate in such conversations. I can certainly do it but I just prefer not to. I’d like to be able to teach the basics of theory/criticism and let students do what they will with it because on my radar it isn’t as important as the literature itself.
Tuesday, December 8, 2009
Traditional vs. Progressive Education
I remember receiving a very traditional education from elementary through high school, meaning teachers would primarily lecture and I would try to do a lot of memorization work. Most of the stuff I had to memorize for exams like dates in history or factual information for math or science went in one ear and out the other and I have pretty much forgotten most of it unless it’s been used and reinforced to date.
I remember one fantastic ancient civilization teacher I had in high school who assigned very creative assignments in which were to use artistic abilities to do assignments and activities and we even had a trip to the museum to reinforce things we were learning. This material stayed with me because I found it so interesting and was able to experience it visually. She had us do a timeline of most influential events of the 20th century because Time magazine had just done an article on that, and we were to illustrate each event with a brief summary. I remember she held mine up to show the class as an example and it made me feel very good to know I had worked so hard on something and been recognized. She even brought in a ball and chain to show us what Gladiators would fight with. It was a very hands-on interesting class.
Having received a traditional education for the most part in elementary and high school, it was extremely difficult for me to adjust to college where we were expected to participate actively in classes. I was very shy and timid and it took me a long time to get over that. It wasn’t until senior year that I finally gained more comfort expressing myself and looking back, I wish I were expected to have a more active role in my earlier education to better prepare me for college and life in general. So I would strive to be a progressive teacher rather than a traditional one. In my mind I see traditional as being more about outcome and lecture-driven and progressive more about the learning process and engaging students in a creative way to retain and apply the knowledge they receive.
I remember one fantastic ancient civilization teacher I had in high school who assigned very creative assignments in which were to use artistic abilities to do assignments and activities and we even had a trip to the museum to reinforce things we were learning. This material stayed with me because I found it so interesting and was able to experience it visually. She had us do a timeline of most influential events of the 20th century because Time magazine had just done an article on that, and we were to illustrate each event with a brief summary. I remember she held mine up to show the class as an example and it made me feel very good to know I had worked so hard on something and been recognized. She even brought in a ball and chain to show us what Gladiators would fight with. It was a very hands-on interesting class.
Having received a traditional education for the most part in elementary and high school, it was extremely difficult for me to adjust to college where we were expected to participate actively in classes. I was very shy and timid and it took me a long time to get over that. It wasn’t until senior year that I finally gained more comfort expressing myself and looking back, I wish I were expected to have a more active role in my earlier education to better prepare me for college and life in general. So I would strive to be a progressive teacher rather than a traditional one. In my mind I see traditional as being more about outcome and lecture-driven and progressive more about the learning process and engaging students in a creative way to retain and apply the knowledge they receive.
Monday, December 7, 2009
The Power of Words
Quote: “To speak of mere words is much like speaking of mere dynamite” – what does this quote have to do with teaching English?
This quote has a lot to do with teaching English because words hold power just as “dynamite” holds power. In all the English classes I taught in the past I tried to drill this idea into my students, telling them what they say and how they say it matters greatly. I like to emphasize quality writing over quantity, telling them I’d prefer a few pages of powerful, meaningful writing over twenty pages of space-filler-fluff. The literature I selected to teach in the college courses was always carefully chosen to inspire students to think critically about the world and their place within it. We often talked about how powerful words are and how we should never take them for granted since we use them in every day life, not just the English classroom. Words matter on every level and ever relationship, between students and professors, employees and employers, friends, family, significant others, even pets and plants! We interact with living thing around us through words, using a particular tone with specific intentions and always toward an ultimate purpose, etc, so learning English well is not just learning how to write essays but how to communicate and express yourself clearly in any given situation.
This quote has a lot to do with teaching English because words hold power just as “dynamite” holds power. In all the English classes I taught in the past I tried to drill this idea into my students, telling them what they say and how they say it matters greatly. I like to emphasize quality writing over quantity, telling them I’d prefer a few pages of powerful, meaningful writing over twenty pages of space-filler-fluff. The literature I selected to teach in the college courses was always carefully chosen to inspire students to think critically about the world and their place within it. We often talked about how powerful words are and how we should never take them for granted since we use them in every day life, not just the English classroom. Words matter on every level and ever relationship, between students and professors, employees and employers, friends, family, significant others, even pets and plants! We interact with living thing around us through words, using a particular tone with specific intentions and always toward an ultimate purpose, etc, so learning English well is not just learning how to write essays but how to communicate and express yourself clearly in any given situation.
Friday, November 20, 2009
Claymation!
I joined Sara, Adam, and Katie's creative group near the end -- this is the great clip they put together! Enjoy....
Monday, November 16, 2009
Fun with Podcasts!
Last night I tried my hand at podcasting with Kim Garber and had great fun doing it. I enjoyed listening to the student perspectives on uses of technology in the classroom. They all seemed to agree that technology can be a very powerful learning tool if used correctly. They also agreed that it becomes crystal clear when teachers toss in technology randomly as space filler with no real learning agenda behind it, such as showing a random film not connected to any lessons.
It helped to hear their colorful points of view on the issue because it helps me realize what kind of teacher I'd like to be. I certainly don't want to use technology just for the sake of using it. When I use it, I think it's essential to clearly connect it to the lesson at hand and ensure that students are learning from it rather than mocking the attempt! But like with everything else, sometimes we get better at things the more we try them. I can see how several vocabulary video games might be a good place to start motivating students about grammar/vocabulary.
I enjoyed the podcast experience with Kim. The students gathered around the phone also enjoyed it too, as it was their first podcast experience also. They especially enjoyed the commentary Liz and a few others provided in the chat room. Thanks for participating!
It helped to hear their colorful points of view on the issue because it helps me realize what kind of teacher I'd like to be. I certainly don't want to use technology just for the sake of using it. When I use it, I think it's essential to clearly connect it to the lesson at hand and ensure that students are learning from it rather than mocking the attempt! But like with everything else, sometimes we get better at things the more we try them. I can see how several vocabulary video games might be a good place to start motivating students about grammar/vocabulary.
I enjoyed the podcast experience with Kim. The students gathered around the phone also enjoyed it too, as it was their first podcast experience also. They especially enjoyed the commentary Liz and a few others provided in the chat room. Thanks for participating!
Thursday, July 30, 2009
Keeping an Open Mind
As our summer session is winding down in the MAC program, I've been thinking about all the new technology we can use in the classroom. I've enjoyed learning about all the creative possibilities that can enhance our teaching, such as using cell phones in the classroom (for polling etc.), facebook (for creating class group discussions), twitter (for immediate feedback/discussion among students), and many others we discussed. At first I kept thinking "oh great, yet another thing to detract from actual learning and yet another way to contribute to a generation already plagued by short-attention spans!" But the more we use these tools in our classes, the more I see valid ways to use them. I'm sure my initial reluctance stems from my traditional education where a teacher lectured and the only technology we experienced was perhaps a video or DVD viewing. I'm making a consious effort to get out of that mindset and join the new wave of information technology. It's easy to feel overwhelmed by just how much information is out there but just like with anything else in life, the more you learn about it, the more comfortable you might be with it. I'm learning to appreciated the class by picking and choosing what might work for me in an English class.
Thursday, July 23, 2009
Socio-Economic Equity Issues in the Classroom
Today in Eugenie Potter's EDUC-649 "Foundational Perspectives on Educational Reform" class we heard a group presentation that addressed several important components to consider in classroom equity, including disability, gender, race, socio-economic, and language. I was struck by a panel member's comment when highlighting socio-economic issues (and I'm paraphrasing here) that it's safe to assume that since we're all in the MAC program here at the University of Michigan we probably aren't struggling with this harsher issues our students may be dealing with economically. I think we need to be careful as teachers making generalized assumptions like this. Yes, I'm in the prestigious MAC program at one of the wealthiest schools in the country but it doesn't change the fact that I live with daily fear I'll have to drop out because of the issues my family is currently struggling with. I know she meant no harm suggesting this but it reminded me of the importance of not making such blanket statements based on appearances, especially within our own classrooms.
Friday, July 17, 2009
Ann Arbor Art Fair
I remember some fun paintings I saw years ago at the Ann Arbor Art Fair. They were whimsical cartoonish images of chubby little ladies dressed in old Saloon attire floating about with sweet tarts in the air, and captions like "I never met a sweet tart I didn't like" -- so goofy and cute. Since then, I've been looking for those paintings and that artist with no luck. I need to walk the whole Art Fair tomorrow with the hope of finding him again.
Friday, July 10, 2009
Technology in the Classroom
My ideal classroom would be fully equipped with all the technological devices I might use during the course of the year to teach English Lit. I'd like to have a projector attached to the ceiling and connected to a main computer at my desk for easy showing of DVDs. We all know students learn in a variety of ways, and including visuals to match the lesson plans will help students retain new knowledge. I'd also like to have computer stations with printer along one side of the classroom for easy access to research that students can do in groups at a time. Having a lap-top friendly room with outlets available near all desks or tables would also be ideal, provided students can afford their own lap-tops. I've mainly used films/documentaries to go along with the literature I've assigned in the past, but I look forward to learning more about the many uses of technology beyond that.
Friday, June 26, 2009
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