In the Brandl article it talked about how students interact with what they read. It mentions the common practice of having students write about their reading which is very effective in helping them retain and comprehend the readings. It also talked about this being important as a LL and when using electronic sources.
I was thinking that it wouldn't necessarily have to be writing though. Students could talk about the readings in groups (or as a class), they could create art that represented what they read (pictures, posters, movies, sculpture, song). The most important thing is that they understand what they read and have a purpose to read for.
The other big thing from this article was about whether the internet was the best resource for the intended reading. Sometimes giving a handout or an assigned reading from the book is more efficient than using the internet. It's a matter of using your discretion. Are there enough visual aids in this reading that it's more effective on line? Then use it on line...if not is the eye strain worth it?
Yes, I'm someone who prefers reading on paper. This could be because my bifocals are not set for computer use, or from my desire to color on the pages. But I like to be able to pull out the text while I'm on the bus, in the car, at a meeting...wherever and show the text to someone else. There is a certain level of comfort in that. So yes...I find more reasons not to read online, but I never penalized someone for feeling differently about it. As long as they didn't try to get credit for reading porn.
Wednesday, September 24, 2008
Reflections
After class last week I called my mom. She's used Picasa...but not much. She thinks the program is nice, but she has other things to work on. I'm undecided yet.
Esther asked us about how the things we've looked at apply to TESL. I'd been thinking about it, but I don't necessarily have an answer. I usually start with my experiences as a Language Arts teacher. I wonder how each thing would work with my variety of kids in the room (low level ESL to English Geniuses in the same room). I more often see how it wouldn't work in that situation. Then I try to apply to just an ESL room, which is the actual goal. However, I don't know.
First of all, when does a student become intermediate or advanced in English proficiency. Everyone talks about it, but I have no idea what the boundary is. I find it incredibly frustrating to try to say, "well in my beginning level..." because I don't really know what that means. I'm wondering if any of the CALL ideas we've looked at could work with beginning students.
Oh, and about Chris's presentation. I loved it and hated it at the same time. It was clear and easy to follow (well done) I got frustrated at the repetition of everything because I understood the spanish the first time through. Which makes me wonder, how do we avoid this trap in our ESL classrooms which will have a variety of levels?
Esther asked us about how the things we've looked at apply to TESL. I'd been thinking about it, but I don't necessarily have an answer. I usually start with my experiences as a Language Arts teacher. I wonder how each thing would work with my variety of kids in the room (low level ESL to English Geniuses in the same room). I more often see how it wouldn't work in that situation. Then I try to apply to just an ESL room, which is the actual goal. However, I don't know.
First of all, when does a student become intermediate or advanced in English proficiency. Everyone talks about it, but I have no idea what the boundary is. I find it incredibly frustrating to try to say, "well in my beginning level..." because I don't really know what that means. I'm wondering if any of the CALL ideas we've looked at could work with beginning students.
Oh, and about Chris's presentation. I loved it and hated it at the same time. It was clear and easy to follow (well done) I got frustrated at the repetition of everything because I understood the spanish the first time through. Which makes me wonder, how do we avoid this trap in our ESL classrooms which will have a variety of levels?
What happened?
Ok, so apparently having a conversation about what you've read for class with some friends is not the same as writing it down.
I found the promotion of YouTube interesting. Prior to this class my only real experience with it was when my students would come in and say, "Miss, I found the coolest video..." I've seen videos about Brazil, different bands and even one made by the brother of a student. The students were very excited, but I never considered it an actual resource for the classroom.
Having responded to Stephanie's post I can see an application for it, but I just haven't examined it on a personal level.
I found the promotion of YouTube interesting. Prior to this class my only real experience with it was when my students would come in and say, "Miss, I found the coolest video..." I've seen videos about Brazil, different bands and even one made by the brother of a student. The students were very excited, but I never considered it an actual resource for the classroom.
Having responded to Stephanie's post I can see an application for it, but I just haven't examined it on a personal level.
Wednesday, September 17, 2008
Wednesday, September 3, 2008
I don't exist
I maintain that I was thinking and according to DesCartes that means I exist, but Google disagreed. Oh well, we found me and life can continue. (I know everyone was very worried about my (and Leping's) temporary lack of existence.)
The difficulties of logging in to Google Docs aside there were some interesting things tonight. As I wrote in my blog about the reading for today I was interested in the idea of Digital Immigrants/Natives. At some point Esther said she believed it might be more of a continuum than the extremes set out by Prensky. This makes sense to me. I typically prefer to read on paper over on the screen, but I actually kind of like to read the shorter articles on line. The longer (denser) articles are easier for me to read in print because I mark things on them and can keep track of my place. This doesn't work on the computer, when I scroll the highlighted items don't match...maybe I shouldn't use a highlighter. ;)
Just in reading I was feeling a little of the combination Native/Immigrant. Sometimes I copy and paste bits in a document when I read online, and print out those ideas later (to carry in my notes), sometimes I jot them down on paper. Both are effective.
Esther also asked us about writing. Do I always write by hand before typing? NO!!! Sometimes, I do write by hand. I do this when I've been taking notes from books, or happen to be somewhere else when the perfect beginning strikes me. Because the handwrite, then type philosophy was so drilled into me as I went through elementary and high school it is hard to escape. I feel a little guilty that I don't want to write a perfect outline with color coded note cards everytime. And there is something a little soothing about the feel of a good pen (or pencil) going across the paper.
However, I often grab my notes and sit down to write. I type much faster than I write and can edit very swiftly. I've never been afraid to just set my words down on the screen. I don't feel very Immigranty about writing, I feel very native.
Having taught writing at the 7th grade through 12th grade levels I must confess to a desire to edit/correct student papers by hand. It is easier for me to talk through the changes with a student when we have the paper in front of us rather than the computer screen. The other advantage is that a piece of paper does not block the view of the other students while a computer may do just that. So in the proofing of paper I feel like I'd probably be more immigrant than native.
I realize we talked about a lot of other things today, but that darn Prensky article was the one that tripped my inner dialogue.
The difficulties of logging in to Google Docs aside there were some interesting things tonight. As I wrote in my blog about the reading for today I was interested in the idea of Digital Immigrants/Natives. At some point Esther said she believed it might be more of a continuum than the extremes set out by Prensky. This makes sense to me. I typically prefer to read on paper over on the screen, but I actually kind of like to read the shorter articles on line. The longer (denser) articles are easier for me to read in print because I mark things on them and can keep track of my place. This doesn't work on the computer, when I scroll the highlighted items don't match...maybe I shouldn't use a highlighter. ;)
Just in reading I was feeling a little of the combination Native/Immigrant. Sometimes I copy and paste bits in a document when I read online, and print out those ideas later (to carry in my notes), sometimes I jot them down on paper. Both are effective.
Esther also asked us about writing. Do I always write by hand before typing? NO!!! Sometimes, I do write by hand. I do this when I've been taking notes from books, or happen to be somewhere else when the perfect beginning strikes me. Because the handwrite, then type philosophy was so drilled into me as I went through elementary and high school it is hard to escape. I feel a little guilty that I don't want to write a perfect outline with color coded note cards everytime. And there is something a little soothing about the feel of a good pen (or pencil) going across the paper.
However, I often grab my notes and sit down to write. I type much faster than I write and can edit very swiftly. I've never been afraid to just set my words down on the screen. I don't feel very Immigranty about writing, I feel very native.
Having taught writing at the 7th grade through 12th grade levels I must confess to a desire to edit/correct student papers by hand. It is easier for me to talk through the changes with a student when we have the paper in front of us rather than the computer screen. The other advantage is that a piece of paper does not block the view of the other students while a computer may do just that. So in the proofing of paper I feel like I'd probably be more immigrant than native.
I realize we talked about a lot of other things today, but that darn Prensky article was the one that tripped my inner dialogue.
Reading for 9/3/8
Some of the reading for tonight was too intense...my brain is slow to come back from summer. I don't know what it's doing, but it is not comprehending the written English word.
However, the Prensky article about digital natives/immigrants struck a chord with me. As I grew up there was always a new computer, video game, vcr, cd player. We were never the first to have these things, nor were ours the best, but we always had them early on. So I'm not really a digital immigrant, on the other hand technology moves so fast I don't really feel like a native either. My father is an 8th grade earth science teacher (for over 30 years) his classroom uses computers for interactive learning, videos for instruction and review. He created a way for his computer to "air" on the television in his classroom and that is where students get/got their assignments and the plans for the day. He's done this since the early 90s. He is a digital...mobilizer, I'd say he tries to be at the forefront of the movement. Heroworship aside that is the kind of class I believe students thrive in, a mix of digital technology and hands on real people work.
The most interesting thing in this article for me was the idea that students' brains are physically different now than when I was learning. When I think about the many students I've taught the past few years that would be one step in explaining the problems some of them have in class. I still don't think it is my job to entertain the class, but very likely there are things I haven't thought of that would reach these kids. I believe I need to go to the kids who are struggling and find out what kinds of things would appeal to them. I'm not sure there' s a lot I can do about it, but sometimes they still appreciate the effort.
However, the Prensky article about digital natives/immigrants struck a chord with me. As I grew up there was always a new computer, video game, vcr, cd player. We were never the first to have these things, nor were ours the best, but we always had them early on. So I'm not really a digital immigrant, on the other hand technology moves so fast I don't really feel like a native either. My father is an 8th grade earth science teacher (for over 30 years) his classroom uses computers for interactive learning, videos for instruction and review. He created a way for his computer to "air" on the television in his classroom and that is where students get/got their assignments and the plans for the day. He's done this since the early 90s. He is a digital...mobilizer, I'd say he tries to be at the forefront of the movement. Heroworship aside that is the kind of class I believe students thrive in, a mix of digital technology and hands on real people work.
The most interesting thing in this article for me was the idea that students' brains are physically different now than when I was learning. When I think about the many students I've taught the past few years that would be one step in explaining the problems some of them have in class. I still don't think it is my job to entertain the class, but very likely there are things I haven't thought of that would reach these kids. I believe I need to go to the kids who are struggling and find out what kinds of things would appeal to them. I'm not sure there' s a lot I can do about it, but sometimes they still appreciate the effort.
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