A Vision of my ELA classroom, and how my students and I will experience oral and written language? How has this changed since my first blog entry?

     I can't say that my vision of my ELA classroom changed much from my first blog entry. However, my vision has expanded and filled in to include specific strategies in which to accomplish my goals. Not only do I have a more specific idea of how I can approach ELA, I have realized that ELA can encompass a whole range of mediums and technologies for exploration that I had not previously considered or even knew about. Naturally, writing this blog at the end of my ELA class, I have a more up-to-date idea of the possibilities for ELA today, more knowledge about ELA- period. The more knowledge and ideas I build for ELA lessons, the more I can appreciate the flexibility of the PLOs.
     I will revisit the main points of my first blog to explain exactly how I feel better prepared to accomplish them. First, I think incorporating KWLs (know, want to know, learned) discussed in class and the text would be a great way to incorporate previous student knowledge on a topic, allow students to connect the very real knowledge they have outside of the classroom, and facilitate authentic classroom discussions. It is also a good tool to assess initial class knowledge on a new topic, find out where interest is and promote that, and assess comprehension of the unit.
     In including critical literacy, I would try to educate students (particularly in the early grades) about all the different kinds of information that is available to them. This includes the various technologies available to them, such as blogging, podcasts, and voice threads. During the process of exploring these tools I would ensure they have the ability to safely navigate them. I would explore themes such as source, and make sure students understand the how information is shared today and what that means for them. As I discovered in the article I read about young children using the internet, children are accessing information, sometimes independently, outside of the classroom, and it is important that this is both supported through education and encouraged (creating a life-long learner). Beyond technology, I would try to include critical discussions about media, perhaps using point of view (so well utilized in the group lesson plans) to explore themes such as motive, purpose, and audience.
     In focusing on exploration and experimentation in my ELA classroom, I will try to convey that I am learning right along side of the students. I will model this open mindedness by exploring topics unfamiliar to me, such as poetry and voice threading, in attempts to create an atmosphere of mutual discovery and a community of learners and knowledge. In exploring poetry and technology in this class, I have gained an inkling of the wide range of topics and activities available for ELA classrooms.....  and perhaps now I will be more vigilant in actively seeking out new and exciting ways to teach ELA. Through various strategies that explore the PROCESS of writing, and listening to Robin Stevenson, I will stress to the students that everyone writes differently, and show them there are many ways to begin and continue the writing process.  Likewise, I will try to model oracy in how I read to students, in playing with language and reading, and being sensitive and prepared to accommodate all types of writers and readers.
     To encourage my ELA classroom to affect change, I will try to ensure we are having authentic discussions about relevant topics, allowing students to choose what is important to THEM, and allow them to pursue what is meaningful to them, even if it strays from my lesson plan. I will encourage students to articulate their opinions in writing and speaking FOR A PURPOSE. Just as I learned that Art should not be used as time for "busywork," ELA should not be "busywork" either, but rather a process of making connections.

What do you think is important to teach students about writing and representing? (Grade 2-3)

     

     The most important elements to teach students about writing and representing should re-enforce their engagement and individuality, and create an environment for success. First, students need to know they have a wealth of experiences, knowledge, and interests to draw from. This should be re-enforced especially in the younger grades. The BC IRP supports this in its focus on "personal writing" developed from "personal interests" (BC IRP 58). The KWLs we have completed in Language Arts emphasize this key point in bringing student knowledge and interest into the classroom. In our Love That Learning groups, we further discussed the importance of student-led inquiry as the foundation of student interest in writing. Students inherently want to share their knowledge. In the article, Structure and Freedom: Achieving a Balanced Writing Curriculum, one of the students "wished she could tell teachers what she knew about writing" (Casey & Hemenway 73). More importantly, students can then learn from each other, multiplying the web of "text-to-self, text-to-text, and text-to-world connections" (BC IRP 58).

     Second, it is important for students to know that writing is a process. As discussed in class with author Robin Stevenson, students need to know it is ok to write a "crappy" first draft (Oct 21, 2011). It is crucial to create an environment where students know it is ok make mistakes and mis-spell, and they don't always have to produce perfect writing. Writing should be a process of "prewriting, drafting, revising, editing, presenting and publishing" (BC IRP 22). Feedback is also important to the process. In small writing conferences peers can learn from each other and help bridge the "gap between thought and speech" (Constructing Meaning 287). Giving students choice in selecting which writing piece they want to take through all those steps is also important in fostering pride and engagement in their work. However, challenging students is also important. Asking them to try new techniques and writing styles can expand their choice for further work. As Delamont said, "students will find out what they are supposed to be doing and how little they can get away with" (qtd. in Casey & Hemenway 70). If they already know there are many steps to the writing process, students themselves acknowledges they have to really "think" about what they are writing (Page qtd. in Casey & Hemenway 71).

     Third, showing students that just as everyone learns differently, everyone writes and represents differently. Introducing and accommodating different writing and representational styles will help create an environment of success. The BC IRP supports this in stressing the importance of "voice and choice" and "addressing diversity" in literature (BC IRP 26). Bringing in literature from a variety of cultures and sources can help create a climate of writing inclusivity. The article, How can I effectively use the First Steps Writing program in my classroom?, also highlights the importance of drawing in the writing process, particularly in the primary years (Savage 43). Sometimes young students need to draw or tell their story to a friend in order to solidify their thoughts before they can start writing it. Sometimes, especially for young learners, visual representation is the preferred method of communication as they may not feel proficient in their verbal or writing skills. Also, while teaching the conventions of writing are required (C10 BC IRP), it is important not to let grammar or spelling hinder the creative flow of writing. Some strategies for helping students with conventions are allowing them to phonetically spell in their 1st drafts, or providing "Have a Go" or "Think Pads" that encourage spelling exploration space (Savage 41).

     Fourth, show students that they are writers already; encourage their "voice, style, ownership, pride, and engagement" (Casey & Hemenway 74). Using the "Gradual Release of Responsibility" suggested in the BC IRP (18), can promote student ownership of their work. Provide them with authentic writing and representation opportunities, such as blogs, class or school newsletters, class books and personal journals, that give them a variety of audiences. Having students identify their audience (C4 BC IRP) can help form their style, subject, and content. Giving the opportunity to publish their work for a variety of audiences can be a key motivator for writing and representing (Casey & Hemenway 74). 


Show students that their voice matters, and encourage them to use all their many wonderful and unique words and representations for a purpose.

Oracy/Voice Recording/Podcasting (K-1)

     There are so many ways to integrate technology into Oracy in the K-1 classroom. In our class, we discussed how the use of podcasts and voice threads could not only encourage oracy, but also benefit the class as a whole. Some teachers might be hesitant to use podcasting or other interactive technologies with K-1 students thinking the process would be too complex. However, let's not forget technology can be incorporated into the classroom environment in many forms; as a great springing board, hook, or response tool, a support to the lesson, or the lesson itself. There are already many examples online of such successes. I have attached links (see right) to my blog to provide examples of elementary level podcasting and specifically K-2 voice threads.

     As mentioned before, listening to podcasts could provide an interesting introduction to a unit or theme (see right). Imagine talking about the rainforest complimented by ACTUAL sounds of the rainforest. Stories can be presented via podcasting for listening centres, as background for an activity, or reflective subject matter. Verbal, written or visual responses to soundscapes or poetry podcasts could be encouraged (see right). Giving the students freedom to choose their own response mode to such an open stimulus could increase meaning and engagement.

     Furthermore, engaging students in the process of MAKING a podcast or voice thread could provide the most benefit as meaning and authenticity shifts with the intended purpose and audience. Creating podcasts opens up the potential audience for presentation and the possibility of connecting with other classrooms worldwide or family members living in other cities. As we can see in "100 Comments for 100 Days,"in the K-2 Voice Thread link (see right), one voice thread facilitated a huge response, something that surely carries meaning for the presenting student, and might not be possible otherwise.

     Students can also integrate podcasting into their learning process by recording their "Know, Want to know, Learn" (KWL) and possibly interviewing an "expert" to get some of their answers. Furthermore, the recording process gives students an opportunity to practice and review their oracy skills, and give feedback to their peers. It creates another form of classroom dialogue and role play where students are working together for the same goal. In particular, voice threads provide a more flexible template by including visual presentation. This additional mode of communication can help students in the K-1 level, who are still developing their verbal and writing skills, convey meaning.

Blog Entry #2: How does the BC ELA IRP help and/or hinder you as a beginning teacher? Describe who today's ELA students are and how they learn. (Grade 6-7)

     The BC ELA IRP helps new teachers in a variety of ways. First and foremost, it presents an educational ideal that new teachers can use as a guideline for their lessons. As teachers gain more experience, they probably would not refer to the IRPs as much, knowing from their classes what lessons were successes and worth doing again. New teachers will most likely lack a reservoir of lesson plans, and so in making new ones can go back to the IRPs. Second, it standardizes the goals for the province, benefitting new teachers that may be more transient in the beginning of their career as they look for employment, different teaching settings, and experience. It can also provide new teachers with a text to show their students, which may build both teacher and student confidence in the lesson direction. Third, the goals are broad, allowing for a diversity in what successful lessons and students can look like.

     Unfortunately, the same elements of the IRP that can help new teachers, can also hinder them. First, the IRP as a set of ideals, fails to address problems new teachers may have with implementing them. Part of this issue is that the IRP is so general that it becomes vague. Often new teachers need more instruction, direction or guidance to ensure their lessons are successful. There are no specific strategies that can be applied directly from the IRP. There is no "new teacher handbook," despite the fact that one could argue there are several key challenges that new teachers will almost universally face. We are told many times that we as new teachers should not try to re-invent the wheel, but yet the IRP, a standardized reference, does not provide us with a wheel. The other part of this issue is that the IRP does not address chronic problems within some school systems, such as underfunding, increasing classroom sizes, and students who did not achieve their previous PLOs, or the solutions to those problems.

     Second, the legality of the IRPs could be unclear to some new teachers. For example, the IRPs are legally required, but who is actually accountable for seeing the PLOs are met? Also, copyright infringement is mentioned in the IRP but does that not limit a teacher, especially a new one, from trying to build up interesting and relevant topics for students? Moreover, how can such a broad document possibly be enforced? We have all heard stories about students completing a grade without having achieved the expected level in their subjects. How do new teachers, or parents for that matter, address that issue?

     Our ELA students are a diverse group in respect to who they are and how they learn. Diversity in the Canadian classroom must be a huge factor in how teachers construct their lessons. Our students are of different cultural, socio-economic, and linguistic backgrounds. They have different life experiences, family dynamics, health and social issues. They have incredible amount of previous knowledge to bring to the classroom if teachers let them. Much time and study has been put into HOW students learn. There are theories upon theories of different learning style groups such as, visual, audio, kinetic, cooperative, independent, concrete, and abstract to name a few. The most crucial point that I have learned so far from all of this information is that students learn different things in diverse ways. They may also learn differently from day to day depending on what is going on in their lives. Therefore, diversity and sensitivity to students must be reflected in lessons.

     Students in grades 6-7 may face specific challenges and opportunities. For some, this level will be the last time students have one teacher everyday who has a comprehensive view of their progress, interests, and motivations. For others, they might be facing a more compartmentalized, subject based education, possibly even further separated into remedial, regular, or advanced levels. This could present opportunities for those that want to pursue specific subjects or electives, and could hinder those that might still benefit from a broader, integrated learning. Furthermore, students coming up to, or having just transitioned into a new school setting, may be facing different class and social dynamics that will most likely also influence their education. These students are learning as much from their peers and what is outside the classroom as what is inside the classroom.  

What do you expect English Language Arts to look like/sound like/be like in the Elementary School classroom?

(Grades 4-5)

I expect English Language Arts in a grade 4 to 5 classroom setting will encompass some key themes: building on previous knowledge, critical literacy, expanding and exploring communication, and addressing relevant themes.

I expect that building on previous knowledge would be an integral part of any lesson regardless of age group, but perhaps more so with these students purely because they are older and would have more experiences to share. Students at this stage should be encouraged to explore and experiment in articulating the wealth of personal experiences, feelings, thoughts, and opinions they have to draw from. While including technical aspects like essay composition and grammar, I would hope that the emphasis would be placed on experimenting with various elements of language, such as different writing styles and mediums of communication.

Critical literacy will be especially important for this age group as they may be increasingly seeking out their own sources of information and entertainment without guidance or censorship. Online communication alone opens up a huge window of information, opportunities, and dangers that children of this age may already be exploring independently. Information and misinformation will also be pouring in from many sources- peers, television, and advertising to name a few. By exploring current themes relevant to the students, such as peer pressure, drugs, or climate change, a Language Arts classroom will be an environment where students are challenged to critically evaluate messages and ideas.

Strengthening the sense of classroom community, as well as creating avenues of dialogue between students and their larger community, could empower and encourage students to share their knowledge and opinions with a wider audience, get involved in their community and realize their potential and ability to affect change.

Introduction

Hello! My name is Amber and I am back at school learning how to be a teacher! This blog will be a reflective blog that is meant to help me sort out thoughts on topics we cover in our language arts class. I'm sure it will provide me with plenty of opportunity to revisit ideas and even change my mind on more than a few. The importance of self-reflection by both the student and the teacher is a vein we keep returning to throughout this program so here we are. I have never blogged before so bare with me and feel free to send any tips my way on making a more enjoyable and engaging blog reading experience!

Virtually all of my teaching experience has been overseas so as a student revisiting the study of language, this class will be very interesting for me. Communication was such a huge part of my life living and teaching abroad and I grew to realize it encompassed so much more than words alone. I'm hoping this course will give me more insight into the subject so I can effectively engage students in creative communication!

This is a "general" blog in that it does not exclusively focus on one age group. Instead, within our trio of class bloggers, we will alternate the focus age group on each post, which I will include in the title.