Ignite Talk Reflections Day Two

After having watched two presentations and Ignite Talks in the previous class, I was really nervous for when I had to present. However, I really think our group did an amazing job presenting our book and what we took from it to the class. It was pretty nerve-racking standing up there with everyone staring at you and realizing you only had 15 seconds before the slide behind you was going to change, but I think we pulled it off. I was afraid we would go over time-wise but we actually ended up concluding the presentation at just the perfect time. Although I wasn’t exactly in charge of our group’s activity, I believe it went really well. I got the feeling that the class was a little confused what was being asked of them at first but once the activity kept going I saw that they were starting to realize the point. Our activity was for the class to read an article and select a phrase within it that really stuck out to them. They then had to read that phrase over and over in a different way each time. They were then placed into groups to conduct a poem with each member’s phrase. I really enjoyed hearing all the different poems that came out of this activity and I could definitely see myself using this activity in my own classroom later on.  

Ignite Talk Reflections Day One

I had never really seen an Ignite Talk before aside from the example videos shown in class. I think it takes a lot of skill to be able to stand up there and talk for only fifteen seconds per slide. I was personally a little confused by the presentations a little because I had a hard time following their words. However, everyone had a great activity to get the class involved and used strategies I see myself using in my classroom. Sitting and watching as an outsider really brought nerves for when I present. I am worried I won't remember what I am going to say or even if I do, to be able to get the class to understand the topic. I hope I talk as smoothly as some of the groups up there and really get the class to understand what our book was about. I also hope that our activity is one that the class can see themselves using in their classrooms when they are in this position. Some of the groups that presented left me a little confused on the subject. I am hoping to leave a good understanding after our presentation.

Wiley/CCCSS Reading Response

Wiley focuses on the Jane Schaffer Method, consisting of a step-by-step, developed approach over a nine-week period that helps to prepare students on writing the five-paragraph essay. Her method is very beneficial to students as it “requires some, but not extensive, training; it is accessible and tightly structured; it is applicable to any number of students, regardless of ability; and it promises positive results in a short time”. She has a strict format for writing essays that she wishes to be adopted into the curriculum that consists of concrete details, supportive sentences and commentary, and topic and concluding sentences. She claims this format “replicates what is found in high scoring essays on district-wide tests and AP exams”. Teachers are looking for essays with a 1:2+ ratio with greater word counts and more commentary.

            Wiley warns us of this “formulaic writing” because of the fear teachers have that their students will gain too much dependence on th4e format. One teacher argued that Schaffer’s approach prevents individuality towards students being able to shape their own essays. Students proposed that the method be used in ninth and tenth grade and then dropped once they hit eleventh grade, allowing students to move beyond the constraints of what may be easiest and best for the teachers, but not so much for the students.

            When I was in high school learning how to properly write essays of good quality, I was taught the Schaffer Method. I hadn’t known that it was just a method and way of writing; I was convinced it was the only way an essay can be written. I agree that it has prevented me from branching out into different circuits of writing, as this way was what I was told would help me succeed in school. I believe it is very helpful as far as standardized testing goes, seeing as this type of structure is exactly what they are looking for. However, if teachers and educators are looking to encourage writing in students, I believe this is a poor approach. I concur with Wiley that students may become too attached to the format that they may not even know how to separate themselves from it when it comes to creative writing tasks and personal narratives.

            As a writer myself, I really enjoyed the chance to be creative and artistic with my writing once I hit college level English. Teachers seem to have dropped the restrictions of a “formulaic writing” basis and allow their students to be true authors with their work. I like that students have the freedom to speak their mind through their words and it is appreciated by their instructors, not disregarded by means of scoring.

Larson/Maier Image Response

Co-authoring in the Classroom

I chose this picture to depict Larson and Maier's article because it demonstrates co-authorship within a classroom. Maier would have a designated time within the classroom in which her students would participate in co-authoring. “They actively co-constructed the story while the teacher wrote by calling out words for her to insert into the story…the teacher functioned as primary author of her text and all students served as overhearers of the interaction as a whole, shifting frequently to co-author.” Through this process, the students not only get to create something magical to them as being a co-author, but are learning the basics of constructing a sentence. While they were constructing these stories, the students were noticing certain prefixes and suffixes that they had been learning about in class. I think this process of writing a story as a classroom whole is an excellent learning method for students as far as writing, reading, and comprehension. I love that it also allows them to use their imaginations and have fun with it.

Classroom Library

I chose this picture to show that it is very beneficial to have a variety of books within the classroom. Maier was known to have a large collection, about 6,000, in her room. She made books available to her students through “author and theme studies, guided reading, and read-alouds at a rate of 120 books per week”. The numerous different books allowed for kids to choose topics that let them read for pleasure, and learn to enjoy reading. She also allowed students to take home books of their choice if they wanted. This definitely is a factor of stimulating literacy within and without of the classroom. 

Author's Tea

This picture is a visual example of the “Author’s Tea” that is mentioned in Larson and Maier’s article. Maier’s first grade classroom authorship consisted of a “multilayered language process” that was comprised of “active and enthusiastic participation”, “co-participation in composing texts”, “publication of student texts”, “sharing of texts across activities”, and “composing decisions based on an understanding of the role of audience and purpose”. I think the idea of writing a story and having it published to read in front of an audience is an excellent way to promote literacy as well as increase the confidence and self-esteem in a child to be able to write. “For Maier and her students, writing was defined as those practices authors use to put words on paper (i.e. conventions, spelling, editing tools), and authorship was defined as the interactive thinking and composition practices authors use to construct text.” The students are perceived equally as authors rather than judged or separated based on their writing/reading ability. Maier mentions that “authorship is a key means of participation”. I like that there is no pressure on the student to have to read anything they aren’t comfortable with; just the fact of reading in general is what is motivational and beneficial to the student. I think it is also motivational to the students to see that their pieces are being published and/or displayed within a classroom.