Fun with the ToonDoo

ToonDoo was a lot of fun. My concept was exit slips. Exit slips are a WTL strategy that spurs the students to think and then write. It also provides feedback to the teacher with regard to her students. Students are to write on a piece of paper (or index card) either an answer to a question or a free writing about what they learned in class. It can be used as a teaching tool for the next day because the students share insights into what they learned and what they need to know. They may also let the teacher know what they thought of the lesson (i.e., boring, exciting, etc.). This would be useful in my math class. Often times we assume that our students have a deep understanding of concepts previously taught, but sometimes they forget and some claim they were never taught. In any event, this tool allows the teacher to review or revise those problem areas.

What I believe...

I believe I could easily incorporate some of these WTL strategies in my math class. I especially like the idea of the exit slips and admit slips not only to help students with their writing but to use as a gauge of what they know and don't know (see http://www.wku.edu/3kinds/dmaesguide.html for pros and cons). I also believe that providing a daily writing break might be useful for the same reason. Halfway through class, students could write what they learned on index cards and provide examples. Some of these strategies are similar to one another, such as the exit and admit slips, mapping and clustering, written conversation and write around, with only small variations (see http://www.wku.edu/3kinds/ writdemolearn.html for some specific ideas).

Strategies for the Future

Justin and I finished the book trailer for our book "The Number Devil." I've learned yet another wonderful tool to use in my classroom. Justin and I began this project by playing around with separate movies before agreeing on the final script. The book trailer captures the audience's attention right off the bat. I can't wait to see the movie :)

My topic for the Reader/Writer's Project is "What are some effective and viable building block strategies for teaching math vocabulary that I can use to help my students attain content literacy?" In the past, I taught vocabulary rather passively in math (not in reading), but now I realize the necessity in students taking a more active role in their vocabulary learning process, utilizing background knowledge and connections that work for them so that they can have an arsenal of vocabulary that makes sense to them. I want students to be better equipped before they read the text and before taking part in explicit lessons.

If anyone would like to write to me about their ideas for teaching vocabulary, your comments are welcome.

Writing from the Inside, Your Way, and Commonsense Matters

I love Tom Romano’s description of the writing process and “Now you don’t see it, now you do.” Murray similarly punctuates this by stating, “Writing is not thinking written down after the thinking is completed. Writing is thinking.” Rief also designates a paragraph subtitled “Writing is Thinking.” Thanks guys for explaining this. I know too many people who click those keys fast and the written words appear like magic. It makes me sick. When I write, frustration is overwhelming at first because my thoughts are racing and jumbled. Organizing ideas on paper appears impossible, but once I achieve complete quiet with no interruptions the words finally begin to flow. Often, eyes must close and focus is a concentrated effort, but eventually ideas form and the printed words come alive as they appear on the screen.

Just Talkin'

I just came back from the river, nice night, cool, dark getaway, and believe it or not my sister-in-law and I talked about this class, the readings, the assignments, etc. She is a teacher too, by the way, of 15 years. I was talking to her about the statistics stating that 7000 teens drop out of school every day. My brother was sitting there too, and they both were pretty blown away. Anyway, I told her that I got frustrated responding to the readings because I feel that so much attention is given to what teachers and the educational system can do to improve the gaps and reduce the number of dropouts. My frustrations lie in the area of research. I am a dropout. I didn't drop out of school because of failing grades. I didn't drop out because school was necessarily boring. I dropped out because of what was going on in my life at the time. I dropped out because of stuff I couldn't control. I dropped out of 11th grade and I was supposed to graduate from 11th grade. I wasn't dumb, I wasn't behind, I didn't lack confidence, I didn't blame my teachers. I was a kid with what seemed to be unsurmountable problems. I dropped out because I couldn't deal with the pressures from both sides. I had teachers who showed special interest toward me and in keeping me in school. I had a counselor who actually encouraged me to stay away from home because my schoolwork and attendance improved when I ran away.

I am not so arrogant as to believe that this is why most students drop out of school, but at the same time are we putting too much emphasis on defective pedagogy as the root of this dilemma? One reason I didn't write about this after first reading the chapter was because I couldn't find any educational research (on the internet) on students dropping out of school due to circumstances at home. I realize that those put in a position to do research that is designed to improve the educational system feel motivated to focus on topics of which they have some control. Afterall, there is little teachers can do to improve a student's home situation, but there are a whole lot of changes they can make in the classroom. I just worry that the system is placing too much emphasis in the wrong place. I feel that in the long run, at times we are doing more harm than good by constantly revising the curriculum and over-analyzing methods and strategies. I just think we need to be careful about creating whole classrooms based on this narrow research. I had students last year that ended up at Caritas. One student watched his mother die at the hands of her boyfriend's bullet. Another student transferred to our school after being bullied and beaten badly at his previous school, and then ended up at Caritas. Everyone has a story. This chapter is correct in stating that we must get to know our students as individuals, but don't think for one moment that creating exclusive lessons for groups of students will close the gaps or keep them safe and in school.

By the way, I am not a cynic. I do believe that there is hope for each and every student that walks in that school door. We just have to give them our ears, our encouragement and our best, and, above all, hope that every big or little thing we do is enough.

What Don't I Read?

I read everywhere and everything. I read down at the river, at the pool and in the tub (water seems to be a theme), lying in a bed or sitting in a chair, waiting at the doctor's office or in the carpool line at my daughter's school. I read mysteries, psycho thrillers, science fiction, travel books, historical novels, newspapers, magazines, newsletters, textbooks, fiction and non-fiction. If I had to choose which I like best I couldn't say, but I do know that I seem to read more psycho thrillers than anything else, probably because of availability. I have a neighbor who works at a bookstore and gives me publishers' books to read all the time. I also get books from my daughter and sister-in-law. I'm never without a book to read. While I'm teaching and busy it may take me 3 months to read one book, whereas I read "The Number Devil" last weekend in a day. I am currently reading "Letters to a Young Mathematician."

My husband built extra bookshelves in my office and since then I have five boxes now filled with books. I don't have a favorite book, but I have a list of most memorable books and certain authors that I remember. Sometimes a book is memorable because of events occurring at the time I read it. Sometimes it is interesting because of my interests at the time. Other times it's just entertaining like taking a vacation. Speckled throughout my lifetime are memorable books such as the Nancy Drew series, "The Outsiders," "The Omen," "The Reincarnation of Peter Proud," "Watership Down," Stephen King, "Clan of the Cave Bear, " Jane Goodall, Anne Rice, "Raising a Spirited Child," because it helped me through some extremely tough times, "The Gate," "The Kite Runner," Patterson, Reichs, Kellerman, etc.

It's strange, I don't remember what grade I was in but I do remember the first poem I read in school. It is called "Shooting Stars," by Aileen Fisher (I had to google the title to find the author). I've known this poem all these years (at least 37).

When stars get loosened
in their sockets,
they shoot off through
the night like rockets.
But though I stay
and watch their trip
and search where they
have seemed to slip,
I never yet have found a CHIP
to carry in my pockets.

I loved this poem at the time because of the images it conjured. I don't know why I still remember it though. I remember that my primer was a green book called Glad something. It was basically Jane sees Spot. Spot runs fast... I also remember that teachers would always call on me to read if we had to hurry and finish up before the bell. I was a fast reader, and proud of it, but I didn't understand a thing I read during those hurried reads. I'm sure most of the other students didn't either.

Podcasting Vocabulary

Listening to the first podcast I first thought this was a really good idea, but after listening to a few I realized that every podcast was virtually the same. I believe the students were given a template of sorts to follow instead of allowing some creativity and ownership of this project. So, how does this benefit students? What is beyond the making of the podcast? If each student is responsible for making an audio of one word, how do they learn the other vocabulary? I did not get a sense of purpose for this assignment other than how to make an audio podcast.

I can, however, see potential for podcasting vocabulary in perhaps other formats as being more beneficial. A video podcast that illustrates the word might be helpful. A less stringent template that allows the students to have fun with the assignment might allow this tool to be used more successfully throughout the year so that it doesn't get boring for the students. If students were given ten minutes (or a homework assignment) to come up with the script then put in groups of four, each having a role of defining and using the word in a less linear fashion and illustrating its use, then at the end of class the teacher could show the final products to the entire class and each could be responsible for all of the vocabulary.