Kist post # 7

Firestone Experience

After being at Firestone around OGT time, I felt the tension and pressure these students had on them to pass these tests. I understand the OGTs are a major part of funding and statistics to the school; however, the pressure they were putting on these students was too much. We were cramming OGT prep work down their throats, but it was material they should have already been taught and should have been review. However, some of the time I felt I was teaching them the material for the first time. I would like to think we made a difference in these students’ lives, but we were not there long enough and they had already had ten years of schooling and habits instilled. It is hard to break habits they have had for many years.

 I do not like standardized testing, I do not think it should determine anything about students and schools. I think there are other ways to determine such knowledge. Also, I do not understand why we have to have the OGTs, I think there are ways schools can get the same results, without jamming this information to sophomores in a limited amount of time. I felt like when I was a sophomore, the teachers were trying to cram all this information in, when we were supposed to have already learned it. 

Last semester, when I was working with my student I was in her Social Studies, Math, and English elective classes. The time I was there I did not observe any type of test prep exercises. It was not until I went and observed an English class that I saw them working on OGT prep. The class did two worksheets on grammar and that was it. I do not know if they were depending on us KSU students to prepare them or what. I think if the school is making such a big deal about the OGTs then the teachers need to be on board and help prep the students too. When we came back this semester, it seemed the math and science teachers were just handing out packets and telling the students to work on them for their own benefit. To me, the OGT prep was not ideal. The students were overwhelmed by the pressure and the over abundance of test prep. The students should be preparing for it starting their freshman year, so this cramming does not have to happen.

In the future when I get my own classroom, I think it will be important to incorporate the OGT material with daily lessons. To show the students how to pick our author’s opinion, context clues, definitions, themes, etc. Students can do exercises with grammar, punctuation, and spelling like on the OGT, but with their writing assignments. Student can proofread their fellow classmates’ work, similar to the OGT prep. I do not think having students do these endless packets is an effective way for them to pass the tests. While I do not agree with standardized tests, the students have to pass them to graduate; therefore, why not scaffold the material to the students. Ultimately, the material they need to know on the OGT is material they should already know and will need for the rest of high school and college. That is why I think it is important to incorporate it in the daily lessons, so students can learn through modeling. Instead, of doing the packets students can do classwork that still has the same function. For students to be able to apply the skills they know to the OGT they first have to know the basics. I am unsure how multi-modal can be incorporated into test preparation. If the preparation was incorporated into the daily lessons then multi-modal would be easier to use. They can go online and do Webquests or test prep activities. The monotony of packets is outdated. The way Firestone did its test preparation, students got bored and restless. They were rushing through the packets just to get them done, instead of trying to get something educational from them. All they knew was they had to pass this test. 

While working with one of my two students I noticed she did not know how to properly cite a website for a research paper. I asked my student, and she said that is how she always cites. I was dumbfounded. To me, it seemed no one was correcting her. I ran across the same issue when I volunteered for the Get It Done program. I was talking about citing research to a junior from Firestone, and she said she had been citing her material wrong this whole time. I do not understand how you can assign a research paper and not go over the basic foundations for it. Students need to know these basic because once they get to college, professors expect you to know it. When I worked with my students on the OGT Writing, they both had trouble with formulating how to construct their essays, so I showed them how to draw up an outline, which helped them to sort and organize their ideas. That was one of the major issues I saw, were the students’ essays were jumbled together with no organization. Again, they needed to know the basic setup of a simple essay.

Ultimately, our society is concentrated on teachers teaching material and students taking tests. It does not matter what the student learns as long as they get a “passing score.” No, we need to be more concentrated on preparing students to learn core material and to be able to apply it in the world. You run into many issues with standardized testing, some students have trouble applying the information to a test, but in another situation they can apply it. I think the pressure students have with tests, make them loose the real purpose of education. I think if a student knows the material that is more important than an “A” test. However, society notices the students with “A’s” rather than the students who can apply the information for further use. For me standardized tests show if a student is able to take a test and pick the write answer. I do not think it is a fair way to test students on material.


Here are two articles that illustrate the pros and cons of standarized tests. Both sides present good arguments.


http://www.associatedcontent.com/article/76647/good_little_robots_standardized_testing.html?cat=4


http://www.associatedcontent.com/article/76647/good_little_robots_standardized_testing.html?cat=4

Kist post # 6

Publish or Perish:

I own an iPad and an e-reader. I wanted an e-reader for Christmas, so I did some researching between Amazon (Kindle), Borders ( Kobo), and Barnes and Noble (Nook). What I found was all the book prices were relatively the same. Depending on the features of the e-reader, that is where the cost comes in. Ultimately, I went with the Nook and I am happy with it. I was skeptical about e-readers because I did not think I would like reading off it. However, I do not mind it. I like the convenience of it and being able to buy a book in thirty-seconds for cheaper than it would be in the store. I bought the colored e-reader; therefore, I am able to go on the internet and everything is in color, compared to the Kindle and Kobo that only comes in black and white. There are many features to the Nook, for example, I am able to highlight words, look up definitions, make notes, and bookmark my page. I did not know that you were able to do all that, so that is convenient when I have to read a book for class. The iPad and Nook are about the same, but obviously the iPad can do more. I have books downloaded and have not had any trouble reading them. However, on the iPad I am not able to make the notes that I would need. Now what is nice is that you can download the Nook app from iTunes and share books between the iPad and Nook.

I am a diehard reader, and I will say I am pleased with my e-reader. There are many features you would not imagine it can do. Here is a link to the Nook:

http://www.barnesandnoble.com/nookcolor/index.asp?cds2Pid=35607

I find it amazing with all the technology and the way books are at our fingertips that more people are not reading. “Forty per cent of the people in the U.S. read one book or less last year.” That is insane to me, I can read one book in a week. During summer break, I average 10-12 books. I believe e-readers or iPad are a way to get people to read more because the availability is instantaneous. There are so many types and genre of books to choose from. People who do not read say they do not have time, but they can watch television for hours. It makes no sense!

I <3 Novels:

I found this article so fascinating and it gave me such a great idea. Technology is such a major part of our society, and the generations to come are going to be far more technologically advanced. I thought it was amazing how there are people who write entire books from their cellphones then are able to upload those onto a website. The stories are mostly directed towards girls: “pregnancy, miscarriages, abortion, rape, rivals and triangles, incurable diseases.”

“Everyone is suffering over their loves and trying to figure out their lives, but my particular struggle was something I wanted to let other girls know about,” she says. “Like, ‘Hey, girls, I’ve been through this, you can make it, get up!’”

Maho i-land: “offers templates for blogs and home pages, is visited three and a half billion times a month.”

I looked at the website and it is solely in Japanese, but there is probably a similar way to upload the stories onto another website. Talk about incorporating technology into the classroom! You could have each student set up a page with a pen name, and they would upload their stories or assignments to it. Obviously, parental permission would have to be obtained and it may take some convincing from the teacher. This would be a twist to a writing class or literature circles.

“A generation is growing up using their phones to shop, surf, play video games, and watch live TV, on Web sites specially designed for the mobile phone.”

Great Films and How to Teach Them:

In the book, it talked about how movies give different people stereotypes. I think it would be a good lesson to have students write down times when they felt their gender, culture, race, ethnicity, religion, etc. were misrepresented in a film. “The persistence of stereotypes has confined many actors to typecast roles” (p.96). Being a woman, it makes me so annoyed when women play dumb-helpless, sexual characters. To see the misrepresentation of who you are on a film gives the representation that that is how most are.

I think teaching the mechanics of film, students will have a better appreciation and understanding of films. The one activity we did in class where we were divided and had to focus on one particular aspect, really shows how much goes into even a short clip. I also think it would be interesting to have students read the book and then watch the movie and find the major differences using literature and film concepts (p. 301).  Another idea is a behind the scene activity. Have students watch a film outside of class individually or in a group (provided you give them a list to choose from) and have them write on topics like: script writing, photography, set design, music, direction, acting, and reception. (p. 297). You can show movies in the classroom, but I think there has to be a purpose to show it. You can get great lessons from showing films and students will think it is enjoyable. I think a unit on film would be fun and show movies from all genres and eras. In one of my classes, my professor showed us a Charlie Chapman silent film and I loved it. I never would have watched a silent film, but it really is incredible to seeing the acting and “special effects” since it was in the early twentieth century. 

Kist Post # 5

After reading You’re Leaving a Digital Trail, I realized how much more further advanced we are in technology. I like my privacy and the idea of someone being able to watch my every move, freaks me out. The things people are coming out with are amazing to me; however, they have their drawbacks. I was watching the news the other night, and they were doing an experiment with cell phones and how hackers can get private information from your cell phones and use it to access your bank accounts. I looked for the video, but could not find it. I feel as if, people do not realize when they put information out like that, it has the potential to end up somewhere unsafe. I feel this is a way to spy on people without them knowing. The experiment Harrison Brown volunteered for reminds me of Little Brother, except Brown knew he was being spied on. His every move was being monitored. The information researchers are able to determine is absurd to think about. 

“We were able to look at people moving around stores and other locations. Such travel patterns, coupled with data on incomes, can give retailers early insights into sales levels and who is shopping at competitors’ stores.”

There are benefits for example, which is not out yet, Personal Environmental Impact Report, this allows people to see how their activities affect the environment and make decisions about their health. Brown does not think it is an invasion of privacy; however, I do. While there may be some benefits, there are more negatives. Steve Steinberg stated, “There were significant chances that it would be misused, ‘This is one of the most significant technology trends I have seen in years; it may also be one of the most pernicious.’” It is people misusing the new technology that is more concerning to me than the benefits. 

The subjects surrounding I’m So Totally, Digitally Close to You, are what are society is about. We are obsessed with what others are doing. I admit, I am one of those people who get on Facebook to see what others are doing. It is a way to know without talking to the person face-to-face. It is communicating to everyone without having to repeat yourself ten times. However, there are times when people post things and I wonder, “who really cares” or “why would you post that.” Sometimes I do not think people think when they post something. I do believe anyone older than our generation does not understand the phenomena of Facebook. They do not understand why people post so opening about their lives. They worry about privacy; however, you are in control of the information you are sharing and who you are sharing it with. I am very conscious about whhat I want people to know and who I am friends with. According to Clive Thompson it does pose the questions however, 


“What sort of relationships are these? What does it mean to have hundreds of “friends” on Facebook? What kind of friends are they, anyway?” 


I know many of the people I am friends with, but would I consider them friends in “real life,” probably not. The one phenomena I have not adopted is Twitter. I know I should at least try it, but I do not want people to know what I am doing every second. I have looked at celebrities’ Twitter accounts, but I do not think my life is that interesting that I need to share my life. It makes a full circle in saying people are so totally, digitally connected. It brings a new meaning to, everyone knows your business. 


The article Learning by Playing: Video Games in the Classroom, made me ask many questions while I was reading it. I think video games have a bad first impression on people. I think they immediately think of the violent, uneducational games. However, apparently this school has found a way to base a curriculum off video games. First off, the funding they get for this school is legit. However, basing the curriculum around media is too much for me to understand. “Nearly every aspect of life at Quest to Learn is thus designed to be game-like, even when it doesn’t involve using a computer.” I think it is a good idea to bring technology into the classroom, I am all for that to spark students’ interests, but to have it be the base and foundation of the curriculum has me worried. The more I read the more questions I had that were still not getting answered. Unless I missed it, there was no mention how the core classes were taught. With a curriculum of video gaming how do you teach reading or writing? The article mentioned that this is the twenty-first century and it is about what students can use in the future; however, I would argue that it would be hard to teach this through video games. In addition, are they getting enough lessons on the core classes? 
Another point I was wondering is this school is only open for sixth and seventh graders, so what happens when they go to high school? Al Doyle, a teacher at Quest to Learn at the time, said, “We feel like we’re preparing these kids to be producers of media — whether they become graphic designers, video designers, journalists, publishers, communicators, bloggers, whatever.” Therefore, these kids go to a specialized high school for this? What if they realize this is not what they wanted to do? What happens to them in high school? I feel as if they would get lost. Even their grading seems “elementary” to me.


“Students don’t receive grades but rather achieve levels of expertise, denoted on their report cards as “pre-novice,” “novice,” “apprentice,” “senior” and “master.” 


I feel, if these kids are not going into some related field this information may be wasted and they might miss out on other learning opportunities. I was really confused on the article and the function of the school, I do think intertwining technology into the classroom is great, but to have a curriculum based around it is questionable. 

Pytash-Chapter 5

I felt that this chapter was directed towards me and was trying to convince me that poetry is good. I have never been a fan of poetry; it is one of those genres that never caught my attention. However, I forget that poetry is not just stanzas and rhyming, poetry comes in forms of lyrics. I believe that when teaching poetry it is tricky because there is not much writing, but the meaning is so deep. It is important that students know the proper terminology before stepping up and reading poetry. Jago suggests “putting down definitions in their own hand helps to make these terms more their own” (p. 76). This allows students to simplify the definition for them to understand.

I like the idea of having the students read the poem while doing think-aloud statements. I noticed while I was reading this chapter, and the previous chapters, I made notes in the book, so when I went to write my blog I would have them.  All the benefits for think-aloud statements are great: helps with class discussion, students discover they are not the only ones confused, open up the poem to richer interpretations, one-on-one. Most importantly, it allows students to participate in class discussion without being unprepared with a “Gotcha” moment.

While taking my British Literature class I struggled to understand the poetry we were reading. However, once my professor interpreted it in class I felt dumb because it all made sense. I believe with poetry, it has to be dissected, that was the easier way for me to learn. By dissecting the words and interpreting them with modern language it will help students understand, instead of, reading the whole poem at once.

My new favorite quote that will be displayed in my classroom—

“Knowledge is power and ignorance always a handicap” (Jago, p. 83). 

Pytash-Chapter 3

This chapter was so informative I literally marked every page. This is an issue that many of us have been thinking, what books do we have to teach? I can admit that there have been times I have thought "I'm going to teach this book" and my only reasoning is because I like it. According to Jago, there needs to be more rationale than me just liking the book. I could find out what exactly I like about the book and branch off of that (characters, themes, story-line, life lessons etc.) It is important to know the purpose for the books you select because there will be at least one student that asks "Why are we reading this?" or "What does this have to do with me?" What students do not realize or d not want to realize is modern texts are spin-offs of classic texts. For example, I went to my doctor's appointment and we were talking about school. She was telling me that her daughter had to select a 300+ page book to read and do a project. She said her daughter is obsessed with the Clique series. So, my doctor referenced the book "Gone With the Wind." She said it was one of her favorite books. She explained it had the same themes-drama, with a love story. The only difference was "Gone With the Wind" takes place during the American Civil War. Instead of just saying "this is one of my favorite books" she categorized what her daughter would like from it and compared it to something she likes. 

However, the issue with incorporating classic texts in the classroom is so many are being put on the banned book list. Here is a list I found on the American Library Association website of the 100 banned books from 2000-2009: http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/challengedbydecade/2000_2009/index.cfm -and there are more to come.

"With more titles in the curriculum, there is more room for greater diversity. Increased reading will also produce a more literate populace" (Jago, p. 40). I agree with this 100 percent. Jago says we should teach with the Vygotsky Zone of Proximal Development, thus challenge students with challenging texts. When students are reading these challenging texts they are gaining new vocabulary, deepens knowledge of literature, and they are able to maturely analyze classics. Teachers are sometimes afraid to challenge their students because they may fail, but as a teacher you will not let them. It is important as a teacher to be able to connect the stories with students' lives because they need a purpose to why they are reading this. A teacher needs to be able to show knowledge of the literature: historical setting, background about author, impact of the text, author's style, and structure (p. 48). 

There were several ideas that I took from this chapter that I want to use in my future class:

1. (p.42) students read five books per semester. Students do not have free choice, but they are able to chose from a list of books. I do not agree with total free choice because students will choose books that are not challenging them academically. I think putting them in categorizes is one way and having students pick a novel from each category. This allows them to read books they might not have considered and it broadens their reading abilities.

2. (p. 45) I loved the idea of keeping a four-year record of readings. I personally wish we did something like this when I was in high school. It would be interesting to know what books I read. It would be fun to keep a running record after high school too. 

I skipped ahead and looked at Appendix A (everyone go there) because there is a list of recommended books for 6-7, 7-9, 9-10, and 11-12. I think I will make it a life mission to read all these?!