Here you will find everything you need to complete the Tuesday, June 2nd, online class for EDLIT755. In order to receive credit you will need to:
- Add your name to a Professional Learning Community (PLC) group on this Google Doc. We can discuss this more in class on Wednesday, June 3, but it is helpful to get this information ahead of time.
- Create a Twitter account (if you don’t already have one). Explore Twitter: Type the following hashtags into the search box to find Twitter chats: #HipHopEd #WhatsNewAERA
- Please print and bring the following document with you to class tomorrow as we will work with it in class (no need to read ahead of time). Hunter_Scholes_excerpts
- Complete the following reading & writing assignments.
#1 Thoughts on Effective Reading Instruction
- Please read “If They Don’t Read Much, How They Ever Gonna Get Good?” by Richard L. Allington, former President of the National Reading Association.
- Kylene Beers, former president of the National Council of the Teachers of English, wrote the book that will serve as the primary text for this course. Please review the following
TO DO: Use the comment space below to post questions these articles/video raised for you about reading instruction. Feel free to respond directly to the comments of other students.
#2 Who are you as a reader?
On my first day of teaching, I walked into my classroom and immediately identified with my students. It had been at least a decade since I was in their shoes, but I remembered what it felt like to sit in a desk, to eye-down my peers, and wait for the teacher to begin the class. As I stood in the front of the room with those memories, I also quickly realized that my students were all different – they were not like me, and they were not all like each other. We all have such varied experiences with school, and whether they are good or bad, those experiences have a powerful influence on our conception of learning.
Just as our school experiences make us who we are as teachers and learners, our experiences as readers and writers influence us as well. At the start of every school year I ask my students to write short biographies of themselves as students, as readers, and as writers, and I find that they share everything from heartwarming stories of times when their writing was put on display in a hallway bulletin board, to one-sentence explanations (“I hate books”). Whatever they decide to share – the good, the bad, the ugly – this writing gives me the opportunity to hear about those experiences and understand both the joy and the pain that reading and writing has brought into their lives. This way, I get to know them as individuals, and not just a a collective group of students.
I’m sure many of you have asked your own students to perform similar writing tasks and have gotten to know your students well over the course of your first year. In order to get to know you all a little bit better, and to prepare for a month of discussions about how we can best support readers and writers in the classroom, I would like you to use the following questions as prompts for your thinking and write me an email in which you introduce yourself – as a student, a teacher, a reader, and a writer.
- Who are you as a student? How does your student experience as a an adult compare to your student experience as a child?
- Who are you as a teacher? Why are you a teacher? How do you relate to the students you teach? What are your goals in the classroom?
- Who are you as a reader? What do you like to read? How have you grown as a reader throughout your life?
- Who are you as a writer? What role does writing play in your life? How would you describe your strengths and weaknesses as a writer?
- How does (or how will) your identity & experiences shape who you are as a teacher?