Research Papers!!!

I think broad topics are one of the reasons why students have a hard time with research papers. So many times in a rush to get it done, we leave our topics to broad. They become overwhelmed with the amount of information they are reading and can not decipher what needs to be in there and what is to be left out. This was very obvious to me when I produced my paper for the PACE program. I had way to much information. I could have narrowed it down to one simple topic. Just one simple idea. Hope it helps.

Hunting the Uncommon

Understanding vocabulary in a content area is important for the student to comprehend the ideas and concepts being taught. I found this exercise in a book I have recently read and thought that it was a great idea. The following is and example.

Hide and Hair

Hides were man's first clothes. Eventually he learned to weave the hair from hide into warm garments and coverings. Six products of hide or hair are defined below. Guess the words and the proper names that are their source.

1 & 2 Two curly or wavy furs, comparable in desirability,made from the skins of young lambs.

3. fine, downy wool growing beneath the outer hair of a Himalayan goat.

4. A soft, highly prized leather of goatskin tanned with sumac.

5. The skin of a sheep or goat, prepared for writing upon; paper made in imitation of this material.

6. Leather with a soft napped surface.

This is a fun way to introduce new vocabulary.

Dining Out with Computers

In my accounting class we read a short article about how computers help resturant employees and management teams create a better service experience for customers. After reading this article to the students, they were encouraged to find a different article about how technology helps in the field of their choice. Computers are used in almost all areas of business and play an integral part in most companies. After the completion of their research they were to write a short 50-75 word summary of their findings.

Meiosis Flip Card Book

My students were asked to read about crossing over during meiosis. They were then asked to take notes on a two column note sheet. On the left side of this sheet the phases of meiosis were listed, on the right side a description of each phase was written. Each student was given eight large index cards and asked to accurately draw and label each phases of meiosis. They were then given four different colors of yarn and asked to model crossing over on their prophase I stage of meiosis. The pieces of chromosome that crossed over during Prophase I had to be displayed at each stage of meiosis as they moved from meiosis I to meiosis II. When the flip books were finished each student used the cards to explain the process of meiosis to a classmate. The students then turned the two column note sheet over and wrote an analysis and conclusion to the activity. In this write up they were asked to discuss the results of the first and second meiotic division, how meiosis explains Mendel’s laws of segregation and independent assortment, and how this process increases genetic variation. The students liked this activity and their conclusions show a greater understanding of meiosis and genetic variation. I will use this activity again.

Literacy Day

PHS is planning a Literacy Day next December. One of the books chosen to read is A Thousand Splendid Suns. The author also wrote The Kite Runner. Erin gave me the book to read and, let me tell you, I started it and couldn't put it down. I read it in one weekend and still find myself thinking about the book. I thought of Afghanistan as being a "backward" third world country but this book opened my eyes to the reality that, before the Taliban, Afghanistan was a modern country with DVD players, Fanta orange, and movie theaters. I encourage all of you to read this book. It will open your eyes as well as the eyes of your students.

Cell Organelle Storyboard

I like the idea of using the storyboard format to make a study group cell organelle book.
Each group of four students will be given four organelles to give a description of, sketch and a write a script for the organelle’s function in the cell. Each person will pass their paper to the right and present one of their four member’s storyboard. Here is an example.

DESCRIPTION
1.MITOCHONDRIA-sites of chemical reactions that produce energy.
SKETCH

SCRIPT
I AM THE MIGHTY LITTLE POWER HOUSE OF THE CELL AND I PRODUCE ADENOSINE TRIPHOSPHATE (ATP) ENERGY THROUGH THE PROCESS OF CELL RESPIRATION.

Wordsmithing

A wordsmith is a person who makes and experiments with new words. I tried a wordsmithing activity with my Honors Geometry class when introducing the unit on quadrilaterals. The students used a three column matrix and searched the text for new geometric terms, which they recorded in the first column of the matrix. Then, they guessed what each term meant and wrote their guess in the second column. Next, they looked in the text for the definition of the term and wrote it in the last column. Finally they chose at least one of the new terms and rewrote it in an interesting or unusual fashion, which revealed the underlying meaning of the word. For example, one student wrote the word parallelogram as pairs-o-parallel. The students seemed to enjoy the activity because it allowed them to learn what they didn't already know about the terms, while allowing them to be creative at the same time.

Graphic Organizer for Mean, Medium, and Mode

Our last small group meeting inspired me to use one of the methods introduced by one of our teachers. It was a graphic organizer used to clarify the difference between mean, medium and mode. In Biology I Part II, I am in the middle of teaching population genetics. We are discussing stabilizing, directional, and disruptive selection. This will be a good activity to help student remember the difference between these terms as they study the different graphs of natural selection.

When Knowledge and Ethics Collide

I had my students silently read an internet article about biology and ethics. Then asked them if they thought it was ethical for scientists to use science technology just because they can. Here is one journal response.
From this article I learned about ethics and how they pertain to biotechnology and to biology. People argue that even though we can alter through gene therapy and other technology that does not mean we should. We are not gods, so should we play like we are? Personally I think that if we discover the information and it can help humankind, why not? I do not want to be the person that tells a mother we can not save your child because someone thinks the means to get the cure is unethical. Some things must be sacrificed for the good of man and animals.
The students seemed to find the article interesting and there were many different opinions about the ethics of biotechnology. The journal writes were good and the class discussion was excellent. I will do this activity again.

Four Perfect Pebbles Comments

I thought reading the book in class was great and very worthwhile, but I was in the middle of reading books of my own to my classes and had to stop doing that for a week, which was a not-so-good thing. If we are going to do this in the future, it would be good to know well in advance (if possible) about it so we can schedule other reading stuff accordingly. I think having all your teachers read the same book to you is a very good thing. It may be weird for some students, but hearing the different ways adults read gives students a sense of what good aloud-reading is and what it is not, what to emulate and what to avoid.

Recognizing Reading Strategies

A fellow teacher is working on an assignment with her class in which students respond to othere poeple's responses and asked me to read a short story and respond to it. I found myself reflecting on the comprehension strategies I use while reading. I realize that I do stop often and ask myself questions. I also connect the text to my other experiences.
My point in telling this is that I need to work with my students on recognizing what strategies they use while reading and teach them more of these new strategies.

Update on Blog http://theposterboard.blogspot.com

I want to thank all of you who have commented on Class Blog at http://theposterboard.blogspot.com and for your support. For several days the class has not blogged. Why... because I haven't given them a topic. With the start of a new semester and wanting to "get off on the right foot," I have neglected posting a daily question for them to blog. They have missed it. Each day they come in and ask, "Do we have a blog today?" and now they've added "Why, not?" Why is it that when we find something that students enjoy and can learn from, we often miss the opportunity and stay in our comfort zones? I'm resolving today to blog everyday in my classroom. Thank you RAISSE for guiding me to this point.

Class Blog at http://theposterboard.blogspot.com

My classes are now blogging. The process has been very rewarding. It has taken three days to get everyone "invited" to participate. After much trial and error, I have discovered that the smoothest way to "invite" is to have the students:
1. Create a Google Account
2. Create a Gmail Account
3. Invite to Blog via their Gmail

Everything seems to go smoother when you stay in "Google World".
I had problems with the "invitation to join the blog" that I sent to emails other than Gmail. It was difficult to accept and to respond to the invitation.
When Usernames and Password are "Googlized", the process is friendlier.

Please go and view the blog at http://theposterboard.blogspot.com
We are in our infancy, but I believe that I am bringing them along as I grow and become more at ease with the process.
They started out responding by "texting", but each day as we review and comment on their work, they seem to be improving.
the important thing at this point is that they seem to like the activity.
I am open to all suggestions.
Yesterday I created a different post for each class and they expressed their dislike for not being able to read all their fellow students comments on one post. Hopefully they are learning from each other.

I'll "Keep You Posted".

Math Books

I ordered some books today on Amazon.com to use in my classroom. I am really excited about receiving these books. I ordered the following books: A Gebra Named Al and its sequal, Hannah Divided, and Equal Sequal. These books are mostly related to Algebra. I really liked using Amazon to order the books. When you find a book that you like, Amazon gives you a list of related books. There are more math books out there than I thought!

Formal Language/IDK, my BFF, Jill?

The question of the ages! In our last study group meeting, a teacher talked about an activity she used where she allowed students to write a "Text Message" to her (on paper). The topic, I think, was a response to an earlier activity they had done. She was amazed at the depth of their thinking when not forced to use formal language. The activity sounded fun and productive. I like this activity. It can be used to reach the students, get them thinking, and then slowly transition them into writing Standard English. This sparked a discussion on the future of the English language. We all agreed that we don't want to see formal language change or even disappear, but can the evolution of language be stopped? The use of different discourses by people in different places in society won't change, will it? So what will happen? Maybe the discourses will become even more diverse. What we as teachers must do is try to continue to teach a standard by which the different segments of society will continue to be able to communicate. I don't think it will ever come to the point of losing formal English altogether - at least I hope not. All we can do is try to teach them what we know, stand up for our pedagogical beliefs, and keep on truckin'. My grandmama used to say, "Just do the best you can with the sense you have, and let God take care of the rest."
Vicky J

Special Education Consultation

Since the start of the semester, I have been going into classrooms on a regular basis to assist our resource students. Here are a few observations...
1.) We have wonderful teachers at GHS! They teach so that a student with a learning disability is able to grasp new concepts. They are willing to give extra support to the students and have been great about keeping me informed of happenings in their classes.
2.) Teachers are welcoming to me and don't seem to mind my presence in their classes! Thanks!
3.) I'm amazed at how many general education students struggle with basic material, especially in math. In many cases our special ed. students are doing much better.
4.) Why don't students take notes? When I am in a classroom, I am frantically taking notes. When do they learn how to take notes? I guess I need to work on that with my students.
5.) A lot of material is covered every day in every class. Students MUST study on a regular basis to keep up.

I am really enjoying going to the classes and I think it is helping our students. I am able to give copies of my notes to students and keep students aware of upcoming and ongoing assignments in their regular classes! I am grateful for this opportunity!
Debra McDonald

II. The Evolution of Discourse – Technological Adaptations

Ruddell discusses how literacy has evolved rapidly over the past fifteen years or so due to the explosion of technological communication. He argues we cannot afford to define literacy strictly, but must expand our definition to include burgeoning, new literacies. I agree, but again with qualifications.
The advent of the Internet has dramatically altered the way we experience literacy today. I am certain that all of my students with cell phones and Internet access invest more effort and time typing to their friends than they do writing for personal reasons or scholarly pursuits. This prevalence of technology has brought with it unprecedented expediency. It has also generated new Discourses, such as the significantly abbreviated messages sent through instant messaging programs and cell phone texts, not to mention the highly specialized lingo of online gaming enthusiasts. At times, communicating within an online gaming community can be like speaking an entirely different language, so it is easy for me to understand Ruddell’s point that we must be as adaptable as our students if we have any hope of keeping up with their fluid understanding of literacy.
There comes a point, however, when foreign Discourses can infiltrate the domain of a well-established language system. It is one thing to send a 160-character-limit text message to a friend; it is another thing entirely to include “u,” “IDK,” and “LOL” in formal writing assignments. Are these abbreviations really acceptable expressions in graded work? Shouldn’t students understand the concept of using different Discourses for different audiences? Normally I would admit that such distinctions fall largely on the shoulders of English teachers, who are already charged with differentiating between what is considered appropriate for various circumstances and readers. However, I feel this epidemic has become so widespread that all teachers have to deal with this “evolution” in language. I guess what really bothers me about this trend isn’t its abuse of the English language, but rather its contribution to the breakdown of social conventions. The more students weave techno-Discourse into their daily writings, the harder it becomes to differentiate between formal and informal registers. Hypothetically, within a generation or two there will be no real distinction.
Interestingly (to me, anyways), we are managing to stay abreast of current trends in this fluctuating use of the ever-changing English language. Despite my ivory-tower-mindedness concerning the “appropriate” use of language, I actually embrace the idea that language responds to its environment like a living organism would. When Ruddell argues that teachers must take it upon themselves to adapt to the changing times, I can’t help but think that our very participation in a RAISSE blog is evidence of our commitment to this very ideal. It seems we are already undergoing a transformation that will allow us to operate on the same “page” as our students. My question is, should we wholeheartedly support this change (a la “survival of the fittest”), or is there a point at which we should remain steadfastly true to the literal page before the digital world makes the printed word obsolete?

I. The Nature and Range of Discourses

A central portion of Ruddell’s argument is Gee’s idea of Discourses (almost certainly borrowed from Russian philosopher/literary critic Mikhail Bakhtin’s Dialogic Imagination). For those of you without access to Chapter 1 of Ruddell’s text Teaching content reading and writing, “Discourse” is defined as “ways of thinking, acting, speaking, believing, valuing, [and] interacting…. Like chameleons, we are all highly capable of participating in a variety of Discourses” (6).
As I understand it, there is a distinct Discourse for every hat one might wear – each social role brings with it its own specialized language or dialect, in addition to behavioral expectations. I think we’re all accustomed to this idea on a fundamental level. We implicitly recognize that our speech patterns differ depending on context and surroundings. The language and behavior we use at home differs from that which we use at school, or in a conference, or at a social gathering. In linguistics, these varieties of language are called “registers,” and I feel the issue of registers is of special importance when discussing the development and refinement of literacy.
As an English teacher, I feel it is crucial to expose my students to formal registers. As Ruddell says, all students “can read something” – the trick is to ascertain where their reading skills lie and to build upon those foundations (7). In my experience (however limited it might be), students come to us as experts of the informal registers they use at home and with friends, but with very little experience with formal language. This is the source of one of my biggest struggles. Do I drill grammar, spelling, punctuation, usage, mechanics, and other facets of Standard English? Or do I grade holistically, paying little attention to conventions and greater attention to content and quality of thought? I suppose I should alternate between the two, but for some reason I am having a difficult time balancing the two extremes. My own secondary education stressed precision and accuracy in communication, which is probably one of the reasons I entered the English field to begin with. But my coursework in Education tended to push me in the direction of leniency…after all, how can I expect all of my students to operate on an advanced level? In a perfect world, I could differentiate my instruction to highlight content vs. convention with ease, but I’m grappling with this issue right now.
The idea of Discourses is similarly prevalent to teachers of other subject areas as well. Effectively, each course has its own Discourse. In order to succeed, students must become literate in each class. Because every field of study has its own jargon, every teacher is responsible for instructing students in the specialized language of that field. Ruddell chastises teachers who expect students to come fully prepared with all the literacy skills (Discourses) necessary to excel, because teaching these Discourses is one aspect of instruction in every class. He has a point – it is unreasonable to expect a middle school student to enter high school with all the vocabulary and reading/writing skills needed for all classes. However, I don’t feel it is at all unrealistic to expect a certain degree of experience and skill. I am dismayed when my students don’t exhibit even the basic literacy skills that society has agreed should have been mastered in elementary school. That is just one of the (necessary?) evils of social promotion, but that’s another issue entirely.
With all of this in mind, I would like to pose a few questions:
1) What level of literacy expertise can we expect our students to have coming into our classes?
2) What improvements can we reasonably expect to make in the course of 45/90/180 days?
3) If students are masters at some Discourses and novices at others, what pre-existing, fundamental literacy skills can we draw upon in each of our fields as a starting point for our own studies?
4) To what degree should we permit informal registers to enter our classrooms, and when should we enforce the use of formal registers? (for example, distinguishing between daily journal writing versus end-of-term research papers)
5) How do we cope with the constantly evolving techno-literacies and weave them into all classrooms?

I’m not expecting responses to all of these questions, but any thoughts would be appreciated. Ruddell skims the surface of the last issue (technological literacy) in his chapter, and I’d like to discuss it separately in another post.

foldables

I use these a good bit in class. They are easily adapted to many different topics. Students really enjoy making these projects and then they have good study materials for later. The material for the students doesn't break my bank as much as other strategies that suggest using post-it notes and such that I don't really enjoy purchasing. Also with the foldables the student can use their own supplies--paper and colored pencils.

Trying to appreciate enthusiasm

It's that time of year again. You know what time. That's right. Spring Break is approaching, the school year seems to be dragging and summer is a long way away. I keep hearing it as I go through the hallways, "spring break will never get here;" "we've got two months left after spring break; how will we survive?" "It's a long time until summer." Now, you might think the students are saying this, and I'm sure they are; but I've been hearing this from teachers. Every single day. Now, I'll be the first to admit that I'm a little bit guilty of this. My wife and I are both teachers, so we're both feeling the crunch/drain. However, why is this? Instead of complaining and looking at the downside, I/we need to appreciate how much time we've got left. I have a pretty good bunch of kids this semester. Sure, my 3rd block is very, very, very, very, very talkative. However, instead of seeing this as a negative, I need to focus on the fact that they are just enthused. I'll ask a question, and six people want to answer at the same time. That's a good thing. I've got the slackers, of course, but I've got a bunch of hard workers. Let's take a moment to appreciate this and not complain. I had a group last semester that was HELL! Started with 19 (15 were repeaters), finished with 11 and no one failed the class--with very little help from me. I have very few repeaters, no discipline problems--except for talking--and everyone seems to enjoy the class. I should be sad the semester is coming to a close. It's hard, I know, but let's enjoy the kids we've got while we've got them. Even the one in the back that has to shout out the most ridiculously stupid thing that you've heard every semester for the past five years but he thinks is so original. Appreciate his unoriginality and copy-cattedness. It's not easy, but we're teachers. It's our job.

Story writing - Pass Along

My students have been learning to write in the past tense, in level 3 Spanish, and they just did an exciting activity that I wanted to share. Everyone would have a sheet of paper out and write the first line of a story: ex. Once upon a time there was..., In a galaxy far far away. Then, I would tell them to pass their story to the right. That person would write the second line of the story and so on. The students would have to read what the other person wrote, proofread it, and use their creativity to write the next line. After passing the story many times, the last person would read the story and draw a picture on a piece to describe the story. In the end, we would sit in a large circle and the original owner of the story would read their story out loud to everyone! This was great and the students were rolling on the ground laughing about the crazy things that people wrote. This kind of "tricks them" into learning. So many standards are met when doing this activity. I would definetly suggest other teachers doing this!

Socratic Seminar

This week two of my classes enjoyed the use of Socratic Seminar. It works well with smaller classes. They enjoyed the physical arrangement of the circle and seemed to feel more comfortable in presenting this way.

Marianne Haney

Dealing with all of that male testerone

It's happened to me once again, and I cannot stand it. Once again, I've been given a class of mostly guys. Out of 19 students, there are only three girls (and very quiet ones at that). Also, half the class is made up of football and rugby players. You know the type. The real "men's men" type. Don't get me wrong. These are a great group of guys. They do their work, they don't complain (too much--they are high school students), and they're respectful and polite. However, they show no interest in anything. They do their work, but they are lifeless about it. I can give a literary assignment, they'll do it, but don't even think about getting them to share their opinions or asking them to discuss what they read. They just want to write their views down and move on. It is a completely unemotional group. The girls have become just as bad. They won't say anything because they are afraid of being made fun of by the guys for showing interest. How does one deal with this situation? How can you motivate a group of guys and get them to show some emotion when they have been trained not to show emotion, that emotion and interest are for girls? They just want facts and logic. That's it. Unfortunately, literature is not just facts and logic. It's about having a response to it. What to do?

Triskaidekaphobia

I recently found an article about triskaidekaphobia, the fear of the number thirteen. I thought that my math students would enjoy reading this article. This week my students are going to read this article and complete a follow up writing assignment. The writing assignment asks them to describe some of their fears about mathematics. If they do not have any fears about math, they are asked to describe fears that they have about another school subject.

Read Aloud in PE

I've tried the read aloud on a few occassions. My latest attempt was with my PE/Basketball classes. The book , "Playing for Knight" , is about a basketball. One would think a basketball class would enjoy an excerpt about a basketball player. The generall consensus was lets go to the gym now.. I must say one student did come up to me during class and ask to borrow the book. So, I guess you could call it a success ....one student at a time.

Spanish/English Book Activity

My Level 3 Spanish Students have learned about the past tenses and are now trying to write stories using both the preterit and the imperfect. I borrowed an English fabel book that begins talking about....Once upon a time....and they are going to do fun reading exercises with it that connect with our standards. They are going to underline the verbs in the past tense and tell me if it were translated into Spanish, would the verb be conjugated in the preterit or the imperfect and why. This is going to help them with their essays they are writing about their lives, 1) what they were like when they were younger and 2) what were their favorite memories. Does anyone have any other ideas that I could do with this English fabel book, maybe something that could be an extension of this before we do it?

Government Activity

The students will use foldables this week when they learn "How A Bill Becomes A Law."
They will write the major steps in both the House and Senate, and ultimately give the options the President has when he gets the proposed law.
I look forward to using this activity with them.

Marianne Haney

Activity

This week my US History seminar class made foldables with the sections of their book. They wrote the title of the chapter at the top of the sheet. Each section was written on each tab. The students were instructed to write five statements of fact from that particular section beneath the tab. Once started, they all caught on quickly. Most finished within the time period allotted in block. I will try this again.
Marianne Haney

Wanted Mathematician Poster

I recently had my Algebra I Part I students complete a project on famous mathematicians. Each student received a mathematician to research. The information that they found had to be put on an 8 1/2 X 11 "Wanted" poster. The students had to include the mathematicians name, birth/death date, birth country, the country they worked in, and 5 to 8 sentences describing what contributions they made to mathematics. Many of my students enjoyed this activity. I think many of them enjoyed it because it got us out of the classroom and into the computer lab. It also answered many of their questions like: "Who in the world came up with this stuff?"

Four Perfect Pebbles

Now that the "dust" has settled a little after Mrs. Lazan's visit, I am wondering what y'all thought about the read aloud exercise. How did your students react? A couple of students told me that they liked the reading part, but they didn't like the different teacher voices. They said they kept getting confused because one teacher would read one way, and the next would sound different. That one surprised me, but it made sense.

Do you think we should try this type of thing again? Suggestions for improvement?

A Fantastic Essay That is Pure B.S.

I happened to come across this link about an essay posted to The New Yorker by Michael Chabon. If you know who the author is, the man is a brilliant writer who writes complex novels. He' s even won the Pulitzer Prize for The Adventures of Cavalier and Clay. The man must be a walking dictionary because I don't know half the words he uses most of the time. Also, he loves, and I mean loves, superheroes and the mythology surrounding them. His essay is titled, "Secret Skin: An essay in unitard theory" and is about how superhero costumes can never be realistically possible because they would look too ridiculous to ever be taken seriously. He approaches this with a scientific eye and analyzes each part of the costume, including the hood, mask, gloves, boots, trunks, everything. It is amazing how much analytical detail he goes into. It's like reading a scientific journal article about how cholosterol leads to heart disease. It's just written in such a tone. However, upon finishing it, you will realize that the whole essay is total B.S. because who really cares about the functionality of a superhero's cape. You still have to admire the writing style of the man, though. He's brilliant but full of crap, which makes for an enjoyable read. Check it out:

http://www.newyorker.com/reporting/2008/03/10/080310fa_fact_chabon

If only our students could write so well.