http://www.nycwpinquiry.com/?p=73 I'm back on the Twitter bandwagon, thanks to Henry. (If you're on twitter, look me up: NCavillones.)

I've been trying out some twitter-centered tools. One was suggested by Paul Allison. TweetScan is a search engine for topic-specific tweets. Right now, I'm checking out tweets that contain the word "homeschool," since ...

http://www.nycwpinquiry.com/?p=72 It's never too early to mark your calendars for the New York City Writing Project's 10th Annual Teacher-to-Teacher Conference. This year, the conference will be held on Saturday, March 29th at Lehman College in the Bronx. The scheduled keynote speaker is Linda Christensen, author of Reading, Writing and Rising Up: ...

http://www.nycwpinquiry.com/?p=71 Sounds neat. I'll try to make to it, if I'm feeling up to it! (And yes, you saw this same post on Ms. Frizzle's blog).


EduCamp NYC is a gathering born from the desire by teachers, researchers, and technology specialists in K-12 education to share and learn in an open ...

http://www.nycwpinquiry.com/?p=70 Thanks to Jeff for this link!

Google For Educators

http://www.nycwpinquiry.com/?p=69 Eric recently mentioned on his blog that he is using the new Flock release. I've downloaded it to try it out, since it comes with many new features. I used it awhile back but found myself annoyed with it, so I went back to Firefox. 

http://www.nycwpinquiry.com/?p=68 I'm up early today to meet the UFT teacher center staffter at my school, to talk about how I'll use the SmartBoard in my class today. I went to the Apple Store yesterday to buy the peripheral I need to connect my MacBook to the school's projector. I'm looking forward ...

http://www.nycwpinquiry.com/?p=67 It's not too late to join Tech Thursdays! Here's a flyer: Tech Thursdays

The next meeting is November 8th. If you are interested, please shoot me an e-mail, or e-mail the folks noted at the bottom of the flyer. Hope to see you there!

http://www.nycwpinquiry.com/?p=66 Olmstead/Wasserman 212 is the class blog of a colleague I met at NCTE last year, in Nashville. His sophomores are posting on current events, and Jeff has put out a call for readers, so that his students will see that their audience goes beyond just each other.

[cross-posted at Se ...

http://spajal.targeteil.org:80/?q=node/248

Systematic Acquisition

Right now I'm working on something I call Systematic Acquisition. The focus is vocabulary and grammar.

Vocabulary

On the vocabulary front, I'm doing two things.

First, I'm compiling a wordlist (currently 27746 words) from various sources such as the the Dolch Sight Word List, the General Service List, the Academic Word List and the Collins COBUILD Learner's Dictionary. It's all going into an Excel file called Multilist. Multilist includes information about presence in a list, frequency in a corpus, type of entry in a source, inflections and alternate spellings. All this information will be used to construct a systematic list which I will use to create vocabulary learning materials.

Second, I'm refining a vocabulary teaching technique which combines Language Item Management (LIM) and Discourse Loading (DL).

Language Item Management empowers the learner to rapidly assess his or her own knowledge of various language items (including vocabulary and grammar) and to make decisions about which items should be learned to which degree. It begins with a five-item (Lykert) scale called the NUMPY Scale (No-Unlikely-Maybe-Probably-Yes). Learners grade each item in a list (for example, the target words in a reading passage) according to their answers to the question: Would I recognize and understand this item if I saw it in a sentence? The instructor verifies the assessments by asking for definitions or examples. Faulty definitions are corrected and unfamiliar words are explained. In the full form of LIM, the NUMPY Scale is applied to five Acquisition Fields and objectives for all items are set based on an agreed assessment of how well each item should be learned. Each acquisition field is a box which combines two parameters: Production-Reception and Competence-Competition. Production is active use of an item in speech and writing. Reception is passive use of an item in listening and reading. Competence is current and constant facility with the item. Competition is opportunistic facility in response to an ephemeral situation such as a language test, an interview or a presentation. An item may be assessed as productive-competent, productive-competitive, receptive-competent, receptive-competitive or null (neither competent nor competitive in either production or reception). On the NUMPY Scale, Y corresponds to productive competence, P corresponds to receptive competence, M corresponds to productive competition, U corresponds to receptive competition and N corresponds to null. Items may be bumped up or bumped down as learner and instructor agree based on learner needs.

Discourse Loading is the practice of generating "teaching sentences". A teaching sentence is an individual sentence or set of sentences that contains sufficient contextual information to make the meaning of its target item unmistakable. Imagine the blank in a cloze item without an accompanying list of previously distinguished vocabulary. To draw the learner's mind to a particular word out of the thousands the learner may have acquired, the sentence must contain an abnormally large amount of distinguishing information. For the word ant, a sentence like "There was an ____ in my sandwich" would be woefully inadequate if the environmental context of the sentence provided no clues. Ignoring the phonemic clue of "an", the target could be any noun whose real-world counterpart was small enough to fit in a sandwich, anything from a bacterium to a pickle to a small mouse to a cigarette butt. If we add sufficient context to the sentence (or set of sentences itself), the possibilities become limited to one word or one set of words which share one meaning--and meaning is the desired element in a discourse loaded sentence. "There was an _____ in my sandwich. It must have crawled in there when I set the sandwich down on the blanket at the picnic. There were thousands of the little black insects hunting in the grass for food to take back to their colony" tunes the choices down to pretty well one. Crawl, blanket, picnic, thousands, little, black, insects, hunt, grass, food, take back and colony all work together to restrict the potential meaning of the omitted item.

The advantages of Discourse Loading are at least four. First, in order to imagine the context necessary to limiting the possible meanings of the target item, the learner must concentrate very keenly on the target item's meaning, creating a tighter association between meaning and form. Second, in order to build the required context, the learner must recycle previously learned vocabulary, thus refreshing or reactivating the selected vocabulary. Third, having generated the context-laden sentence, the learner has an example for future reference. Fourth, the example makes the meaning of the target item so unmistakably clear that even ten, twenty or thirty years later, the item will be instantly reactivated if the learner happens upon the sentence in notebook or memory.

Grammar

On the grammar front, I am developing an approach to teaching grammar called Behavioural Grammar. The impetus for this project arose from the realization that a Grammar Gap exists between those who are able and those who are unable to translate the conceptual grammars taught in most language courses into behavioural grammars. Grammar is traditionally taught as a concept to be mysteriously transmuted in the learner's mind from a set of ideas to a set of procedures. Communicative and interactional grammar teaching seek to facilitate the process of translation by making grammar immediate and urgent; however, translation of concept to procedure is still left to the learner. Just as some but not all would-be musicians take rapidly and apparently effortlessly to musical procedures, with or without conceptual training, so some but not all would-be language learners take rapidly and apparently effortlessly to linguistic procedures. Rapid and apparently effortless acquisition of any procedure stems from what I call operance, or a natural tendency or inclination to emit behaviours that naturally lead to acquisition of a procedure. A learner who is operant in regard to a particular subject will seem to learn it rapidly and effortlessly, while learners who are respondant or, worse, resistant, to the subject will either struggle or rebel. One advantage of teaching behavioural grammar is that the non-operant learner is not required to translate concepts to behaviours.

The relationship of operance to respondance can be clarified by analogy to genius and ordinary intelligence. The formula for calculating the length of the hypotenuse of a right-angled triangle is annually acquired and applied by millions if not billions of ordinary adolescent minds the world over. Yet never in a million or billion years would even the average engineer have come up with that formula on his or her own. It takes a genius like Pythagorus to discover or invent such a thing, but any normal mind can comprehend and commandeer it. Even the formulations of later luminaries like Newton and Einstein are perfectly accessible to ordinary minds. How is this so? It is so because each genius translated his conceptual insight into a procedural formula and nearly anyone can grasp and make use of a formula. In principle, anything can be taught to anyone if it is taught as a behaviour and all useful concepts are eventually translated into behaviours. In terms of achievement, the ordinary learner is equivalent to the genius if he or she is able to acquire and apply the genius's insight. The only difference is that the genius acquired the insight and developed the procedure operantly, by virtue of his or her own natural tendencies, while the ordinary learner acquired the procedure respondantly, that is, in response to instruction aimed at instilling the insight and conditioning the behaviour.

At present, I am working on verb inflection. I have distilled a formula for consistent correct inflection of English verbs and am developing activities for conditioning this behaviour in all of my students, from those in individual classes to those in large group classes. Preliminary results are encouraging and I am swiflty refining both approach and technique.

Differential Acquisition Theory

Concerned about helping my students really achieve real native-like fluency in vocabulary and grammar, I have been striving to understand how first (L1) and second (L2) languages are learned and acquired by people of various ages. From all this cogitation, based on experience as a learner/acquirer of an L1 (English) and four L2s (French, Haitian Creole, Russian and Mandarin), on observations as an ESL instructor in Ukraine and Taiwan, and on reading in language acquisition theory and learning theory, has emerged a theory I call Differential Acquisition. In brief, it recognizes that human beings go through three stages of development when it comes to language learning: innate, instinctive and intellectual.

The Innate Stage

The innate stage may also be termed the neural stage, because all language activity at this stage is essentially neural. The idiolinguoverse (individual language universe) is "hooking up" with its instruments of reception and production, the auditory and vocal tracts. This corresponds by analogy to the early development of the universe as a growing collection of elements under high energies. This elemental stage is characterized by high activity and low organization. All activity at this stage is random, the elements behaving according to their properties and under no other control than their inherent nature. It is the stage of speciation, at which the individual acquires the the characterisitics of its species, including a characteristic set of faculties, among which is the language faculty (whether or not this faculty is separate from a general learning faculty).

The Instinctive Stage

The instinctive stage may also be termed the social stage, because language activity at this stage becomes increasingly social. The idiolinguoverse has come into contact with the sociolinguoverse (group language universe) and is chiefly concerned with copying it. This corresponds by analogy to the development of life on earth with a focus on survival. This biological stage is characterized by continuing high activity and increasing organization. It is the stage of genius for most individuals, the stage at which activity and organization are both high, resulting in frequent environmentally responsive reorganization. Early activity is random, but becomes increasingly subject to a developing instinct, an instinct focused on survival within the group and therefore on becoming recognizably of the group, that is, acquiring the culture and so, by inclusion, acquiring the language of the group to a degree that marks the individual as belonging to the group.

The Intellectual Stage

The intellectual stage may also be termed the individual stage, because language activity at this stage becomes increasingly achievement-oriented. The idiolinguoverse focuses now on its own ends, which often do not entirely coincide with those of the group, usually as a complex, but occasionally as separate objectives. This corresponds by analogy to the development of technology in human culture. This technological stage is charaterized by decreasing activity and increasing organization. It is the stage of lost genius for most inidividuals. The tension between activity and organization has settled in favour of organization and reorganization becomes increasingly difficult. Activity at this stage is mainly deliberate or intellectual. The individual already belongs to a group and is seldom sufficiently motivated to fully acculturate with another group. Lingustic interaction with other groups focuses on specific material ends rather than general acceptance.

Efficiency

The overriding principle of lanuage acquisition is efficiency. Each stage is naturally tuned to maximize efficiency in handling its material. Newborns essentially ignore the sociolinguoverse because they must first develop the idiolinguoversal equipment to perceive, interpret and respond to it. Very young children indiscriminately absorb the characteristics of groups to which they feel they must belong because belonging increases the chances of being cared for and protected and therefore of surviving at a time when the individual is incapable of surviving without a great deal of tending. Teenagers and adults (and younger children not exposed to language under survival conditions) aquire only those elements of new sociolinguoverses they find necessary to achieving their ends (which may range from very basic interaction through various levels of communication to conscientious artistic performance).

A Cure for Efficiency

Systematic Acquisition provides a means to access or at least mimic the dormant instinctive stage. When language items are taught as behaviours and accurate behaviour is crucial to success, intellectual learners revert, at least partially, to a survival-oriented acculturation approach. Of course, the elements of the target culture to be acquired and the degree to which they must be acquired come under the control of the instructor, whose artificial culture, one which demands greater instinctive accuracy than does the natural intellectual culture of the real language world, will push the learner's achievement closer to the native standard than the non-operant learner could manage by simple immersion.

http://spajal.targeteil.org:80/?q=node/229

While the latest version of my wordlist uploads, I'll pop into this cooliris window and post a blog entry for the first time in six months or so.

It's been a fine time for me. Just got back a week ago from three weeks in Victoria (brother) and Prince George (parents). One of the big highlights was a two-hour canoe trip with my old friend Brock and my five-year-old son, Ben. Ben's a natural. With a little coaching and observation, he was dipping and feathering like a pro. Unfortunately, here in Kaohsiung, we won't get many opportunities to glide on lakes.

One little event that will have repercussions for the next several months at least is my invention of behavioural grammar. I had been reading Skinner's The Technology of Teaching and was just starting Chomsky's The Minimalist Program when it hit me that grammar-in-use is behavioural, not conceptual, and that I could develop a behavioural grammar that would guarantee consistently, continuously correct performance. I got on it right away and wound up with a good start on a behavioural grammar for verb inflection.

These days, though, I'm back to slogging it out over Multilist. I still have half a dozen sources to input, but yesterday I decided I had enough to start an acquisitional wordlist. Basically, I'm paring the list down to useful items, grouping the items by useable base form and splitting the result into two lists: the first containing the base forms and the second containing so-called derivations. The idea is to teach the base forms as a resource for extrapolative reading, add the derivations as fodder for extrapolation, and leave students with a solid intermediate vocabulary and trusty vocabulary building skills. Naturally, I'll eventually put together a complete basic-through-advanced list, but it will take time. I'm hoping to have the current project done by Saturday so I can test it on a new TOEFL student.

http://nycwp.net/nancybrodsky/?p=68

As part of my work with NYCWP and Tech Thursdays, I participate in an elgg community called EducationBridges. The posts from this blog are cross-posted over at the elgg.

Check out some of the communities I belong to, and feel free to sign up for the elgg and join the communities, if you so desire!

Tech Thursdays Community

NYCWP Community

And here’s a link to my profile on the elgg: Nancy B on EducationBridges.

[composed and posted with ecto]

Share This

http://nycwp.net/nancybrodsky/?p=67

Nobody Knows over at The Reflective Teacher extended an invitation to YouFig after suggesting that we bring our kids together (us in NYC, them in the midwest) for a collaborative creative writing project based on Spoon River Anthology, by Edgar Lee Masters. We’ve been collaborating on YouFig, throwing around ideas, possibilities and questions. The earliest we could bring our kids together would be November. (He has state testing, I have laptop logistics to work out…)

In any case, I’m excited about this project, and looking forward to playing around with YouFig. It’s like GoogleDocs on steroids. All the collaboration is there, and then some. YouFig is available by invite only, so if you’d like an invitation, e-mail me.

[composed and posted with ecto]

Share This

http://spajal.targeteil.org:80/?q=node/218

Missing in action might have been a more appropriate title, but most of what I've been doing away from the blogosphere is leading, I hope, to a well-earned academic title, among other things (fame and fortune, to name but two of the least).

Phased Acquisition Theory has turned out to be but a drop in the bucket of Differential Aquisition Theory, my current unified theory of language acquisition, inspired by reading in cosmology, evolution and computer programming and bolstered by reading in theories of language acquisition and theories of learning. Naturally, working out the theory, its hypotheses and potential research topics has taken a lot of my time.

Even more time-consuming has been the seminal phase of LIDbIT (Language Item Database of Integrated Tables), Multilist (Multiple Source Wordlist), a composite of wordlists from something like a dozen online and print sources. Got to View/Wordlists to take a boo.

I've also been developing this site, one of a complex of spajes, or student, professional and academic journals. The platform is Drupal and one of the kicks is setting up various content types to cover the range of contributions users might someday make. Another challenge is figuring out how to collect all of a single user's contributions to one view for feeding to other sites. At the moment I have My Blog and Subsites, but the blog module is not configurable and the Mysite module does not access user-generated content types. As far as I can tell, user-specific views are not yet creatable.

http://nycwp.net/nancybrodsky/?p=66

How much do I love those Common Craft people!?

Check out Social Networking in Plain English, with subtitles.

Share This

http://nycwp.net/nancybrodsky/?p=65

Another fine tutorial from the folks at Common Craft, who earlier brought you RSS in Plain English:

Click To Play

Here’s a link to see the same video, with subtitles!

Wikis in even Plainer English

Share This

http://nycwp.net/nancybrodsky/?p=64

I’ve recently jumped on the Facebook bandwagon (pre-Platform!), thanks to an invite from a friend. Steve Hargadon, creator of the Classroom 2.0 ning has created a group on Facebook for devotees of the Read/Write Web, aka Web 2.0. If you have a Facebook membership, you can join the group here.

See you there!

Share This

http://nycwp.net/nancybrodsky/?p=63

Ben at Discourse about Discourse is lamenting aversion to change in his latest post and mentions Academy of Discovery, which I’ve never heard of. I’m glad I clicked on the link…it looks like a great initiative get involved with and follow.

Share This

http://spajal.targeteil.org:80/?q=node/19

CTV and CBC have reported over the last couple of days on a piece of research involving babies watching videos of people speaking English and French. The study revealed that the children attended to the facial movements of speakers of the two languages in a manner similar to that in which they attended to the speech sounds of speakers of the two languages. Briefly, children in the process of acquiring language tend to attend more intently to sounds which differ from those they have already dealt with. This is considered an essential strategy in childhood language acquisition. The conclusion drawn by both news outlets is that small children can distinguish between English and French just by watching people's faces.

Although it makes perfect sense to me that children in what I'll call accelerated acquisition mode would be sensitive and attentive to differences in sound and sight, whether linguistic or otherwise, I do not think we are justified in assuming that the subjects of the experiment in question perceived facial movements as linguistic acts. As children learn to articulate the phonetic elements of languages, they most likely do pay attention to movements of lips and tongue. Mine, who happen to be bilingual Mandarin and English speakers, do, particularly when attacking their father tongue (English), to which they experience much less exposure. However, linguistically motivated attention to movements of lips and tongue is generally accompanied by attention to sound. In other words, it is quite possible, probably most likely, that the children in the experiment were responding to the facial movements in the videos as visual stimuli, not as speech acts and not as models of phonetic articulation.

I do not doubt that children combine attention to facial movement and attention to speech sounds as they acquire the phonetic inventory of languages they plan to acquire. Even adults do that. My objection is to the assumption that children interpret differences or sets of differences in facial movements as differences between languages.

I'd like to read the paper itself, but will have to wait, not doubt, some time for the electronic version to become available.

Other Sources

Yahoo! Canada News

Globe and Mail

University of British Columbia’s Infant Studies Centre: Visual Language Discrimination in Infancy

http://theopenclassroom.blogspot.com/2007/05/using-ipods-in-classroom.html I was fortunate yesterday to attend and to present at the ICTEV conference (see session notes for some workshops here). One of the sessions I went to was this one by Richelle Hollis from Bendigo Senior Secondary College. After reminding us of what researchers have told us about Generation Y (those born in the 1980s and 90s) referring to studies by Peter Sheahan and Mark McCrindle, Richelle showed some podcasts including Douchy’s Biology Podcast.

Richelle showed us some fabulous work by Year 12 German Language students, one of whom had composed and sung his own work on what it was like to live in Australia in German!. He had then sent this mp3 file to his German host family to critique and then improved it. This really showed the power of podcasting in the classroom. Richelle also told us about a program called Breakfast bytes, which was a program for teachers in her school to learn about podcasting over a (catered) breakfast which worked so well that she ran it twice. One feature of this was that she sent out the invitations to the staff by a sound file she had recorded.

Richelle demonstrated how simple it was to record podcasts using an iPod (or any mp3player) with a Micro Memo recorder to plug in to the iPod. There were lots more ideas such as when students are on an excursion they can record their impressions of what they are seeing to later turn into a podcast summarising their learning.

One idea I got from this session that I want to try is getting my Year 7 students to make a radio show, writing the scripts in pairs on things that interest them that they have done some research on (or possibly interviews with friends or family) and recording them. I still need to think some more about how to do this.

I also want to introduce the concept to my Year 12s in the next week, as they are doing their orals outside of class time and preparing to write an essay on one of the two texts they have studied so far. I would like them to work in pairs on their chosen text and interview each other on aspects of the text, record these and put them up as podcasts which would be useful for revision at the end of the year.

http://theopenclassroom.blogspot.com/2007/05/alphabet-graffiti.html I have just been using one of the ideas that I heard about in Lessons plans by the Yarra. We have been studying Macbeth and though it was an interrupted session due to injections we managed to enact the murder of King Duncan (as I did last year) and Alphabet Graffiti.

It was great to hear the students around the room saying, “What did you get for q? “What about ambition for A?”, having students both ask and answer the questions of each other. To produce a useful list for revision was a really collaborative effort and I loved using it. It might have helped that we were in the computer room and could perform a search of the play script online.

This activity both surfaced knowledge the students already had and created new knowledge for the students. A worthwhile activity on many counts. Thanks to Graham and his colleagues. (I just heard one say, "Use 'yearn'," and the response: “how do you spell that?”) Most of the students are now back from the injections and we will now continue to read the play.

http://theopenclassroom.blogspot.com/2007/05/extendng-workshop.html Tonight several of the participants in the IBO Language A workshop that I attended in China met together online in a skype conference (Language A is the best language of the students and is often the language of instruction, so in my case English). So there was Tony from Adelaide, Paul from Osaka, Japan, Sheila and her colleague Jeff from Hong Kong, and Jacqui and me from Melbourne. We spent an hour chatting about various aspects of teaching and assessing Language A, texts to help students gain intercultural awareness, approaches like Elsie Belger’s education for human rights resources, how to arrange things so that there is enough meeting time for shared planning and ideas for interdisciplinary study. It is a helpful way to extend the conference, since as I mentioned before there wasn’t much reflection time in the busy schedule of the workshop and these subsequent meetings can give us that.

A most interesting idea that I came away with from the workshop was the idea of the Learner Profile (click here to see a short video on this concept.) The attributes and descriptors of the learner profile define the type of learner the IBO hopes to develop through its programs. It is concerned with the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge and can be summarized in just ten words. People who are: inquirers, knowledgeable, thinkers , communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. We talked about ways to work towards this, which would mean ways to change the thinking of teachers in some cases. We talked a bit about this tonight as well and I look forward to learning more about it and enacting it in my school.

http://theopenclassroom.blogspot.com/2007/05/lesson-plans-by-yarra.html
Image: 'Melbourne City Panorama'
www.flickr.com/photos/27158819@N00/102024316

Last night I went to my first edubloggers meetup. I met Graham Wegner in Melbourne when he and five other teachers from his school came over from Adelaide for the Teachers at Work conference with Jay McTighe. When Graham contacted me about a possible meetup I was very excited, and so we spent some time together having a meal and discussing common experiences and, of course, the conference. Towards the end of the evening when I was reluctantly talking about going home to prepare for the next days lessons, Graham and his colleagues, Annabel, Rebecca, Maria and Nancy came out with several alternative ideas I could use, all from the conference experience they had that day, hence the title of this blog post (thanks, Graham).

One of these was The Little Book made from a folded sheet of A4 paper that reminded me of the Literature Pocketmod made by The Reflective Teacher a while back. This one makes a 6 page little book with front and back covers that may be appealing for students to make and use. It could be used for example, to plan an essay or to summarise the characters in a text – one to a page. (I used mine to record the rest of the ideas that were flowing swiftly round the table.) Another idea was to get the students to make a sociogram of the characters in the text we are studying and have them show the impact the characters have on each other (very relevant for the text my year 11s are studying right now – Macbeth).

Another idea was to have students write the names of the characters or events in the text and work in groups to decide the rank from most important to least important and then present to the class, justifying their decision. Yet another idea was ABC graffiti. Students write the letters of the alphabet and brainstorm in groups a phrase or a word for each letter of the alphabet relating to their text. When brainstorming the idea is not to think too much about the word or phrase but to try to access the notable thing about the text that comes to mind first for that letter. The students could then use the list later to help summarise and revise the text.

Other ideas that the group remembered included the One Minute Write where students write in one minute all they can about a prompt, without lifting the pen from the page. They count up the number of words written and the number of three syllable words. Write down the score. Then the students could set themselves a goal to increase the number of complex words they are using, in other words to improve their vocabulary. They could discuss possible strategies to achieve the goal. . Of course as Graham pointed out, good writing in not always about the number of three syllable words used, but I think that focusing on a broader vocabulary in general would be a good thing. And finally, the memorable quote idea. Take a quote that people know: e.g. “Ask not what your country can do for you….” and rewrite it: e.g. “ask not what your class can do for you… etc”, in order to broaden perspective.

As you can see, the discussion was lively and enjoyable. I did not bring my camera and my iriver was had a flat battery, unfortunately, otherwise I could have given you all a multisensory account of our experience. Oh well, there’s always next time.

http://theopenclassroom.blogspot.com/2007/05/student-writes.html Every year when I start blogging with my classes I get some students who are natural born writers and who show this in the blog entries. And every year they are different sorts of writers. Like this student, Miranda, the blog that they do in my class is often not their only outlet for writing. Miranda writes:

"But, first of all I wanted to talk about writing. I absolutely love writing, and it’s what I spend most of my time doing –I write to penpals, epals, people I know, myself; I keep several blogs, a journal, several folders full of random ramblings, poetry, songs, fanfiction, stories, characters… And after all this, I still don’t know what career I’m going to choose. I’d love to be something to do with writing, but my problem is I don’t know what, or even if I’m good enough… All I know is that I really love writing."

"…And I will shut up about my story and Cael. I could go on forever, and I doubt anyone is reading this. X)"

http://theopenclassroom.blogspot.com/2007/05/myp-parent-information-evening.

Last night our school hosted a Year 7 Parent Information night for parents at our school, to explain the Middle Years Program (MYP) which we are doing for the first time this year. there will end up being four of these nights (one per term) and, given my new found passion for this program, I thought I'd go along and see what happened. (It is optional for staff to be there.) It was a great night. First Peter had photocopied some of the essays one of the Year 7 classes had done (with no names) along with the task sheet and the rubric for assessment that the students were given. The parents were then asked to assess them. A great discussion followed about teacher accountability and the use of rubrics as a teaching tool. I definitely think that the parents got to see another side of teaching.

Then Daisy, one of the Maths teachers, taught a class on Fibonacci numbers and Pascal’s triangle as if they, the parents, were her Year 7 class. It was very informative, and definitely a highlight of the night. The parents I spoke to felt that they had learned something. Then Peter showed the report formats that the parents will be getting in June and the criteria that students are assessed and reported on in the MYP. Finally there was a bit of a presentation on homework and how the parents could be involved in helping students organise their time.

I think about the advice I have given students in years past about planning ahead and doing a bit at a time and so on, and I recognise that in my work I don't do that. I leave things to the last minute and feel I do creative work under the pressure of adrenaline. When I try to do it ahead, it feels less powerful and not so motivating. Of course, at the time I am doing it I hate it and wish I had done it earlier. But the students maybe find that sort of pressure too much. It was great to see the parents as creative learners and problem solvers at this meeting and discuss the work we do, and I think there was some mutual understanding built.