Web 2.0 Tool Review for Synthesis

A great tool for helping students synthesize information is wiki spaces. A wiki is an open communication site where both students and teachers can post, edit, and share information. Many teachers were at first skeptical about wikis, as most saw it only as a burden since each of us already had a school “website,” but as our principal encouraged us to move over, most did. Wikis are extremely easy to use, and update like one would publish a Word Doc to the web. The navigation is simple, and there seems to be no limit on how many links and pages one can have on their own site.

The easiest use for the wiki is to simply post notes and extra information about a topic on the website. Then absentee students, parents with questions, or the student that is constantly “forgetting” their book bag in their locker, can have access to digital notes anywhere they have internet service. Another great use of a wiki is that it allows the site facilitator to post assignments, links to articles, web 2.0 tools, and give directions for students to synthesize and understand on their own or in a group. I especially like this for PBL's and learning contracts. Currently, I have posted on my wiki a learning contract for our novel Ender's Game by Orson Scott Card. Students are able to pick from a variety of assignments and web tools to amass the number of points needed for the grade desired. This type of activity also helps with differentiated instruction as students are able to pick and choose the projects and presentation mediums that they are most comfortable with.

As Gardner talks about synthesizing as a way of thinking about connections, I also like to pose my thoughts and connections on a topic as I present the information to the students. During our persuasive writing unit I post how I came to my topic, created a thesis, and refuted an argument. My goal is that if students are able to see my thought process, and how I came to my end result, they will have a better understanding of how they should synthesize their own information gathered into a complete essay. This was the first year that I posted my persuasive writing thought process on my wiki, and my students responded with some of the best persuasive essays that I have received in a long time.

My wiki space can be viewed publicly at www.MrLongstaffEnglish.wikispaces.com

For students to edit and post on pages not accessible by the public, they are given a user name and password from the school district that allows them to log on to the page privately.  

Discovery Education - Digital Assets

Poetry Unit

Main Goal/ Focus: For students to demonstrate an understanding of how figurative language is used to create vivid images within an audience.

Secondary Goal: For students to demonstrate an understanding of figurative language through a variety of poetic mediums.

Secondary Goal: Analyze meaning through the author's use of figurative language, make connections to past and present life experiences.

Poetry is a complex and many times daunting subject for middle schoolers, especially teenaged boys whom loathe the thought of having to share their “feelings” through poetic mediums in front of the class. Because of this, my poetry unit takes on a more humorous tone to ease tensions, create trust, and ultimately get students ready to take on the task of analyzing a poem through the use of figurative language on the PSSA exam.

To ease student fears that all poetry is “roses are red, violets are blue...” I could use the video Post War Poetry: Stream of Consciousness, to introduce the unit. As my school's demographic contains a large section of military families that travel to the Aberdeen Proving Grounds, set in rural York County, many students might be able to make connections to the artists poems and images of a simple, beautiful life after seeing the horrors of war. A class discussion could center around why many of these American Poets who were involved in the war chose to idolize and capture the beauty of the American Landscape. As my district is set in a farming community, students could make connections to their own lives, property, and any relatives and family members that were once in the service.

Discovery Education also provides many different videos that help define and give examples of figurative language. My only issue with many of them is that they would be low interest videos to middle school learners. Before Discovery Education Online, I have a video tape (yes, VHS) of a Discovery Education Video called “Quack”. This video outlines the different types of figurative language used in writing with humorous examples. This video infuses movie clips, music, and mock interviews in a short 15 minute presentation. Though this video is older, as it was given to me by my Co-Op at the end of student teaching, it is one of those videos that is so cheesy it is memorable and fun.

Discovery Education provides great videos about the emperor penguin, and Boris, the Lifeguard Dog, that tell stories infused with figurative language about these animals. Not only are students supposed to pick out when an element is used, but at the end of the video, the author or narrator explains to the students why they chose to use the figurative language they did. This, believe, is one of the most important aspects of teaching a poetry unit. Its not just that the students should be able to identify and create, but also understand why figurative language is so powerful, and can create better connections wit their audience.

Introductory Blog

1. Who are you and what do you do?

My name is Christopher Longstaff, I teach 7th grade English and coach wrestling at South Eastern MS in Fawn Grove, PA.

2. What is your primary goal for taking this course?

My goal is to become more progressive in my teaching style to better suit 21st century thinkers and learners.

3. What is your philosophy of education?

Facilitate rather than dictate, so that students can question, discover, and create.  

4. What do you see as the greatest benefit of using technology and/or digital media in the classroom?

How quickly students can reference information, define vocabulary, and extend learning to real world situations, stories, and articles.

5. What is your biggest concern or challenge with using technology and/or digital media in the classroom?

I teach in a rural district with a high rate of poverty.  If technology is used as a part of project, lesson, or assessment, many students can not complete it outside of the classroom.

6. Provide an example of how you currently use technology and/or digital media in the classroom.

 I have a wikispace that students can use for notes and references to lessons and material.

7. How does your classroom today differ from when you were the same age as your students?

My school has a BYOD policy, which allows students to carry and use their own devices at any time during the school day.