Kevin's Scholarly Reflection
Kevin Norris
English 665/ Scholarly Reflection
Professor Rodrigo
December 11, 2014
(Image-USA.gov)
“It is a teacher’s responsibility to give the students the necessary skills that will enhance their chances in the job market” (Haas). I share the same philosophy as Christian Haas. That is one of the main reasons why I’ve taken Teaching with Technology as an elective towards my major. For one, I work in an “at risk” school, and I also teach inclusion. I don’t want to simply use technology as a way to remediate (Haas); I want students to utilize technology to plan and create a product. Therefore, I have used many of the philosophies from the readings to plan my Novel Unit.
(Image-USA.gov)
“Keep part of the old lectures” (Barr and Taggs). These words have helped shape my final project, which will also serve as the “Novel Unit” for my 9th grade English Inclusion classes. Barr and Taggs indicated that technology should not be used to replace lessons; they should be used to enhance the lesson plan. Therefore, I plan on use the traditional approach of lecturing and adding the technology element. When introducing the novel, Animal Farm, I’m using a traditional pedagogy. I will give the students some problem solving situations because the novel has several problems with possible solutions. Furthermore, I will introduce the relationship between The Russian Revolution and Animal Farm. In additions, the students and I will discuss the ideology of Karl Marx’s communism, and I will give the students a brief overview of the Russian Revolution.
(Image-USA.gov)
The whole purpose of the unit is to create an environment of learning. As the New London group’s article, “A Pedogogy of Multiliteracies: Designing Social Futures” states, “teachers and bosses are becoming designers.” In other words, teacher and bosses are supposed to create an atmosphere where the student or worker may grow to his or her fullest potential. With my unit as well as other activities that I have utilized in my classroom, I’ve tried to create an environment where the students have choices to explore his or her own interests. For example, students are able to choose between Scatch and Piktochart. This way, if he or she likes programming, she or he may create a political cartoon with Scratch. If a student has an interest in creating brochures or newspaper columns, she or he may use Piktochart. As a teacher, I designed the assignment, but the students are able to explore their own interests within the boundaries of the assignment. Just recently, my students created a Creative Writing Project/Personal Narrative. A lot of students enjoyed using Scratch. I just began a project in which students are to write an argumentative paper in which they decide if they believe or disbelieve that animals are happy in a zoo. As extra credit (because of time restraints), student may write an editorial using Piktograph.
Nevertheless “teachers shouldn’t be subordinate to technology. Teachers should use technology as a way to enhance their lesson plans” (Haas). I thought about this statement as I designed my unit. The majority of the unit will be teacher directed. However, students will be shown videos, but the teacher will point out the key elements in the video. Furthermore, the students will be required to read from a paperback book. Technology will only be used to supplement the students’ learning.
(Image-USA.gov)
One of the problems that student have is identifying reliable sources. The article, "Can I Google That? Research strategies of Undergraduate Student" states the following: “The experiment conducted by the author involved three students. The students were assigned tasks to perform. Many of the students used Wikepedia.com even though it is not a reliable source” Furthermore, the article emphasizes that students who use search engines need extra support. They need to be trained as to what is considered a reliable source. Therefore, my students will be trained how to identify reliable sources. I have already started this with a persuasive writing project. Students are being introduced to professional articles and videos. They are being taught how to document their sources. The skill will be revisited when I teach the Novel Unit, which is also as my final project for this class(Silva).
Cheryl E Ball’s Article, “Reassessing MultiModal and New media Rubrics for Use in Writing Studies,” discussed the limitation of rubrics. Keeping that statement in mind, I attempted to break my rubric down so that my students will understand exactly what is expected of them. Through experience, I have discovered that “at risk” students do better with a checklist which sort of takes on the analytical rubric as compared to the holistic type rubric. Dànielle Nicole
DeVoss, Ellen Cushman, and Jeffrey T. Grabill’s article, “Infrastructure and Composing: The When of New-Media Writing,” mentions that subjectivity is a problem when it comes to grading. That is why I developed a different rubric for the technology section. Students will be graded from a set of expectations.
Overall, I believe that it is important for educations to incorporate technology into their lessons. Therefore, I created a unit that used a multitude of techniques. The Unit incorporates traditional lectures, utilizes video and creates an atmosphere where students can plan and produce a product. Furthermore, the unit emphasizes the use of proper sources.
Works Cited
Barr & Taggs. “From Teaching to Learning- A New Paradism for Undergraduate Education.” 1995. Web. 29 November 2014.
Ball, Cheryl E. “Reassessing MultiModal and New media Rubrics for Use in Writing Studies." 2006. Web. 29 November 2014.
DeVoss, Ellen Cushman, and Jeffrey T. Grabill’s. “Infrastructure and Composing: The When of New-Media Writing. 2005. Web. 29 November 2014.
Jenkins, Henry.
Haas, Christina. “Writing Technology: Studies of the Materiality of Literacy.”Web. 1996. 29 November 2014.
Silva, Mary, L. “Can I google that?” The New Digital Explorer. 2013. Web. 29 November 2014.
English 665/ Scholarly Reflection
Professor Rodrigo
December 11, 2014
(Image-USA.gov)
“It is a teacher’s responsibility to give the students the necessary skills that will enhance their chances in the job market” (Haas). I share the same philosophy as Christian Haas. That is one of the main reasons why I’ve taken Teaching with Technology as an elective towards my major. For one, I work in an “at risk” school, and I also teach inclusion. I don’t want to simply use technology as a way to remediate (Haas); I want students to utilize technology to plan and create a product. Therefore, I have used many of the philosophies from the readings to plan my Novel Unit.
(Image-USA.gov)
“Keep part of the old lectures” (Barr and Taggs). These words have helped shape my final project, which will also serve as the “Novel Unit” for my 9th grade English Inclusion classes. Barr and Taggs indicated that technology should not be used to replace lessons; they should be used to enhance the lesson plan. Therefore, I plan on use the traditional approach of lecturing and adding the technology element. When introducing the novel, Animal Farm, I’m using a traditional pedagogy. I will give the students some problem solving situations because the novel has several problems with possible solutions. Furthermore, I will introduce the relationship between The Russian Revolution and Animal Farm. In additions, the students and I will discuss the ideology of Karl Marx’s communism, and I will give the students a brief overview of the Russian Revolution.
(Image-USA.gov)
The whole purpose of the unit is to create an environment of learning. As the New London group’s article, “A Pedogogy of Multiliteracies: Designing Social Futures” states, “teachers and bosses are becoming designers.” In other words, teacher and bosses are supposed to create an atmosphere where the student or worker may grow to his or her fullest potential. With my unit as well as other activities that I have utilized in my classroom, I’ve tried to create an environment where the students have choices to explore his or her own interests. For example, students are able to choose between Scatch and Piktochart. This way, if he or she likes programming, she or he may create a political cartoon with Scratch. If a student has an interest in creating brochures or newspaper columns, she or he may use Piktochart. As a teacher, I designed the assignment, but the students are able to explore their own interests within the boundaries of the assignment. Just recently, my students created a Creative Writing Project/Personal Narrative. A lot of students enjoyed using Scratch. I just began a project in which students are to write an argumentative paper in which they decide if they believe or disbelieve that animals are happy in a zoo. As extra credit (because of time restraints), student may write an editorial using Piktograph.
Nevertheless “teachers shouldn’t be subordinate to technology. Teachers should use technology as a way to enhance their lesson plans” (Haas). I thought about this statement as I designed my unit. The majority of the unit will be teacher directed. However, students will be shown videos, but the teacher will point out the key elements in the video. Furthermore, the students will be required to read from a paperback book. Technology will only be used to supplement the students’ learning.
(Image-USA.gov)
One of the problems that student have is identifying reliable sources. The article, "Can I Google That? Research strategies of Undergraduate Student" states the following: “The experiment conducted by the author involved three students. The students were assigned tasks to perform. Many of the students used Wikepedia.com even though it is not a reliable source” Furthermore, the article emphasizes that students who use search engines need extra support. They need to be trained as to what is considered a reliable source. Therefore, my students will be trained how to identify reliable sources. I have already started this with a persuasive writing project. Students are being introduced to professional articles and videos. They are being taught how to document their sources. The skill will be revisited when I teach the Novel Unit, which is also as my final project for this class(Silva).
Cheryl E Ball’s Article, “Reassessing MultiModal and New media Rubrics for Use in Writing Studies,” discussed the limitation of rubrics. Keeping that statement in mind, I attempted to break my rubric down so that my students will understand exactly what is expected of them. Through experience, I have discovered that “at risk” students do better with a checklist which sort of takes on the analytical rubric as compared to the holistic type rubric. Dànielle Nicole
DeVoss, Ellen Cushman, and Jeffrey T. Grabill’s article, “Infrastructure and Composing: The When of New-Media Writing,” mentions that subjectivity is a problem when it comes to grading. That is why I developed a different rubric for the technology section. Students will be graded from a set of expectations.
Overall, I believe that it is important for educations to incorporate technology into their lessons. Therefore, I created a unit that used a multitude of techniques. The Unit incorporates traditional lectures, utilizes video and creates an atmosphere where students can plan and produce a product. Furthermore, the unit emphasizes the use of proper sources.
Works Cited
Barr & Taggs. “From Teaching to Learning- A New Paradism for Undergraduate Education.” 1995. Web. 29 November 2014.
Ball, Cheryl E. “Reassessing MultiModal and New media Rubrics for Use in Writing Studies." 2006. Web. 29 November 2014.
DeVoss, Ellen Cushman, and Jeffrey T. Grabill’s. “Infrastructure and Composing: The When of New-Media Writing. 2005. Web. 29 November 2014.
Jenkins, Henry.
Haas, Christina. “Writing Technology: Studies of the Materiality of Literacy.”Web. 1996. 29 November 2014.
Silva, Mary, L. “Can I google that?” The New Digital Explorer. 2013. Web. 29 November 2014.
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