Chapter+2+TCCHS

=Chapter 2 - Talladega County Central High School=

Pedagogy and Practice**
 * Chapter 2 Weblogs

*writing to a weblog is easy *audience for ideas written to a weblog -huge potential in an educational setting *comprised of conversations that can be updated every day/several times each day *engages readers with ideas, questions, and links *asks readers to think and to respond *demands interaction *can be a collaborative space -Readers can become part of the writing and learning process EXAMPLE: http://tinyurl.com/2blpvl
 * Weblog**: (blog) an easily created, easily updateable Website that allows an author or authors to publish instantly to the Internet from any Internet connection.

*A key characteristic of Weblogs is that they are filled with links -a key strength is being able to connect ideas and resources via linking *A Weblog is a Website -Weblogs include graphics, photos, video, and audio files EXAMPLE: http://tinyurl.com42jzz7

*A Weblog can be an online archive of all work related to a class or project *A Weblog is instant web publishing for the masses -blogs about all subjects, blogs for every age group -blogs are hot J

*Millions of young adults have created sites at Weblog hosting sites -Facebook.com -Myspace.com -Xanga.com -Encouraging that so many would-be students have embraced the concept of publishing to the Web -Bodes well for our use of these technologies in the classroom -Discouraging that these teenagers use these sites as social tools rather than learning tools *blogs can: -promote critical and analytical thinking -be a powerful promoter of creative, intuitive, and associational thinking -promote analogical thinking -be a powerful medium for increasing access and exposure to quality information -combine the best of solitary reflection and social interaction (Eide Neurolearning Blog, 2005)

*blogs can enhance and deepen learning -used as class portals, online filing cabinets for students work, e-portfolios, collaborative space, knowledge management, and school Websites
 * WEBLOGS IN SCHOOLS**

*curriculum moving to a digital, online environment -Blackboard is a content management system—expensive *Other Weblog packages can cost much less *a class portal can be built to communicate information about the class and to archive course materials *teaching standpoint: -a class portal can be a powerful course management tool -a place to publish -course curriculum -syllabus -class rules -homework assignments, -rubrics -handouts -presentations -parents can be notified when new information about the class is posted -easy to communicate with peers teaching same course
 * Class Portal**

*archive student work *students post work online for peer and teacher response -students never misplace work -work is organized in one place -work can be shared with others (parents, counselors, mentors, peers)
 * Online Filing Cabinet**

*can span many grades *students collect the work they want to highlight and select their best work *students reflect on choices they made *students publish the result for others to see
 * E-portfolio**

*students can collaborate with others online -authors of books -journalists -other students -many others *students can share text, pictures, audio, video *enhances the depth of curriculum
 * Collaborative Space**

*teachers can communicate internally -school committees and groups can use blog to: - archive minutes of meetings -continue dialogues between meetings -store documents and presentations for easy access -manage and communicate knowledge that gets created *articulation tools to highlight and share -best practices -lesson plans -worksheets or projects
 * Knowledge Management and Articulation**

*can be used as a building block for school Website *Weblogs can be used to: -increase communication with parents and staff -post pictures and student work -keep the yearly calendar *site master should be designated for each blog to review content EXAMPLE: http://tinyurl.com/3uwozp
 * School Website**

*Weblogs -are a tool for learning -expand the walls of the classroom -archive learning -is a democratic tool that supports different learning styles -can enhance the development of expertise in a subject -can teach students the new literacy they will need to function in an ever expanding information society
 * THE PEDAGOGY OF WEBLOGS**

*posting to a Weblog -students can: -write about personal reactions to topics -post links -write reflectively -summarize reading *connective writing -process starts with reading -requires critical thinking skills to clarify purpose of the writing -demands organization and clarity and awareness of audience -requires students to make editorial decisions -continues post publication -blogging continues after feedback from readers
 * A New Writing Genre**

*elementary students -students find interesting sites of information -teach them how to write about what they find useful -ask them to do basic design of site -ask them to write about what they would like to see *middle school students -asked to work at becoming “experts’ about topics -compare information from different sources -reflect on their process of determining what sources are trustworthy *older students - use Weblogs for extended study and reflection on topic -reflect and build on previous ideas -incorporate feedback from readers -synthesize reading from a number of sources -advance new ideas or interpretations of the topic
 * Scaffolding Blogging**

*blogs can be used in all areas of the curriculum -to collaborate with subject-specific experts -to archive learning -to share results of experiments -to publish student work
 * BLOGGING ACROSS THE CURRICULUM**

*blogs used to: -introduce new concepts -share ideas and links -forum for discussion about the class EXAMPLE: http://tinyurl.com/2v4862
 * AP calculus**

*blogs used to: -link to interesting resources -follow up on ideas discussed in class -post on science topics -add information -debate facts -push the conversations -develop science literacy skills -learn about making connections in online environments EXAMPLE: http://tinyurl.com/63zbl9
 * Extreme Biology**

*Weblogs in the classroom have the potential to affect student learning in positive ways -teach critical reading and writing skills -help students become more media and information literate -teaches students how networks function -can teach skill of collaboration EXAMPLE: http://tinyrul.com/51yr59
 * The Write Weblog**

*always evaluate for accuracy and truthworthiness -this takes time -find out about the author of the blog -find out the reputation of the blogger among his/her peers -look at the list of blogs that the blogger links to -read through some of the other posts on the site -click through to the links included on blog
 * BLOGS AS RESOURCES**

*Reflective, journal-type blog -teaching experiences -teacher training experiences -description of teaching unit -describe what worked and what didn't work in classroom -provide teaching tips for others -write about something you learned from another teacher -explain teaching insights you gain from your classroom -share ideas for activities or games -provide how-to on using technology -explore teaching and learning issues *Start a class blog to: -post class-related information -post assignments -communicate with parents -post prompts for writing -provide examples of class work -provide online readings -gather and organize Internet resources -post pictures -invite student comments or postings -publish examples of student writings -showcase student work -create a dynamic teaching site -create literature circle (read and discuss same book) -create online book club -students publish messages on topics -ask students to create own course blogs -post tasks to help with project-based learning tasks -build class newsletter -link class with another class in the world *Encourage student to blog: -reactions to thought-provoking questions -reactions to photos you post -journal entries -results of surveys used as part of class unit -ideas and opinions about topics in class *Students create own Weblogs to: -learn how to blog -complete writing assignments -create portfolio -express opinions on topics for class -write comments, opinions, or questions on daily news items or issues -discuss activities -write about class topics -showcase best writing *Class create a shared Weblog to: -complete project work in small groups -showcase products of project-based learning -share ideas
 * CLASSROOM USES OF WEBLOGS**

1. Students read a wide range of print and non-print texts: -to build an understanding of texts, of themselves, and of the cultures of the United States and the world - to acquire new information, to respond to the needs and demands of society and the workplace - for personal fulfillment - fiction and nonfiction - classic and contemporary works 2. Students read a wide range of literature: -from many periods -in many genres -to build and understanding of the many dimensions (philosophical, ethical, aesthetic) of human experience 3. Students apply a wide range of strategies: -to comprehend texts -to interpret texts -to evaluate texts -to appreciate texts 4. Students draw on: -prior experience -interactions with other readers and writers -knowledge of word meaning and of other texts -word identification strategies -understanding of textual features (sound-letter correspondence, sentence structure, context, graphic 5. Students adjust their use of spoken, written, and visual language (conventions, style, vocabulary): -to communicate effectively with a variety of audiences and for different purpose 6. Students employ a wide range of strategies as they: - write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes 7. Students apply knowledge of: -language structure -language conventions (spelling and punctuation) -media techniques -figurative language -genre -to create, critique, and discuss print and non-print texts 8. Students conduct research on issues and interests by: -generating ideas and questions -posing problems 9. Students gather, evaluate, and synthesize data from a variety of sources (print and non-print, texts, artifacts, people) -to communicate their discoveries in ways that suit their purpose and audience 10. Students use a variety of technological and information resources (libraries, databases, computer networks, video) to -gather and synthesize information -to create and communicate knowledge 11. Students develop an understanding of and respect for diversity in: -language use -patterns -dialects -across cultures, ethnic groups, geographic regions, and social roles 12. Students whose first language is not English make use of their first language: -to develop competency in the English language arts -to develop understanding of content across the curriculum 13. Students participate as: -knowledgeable, reflective, creative, and critical members of a variety of literacy communities 14. Students use spoken, written, and visual language to accomplish their own purposes… -learning -enjoyment -persuasion -exchange of information
 * STANDARDS FOR THE ENGLISH LANGUAGE ARTS SPONSORED BY NCTE AND IRA**

Put Into Practice: There is so much information and technology that at times it is over whelming. Since, I have become part of the 21st Century Learners initiative, I have been able to take your ideas and combine them with my own to make applying technology less complicated. Plus, I am finding that every time I try something new that I later decide that there are many tweaks to be made. However, this is not discouraging; it actually confirms that I’m on the right track. Of course, this leads me to invite you to our new project, blogging which was our part in the book study. At first, it was used to show the students what blogging is about by using the web site http://central.hcrhs.k12.nj.us/bees/ that Will Richardson, the author, spoke of in chapter two. Then, I used it to place a pre-reading assignment, and the students posted their answers. Afterward, we started using it as true bloggers. Using Google Documents, we have read and translated Lejos de la Casa, a fictitious story about the recent Columbian immigration problems in  Spain. The students are now posting their thoughts on what it would be like as an immigrant, and how immigration is affecting Spain. Afterward, they will be reflecting upon and commenting on others’ post. You may find us at http://tcchsspanish2.blogspot.com/ and http://whsspanish2.blogspot.com/

I want to thank Mrs. Miller and Mrs. Garner for allowing us bombard their space to use the computers.