Response to Reading #8

Chapter 11 discussed using the internet to support students writing. I think that the internet is such a great motivator for students. Sometimes teachers have difficulty, like Karen, finding time to fit using the internet into their schedules. With younger students, you do have to devote time to practicing using the computer and the internet. Most younger students do not have the experience with typing, using the mouse, and using the internet. I think that making the time in the classroom to teach these skills would be beneficial to students. Once the foundation for using the internet is established, students will be able to be more independent when it comes to using the computer. This is a skill that students will use and it can be linked to learning/curriculum. I think that it is a great idea to use the internet as a whole group lesson. The chapter presented using WebQuest with the teacher facilitating and conducting shared reading of the websites. This can also be a model for students when teaching them to use the internet and computer.

I really liked how the WebQuest seems to be very organized. It seems that it lays out clear guidelines and students can refer to this. First it gives a rationale of the project and an overview of the tasks which sets the goals and objectives. Next step-by-step directions are given and also materials students will need (websites, handouts, etc.). It also gives evaluation and assessment rubrics. Finally, it provides a summary of what should be learned by the project. I like how the WebQuest sets clear expectations for students that they can refer back to.

I think that when students know their work is going to be displayed for numerous audiences on the internet, they will be more motivated to write well, proof-read, and edit their work. I also think that displaying students work on the internet gives them a real reason to write. They can relate their writing to the real world and to a real life situation. They know that a large audience could be reading their writing. They are not just “writing for the teacher.”

Response to Reading #7

I really enjoyed reading about using technology with students with special needs. I strongly agree with both the positive and negative sides of integrating technology. I have found that my younger students with special needs do have a difficult time with typing. They have not been exposed or have had the experience. However, even though the typing process can take quite some time, I think that students being able to write their work on the computer can help them to be more successful. They are able to check their spelling. Using the computer is something fun and exciting and is also an incentive for my students. On the computer program we have, the program will read what you have written back to you. Students can hear when they make a mistake or misspell a word. Most of the time my students write a rough draft on paper. We sit together and edit/ proof-read their work and then I allow them to type it onto the computer and include graphics. I have found this to be very beneficial to my students. I also really liked the piece on speech recognition. I think that my students would truly benefit from this type of program. I like that they can also spell the word into the computer. Even though there has been errors with these programs, I feel that we can make the problems a teachable moment.

Response to Reading #5/6

Chapter 13 discussed the basic elements as a model of classroom assessment. The first part is to instruct. It is the teacher’s responsibility to help student learn the important parts of different types of structure, introduce projects, engage students in the task, check their work and their final project. It is the teacher’s responsibility to provide the tools and teach their students to use them effectively. The second and third parts are to assess and evaluate. In assessing the teacher needs to collect indications that students are learning. In evaluating the teacher needs to interpret the indications. As a teacher I ask myself, did the student make progress? What do I need to do as an educator if my student has not made academic growth? Where was the misunderstanding? What is my next plan for instruction? Last is a completion of a report. Teachers need to be able to documents their students’ abilities. It is important to document student learning in order to make decisions about instruction. I also thought the part about rubrics was important (page 281). When I read that when teachers make writing genuine and engaging as possible, students are more successful. I think that it is so important to make assignments relevant and to give students a real reason to write. Providing models and using rubrics is a great way to express your expectations to students. This way what you are asking your students to do is clarified for them.

Chapter 14 discussed writing instruction for multilingual learners. I really liked all of the activities that were discussed in this chapter. I liked the Daily News activity because the teacher is modeling writing for the students. Students are able to see the print, hear the sounds within words, and match letters to sounds. The teacher uses comparisons of the students’ native language (Spanish) to the English language. She asks students to listen and identify sounds. They also read chorally. I especially liked the Dialogue journals. Here students are writing for a reason. They are communicating with someone else. They also can mostly choose what they want to write about. When they revert back to their native language the teacher is able to help them with the equivalent in English. They can also use their journal to look back if they forget a phrase or word in English.