Assignment Template Aligned to California’s Common Core State Standards for English Language Arts and Literacy post

I really enjoyed reading this template that follows California’s Common Core State Standards for English Language Arts and Literacy because it gave simple and easy to follow tips for any future or current teachers. It can be very difficult for students to know where to begin when they are assigned a reading that they will respond to. Depending on the topic that is being introduced, or the genre of the text, there are multiple ways to tackle and respond to the text, and this template gave some really great guidelines that students can use to gain better understanding of the overall text. Then, with the prewriting tools, students could even begin their prewriting process by marking their texts for better understanding so that they can know what they are going to discuss in their paper. When I have worked with students during their prewriting process, I have found that it is hard for them to understand that writing is in fact a process and that everything doesn’t have to be polished right away. When students begin to understand this fact, they begin to relax a little more and begin to plan out what they want to focus on, and actually begin writing. I really liked the emphasis on revision, and how important it is. A student’s paper should be read multiple times by the writer, peer editors, and teachers alike to give students the right kind of feedback that will help their writing style improve. There are so many different kinds of revision practices, and the template gave some good tips that teachers and students can focus on when they are editing and revising a peer’s paper. But overall, my favorite take back from this template was the emphasis on teacher modeling the behaviors and practices that they want their students to do. Modeling reading and writing practices will help students perform better with their assigned readings and writings. 

The Common Core State Standards for English Language Arts Instruction in Graded 6-12: Origins, Goals, Challenges post

Common Core State Standards seem like a good idea in theory; if all students across the country are being taught to these same standards, then the students who have to move to different schools across town, across the state, or across the country will be on the same page as far as what they are going to be learning. Each student will know what is expected of them, and each teacher will know what they need to prepare to help their students reach those standards. But each program, in each district is different according to how the teachers and administrators interpret the different standards. Each student is different, and they have different needs. “In the Common Core State Standards for English Language Arts Instruction in Graded 6-12: Origins, Goals, Challenges” I liked how they noted to the pros and cons of Common Core, but what they really highlighted was the gap between students who live in poverty compared to those who live in the middle and upper class. Students who live in low SES districts do not have the same access to materials like computers, internet, or other forms of technology to enhance their learning experience and access learning materials. Another thing is so often people who plan curriculum are planning on what students need in order to pass a test, but standardized tests do not reflect intelligence, and they do not reflect student learning. The emphasis that standardized tests are the only way to reflect intelligence is ridiculous. There are so many students who learn differently and to have them all be tested by one test is unfair and not a true representation of their comprehension of learning objectives. To have any student have to learn to one specific teaching practice doesn’t work, and neither do one set of standards.

But like I said, Common Core State Standards are a good idea in theory.

DISCUSSION AS A WAY OF TEACHING post

Class discussions can be difficult to start, especially when students are unwilling to share. After reading DISCUSSION AS A WAY OF TEACHING by Stephen Brookfield, I found there are more ways than one to initiate classroom discussions. My favorite discussion exercise was the circular discussion where students share there thinking and positions on a chosen theme. I think it is important for the students to know going in to a discussion what their expectations are. I can recall many times during high school and college discussions where there was no direction whatsoever, and I would leave the class without any greater understanding of the topic we were discussing. I like how with the circular discussion there are ground rules that each student must follow; there is a timed aspect on how long each student has to speak on the discussion topic and how there is a specific order on who speaks after the first student begins speaking. The round-robin style of discussion makes sure that each student participates in the discussion and has the chance to share his or her thoughts, and there is no second guessing as far as to who goes next. Once everyone has had the opportunity to speak, the discussion opens up to allow for students to freely express their thoughts on the topic. I think it is important for all students to participate freely in a class discussion because there are so many times when shy or introverted students do not share their ideas and the discussion lacks insightful input. I know from experience that when students refuse to participate ideas will continue to be repeated and discussions come to a standstill. I liked how the participation in discussions grading was emphasized in the reading, and I think that all students should be held accountable to similar standards. Discussions are important to enhancing student learning, and I think that all teachers should incorporate more discussions into the classroom.