Voice Threads

I checked out the voice thread website too see what they are all about!.. they are pretty darn awesome, I think. This collaborative multimedia slideshow is an incredibly versatile application and I can most definitely see teachers utilizing the handful of features the voice thread offers.

My favourite feature is the ability for voice threads to be embedded.  This feature enables voice threads to be exported and embedded into other websites, or exported to Mp3 players and DVDs. Exporting does cost 2.99$ a voice thread, or 10 for 20.00$. All the characteristics of the voice thread are downloaded: doodle, and all methods of commenting. What I think is so great about the embedded feature is how the voice thread then becomes something that can be archived.

The comment feature is another awesome aspect of voice threads. Students are able to comment in a variety of ways, through the telephone, microphone, text, audio file, or video. I think this feature encourages public discourse. Public discourse can be a difficult thing for many students to take part in. The voice thread however, promotes students to think about what they want to say and take their time to take part in the "conversation". When students are just beginning to break free of the things that hold them back when wanting to put in their two cents so to speak, the voice thread allows a protective shield because it is not face to face and detrimentally upfront. Even though it isn't upfront and face to face (which at some point will need to be addressed), their is still a sense of thoughtfulness and intimacy that technology sometimes tends to miss out on.

The whole idea of the voice thread has a sense of performance about it. I still remember being a kid in middle school and getting excited about the projects we would be working on if there was a goal like   performance. Also, I think the voice thread is a way to make everyday projects special. Which is important, because when students feel their work is special, they naturally are likely to put in that special effort.

IRPs: the good and the bad.

BC's Integrated Resource Package, commonly referred to as the IRP is a helpful resource, but if I choose to follow it to a 't' it is quite possible that I will get lost in the rules and needs of the BC curriculum instead of responding to the needs of my students.  Atwell says we need to "let school reflect the nature of the kids". I could not agree more. So I ask myself, does the IRP truly service the students or does it merely service the teacher? 

I think the principles of learning, and the key concepts outlined in the IRP: oral language, reading and viewing, and writing and representing, as well as the focuses of each concept: purpose, strategies, thinking and features, are great guidelines in regards to new teachers trying to organize their ELA lesson plans. I don't feel as confident about the PLO's... "prescribed learning outcomes are mandated by the School Act; they are legally required, not optional". To put in perspective, there are twenty-two pages of PLO's for grade 8 students in ELA, which highlight the nitty-gritty things about English Language Arts, and I don't understand why it needs to be broken down in such a fashion. The thing is, IRPs are too long, and as a new teacher, the enormous booklet of information and required curriculum to get through per class is a tad bit intimidating. It would be better if they were shorter. I also can't seem to ignore the out-datedness of the IRP. This year we celebrate 2012, yet the ELA IRP is from 2007. Should teachers really be basing their lessons on resources from five years ago?  On the other hand, I think the cross-over elements in the IRPs are effective because they create a foundation for progression and a sense of continuity from grades 7 through 12, putting everybody on the same page. Progression and continuity in learning between grades enables students to acquire skills and continue to develop their skills, such as being effective speakers in public discourse.

 The article by Robert E. Probst argues the need for teaching students to take responsibility for their own discourse. He is right; in my eyes the need for authentic speech is so important, because that is what is judged in our world outside the classroom. Students today learn in a variety of ways and respond to a variety of teaching approaches. Atwell suggests that "middle school students look at school for what matters in life/not as the place to get ready for what matters in life. They come to school to work out their social needs." If this is the case then ELA needs to reflect what matters to the students. Students will learn when they feel that what matters to them is listened to, and when they feel their is a reason,a purpose to overcome what challenges them in school. I know that my classroom will be full of students who might all have opinions and ideas burning inside of them but the ability to express these ideas and opinions in an effective and educated manner isn't quite yet accessible. They need help in fostering this skill. Good writing, active reading, confident speaking, and critical thinking, are fundamental elements of ELA. Good teachers bring out these skills in students. They find a way to instill for their students reason to care about what they have to say, their ideas and opinions. These teachers bring undivided attention to what adolescents feel is important. Not all kids have the same opinion, the same growing-up experience, learning abilities and cultural backgrounds. All in all, not every kid is cut from the same cloth, so how as teachers are we supposed to follow a cookie-cutter outline? I think it is the IRPs "guideline" characteristics that make them valuable to teachers starting out as opposed to their mandatory cookie-cutter rules that hinder new teachers.

eyes to ears to be

Hello

I'm Laura-rose, my blog's title, "essay!!...what essay?", was inspired by the evolution of English Language Arts. No longer are we asked to write and hand in an essay in hard-copy or even deliver electronically. The times have changed and rather bloggers we must be: to blog reflections, ideas and understandings, comment, converse, connect and help construct a network of our creativity through blogging and viewing. Though I am a newbie blogger I embrace whole-heartedly the ever so cutting-edge blogosphere. So please, welcome to my blog! Here I will post a collage of reflections from our class, I also accept any comments or kind challenges :)

What I Expect English Language Arts to look like/sound like/ be like in the middle school classroom:

Off the top of my head, picturing a middle years English Language Arts classroom I go back to my grade 7 classroom at Queen of Angles School. Though I am trying to picture a new setting, I keep referring back to my own experience as a guide. I guess I don't imagine there to be much difference. Maybe the computer in the back of the classroom is a little more up-to-date? (maybe not) or maybe the computer is gone and hasn't been replaced. Perhaps the students' essays are on display on the bulletin board, and I propose the bookshelf in the back corner is over-flowing with novels, especially now that the Harry Potter heptalogy has been completed and every grade 7 girl can't get enough of the Twilight Series. Sure there are a few classic literary novels as well. (I wonder if kids read them these days?) The desks are placed in rows facing the front where the teacher stands and writes the lessons on the board. I hear chalkboards are on there way out, the whiteboards have made their break-though, but I am not convinced every school has been provided with the option-out of chalkboards, chalk, and brushes. Oh god, some poor kid's job is to clean the brushes by banging them together at the same time as holding their breath to prevent suffocation from chalk dust.
 Besides the sounds "smack smack... cough cough" echoing from outside, in an English Language Arts classroom I might hear the teacher lecturing about proper use of the semi colon. On the other hand, I might hear the sound of students practicing their public speaking, reading aloud, or rehearsing a speech. Silent reading time was always a favourite of mine, where I could just escape the classroom by reading a good story. The classroom might be silent though highly doubtful because of course there are those whispers between friends trying to converse low enough to escape the teacher's ears. At some point the silence will be completely broken and ideas and comments will be shot across the classroom, the students actively communicating and learning. Both setting and sounds of the classroom help create what it is like to be in a classroom.
 Personally, going back now as a student teacher, I think will be fun and eye-opening. As a grade 7 student, I used to know what it was like, but now not so much. What I do know is that every kid won't feel the same way about their experience in the classroom and not every kid will take the same experience with them when they leave. Obviously not every kid will be dancing to the same beat. Everyone's got their something and that's what makes the Language Arts classroom a great place to be. I think the classroom will be a collaboration of different ideas, emotions, learning abilities, personalities and endless possibilities.