Comments for Word. http://ludlow.edublogs.org Sooooooo... Mon, 07 Apr 2008 20:17:09 -0400 http://wordpress.org/?v=2.8.2 hourly 1 Comment on Gleaning the Tubes… by lanihall http://ludlow.edublogs.org/2008/04/06/gleaning-the-tubes/comment-page-1/#comment-39 lanihall Mon, 07 Apr 2008 20:17:09 +0000 http://ludlow.edublogs.org/2008/04/06/gleaning-the-tubes/#comment-39 Hi Ludlow, You mentioned "It is up to the rest of us to try and keep up." That's a pretty daunting task these days. I wonder if you think Sylvia Martinez's concept of using students to assist teachers is a viable one?? She speaks about it <a href="http://k12onlineconference.org/?p=200" rel="nofollow">here</a> (a presentation from a totally free online conference for educators!) Best, Lani Hi Ludlow,

You mentioned “It is up to the rest of us to try and keep up.” That’s a pretty daunting task these days.

I wonder if you think Sylvia Martinez’s concept of using students to assist teachers is a viable one?? She speaks about it here (a presentation from a totally free online conference for educators!)

Best,
Lani

]]> Comment on rebel rebel… by lanihall http://ludlow.edublogs.org/2008/02/23/rebel-rebel/comment-page-1/#comment-38 lanihall Mon, 07 Apr 2008 20:03:42 +0000 http://ludlow.edublogs.org/2008/02/23/rebel-rebel/#comment-38 Hi Ludlow, I know the discussion around this post focused on managing assignments and assisting students in remembering assignments; however, you did title it "rebel, rebel" and mentioned interactions with students. I came across a blog posting today concerning classroom management and wondered if it might have any value?? You can find it <a href="http://inpractice.edublogs.org/2008/04/05/classroom-management/" rel="nofollow">here</a>. Best, Lani Hi Ludlow,

I know the discussion around this post focused on managing assignments and assisting students in remembering assignments; however, you did title it “rebel, rebel” and mentioned interactions with students. I came across a blog posting today concerning classroom management and wondered if it might have any value?? You can find it here.

Best,
Lani

]]> Comment on Gleaning the Tubes… by ilrlo http://ludlow.edublogs.org/2008/04/06/gleaning-the-tubes/comment-page-1/#comment-37 ilrlo Mon, 07 Apr 2008 19:19:25 +0000 http://ludlow.edublogs.org/2008/04/06/gleaning-the-tubes/#comment-37 Yes, technology is fascinating! I must admit that digital texts can be quite helpful resources in that there are so many links and pointers to other resources within 1 text that make it easy to get to another resource without actually moving and physically searching. Digital resources, when available to students, save time and money. It is generally free to read a text online versus going and buying a book at a store. My students have asked why they can’t have online textbooks instead of lugging around heavy hardbacks each day. The problem is funding. Students would need laptops to be able to access these digital texts every day in class and at home. Students would need to learn how to take notes while on the computer reading. If parallel readings or separate books for the class were digital texts, then students can’t very well highlight or mark in the margins unless the digital text was able to be altered or copied onto a document that could be marked on. Also, maybe I am old-fashioned, but I like to actually hold what I’m reading and turn pages rather than stare at a computer screen. I like being able to mark up the text that I’m studying. I like pulling out a small paper-backed copy to read in “in-between” moments. It would take much longer to pull out a laptop and boot it up. I’d rather read a book than listen to an audio book. Then I get to determine the pace and imagine the sounds of the characters’ voices. There’s something to be said for old technology... Yes, technology is fascinating! I must admit that digital texts can be quite helpful resources in that there are so many links and pointers to other resources within 1 text that make it easy to get to another resource without actually moving and physically searching. Digital resources, when available to students, save time and money. It is generally free to read a text online versus going and buying a book at a store. My students have asked why they can’t have online textbooks instead of lugging around heavy hardbacks each day.
The problem is funding. Students would need laptops to be able to access these digital texts every day in class and at home. Students would need to learn how to take notes while on the computer reading. If parallel readings or separate books for the class were digital texts, then students can’t very well highlight or mark in the margins unless the digital text was able to be altered or copied onto a document that could be marked on.

Also, maybe I am old-fashioned, but I like to actually hold what I’m reading and turn pages rather than stare at a computer screen. I like being able to mark up the text that I’m studying. I like pulling out a small paper-backed copy to read in “in-between” moments. It would take much longer to pull out a laptop and boot it up. I’d rather read a book than listen to an audio book. Then I get to determine the pace and imagine the sounds of the characters’ voices. There’s something to be said for old technology…

]]> Comment on Gleaning the Tubes… by utopian http://ludlow.edublogs.org/2008/04/06/gleaning-the-tubes/comment-page-1/#comment-36 utopian Mon, 07 Apr 2008 19:00:32 +0000 http://ludlow.edublogs.org/2008/04/06/gleaning-the-tubes/#comment-36 I, too, have a penchant for the "good old days" that were never really that good to begin with. I love the relics of the days gone by, and I cling to them as gentle reminders. My students laugh when I reminisce about my big old dictionary, and they cannot believe that I would carry around a twenty pound typewriter rather than a laptop. But for all their laughter, I think there is also appreciation. After all, it means something to find something you know you like and hold on to it. Everything in the technological age feels replaceable and interchangeable; products now sometimes lack authenticity. I think there will always be value in "old-fashioned" mediums like books and paintings--I certainly hope so. I think there should be a degree of reciprocity between the old and new literacies: just as they have something to learn from us, so we, too, have something we can learn from them. And, as others have pointed out, not every teacher has that Luddite history. Some are pioneering the next wave of technology to keep up the fight to instruct and delight. I, too, have a penchant for the “good old days” that were never really that good to begin with. I love the relics of the days gone by, and I cling to them as gentle reminders. My students laugh when I reminisce about my big old dictionary, and they cannot believe that I would carry around a twenty pound typewriter rather than a laptop. But for all their laughter, I think there is also appreciation. After all, it means something to find something you know you like and hold on to it. Everything in the technological age feels replaceable and interchangeable; products now sometimes lack authenticity. I think there will always be value in “old-fashioned” mediums like books and paintings–I certainly hope so. I think there should be a degree of reciprocity between the old and new literacies: just as they have something to learn from us, so we, too, have something we can learn from them. And, as others have pointed out, not every teacher has that Luddite history. Some are pioneering the next wave of technology to keep up the fight to instruct and delight.

]]> Comment on “Break it down some break it on down…” by royaloil http://ludlow.edublogs.org/2008/03/31/break-it-down-some-break-it-on-down/comment-page-1/#comment-35 royaloil Mon, 31 Mar 2008 22:51:54 +0000 http://ludlow.edublogs.org/2008/03/31/break-it-down-some-break-it-on-down/#comment-35 I still believe that in the process of teaching literary criticism, Deconstruction should come last. Literary theory, and the act of employing it, is in essence a search for meaning. Beginning a study with this theory would create a pessimistic view of all other theories if any student chooses to adopt Deconstruction as their philosophy of choice. According to Deconstruction, Feminism is wrong, and so is Marxism, as well as New Historicism. Everything is wrong (except, possibly Reader Response). Deconstruction is Derrida's proverbial middle finger to the search of any central meaning of text, so any theory that is looking for a central meaning is now bunk. I agree that Deconstruction is a rebellious theory that some students may lock onto, but I believe that this theory should always belong to the minority of philosophers. That's not to say it shouldn't exist. We need people to ask these questions and make people angry, but if this theory were too popular, it would lead to many a lethargic English major. I still believe that in the process of teaching literary criticism, Deconstruction should come last. Literary theory, and the act of employing it, is in essence a search for meaning. Beginning a study with this theory would create a pessimistic view of all other theories if any student chooses to adopt Deconstruction as their philosophy of choice.

According to Deconstruction, Feminism is wrong, and so is Marxism, as well as New Historicism. Everything is wrong (except, possibly Reader Response). Deconstruction is Derrida’s proverbial middle finger to the search of any central meaning of text, so any theory that is looking for a central meaning is now bunk.

I agree that Deconstruction is a rebellious theory that some students may lock onto, but I believe that this theory should always belong to the minority of philosophers. That’s not to say it shouldn’t exist. We need people to ask these questions and make people angry, but if this theory were too popular, it would lead to many a lethargic English major.

]]> Comment on “Show Me the Money!” by iluv2write http://ludlow.edublogs.org/2008/03/23/show-me-the-money/comment-page-1/#comment-34 iluv2write Mon, 24 Mar 2008 01:32:26 +0000 http://ludlow.edublogs.org/2008/03/23/show-me-the-money/#comment-34 I love that you love Marxist literary theory. After reading Appleman's chapter, I may become a lover of Marxist literary theory myself. The critical lens that accompanies this theory really does offer a lot to the reader and his or her understanding of society and social classes. I think that this understanding is very important. How can readers avoid evaluating and considering class and social status when reading certain texts? Furthermore, I have no doubt that considering class and social status will prompt excellent discussions. High school students are old enough to form opinion and, thus, should have a lot to offer when it comes to discussions based on Marxist literary theory. I love that you love Marxist literary theory. After reading Appleman’s chapter, I may become a lover of Marxist literary theory myself. The critical lens that accompanies this theory really does offer a lot to the reader and his or her understanding of society and social classes. I think that this understanding is very important. How can readers avoid evaluating and considering class and social status when reading certain texts?

Furthermore, I have no doubt that considering class and social status will prompt excellent discussions. High school students are old enough to form opinion and, thus, should have a lot to offer when it comes to discussions based on Marxist literary theory.

]]> Comment on Blog for you, blog for me, blog for baby makes three… by ludlow http://ludlow.edublogs.org/2008/03/10/blog-for-you-blog-for-me-blog-for-baby-makes-three/comment-page-1/#comment-33 ludlow Tue, 11 Mar 2008 18:36:15 +0000 http://ludlow.edublogs.org/2008/03/10/blog-for-you-blog-for-me-blog-for-baby-makes-three/#comment-33 Lani-- Thank you for your mindful comments. I agree, these students need to be taught how to be good communicators. I think they only need a little bit of guidance in form and tone; these students are already producing material. It is so easy to distribute created works through the internet. Many of these <i>digital natives</i> are already creators of content, we just need to show them or provide new avenues for creative outlet. I am looking forward to reading Mr. Warlick... -Ludlow Lani–
Thank you for your mindful comments. I agree, these students need to be taught how to be good communicators. I think they only need a little bit of guidance in form and tone; these students are already producing material. It is so easy to distribute created works through the internet. Many of these digital natives are already creators of content, we just need to show them or provide new avenues for creative outlet. I am looking forward to reading Mr. Warlick…

-Ludlow

]]> Comment on Blog for you, blog for me, blog for baby makes three… by lanihall http://ludlow.edublogs.org/2008/03/10/blog-for-you-blog-for-me-blog-for-baby-makes-three/comment-page-1/#comment-32 lanihall Tue, 11 Mar 2008 16:45:57 +0000 http://ludlow.edublogs.org/2008/03/10/blog-for-you-blog-for-me-blog-for-baby-makes-three/#comment-32 Hi Ludlow, I clearly found what you have discovered. There's been research indicating that 40 to 65% of learners are visual learners. For me, it was always a challenge to design learning experiences that addressed the variety of learning styles in the classroom. I'm struck by your comment on students in absorption mode and wonder what your reaction would be to this text from David Warlick: "In most classrooms, we have done an excellent job, for many years, in teaching our children to be good consumers of content — good readers and learners. I believe that we must now become just as successful in teaching our children to become good and responsible producers of content, writers, artists, composers, etc. — good communicators. In the information age, it is information with which we will work, to fashion content products that have value, that entertains and teaches. Rather than just making students information consumers, make them information artisans." http://davidwarlick.com/2cents/archives/1143 Best, Lani Hi Ludlow,

I clearly found what you have discovered. There’s been research indicating that 40 to 65% of learners are visual learners. For me, it was always a challenge to design learning experiences that addressed the variety of learning styles in the classroom.

I’m struck by your comment on students in absorption mode and wonder what your reaction would be to this text from David Warlick: “In most classrooms, we have done an excellent job, for many years, in teaching our children to be good consumers of content — good readers and learners. I believe that we must now become just as successful in teaching our children to become good and responsible producers of content, writers, artists, composers, etc. — good communicators. In the information age, it is information with which we will work, to fashion content products that have value, that entertains and teaches. Rather than just making students information consumers, make them information artisans.” http://davidwarlick.com/2cents/archives/1143

Best,
Lani

]]> Comment on rebel rebel… by macnificentwriter http://ludlow.edublogs.org/2008/02/23/rebel-rebel/comment-page-1/#comment-31 macnificentwriter Sun, 02 Mar 2008 18:11:33 +0000 http://ludlow.edublogs.org/2008/02/23/rebel-rebel/#comment-31 When it comes to helping my students remember assignments, I am trying something new this semester. I have been giving the students calendars that they can keep in their notebooks. This is along with the reminders on the board and a calendar that I keep on the wall. My students are notorious for the "I didn't know that it was due!" line. This semester I am trying to put an end to unbelievably late work, so I remind students daily about upcoming assignments. The bigger question is what should we do when students miss the deadline? Are we babying them by constantly letting them turn in work late? Or are we not being understanding by not letting them turn in late work? When it comes to helping my students remember assignments, I am trying something new this semester. I have been giving the students calendars that they can keep in their notebooks. This is along with the reminders on the board and a calendar that I keep on the wall. My students are notorious for the “I didn’t know that it was due!” line. This semester I am trying to put an end to unbelievably late work, so I remind students daily about upcoming assignments. The bigger question is what should we do when students miss the deadline? Are we babying them by constantly letting them turn in work late? Or are we not being understanding by not letting them turn in late work?

]]> Comment on rebel rebel… by grammarfan http://ludlow.edublogs.org/2008/02/23/rebel-rebel/comment-page-1/#comment-30 grammarfan Thu, 28 Feb 2008 23:50:01 +0000 http://ludlow.edublogs.org/2008/02/23/rebel-rebel/#comment-30 I agree that breaking projects down is a good idea. However, I also stress that the final product is important. Last semester, my students read Tale of Two Cities. Instead of giving a test, I had the students make a multimodal newspaper. They would meet in groups every week, fill out a questionnaire that asked about their progress, their plans, and any problems or questions. Each newspaper group had a staff and an “editor.” I encouraged my editors to set incremental deadlines and make their staff keep them. This may not have been a good idea: the editors set deadlines, no one met them, and there were no consequences. As a result, many of their final projects were rushed and of poor quality. Though I also see this result as a lesson in leadership and group work, I think that it is a negative lesson, and the students would be happier if I had more direct management in the projects. I like Lindsey’s suggestion for papers—having a process grade and a product grade. I think that that theory could be applied to large projects, so students would be responsible for a quality final project, but they also get a grade for working as they go along (that’s where the smaller chunks come in). I agree that breaking projects down is a good idea. However, I also stress that the final product is important. Last semester, my students read Tale of Two Cities. Instead of giving a test, I had the students make a multimodal newspaper. They would meet in groups every week, fill out a questionnaire that asked about their progress, their plans, and any problems or questions. Each newspaper group had a staff and an “editor.” I encouraged my editors to set incremental deadlines and make their staff keep them. This may not have been a good idea: the editors set deadlines, no one met them, and there were no consequences. As a result, many of their final projects were rushed and of poor quality. Though I also see this result as a lesson in leadership and group work, I think that it is a negative lesson, and the students would be happier if I had more direct management in the projects.
I like Lindsey’s suggestion for papers—having a process grade and a product grade. I think that that theory could be applied to large projects, so students would be responsible for a quality final project, but they also get a grade for working as they go along (that’s where the smaller chunks come in).

]]>