Module 6

In this unit, we talked about using nonprint media to teach argument writing. Prior to this module, I don’t think I knew the differences between argument and persuasion, but Hyler made the distinction in Chapter 5. Argument is supported by reason and facts, while persuasion relies on influence and different appeals. While argument seems more credible, persuasion seems to rely  more on cheap tricks. However, they are both effective in different situations. Our main assignment was the print Public Service Announcement, which is a form of argumentative writing. However, I can see how the PSA can also be persuasive because it does rely on some images that influence with emotional appeals.

I thought that the PSA was a valuable activity as an introduction into argument, and it’s even more impactful when the students have to create their own. I feel it’s important for students to be able to express their views in the classroom, so this is a good opportunity to discuss some issues they may feel strongly about. Some of the issues might be a bit inappropriate for younger students, but teachers can limit their options as they see fit. This is also an opportunity for students to practice more concise writing because they have to show their stance rather than just tell it. Overall, I had some fun exploring tools and making my own PSA, and it was impactful to see some others that my peers made as well.

We also read some of Gura’s chapters that could aid in teaching argument writing. In Chapter 13, we discussed teaching persuasion through the use of online blogs. For this assignment, the students took positions on issues they wanted to debate in an online thread.  This was used as a prewriting technique for the students to begin forming arguments and backing them up. They used Edublogs, which has security settings to eliminate any obscenities or inappropriate language. The part that made this teacher’s activity so impactful was that he was actively participating as well. As the students would post, he would bring attention to both positive and negative interactions and use them as teachable moments.

So far, I have been pleased to have found that most of these activities are already formed around the middle level grades. If they aren’t, they can easily be adapted for a younger class. Most of the lessons I see online or in other classes are geared toward a high school level, so this has been a nice change.

Module 5

In this unit, we discussed using nonprint media to create stories and narratives. This was a very short unit, but I learned some valuable tools and strategies. Curriculum usually focuses on argumentative or informational writing, but it's important that we incorporate narratives as well. I feel that in the middle level, narratives can be more useful for students to get in touch with their own experiences and emotions, and they're a good building block for more advanced writing. Plus, they don't involve much research, and students have the opportunity to embrace their creativity.

In chapter 2, Gura discussed creating online animations to pitch original short stories. For this activity, the students used the online tool Animoto to create videos based on short stories that they write. In this assignment, the students focus on audience and purpose when choosing images and sounds. I feel that it is important that the students write a rationale that justifies their creative actions as well, as we did with our graphic novel assignment. According to Gura, this activity was successful because students were engaged the whole time. Students who might not normally participate stepped up for this, and I feel that has so much value in itself. Gura also mentioned using technology such as Glogster and Prezi to create more interactive ways of sharing something such as a biography, which shows how these online tools can be versatile.

In chapter 3, Hyler also focused on reading and writing narratives through different mediums. I have always felt strongly about the “This I Believe” essay because it was my favorite piece of writing in high school. I know I really took this assignment as an opportunity to dive deep into my values and what I really believe in, and I had a lot of fun writing it. To this day, I’d say that this was the assignment I was most passionate about. The students browse some sample essays online, and then they write their own. Hyler uses Wordle as a brainstorming technique, but I did not see the value of this. The students used Google Drive as a collaboration and peer reviewing tool, which I’ve also used and found successful. Hyler also used the six word memoir activity as a good lead into memoirs. I liked how he linked this to twitter and had the students create a tweet with a hashtag, which I found to be more relevant to the students.

Basically, narratives can be done in a variety of ways. We can take a traditional writing assignment and expand upon it with technology. However, the main problem I see from these example assignments is that teachers sometimes use technology for the sake of using technology.

Module 4

This unit focused on analyzing and discussing literature using online resources. I have had some experience with using forms of electronic reading workshops, but I have expanded my knowledge on them.

Electronic reading workshops are pretty simple. It's everything you would do in a normal, traditional classroom setting with having the students read novels, respond to them, talk with their peers about them, and create projects. The only difference is that it takes place online or uses technology. These workshops are very open-ended, so a teacher can use a variety of different resources to implement them. In this module, we discussed twitter, digital literature circles, and blogging. One point of value that really stuck out to me about doing things online is that it gives students the opportunity to speak their minds and branch out. The student who may not feel comfortable speaking in a traditional classroom setting can feel comfortable participating in an online class discussion. There's not as much pressure, so these students can thrive behind their computers.

I found Hyler’s digital literacy circle to be particularly interesting. For this activity, the students each choose roles to play, such as a summarizer, illustrator, or connection maker. While these seem like juvenile roles, they can certainly be altered for higher-level students. Each student has their own job to do regarding a certain reading, and they come together to discuss. I like this because it gives the students the opportunity to play to their strengths, and it allows students with different experiences and backgrounds to discuss literature from different viewpoints. However, I think these different roles can have varying difficulty levels, and some students might have to do more work than others.

We also briefly discussed using Twitter in the classroom. Twitter is great because it emphasizes quality over quantity. When you only have 140 characters to work with, you have to be concise but still impactful. I don’t know how to implement it in a normal middle or high school, but I found the Twitter co-lecture to be valuable. For this, the students simple tweet using the same hashtag in a real time lecture. There’s a constant stream visible to the teacher and students, and they can tweet responses or questions about the lecture. I feel this is useful to both the teacher and students because it allows everyone to get on the same page, and the teacher can see what the class might be struggling with.