Module 10

For this final unit, we presented our own non-print media assignments. Surprisingly, this was an easier task than I had anticipated. You can take nearly any standard or activity and convert it to a non-print assignment. In doing so, a traditional, boring activity can transition into something the students will actually have fun doing and relate to. Every group in our class took a different approach to this assignment, which really shows how many possibilities non-print media can bring to the classroom. If I had to take just one concept from this class, it would be that you have the opportunity to do whatever you want in your classroom as long as you have the ability to support it with standards and rationalize the value of it to your superiors.

In my group, we decided to create fake Facebook profiles for characters out of The Legend of Sleepy Hollow. I had done a project similar to this in high school, but ours was still vastly different from what I had created. We had our assignment incorporate creating a profile for characters, but you could also use this tool to show interactions between characters and highlight key plot events. As long as Facebook is still relevant in the lives of young adults, I feel this can be a successful project. Even if it is a little dated, students can still find value in this tool simply because it’s different than what they would typically do in a classroom. As long as new forms of social media continue to arise and become popular with the youth, we can utilize them to engage our students.

I found it really interesting that most groups used forms of social media for their assignments. However, they didn’t actually use the tool, but they provided a simulation of it instead. I feel this approach can cut back on using technology simply to use technology, and they will still achieve the same results. We used a Facebook template instead of the actual website, one group used a phone template for a texting assignment, and another gave the opportunity to use regular video recording instead of Snapchat. Because some students might not have regular access to phones or computers, this allows them to still actively participate. Also, technology can sometimes turn into a distraction if students are actually texting or on Facebook. However, I feel that by trying to make your activities relevant and engaging to students, you can evoke a deeper respect from and relationship with your students.

Module 9

In this unit, we discussed how process drama can be used as a tool in an English classroom. Whenever I thought of drama, I flashed back to mindless skits and performances I had to do in my own education experiences. I never thought I gained anything but stress from these poorly planned assignments, but this unit allowed me to see drama in a new light.

I never knew what process drama was before reading Exploring Castles. It isn’t just performing plays like most teachers seem to think. Instead, students assume various roles that they carry out through acting. The castle assignment allowed students to imagine themselves back in medieval times and connect to the historical context. This can easily be extended in an English classroom, where students can play the roles of different characters or authors in order to truly grasp and think critically about these people. When students are able to interact with their learning and actually care about it, they will definitely learn more. I always remember the assignments that I had fun doing, and process drama can get student to retain the information for a lot longer than any traditional approaches.

A huge point that stood out to me during this unit was that process drama provides a safe, nonjudgmental environment for the students. The students aren’t forced to be center stage or put under a spotlight in front of their peers unless they volunteer. The activities we did in class were in small groups where everyone was comfortable participating without feeling pressured. Even the mock trial we did about “The Grocer’s Children” allowed some students to act in front of the class while the rest of the students were able to comfortably participate in smaller roles from their seats. The reluctant participators (like me) are able to contribute as much as they please, and those who enjoy being in front of the class are able to thrive as well.

Structured storytelling is another way process drama can be used in the classroom. We tried this in small groups during class, and I felt it could be a nice warm-up activity, especially for a middle level classroom. Everyone participated and contributed to create a story, and our entire group had a lot of fun doing this. I can definitely see this being used to loosen the students up before a creative writing assignment to get them thinking about ideas.