Wallisher: Student Response in a Jiffy

Although it seems to have been around for a few years, I just discovered Wallwisher.com this past week and put it to the test in my English classroom with happy results.

Wallwisher allows you to create a wall (a.k.a. webpage that takes stickynotes by the click of a mouse). Students need not register or login, so you can do this on the fly. Set up your wall with a title, subtitle (maybe a special instruction or focus prompt), graphic, and pick a color design. Name its URL extension and you are ready to have your students point their browsers to it. You may also designate whether comments will be moderated or not (recommended).

It's soooo easy! No need to register students or fuss with passwords.

Since students don't register, they need to type in their names (we use first names and last initials only). Of course, their might be some unwanted guests and students could pose as each other, so I moderated comments. They still have the thrill of seeing their posts immediately, but no one else does until you approve. In addition to 160 character text posts, the stickies will also host images from the web, video, audio, and other media, making this an exciting way for students to collaborate, research, and share information. Conversely, you may embed your wall into a class website, wiki, or Facebook page.

My first go at it was as an asynchronous dialogue of questions and answers related to Conrad's Heart of Darkness. Take a peek here.

I look forward to trying it out when the students have each have a laptop and we can have in class responses to questions as a discussion starter.

After posting the above blog on the English Companion Ning I got plenty of other great tips from colleagues, such as:

• Brainstorming
• Student response
• Polling
• Reflection
• Feedback
• Presentation notes (only 160 characters!)
• Play scripting/Improvisation

The response from the English teachers has been enthusiastic. If you figure out other ways to use it, I'd be happy to hear.

Getting Wiki With Research Paper Drafting

This year I'm having my students draft their research papers on our class wiki on PBWorks. And I'm loving it.

First, it solves the transfer problem of having to save files at home or at school. It's all online. Students can write in class, in the writing center, in the media center, at home, at the public library, and at Starbucks.

Since we have a campus license, I can set page-level access, so that everyone's draft is private. While all the tentative processes of rough composition take place writers can have their privacy (yet be visible to me for assessing their progress). When the first full rough cut is ready, I can open their pages to one peer mutually.

Moreover, I'm not collecting a variety of handwritten or typed drafts of intro paragraphs, counterarguments, supports and conclusions. All of their progress is not only visible but also documented as to when it was saved, thanks to a page history feature.  I can see everyone's progress as soon as he or she clicks save.  I can also gage each student's progress (or lack thereof) and add encouragement or warnings along the way.

Students report a few downsides.  If they don't save frequently, they leave themselves open to power failures and lost keystrokes (PB Works has a save-and-continue feature in their Beta editor, coming).  And they must have Internet access--not such a problem in this digital age, but still a factor for some that share their computers with family, or the power goes off (which did happen this year due some bad weather).

Still, the ability to work at school and at home in a common online medium has more pluses than minuses. Haven't we all heard the refrain "I can't write in class"? Indeed, some students are more productive at home, when they are alone and not hopping from one bell to the next. They can spread out their notes, sip coffee, and hunker down for some quality drafting. For instance, this year, in the week students were working our their first drafts, we had several snow days, and students could keep working away from school.  And from home, I could watch their progress during our time away from school and offer coaching in the comment fields. The connectivity seemed to motivate both student and teacher, while helping everyone to beat cabin fever during the blizzard.

As students finish their papers they upload their Word files to the wiki for peer editing thanks to Word's review and comment feautures. Then it's on to the next draft and submit to teacher in Word.  Having the papers in electronic form facilitates plagiarism checking; I can simply pass along the paper to a checking service if it looks too good to be true. 

Next, I use Word to add my comments and mark the papers, send the amended file back through the wiki, and wait for the third and final draft.

The Gift the Guest Artist

This month we celebrated National Writing Day at our school with a special guest, an alumna, Kristin Bair O'Keeffe, who had just given birth to her first novel, Thirsty. It was a great time for our students and aspiring writers.

It took me back to times when writers visited the high school I attended as a youth. I recall hanging on their every word as they described the writing life. Once, I read James Weldon Johnson's "The Creation" from God's Trombones. It's a poem, the cadence of which sings from the Negro Spiritual. I let the rhythm carry me as I read, but I did not fall in to parody. I didn't realize this, though, until the visiting artist (whose name I can't recall) told me so.

That one moment of critique has stayed with me ever since. I consider the praise and its inherent admonition whenever I practice a recitation of poetry before my students. Having a guest artist is such a priceless gift to students. Now how wonderful your teaching, a guest has the novelty to capture your students rapt attention for a day or two, and their memories for a lifetime. They have clout of experience and an authentic voice to say "good work" completely detached from scores.

O'Keeffe gave our students many treasures during her fleeting visit: ideas, stories, hints, and tips. No doubt some of these gifts will be as lasting in the students' hearts and minds for many years hence.

If you haven't experience the magic a guest artist--a writer, a poet, an actor, a musician, a painter, a dancer--then now is the time to figure one or two into your schedule. For your students' sakes, and for yours.

Image Credit: "Tiffany Gift Box." By Jill Clardy. 26 May 2008. Flickr.

A Dry Spell?

I think of the students who say "I don't have anything to write about." I coax, I cajole, I tell them to get busy. But it nags me, could it be true?

I'm having a dry spell myself. The crush of this past school year. The end-of -the -year burn. I feel like I just want to lie in a hammock. So what about my students? How would I know if they really don't have anything to write about?

I say things like "write that you don't have anything to write about." Not original. Pliny the Younger said as much. Most of the time they are just not trying, right? Or just out of practice.

Could that be with all the practice of Twittering and texting and updating their status? Have they worn themselves out? Have we asked for so much writing they are tapped dry?

At any rate and back to my own dearth, I recall Franklin's charge: "Either write things worth reading or do things worth writing about." This summer I am headed on a Fulbright-Hays Group Project Abroad to do research on West African Culture in Africa.

And it's the rainy season!

Image credit: "'Dry' Season Road." By hoyasmeg. 19 Feb. 2009. Flickr. Used by permission of Creative Commons License: BY.

Spinning Plates

My blogging presence has been much less persistent in the past few months. In March, I completed the National Board for Professional Teaching Standards portfolio entry, and in April, I took the NB examination. When I began the process I kept wondering "what's so difficult?"

Isn't it just a record of the great teaching I'm all ready doing? Yes, but writing that record and gathering and organizing the documentation of what's happening in the classroom in accordance to the myriad and multiple questions that are posed to standardize the response make the process time-consuming.

It's estimated that 300 hours are spent in preparing the entries. That's two month's worth of forty-hour work weeks atop the thirty-five-hour professional day plus the twenty additional hours of homework. Okay, that leaves only sixty-eight hours per week for sleeping and four hours per week for everything else. Hmmm. Something had to give even though I spread the challenge over more than two months. Describing, analyzing, and reflecting on my practice seemed to take all my words. Ultimately, not just my blogging but also my students' needs suffered some from the process, but they are resilient; my future students' needs will be better served from my processing, questioning, rethinking, and affirming my teaching practice. Time-it-takes is frequently the downside of many worthwhile educational endeavors. So start early and get on with it.

If I had not started in by October, I would not have made it. In November I planned my units, then, in December I completed Entry 4, January Entry 3, February Entry 1, and March Entry 2, and general organization.

Another tremendous help is having a support group of NB coaches. I can't thank them enough nor recommend anyone to find a NB coach enough. It will be a long wait of six months till I learn my scores for the scores, but I know I have fared much better having worked with the folks from the Duquesne University cohort. The definitely helped prepare me with a ten-week introductory course on NBPTS, even before I decided to become a candidate. The cohort's facilitation of state and national funding, moral support, and logistical guidance I found essential, but my coaches' review of written commentaries kept me on track. "Have you answered ALL of the questions?" Best get on with it.

Like all standardized products one of the greatest challenges stems from framing authentic practice is in constraints of artifice. It was a constant struggle--"Who writes this way?" National Board candidates do, best get on with it.

Fortunately, with all of the moving parts to this portfolio, its instructions are available on a hyperlinked CDRom, and the testing centers give you downloadable practice to ease the orientation to the test. These helped a lot, as did Jerry Parks book So You Want to Be a National Board Certified Teacher?. It's packed with helpful lists, not bogged down on theory and details--you get those in the incredibly well-written Standards themselves.

All in all, I was amazed at the number of plates I had to spin between five core principles, sixteen standards, six of the English Language Arts strands, multiple videotaping sessions, and documenting student work. Then formatting, organizing, and responding to dozens of questions about descriptions, analysis, and reflection, all made for a Herculean task. It's not for the faint of heart, nor for the thin-skinned, nor for the egotist, nor for those with inferiority complexes--but, then again, what in education is? Best get on with it.


Image credit: Theremina. Detail of "Spinning Plates." 6 Sep. 2007. Flickr. Used by permission granted through Creative Commons License for attribution, non-commercial use.

Into the Woods

This past summer I read Gaston Bachelard's The Poetics of Space. So I have been thinking about his ideas of "intimate immensity" as they pertain to how students (and well, anyone for that matter) sometimes perceive the World Wide Web. The screen about eighteen inches of my face has the lure of such intimate immensity.

Bachelard provides a metaphor of a forest to explain intimate immensity. It is the experience of being surrounded by the trees closest to you, and therefore, unaware of the vastness of the woods beyond this immediate, intimate circle. Perhaps the woods is as Robert Frost tells us "lovely, dark and deep." Or maybe not. Either way we can't see the forest for the trees. We are lured into a coziness, a security of a verdant canopy and steady bark pillars in our intimate vicinity.

Is that not how comfortable I feel as I type this in my own study, with my own familiar computer screen? Is that not how my students feel when they post pictures of their latest OMG moments with their friends? Sure. It's the intimacy of thinking we are talking only among one's "friends" or writing only to oneself that blogging can be.

Still, it's important before clicking "publish" or "upload" to remember ourselves and remind our students that as intimate as the Web may be when it's eighteen inches away or in one's lap, it and our audience may also be vast and unknown. Indeed, there may be a few "lions, and tigers, and bears, oh my!"

Fairy tales warn us about dropping breadcrumbs, straying from the path, and talking to wolves. As we tread into the woods of the World Wide Web and invite our students, these cautionary stories and a mindfulness to Bachelard's sense "intimate immensity" can help us find our way safely.



Image: Nicholas T. “Mossy.” Detail. Flickr. 19 March 2007. CC Licensed: BY-SA-NC

Grading Blog Posts

A bit of a blogevangelist for education, whether speaking to colleagues down the hall or at conferences, I'm often asked "how do you grade a blog, do you have a rubric?" The short answer is "Yes."

Academic blogging is different from MySpace or Facebook. There are rules. Insert groan. I keep it simple for my sake as well as for that of my students. Students earn points under the categories of courtesy, communication, focus, scholarship, and thinking. You can take a look at the rubric I use for my students--click here.

In a recent articlein Campus Technology, Learning in the Webiverse: How Do You Grade a Conversation?, MIT's Trent Batson offers these tips that fit with most things we look for in good writing, conversational and academic:

• coehesion of elements


• awareness of audience


• purpose


• diction

It's clear from Baston's explanations of these components, there is a powerful difference from writing in a blog and writing a traditional essay. The stakes are higher when students are writing for authentic audience of peers in a public space. Purpose is torqued, too. To write for a class blog, students are called to not merely demonstrate knowledge but to share it meaningfully. Diction and coherency come into play as essential skills to accomplish the message.

I'd say this all adds up to much more engagement, thinking, and motivation to write well.


Image credit: "Conversations Silhouette" by b d solis @flickr.com, Creative Commons Copyright -- Attribution

"Beyond Here Be Dragons!"

"Why would anyone want to blog!" First, this is a question screamed at me today by a colleague. Second, notice I do not punctuate it with a question mark. The scream made it rhetorical.

I had been talking about a student who had recently removed a blog that included posts, though heartfelt and honest in tone and style, were perhaps so personal so as to compromise the author and his subjects in a less than perfect, not so understanding world. Although the young blogger had removed his blog, other bloggers were pulling up its contents in Google Reader and reposting them. Our world may not be understanding, but unlike the virtual world it could be more ephemeral. What we post can virsist on without us.

It is to this nonrecantable, uncontrollable existence of our posts to the blogosphere my colleague objects. She gave me pause. As she objected, I reflected.

Several thoughts came to mind. Of how she was right--it does seem unfair that once we publish, to others we cannot see, cannot know, who can abuse, misuse, and reuse our contributions in ways we cannot immediately imagine. I also thought of how I find the process of blogging--and publishing--to be almost as enriching and rewarding as reading the blogs of countless other educators who are doing the same. I have the sense that publishing my "reveries" is dues for reading the "buzz" of other bees. That together we create the prairie.

Indeed, I know that my metaphor is romantic. After all , the blogosphere is more a woods than a prairie. It offers what the 20th Century French philosopher Gaston Bachelard calls the "immediate immensity." To sit in front of a computer screen, less than a meter between you and the rest of the world, in the comfort of your own home, and not realize that it translates to billions of other screens (now and into the future) is to forget the forest for the tree. The forest may be lovely, but it is dark and deep. And there may even be wolves.

"Beyond here be dragons!" This makes me think of yet another topographical metaphor for cyber-space. The sea. But like the explorers before us we students and teachers set sail to explore while others cozy up to a cup of tea and a good book back at home. Nothing wrong with the latter, and someday I hope to make it home safely, so save a cup for me. In the meantime, I'm off.

Being Happy with Writing

So I'm reflecting this week on the influence Jimmy Britton and Nancy Martin have had on my teaching practice. Later this week I'm headed for New York City for the National Council of Teachers of English Convention and plan to participate in a round table discussion that celebrates New York University such luminaries in the English Education department as Britton and Martin. I had the opportunity to have Jimmy Britton and Nancy Martin as tutors during the Oxford Study Abroad Program for English Education.

As tutors neither never lectured in this program; they had you over for Scotch on the rocks and talked with you. Conversation as learning, learning as conversation.

I remember showing Nancy a handmade book project I put together in response to our group's having seen an RSC production of Romeo and Juliet. It was something I called, "Risk: Mercutio's View of Verona." It was a response that explored the portrayal of Mercutio as a victim of the feud, reading the interpretation of the actor's take as a gay, lighthearted friend of Romeo and his poignant end, essentially that of a victim of a societal events he criticized, participated in but from from which the pundit was marginalized. To accomplish this I layered contemporary graphics clipped from London event flyers and newspapers with lines from Mercutio. It was as esoteric as it was powerful. I was not sure what Nancy thought about the work, in fact, I don't remember her ever passing judgment. As she was looking it over, I wondered whether she "got it." She was in her 70s and the work dealt with plague, intimacy, fantasy, and political injustices in some very esoteric and aesthetic manners. I was unsure, that is, until she finally noticed a part that I knew was weak. She noted, "This page doesn't really fit with the others, does it?" I thought, "Wow! Nancy gets text. Any text. Full stop."

Not to miss the chance in this tutorial, I asked her what she—the one who had already spent more than half-a-century researching the topic—thought was the most important thing about writing. She scoffed at the question, at first. "Charles, oh, I can't answer that." After a pause she reflected that "maybe it is that the most important thing is the writer is happy with what he or she has written." She went on to say of course there are times when we aren't completely satisfied, we know we can do better, but for now at least, it's all right.

Not bad advice for a blogger, I think. Blogging, regularly does not allow the sort of revision process of "sleep on it" or "see how it sounds in a week." Although I must admit a good amount of backspacing, cutting-and-pasting, and on-screen rewrites, blogging means getting thoughts down and hitting the publish key without much of a gestation period.

Perhaps I was just fooling myself with those polished drafts of yore. Writing is never final, right? A blog post connotes a tentative, idea-floating aspect—a fly in amber, in a sediment of chronological posts.

Being happy, having something good enough for now, must be all right.

Image: Nancy Martin and me

FROSH: "TXTNG ISNT LANG"

Today a freshman student told me texting isn't language. Well, it sounds oddly like Orwell's Newspeak but I disagreed. Sure, it's language, a specific register for a specific purpose. He was a freshman, what do they know, right?Here's a recent article on the topic of texting and its effects on English that features the comments of William Kist, author of New Literacies in Action: Teaching and Learning in Multiple Media. Texting, too, is at the ominous heart of this PSA from the AdCouncil's prevention series on Online Sexual Exploitation: "Acronyms," perhaps playing on adult fears of the texting phenomenon.

Out of the loop? For texting dictionaries see Lingo2Word and a quick reference sheet is at dominounplugged.com. Some opportunities to talk about what language is and how technology and media are changing it once again. Remember the invention of the book?

According to the Pew Internet and American Life Project report Teens and Technology, almost half of teens have a cell phone and a third of teens text.

With things wordsome, I turn to Google to find out if Geoffrey Numberg has weighed in. Sure enough he's interviewed, along with Naomi Baron on NPR's On The Media in a piece called "Generation Text" recorded in October 2004. These two experts offer a lively debate for consideration.

The whole is not long and worth reading (or listening to). Here's a excerpt:

NAOMI BARON: We know that children learn to talk because there are some people -- we call them adults or older kids -- who already know the system, and the younger kids pick up an awful lot of what we model for them. My question is not "Can you have a range of different registers -some informal, some formal, some texting, some essays that you turn in for class" -- but "Are we modeling those more formal forms of writing that we used to?" And I don't think we are so much any more.

GEOFFREY NUNBERG: The more you write, the better you write. The best way to learn to write is not to learn the rules or take courses. Just sit down and write. To that extent, I think you could argue that the kids who are now doing text messaging and email and, and IMs and so on and so forth, will wind up writing at least as well as and possibly better than their parents or than any generation in history.

Numberg goes on to say that he finds this generation of teens using writing to communicate where previous generations did not. So it's not a matter of different but more.

Insomuch as teens are going to do what teens are going to do when it comes to socializing, the best angle for teachers of English to take is "can't beat 'em, join 'em." Work with the language they love in comparison and contrast to lovely language. Teach the registers of appropriate use. When is texting best? How can texting create better note-taking in class? What sort of poetry evolves? What phonetic tricks do we use when we text? 4XMPL

Finally, in regard to the above excerpt, I agree with both linguists. Baron's right when she says we don't present enough models of good formal writing (how many research papers have students read, besides their own attempts? yet we insist they get it right with one try a year). The more one reads, the better one writes. I can always pick out the avid readers by marking teens' essays. And Numberg's point is generally agreed upon--the more one writes, the better one writes.

Baron adds, "Those habits are easily broken if somebody cares to break them." Teens will text, we must teach.

Summer Stock

Almost a month since the school bells rang for the last time before summer vacation, it is just about now that I can begin to relax. It's also given me some time to do some remodeling on my class website charlesyoungs.com and reflect on what I've learned about blogging in the classroom this year. Er, maybe I should say, "outside of the classroom."

I believe I've learned more about my students' experience with blogging from my experience here at ifbeesarefew. Knowing this I would highly recommend to any teacher who is planning on creating a blog for his or her classes to also create their own blog or at least participate regularly in a blog.

Here's what I've learned:

Getting started is difficult--almost every time. Posting is scary, partly because, if you make a mistake everyone can see it, and partly because its possible that no may read what you are writing.

Writing develops thinking. As the great British teacher and research of writing Nancy Martin always contended, I think as I write. If I have no idea as to what to write a post on, all I have to do is sit down and start writing. Before I know it I have a post.

Ownership leads to quality. The same fear creates the positive results of ownership. When I blog I really care what I write, and my writing is generally better because of this care.

Readership (and comments) encourage a blogger. When I get a comment, note a jump in my counter, or see a new city pop up in my visitor map, I get excited to think others are reading. Having an audience matters also shapes my "voice." Again, the "care" factor kicks in. For a variety of reasons an audience matters full-stop.

Writing models are powerful tools. I use others' posts as models. I have learned more about how to write, lead in, quote, document, give analysis, and develop ideas in my blog posts thanks largely to great models of others' blogs.

Ease allows for length and length for depth. Although most blogs require brevity, as a teacher, I know I encourage my students to write more than they would on their own. And there is something about filling up a blog post dialogue box that seems easy (as I say, once one gets started) than filling up a regular word-document. The conversational nature of blogging also seems to call forth "voice" more than conventional word-processing. So as my students wax on, they deepen their thinking/writing.

Brevity calls for precision and economy. For me, length is not a problem, once I get started. And so the challenge is to be concise and precise. Again, a valuable writing skill for my students.

As I said, I've learned about my students by learning about myself. My hunch is that the above attributes and experiences that are true for me are true for my students as well. They confirm a value I as a teacher see in having my students blog--if only for the sake of improving their writing and thinking skills, let alone practice in media literacy and civic responsibility.

Blogstyle

Today, I'm thinking style. Not the "Devil Wears Prada" sort, but blogstyle. As a teacher of writing About.com's Avram Pilch's "Web Writing Rules to Live By" caught my attention. Here are his rules (although some really need his explication to provide the full benefit):

1.Conserve Your Words
2.Write to Empower, Not to Impress
3. Follow a consistent Web Writing Style Guide
4. Avoid Unnecessary Intro Text
5. Avoid Redundant Adjectives
6. Watch Out for Wimpy Words
7. Replace Wordy Phrases with Single Words
8. Replace Prepositional Phrases With Adjectives
9. Don't Turn Verbs Into Nouns
10. Use Precise Language

These are good rules to pass on to my students for their blogging as well as for their other compositions.

Image credit: "Prada Eyeware Models." Go Optic. 30 May 2007 www.go-optic.com/sunglasses/images/PRada12HS.jpg.

While My Students are On There

Blogging like the Web itself is a visual as well as a textual medium. So as when I have my students responding to Sherman Alexie's film Smoke Signals in our class blog, I have them visit the National Museum of American Indian online art exhibition called "Indian Humor."

On the site they find out more American Indian art, identity, and humor. The site showcases the winsome wit and wisdom that comes from oppression and disenfranchisement, just as Alexie does so well, in his poetry and film, uses humor to explore and express what it means to be an American Indian in the United States today.

Not quite a webquest, the assignment works with the media and provides plenty of inspiration for students to express ideas related to Smoke Signals, humor, and identity. I figure as long as I have my students sitting in front of a computer, accessing the Internet, they might as well take full advantage.

Breaking Blogger's Block

As I thought about this blog entry, I realized I had some blogger's block akin to "writer's block." I've had a couple of ideas rambling about in my mind this week but nothing really came forth as the "must blog" about item. I have spent my last couple of drive times to and from work catching up on podcasts from TeahersTeachingTeachers.org. The teachers there often discuss their collaboration on the elgg YouthVoices.net. In these talks, they've presents a few worthwhile ideas on prompting student writing and blogging. So I thought I'd pass along some these today.

Unlike the blog I host with my literature students where the blogspace is devoted to discussing the texts we're studying, the Youth Voices elgg seems to be set up with the purpose of getting students to write about a variety of topics, whatever interests them. And they've come up with some great prompts or ideas of how to spur student writing that could lead to opening up discussions and collaborative posting in the blog. For instance, Paul Allison, often the moderator of TTT writes in response to the question "What do we want students to blog about in school?:

"One of the ideas we are working on with students in these
high school and middle school elggs is '20 Questions: 10 Self and 10 World'.
This is an idea that we’ve adapted from James A. Beane's from notions of
the integrated, democratic curriculum."

That sounds like a super prompt to get students involved and talking about what matters to them and their world. And from the sound of things on TTT it is yeilding some worthwhile results.

Another interesting idea I heard in a recent podcast is the idea of assigning letters of the alphabet to students to inspire their writing. The challenge for each student is to write about something that begins with a given letter. This was part of a digital storytelling project presented on a TTT podcast by Kevin Hodgson. For one project he and his sixth-grade students decided to tell stories that were each based on the alphabet scheme. Further, he considers assembling them in a variety of ways from alpha order to arrangements of words. Clever stuff.