Group 1 presentations

KUDOS KIDS!
I think Group 1 did a great job presenting. I thought the over-all content was thoughtful, well done and well researched. I was especially appreciative of the informative, yet conversational tone of the group. Too often, I feel that when I watch presentations given by students that they sort of have an authoritative feel. Group one on the contrary, and quite rightly, made me feel like I was part of a big learning process. That is very much appreciated since we all are learning together.
I enjoyed creating the multi-genre projects with my group. It was fun having free reign to do whatever we wanted-my research poem was later given as a gift to my boo whom is still giving me praises. Of course with anything, actually getting to do the repetends helps me have a better understanding of what these projects should be like. I also have a better understanding of a mulit-genre research project, and as I mentioned in class, can see how they really do help students in paper writing. I wasn't being very post-modern about my conception of these projects before. I guess I sort of viewed them as a low brow activity to help the slower kids get good grades. What I fool I was! They require just as much time and energy, AND you have to be creative! Overall I am glad that this group went first because I myself am working on a giant multi-genre project, and now have a better idea of how they are supposed to look!

questions for Christensen

1.) In your book, you talk about how students are really responsive to the social justice topics that you teach about. Have you ever had a particularly apathetic year with a class? How did you get them motivated?
2.) What is the number one tip you have on helping teachers stay positive?
3.) What are the biggest problems you have had with portfolios? Do you yourself have a system?

Christensen Chapter 8

On the subject of tracking-I was an untracked kid English kid lost in a sea of my own mediocrity. As I mentioned in my last blog, it was not until reading Christensen's chapter and our class discussions on the subject, did I realize how woefully unprepared I was when I came to college. I realize now that high school should be a time when English teachers are helping to develop a student's voice in writing. Christen has great plans for helping fledgling writers be more comfortable with their own styles through poetry and "Essays with Attitude." She also does her student's a major service by having them examine topics critically, searching for underlying themes. Reflecting on my Caledonia High days, I think the last time I wrote an essay was my Sophomore year. 

Until taking college I never realized the value of creative writing. Once I believed that fun, unstructured, free flowing thought was  completely separate from the tightly woven structure of an essay sentence. I was always good at creative writing but very insecure about essay writing. 

Good writing, is good writing, is good writing. 

I always made C's and B's in high school, not poor enough for anyone to give me help in my non-college tracked English classes. I can't imagine how my writing skills may have been improved if someone had worked with me from my high school days. 

Christensen Chapter 7

I have been thinking a lot about college and preparation lately...ever since our last class period on tracking the subject has really been plaguing my thoughts. I am a bit behind on chapter write ups and am reading three pieces at a time.
Lets get down to it: I hate portfolios. Yep, I said it. I motha bleepin hate them. I've always hated them, and since I graduated from Caledonia high school, I was royally screwed. Caledonia has a policy that you are supposed to have a collaborative portfolio with your work for all four years in order to graduate. That damn thing was the bane of my existence. I had nightmares about it.

Organization has never been my strong suit. Senior year rolled around, and of course I had nothing started. I spent the last four weeks of my final semester desperately throwing together any bit of crap I could piece together. My senior adviser (bless that woman's heart, she believed in me all the way) even printed off the titles of all my benchmarks for me. I remember her telling me "Ashley, you just have to make it through this. College won't be all portfolio making."
Ever since then, I have firmly believed that portfolio's weren't for everyone, and a student should be given the choice to complete one or not.
After reading this chapter, however, and thinking about discussions from class time, I am starting to really feel like that I was woefully unprepared for college. (Also, that I was tracked into the wrong classes. But that's for another chapter discussion) Christensen contends that portfolios are not only good for showcasing a writer's skills (from start to finish), but they also show colleges that even if a student' s scores weren't fantastic on the SAT's that they still have other abilities, like critical thinking skills.
I think if someone had actually sat down and explained the value of self-evaluation as a writer, I may have considered the endeavor to have been worthy of my time.