Every semester I tell my students that I learned from them, and I’m sure this is something that most teachers say, or at least think, at the end of the semester. This last semester, Fall 2014, I thought my students should take this to the next level by writing their own pedagogical essays. The logic being, since we all learn from our students, why not tap directly into them as a resource and see how they would teach us to teach material to other students? They were all part of a topics English class focused on banned books and censorship. When I was constructing the book list for the class, I really struggled with the confines of the 15 weeks that I had at Minnesota State University. There was a whole unit on young adult literature or children’s literature that I simply couldn’t fit into the class, so I made that the focus of these pedagogical essays. Students had to choose a young adult or children’s book that had been banned, challenged, or censored, and come up with a way to teach this to a particular audience. I let them choose what that audience was, essentially which grade to teach this book to, and left them to their own devices to come up with a method for teaching that book. As usual, I was pleasantly surprised, and greatly impressed, at what they came up with.
What follows this short introduction are three of essays from that class. One essay is dedicated to Roald Dahl’s Charlie and the Chocolate Factory, one on Shel Silverstein’s The Giving Tree, and one on Maurice Sendak’s In the Night Kitchen. Each essay takes a unique approach and offers practical activities that can be directly applied to any classroom. The essays follow a standardized format: an introduction and overview, summary and background about the book and the challenges against it, and suggestions for teaching the book. The hope is that by using this standardized format, that instructors can navigate to the sections that are most relevant to them. Beyond the direct benefit of the lessons themselves, however, I believe the true gift of these essays is an opportunity to see these texts, and our classrooms, through a fresh set of eyes. Students teaching teachers to teach students. Enjoy.
Find a song that has been recorded by several artists (at least 4) over the past 30-60 years (or re-recorded/re-mixed in a new style by the same artist). Listen to each version of the song and take notes about the style. Style includes sounds, vocal delivery, pacing, beat, structure, and lyrics. YouTube is a good place to begin your search, because their website also links related songs. Continue reading →
If you’ve ever taught an early British Literature text, you know that strong, multidimensional female characters are hard to come by. Take Beowulf, for example: women are only named after they become wives, with the exception of one monster mother, who is depicted as a vengeful threat who must be vanquished after her son Grendel’s slaughter.
This writing and discussion activity will help students think multi-dimensionally and build understanding through creative fiction. It also facilitates close reading and annotation, because it is essential that the students’ adaptations of the character are true to her original (albeit limited) reference in the text. The closing activity furthers empathetic reflection and may help build vocabulary. Continue reading →
Beyond the Research Paper: Exploring New Genres for Original, Authentic Inquiry
by Jeremy Corey-Gruenes
Albert Lea High School
After sequestering myself in my home office for nearly four hours on a Saturday morning—using headphones and a closed door to counteract the distractions of domestic life—I emerge, over-caffeinated but relieved, announcing to my wife and daughters that I’ve graded 10 research papers, my quota for the day.
“How were they?” my wife asks.
“OK. One of them was really good,” I say.
Only one this time, but it really was good. The student’s research question was whether the U.S. should consider a national minimum drinking age (MDA) of 18, considering the seeming futility of enforcing the current age of 21. While dangerously close to some of the topics I refuse to allow students to write on anymore—abortion, legalizing marijuana—she made the topic her own. Her first exposure to the topic was a 60 Minutes episode she’d watched online in which a chief of police, a former college president, and the parents of a college student who had died of alcohol poisoning all (surprisingly) argued in favor of lowering the MDA. These voices, she acknowledged, had shaped her original position. But after doing her own extensive reading, an interview, and exploring her own family’s experiences with alcohol, her position shifted completely. She not only ultimately argued that the MDA remain 21 in every state, but also offered ideas regarding other cultural and educational changes that could help promote responsible alcohol consumption, that the law itself was just one piece of a much larger puzzle. Continue reading →
A Fresh Look at Peer Response: Improved Writing and Talk that Hits the (Common) Core
by Neil Witikko The College of St. Scholastica
Five minutes have passed in third hour, and the students in Composition I are hard at work in teams of three and four. Most groups are scattered around the classroom, finding what privacy they can away from the other peer groups. One team of four is working just outside the door of the classroom in the hallway. Any comments about the excitement of last night’s hockey game have faded in the first three minutes of class, and the only sounds now are comments about the papers that the students are sharing with each other.
It is a day for feedback on their cause and effect papers. Each student has had the opportunity to take their peers’ papers home, read them, and generate some ideas for response, based on a project rubric that guides the students’ writing. Now they have time to share those ideas in talk. Continue reading →