1. Chapter 4: Language and Literacy
1.1. Non-verbal "body language'
1.2. Discriminate listening
1.2.1. distinguish sounds and to develop sensitivity to non-verbal cues
1.2.2. Hearing is only component - listening - converting - finding meaning
1.2.3. Listening to songs
1.3. Aesthetic listening
1.3.1. Listening for enjoyment
1.3.2. Mental Image connections to personal experiences
1.4. - Predicting - Visualizing - Making connections
1.5. Efferent listening
1.5.1. Carry away information
1.5.1.1. listening to understand a message
1.5.2. Strategies for efferent listening
1.5.2.1. - Organize - Summarize - note-taking -monitoring - cues from speaker
1.6. Critical listening
1.6.1. Efferent
1.6.2. Evaluative
1.6.3. Finding voice in the literature, opinion, perspective, emotional appeals
1.6.4. Critical thinking process and response
1.7. Speaking - Formal Talking - Informal
1.7.1. Listening is a social skill as well as a learning skill
1.7.1.1. In my PS2 instead of brain breaks I allowed my students to do 5 minute social time. They could use their phone, talk to their friends anything they wanted to do within the parameters of classroom rules. I thought it was a great thing for engagement because I would leave them with a question to ponder. My teacher associate did not like that I gave them this time, however I can see now it wasn't all a bad idea. It was cool to see it discussed and analyzed in the text book (107&108)
1.7.2. Great set of Oral assessment guidelines on page 122. This would be really helpful in structuring how we grade and reflect on oral experiences
1.8. Student agency
1.8.1. Allowing students the choice to decide on what forms of literature they experience
1.8.2. Allowing students to engage in peer-peer conversations both within the realm of academia and realm of social development
1.8.3. Allowing students the freedom to choose how they perform a presentation (traditional,
2. Ted Talk: For Arguments Sake
2.1. Good argue-ers are better at losing
2.1.1. I like this point because it means with every argument you engage with you are reflective and truly listening to the other persons point.
2.2. Argument as Performance:
2.2.1. Appealing to the audience on an emotional platform (Pathos)
2.2.2. Appealing to the audience on a character based or belief platform (Ethos)
2.2.3. Participatory role of the audience, tailoring arguments to a specific group
2.2.3.1. Juries (rhetoric)
2.3. What do we win when we win an argument
2.4. Arguments as War: dialectical arguing
2.4.1. Agressive, winning and losing, not a very helpful model but very common type
2.4.1.1. Dominant form of argument
2.4.1.2. "Killer Argument", war metaphor
2.4.1.2.1. Elevates tactics or content
2.4.1.2.2. Polarizing, adversarial
2.4.1.2.3. Triumph or defeat
2.4.1.3. Prevents collaboration, Dead-end argument
2.4.1.4. Implicit equation of learning with losing
2.4.1.4.1. This point makes me think about the types of arguments to facilitate within the classroom.
2.4.1.4.2. This frame of argument, to me, doesn't facilitate a growth mindset. It places students in an oppositional situation and instead of listening with intent to reflect, students will listen with intent to respond. It made me think about my C.T. course and confirmation bias.
2.4.2. We need to find a new way to enter into arguments to change the nature of 'win and lose' arguments.
2.4.2.1. For a different argument or mindset to happen, we need to change the characteristics of arguers.
2.4.2.1.1. I like his point of reflecting back on 'wow that was a good argument'. I don't feel like a lot of students will have had that experience of arguing and so the classroom is a great place to try out these new mindsets. #Growthmindset
2.5. Arguments as Proof:
2.5.1. analytical argument
2.5.1.1. Critical thinking connection, premises warranted, inference valid, conclusion follows. No adversarial arguing.
2.6. Is it nice or ethical to argue and change someones perspective
2.6.1. I though this piece of the Ted Talk was an interesting thought because it steps back and identifies some of the repercussions of winning an argument.
3. Value Chat
4. Chapter 4: Bridging English
4.1. Potential Activities
4.1.1. Oral Language Activities
4.1.1.1. Voice Lessons
4.1.1.2. Hero Worship
4.1.1.3. Accidental Power
4.1.1.4. Punch Line
4.1.1.5. Choral Reading
4.1.1.6. Hall of Fame
4.1.1.7. Change Agents
4.1.1.8. Trio Tales
4.1.1.9. Fishbowl
4.1.1.10. Puzzlements
4.1.2. I liked the section on Creative Drama, as I have used several of these activities (or variations) before, but never thought of how they could be applied/useful in a ELA context.
4.1.3. Creative Drama
4.1.3.1. Freeze-frames
4.1.3.2. Chaos Drama
4.1.3.3. Faces, HAnds, and Feet
4.1.3.4. Verbal Volleys
4.1.3.5. Personified Poems
4.1.3.6. Costume Drama
4.1.3.7. Nonstop Traid
4.1.3.8. When Worlds Collide
4.1.3.9. Dramatic Monolagues
4.1.3.10. Party Quirks
4.1.3.11. Freeze!
4.1.3.12. Four C's Improvisation
4.1.3.13. Forum Theater
4.1.4. Alternative Oral Strategies
4.1.4.1. Readers' Theater
4.1.4.2. Storytelling
4.1.4.3. Interviewing
4.1.4.4. Partner Probe
4.1.4.5. Expert Query
4.1.4.6. Retrospective Talk
4.1.4.7. StoryCorps
4.2. Classroom strategies (ELL) (122) - Talking in small groups - Talking in a whole class discussion - Role play - Reading stories - Visuals - Personal experiences - making predictions - Mystery word games
4.2.1. I really like the idea of K.W.L charts on page 127, I will definitely try this form of predictive writing for my practicum.
4.3. Oracy in the Classroom
4.3.1. Misconceptions
4.3.1.1. Students will learn by osmosis, so oracy skills don't need to be explicitly taught.
4.3.1.2. No time to teach these superfluous skills on top of other curriculum.
4.3.1.3. Too challenging to test.
4.3.1.4. Oracy skills are taught in electives like drama, not in ELA.
4.3.1.4.1. I know I have been guilty of linking oral skills more closely with drama than with Language Arts.
4.3.2. Counter Arguments
4.3.2.1. Oracy skills are an integral part in making meaning.
4.3.2.2. Oracy is basic communication skills that everyone uses every day.
4.3.2.3. Language skills are explicitly linked to reading and writing skills.
4.3.2.4. Speaking and listening allow for immediate assessment of understanding from students.
4.3.2.5. Oracy activities like drama are excellent opportunities for growth.
4.4. Evaluation Criteria
4.4.1. Harrison
4.4.1.1. Collabouration
4.4.1.2. Articulateness
4.4.1.3. Register
4.4.1.4. Delivery
4.4.1.5. Effectiveness
4.4.1.6. Diction
4.4.1.7. Fluency
4.4.2. Fraizer
4.4.2.1. Mental Processes
4.4.2.2. Contributions
4.4.2.3. Negative Behaviors
4.4.3. I really liked 4-7 Response and Critique. The textbook outlines it in a way that combines peer evaluation, self-evaluation, and student interview. I believe that pieces of this tool could be used at times to introduce and familiarize students with how to provide constructive criticism in a positive way. Additionally, it could walk students through how to critically look at their own work.