Standard #4
Understand how students learn and develop
In order to accurately understand how students learn and develop, it is important to get to know students on a deeper level. In my attempt to suffice standard number four, one of the first writing assignments I designed for my eleventh grade classes was a "free write," geared towards explaining a personal account when they were disrespected, or misunderstood. I attempted to use an engaging, relevant, and thought provoking quote from The Adventures of Huckleberry Finn as a basis for this activity, which was our central text of study. Also, by assigning something meaningful, or personal, students must expose a part of themselves to me, which many of them did. Although it was not a lengthy assignment, this 3/4 of a page response gave me a deeper, and more concrete understanding into the lives of my students. I was able to witness the passions, goals, thoughts, and even, some of the set backs that were tied to them. I was simply hoping to give these students a chance to share a part of their lives with me, whether it was something positive, or negative, and give them inspiring feedback. Here, you can take a closer look at the precise written assignment I gave to students, in addition to the high-order thinking activity I required, which was a Huckleberry Finn inspired free write and critical thinking based, pre-reading questions.
In addition, educators must "sustain an inclusive, and supportive learning environment, in which all student can engage in learning;" (2.1) therefore, it is imperative to give students multiple opportunities to work, which includes: individual work, small group-work, whole-class discussions, or one-on-one with a teacher. Furthermore, in another attempt to successfully implement this standard into the classroom, I designed a lesson using artwork, specifically paintings, and illustrations in order to engage my students in the discovery of personal responses to the 'text,' thus making a meaningful connection between literature, and their everyday lives.
Here, you can view the handout I put together, which includes 'non print texts' used to propel and foster meaningful "reading comprehension" and "written responses" for all students involved. I deliberated created an assignment that was intended to "educate" students beyond the written word, thus using 'non-print' text to make insightful connections that are perhaps "invisible," or "not concretely stated" in written text. A second lesson I designed in attempt to suffice standard #4 was a lesson using the above pre-reading questions to propel insightful responses, thus hoping to acquire insight into how my students learn and develop.
Additionally, I was striving to create an opportunity for students to "analyze how social content" (4.4) affects Huckleberry Finn, the text, as well as in their own lives, through the stereotypes, and racism they experience (media, music, or personally). Since my class is comprised of only Hispanic and Black students, the racism evident in Huckleberry Finn, is quite relevant to their lives, especially for the black students. I was hoping to expose students to stereotypes, and racism in context to Huckleberry Finn, and the time period surrounding it, in hopes to propel respect for all differences of race, ethnicities, languages, cultures, genders, and even abilities. This lesson gave way to meaningful discussions surrounding past, and current day stereotypes/ racism, which gave students an educational medium to collaboratively discuss ideas presented through the text, and visual formats.
Students were able to use their language to make insightful interpretations, or analysis' in regards to the images, which connected their personal responses to the text, and more importantly, to "larger meanings and critical stances" (4.8). I have strived to design lessons that give my students ample opportunities to voice their opinions, thoughts, and ideas in respectful, and nurturing environments. One of my most acclaimed lessons, and student product(s) came from my "Where I Am From" lesson plan, which entailed an excerpt surrounding the multiple facets of identity, and how to write a WIAF poem. Here, students were able to delve into their creative sides, and produce extremely personal, meaningful, and "deep" finished products.
I was extremely proud of those who finished the assignment because they represented powerful writing, in every sense of the word. One of my students came up to me a few days after handing in her poem, and told me she was inspired to write a second poem written to her ex-boyfriend. She gave it to me to read, and although the subject-matter was intense, I was extremely proud of her for using her words to get through such difficult times. In order to successfully do so, I used Bloom's Taxonomy, which enabled me to create proper, and effective learning objectives. This was especially true when we had a discussion about the usage of the word "nigger" in Huckleberry Finn, as well as in music, media, other texts, and in the students everyday lives. We have studied dialogue in texts, as well as in our personal lives, comparing, and contrasting the two.
Where I am From poem handouts
Below are a few examples of student work, from both 11th, and 12th grade.
student poem sample #1
student poem sample #1 part II
student poem sample #2
student poem sample #3
student poem sample #4