So apparently, according to Improving Adolescent Literacy, just because a student is a "struggling reader" does not mean that he/she is not interested in the world around them? Wow. Don't get me wrong- I honestly get frustrated at times with my students who really struggle with reading and comprehension. However, it frustrates me to no end that the system often assumes that means they can do nothing. As was discussed in a class last semester, we often underestimate the complexity of reading. It is such a sophisticated task that we expect every adolescent to have absolutely mastered. With this being said, the moment they show a struggle in literacy, we label them and we assume they will not be able to explore anything in the world around them.
My students are absolutely enthralled with current events. So many of them never get access to any form of news except facebook and in the classroom. They never sit down with their families and watch the news. They never discuss the severity of things going on in the world around them. This is why I have started assigning those articles for my students to read. I had no idea that my students who struggle to read a short passage in English would be excited about reading about the health reform in Spanish!
This week in class, we participated in a Socratic Seminar discussing visual literacy. I would love to let my students choose an article of their choice, all concerning like matters (in Spanish of course), and then initiate a Socratic seminar where they are all held responsible for their participation. I want them to think more into what they are reading. I want them to be able to build off of what they read and then have form opinions and ideas. However, I am scared. I am scared the first time I try this we are going to stare at eachother for 30 minutes until I give up. I know it is ok for things not to go perfectly the first go around (or two), but I am just nervous about the idea. Any suggestions are WELCOME! :)
I agree with you about students being very interested in current events. I am currently giving my students journal entries each Monday, Wednesday, and Friday. These entries often have to do with current situations such as gas prices, the happenings in Egypt and etc. They get so into discussions about these topics that I often forget we have to get on with math concepts. I love it! And just because some of my students can't read well, does not mean that they do not have an opinion of their world or their education.
ReplyDeleteI love Socratic seminars. We have a lot of discussions, both large and small groups. I find that my students and I get bored when we do the same thing over and over, so I try to find different ways to do it. I have used debates, simulations, fishbowl, agreement corners, etc.
ReplyDeleteThere is no one right way to do it and I am by no means an expert, but I have a few suggestions:
1. Students have to know what they are talking about, so they can participate. I would recommend all students read the same article or even a “pro/con” style article. If that works well, then give them a list of topics they can bring in, and then anything they want.
2. Have the students help you come up with ground rules for the discussions; you don’t want any personal attacks, and you want everyone to feel free to express their thoughts. Having students help make the rules could help. I always tell my students to answer the point, not the person when disagreeing with someone.
3. Change your role as you progress. At the beginning, you may have to help keep the discussion on track, but eventually, you can just sit back and listen. Sometimes, you may need to make suggestions, but if the topic is good, then they will take over.
4. Have some sort of assessment. You don’t want students to think this is a day off, so assign a quick write or a self assessment. Maybe ask them what they learned, or what was the most persuasive point, or if they changed their mind. Something so that they know you are interested in their thinking.
Good Luck!
I agree that today's students are supremely interested in current events. Facebook and smartphones have made staying updated a regular event. The problem is this...they're reading that information in such informal language. I find my students, even my brightest, sometimes struggle with wonderful, meaningful words. If I define the word, they often question me. "I think you're making that up." What? So, often I simply spell it so they can look it up and/or pull up the internet so we look it up together. It never ceases to amaze me that they want the simplest word possible and nothing else. I guess that basic nature...keep it simple. But, there are so many amazing words that aren't used on Facebook or even in internet news. When I think about this, I realize that I shouldn't be surprised the students sometimes struggle with a science text that isn't written in abbreviated form. But, what do we do? Change social communication? Not going to happen. Make textbooks in abbreviated vocabulary? That's an unfortunate and scary idea. But, it could happen. Weird!
ReplyDeleteOne of the biggest incentives is to let them choose the topic but make sure they know they will have to talk about it so they need to know what they are talking about. The fear of embarrassing themselves will prompt them to choose something they understand or have interest in. The personal interest is usually all it takes to have a student talk about the subject and once one talks and the Socratic questions start, it seems to suck them all into the fray.
ReplyDeleteLet everyone know they will have to participate and then have the students draw numbers to see what order they have to speak. Good luck.