they say, i say, and so on… annabel harris and jon greer hastings boys’ high school 21st april...

They say, I say, And so on…

Annabel Harris and Jon GreerHastings Boys’ High School

21st April 2011

A vision of students

What’s the difference?

• http://images.google.com/imghp?hl=en&tab=wi

Vs.

What’s the difference?

• http://images.google.com/imghp?hl=en&tab=wi

Vs.

Continuous partial attention

• And what on Earth does it mean for the classroom…• “There’s no putting the genie back in the bottle, and their

lives will only benefit from learning how to use this extraordinary technology wisely and well” (Growing up online, 2008)

Flickr: a place to share and consume images

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

The use of social media - from blogging to online social networkingto creation of all kinds of digital material - is central to many teenagers’lives.Some 93% of teens use the internet, and more of them than ever areTreating it as a venue for social interaction - a place where they can Share creations, tell stories, and interact with others.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

In addition to those core elements of content creation: 55% of online teens ages 12-17 have created a profile on a social networking site such as Facebook or MySpace; 47% of online teens have uploaded photos where others can see them, though many restrict access to the photos in some way; and, 14% of online teens have posted videos online.

Who’s paying attention and to what?

• Margaret Lloyd, Faculty of Education, QUTmm.lloyd@qut.edu.au

Pedagogical shifts

“There are a number of solutions to any problem”

Dominant Learning Styles

Previous Generation Virtual GenerationLinear acquisition info Hyperlinked logicFocus on facts Focus on learning how to

learn

Guided learning Autonomous

Specific time 24/7

Face to face Interactive virtual

Duty Fun

Rote Analogical

Research Qu 1: Motivation

• Resultative Motivation means two things:• a) success leads to more motivation, lack of

success leads to less motivation and • b) motivation leads to more success, no

motivation leads to lack of success

Sounds obvious doesn’t it?

Puente Program

“The need to belong is so strong in this digitized generation that to facilitate a sense of community, or familia, can be a powerful motivating force for adolescents.”

(Turner, 2008)

QuickTime™ and a decompressor

are needed to see this picture.

Puente Program

“We do our underrepresented students no favors if we simply make them feel good for a school year”

(Turner, 2008)

Research Qu 2: Technology

• Annie Stevens multimedia consultant:

“If you want to swim and not drown in the ever-deepening and widening pool of digital

technology, the best way to start is to jump in and test the waters”

Communication and Socialisation

Pru Mitchell, of Edna

“our challenge is in motivating learners to make learning the central purpose of that communication”

BUT THE STUDENTS KNOW MORE THAN US!

“It is not the technology - it is the teaching and learning-which is of prime importance, and this is responsibility and role of the teacher”

Technology wishlist

• Videoconferencing Research Report/vidcoconferencing.pdf

• Podcasting (teachers and students)

• iMovies

• Photoshop

• Learning for the 21st Century - webcasts with experts and your class

Collaborative Learning: Technology

• www.wikispces.com/• www.wikimatrix.org/• http://maggie-kidstalkbooks.blogspot.com/• http://fhswolvesden.wikispaces.com/World+War+II+Lesson+Plan

• Moodle• BlackBoard• Saba

Creating a community of writers

Writing activity

Celebrating cultural background

I am from poetry

Literary Analysis activity

Inference

Literary Analysis activityI like it when I get to the top of the road and I look out and see the mist

down over the hills. It’s like a wrapped parcel and you know there’s something good inside.

And I like being funny. When someone says something I like to have something funny to say back, because I like people to laugh, and I like laughing too. A funny man, that’s me.

‘Man’ might not be quite right - but ‘boy’ isn’t right either. ‘Boy’ means little kid, ‘boy’ means dirty with a filthy mind. It means ‘smart-arse’. A ‘boy’ is a servant and a slave.

Well I’ve been grubby and smart all right but never a servant or a slave. Mum bossing me and getting me to mow grass and mop floors doesn’t make me a slave or a servant. That’s just something for me to moan about because I don’t like doing my share. Anyway, I’m not a slave or a servant. I’m just myself. One day I’ll call myself a man, and I won’t just be an old ‘boy’ like my father

He’s gone. I’ve got an uncle that I really like, Mum’s brother, and he’s funny too. Jokes don’t stop him being a man.

Inference table

It says… I say… And so…

If I pointed out that I was brown it was like denying blackness, like saying you’re halfway to white.

Inference table

It says… I say… And so…

If I pointed out that I was brown it was like denying blackness, like saying you’re halfway to white.

The narrator is unable to find a common ground with the police officer. They are opposite teams in a game.

Inference table

It says… I say… And so…

If I pointed out that I was brown it was like denying blackness, like saying you’re halfway to white.

The narrator is unable to find a common ground with the police officer. They are opposite teams in a game.

The insult enrages the reader but this thought shows that he is accepting of his cultural identity. The racial difference between the police and the young people show that the conflict will endure.

Writing essay leads

LLeading Qu.

EEminent

Quotation

AAnecdote

DDirect, startling

statement

SStory in the news

Writing essay leadsL

Leading Qu.E

EminentQuotation

AAnecdote

DDirect, startling

statement

SStory in the news

What is thesource ofracism?

“Racism is man'sgravest threat toman - themaximum ofhatred for aminimum ofreason.”

In my life I haveobservedracism…

The hope thatone day peoplewill be colourblind is purefantasy.

Police accusedof being bigotsas victim ofbrutality says‘they see colourfirst, mate’

Answer the qu.It is difficult torealize thatracism is at alllevels of societyand is not basedon reason.

Reflect on thequotationThis statementfrom Abraham J.Heschelcommunicatesthe truth that thesource of racismis illogical.

ExplainMen are often atthe middle ofthe…

ExpandUnless racialdifferences arecelebrated andpromoted racismwill continue tohide behindclosed doors.

Highlight themesUnchecked,victimization dueto skin colour willperpetuate aculture of racialdivide anddestroy youngpeople’s dreams.

Connect the LEAD to the thesisIn Patricia Grace’s “The Hills”, she illustrates this idea…

ThesisThe narrator and his actions indicate a sad yet truthful aspect of our society…

Turner, R (2008) ‘Greater Expectations: Teaching Academic Literacy to Underrepresented students’Stenhouse Publishers: Portland, Maine

Practical implications

• Aim: Raise Maori Achievement– Agentic Vs Deficit

Through…• Teachers as “agents for change”• Students as “culturally located individuals”• Best Evidence Strategies for raising

Motivation -> Engagement -> Success

Online resources

• http://mrsharrisresearch.blogspot.com

• http://sites.google.com/site/year13english

• http://hastingstopenglish.wikispaces.com

• http://10readingjournal.wikispaces.com/

2011 Vision of students

http://mrsharrisresearch.blogspot.com/