Don, about the "Philosophical" essay...

I have a clear picture of most parts of the research projects you described today. I really like the essay where the students must defend their research questions (Why this topic is worthy of research). Also the annotated bibliography assignment. The assignment I can't visualize is the first. Students are "essaying" here--casting about for worthy subjects/questions? But what does the written product look like? Or is there an "essay" to this essaying?

Sounds like a great series of lessons. I'll give you proper attribution when I steal the whole piece.

Thanks.

Thoughts about Qualley from chapters 2 and 3

My concern with the body of work presented thus far by Qualley is that there seems to be an assumption that in order for any real growth to take place or for “truth” to be realized, we must accept information / input of some kind from another source. There seems to be little room for the possibility that one can have a solid understanding of a concept, person, culture or theory independent of at least some secondary source of information. Having said that, I am one who gladly accepts all information and perspectives for consideration when making a decision or trying to understand something such as a position taken by another. However, is it so difficult to believe that someone can alone achieve understanding of a particular something without making a conversion of some sort or accepting further input? Maybe I simply like to work independently too much for my own good. Any thoughts?

Students (many of them) know what a teacher expects

Many students know what teachers are looking for. Case and point: a sophomore student in my intervention class (study hall) told me of her frustration at a collaborative assignment between her English and History teacher. She liked the assignment, she said, but it she did not know how to write for both teachers (my words). The History teacher told her to "cut the fat" and the English teacher told her that she liked her explanation of her reasoning. She was used to being able to gauge the teacher and write you that audience. What came from this discussion was the idea that she should write that paper as she saw fit. What was the best format for her paper? The discussion was interesting though because it did revolve around what teacher's expect and what students know teacher's expect.

An addendum: Just as many students know what teachers are looking for, some do not. What are some ways to guide/scaffold these students?

My reactions to the interviews/colleagues experiences
I enjoyed the interviews and listening in on what shaped us all.
We discovered that we have many things in common such as knowing the same people and having some of the same life experiences. It was a surprise to me. I wish that we had more time to talk so I would feel more comfortable creating their biography. It was a worthwhile activity.

Tonya's Lesson

In today's lesson on the Scarlet Letter I really became interested in the book. I also loved the idea of the students writing from the perspective of one of the characters. The idea that the students have to become reflexive and look through the eyes of another with beliefs that may not be their own was great.
The discussion on traditional writing was so necessary. All to often we fall into the rut of OAT hell and are pushed by our administration to read and write to comprehend for that minute and not for the long hall. Most of their knowledge is there today and gone tomorrow because they have not made it personal. Writing is so personal to me, and I need to make it for my students.

Interviews

Isn't it nice to talk to people to see what makes them the way they are. when we delve into the past, the present seems so much more clear. And common ground is much easier to find with someone when you speak rather than just interact in a group.

Refreshing!

I hope everyone else is feeling less overwhelmed today than yesterday. I am feeling more comfortable now. Of course I won't be tomorrow morning but after my demo I'm sure I will once again be feeling a bit lighter.

It's nice to feel supported in my belief that it is the process not the product that we should be investing the majority of time in. I've felt since I began my career that too much emphasis is put on the final product sometimes eliminating any thought of the process it took to get us where we are. It's not the finish line but the race that we call living/learning (whoa- profound)

My concern is this, however. As a 5th grade teacher there are so many years after they leave my class for someone (more traditional in their teaching) that may come along and mess up this well rounded, W2L, reflexive student. How do I ensure that the impact of 9 months in my classroom is such that the student will carry it with them for the remainder of their schooling in spite of these 'more traditional' teachers?
Have a good evening and don't fall asleep while reading :)