In this space, you’ll find some commentary/ideas on different types of media we've used for various reasons. Maybe they helped us in our classroom designing process, inspired us to become better educators, or maybe we actually used them in class with the kiddos. Take a look!
________________________________________________________________________
Seeing as how this is our first media post. I figured I'd start with one of life's simple questions. Do aliens exist?
Some context.
You see, I teach 7th grade language arts, and while most people will argue that I’m actually TEACHING aliens, I’ve come to share a little different perspective today. Last year I really tried to bring in some interesting, scientific, conspiracy theory-esque, or debatable articles into our curriculum as much as I could. I was thinking about how our students are constantly on the internet--YouTube, SnapChat, Twitter, and the likes, so why not meet them where they are? Still cover what we’re required to cover, but use resources that are more meaningful to students. Nothing new really, but definitely worth giving a shot if you haven’t already.
Side note.
A cousin of mine just finished 7th grade...we actually have a lot in common now...Anyway, she told me that they call their English language arts classes, Communication Arts Class. That really struck a chord with me. I’ve always felt like I was teaching an art. The art of being a valuable citizen. The art of contributing to our society. This is why I love teaching the subject. It’s really not about one subject, is it? It’s the art of taking in a work of literature or piece of art, and being able to express unique thoughts and perspectives about those experiences--the art of communicating through reading, listening, writing, and responding in an educated way. Sure, I may now also think of myself as a wizard of sorts, à la Professor Snape. Defense Against the Illiterate Arts, if you will.
Back to the article.
So the idea was to use these articles that students may have actually come across in their internet browsing, and really have them apply some higher level thinking to the article. (Things they should be doing on their own, really.) Again, nothing new to most of you. It was just quite freeing to be able to use interesting articles rather than boring reading passages to allow students to engage, have conversation, debate, and to meet the standards they’re asked to meet by our state. More importantly, they were learning how to be good readers: detect bias, think for themselves, evaluate the information, evaluate sources, and apply things they already knew to new information.
This is the article.
http://www.sciencealert.com/the-tardigrade-genome-has-been-sequenced-and-it-has-the-most-foreign-dna-of-any-animal
This article describes the weirdest creature I have ever read about--The tardigrade, AKA the waterbear. This creature can survive in space, can withstand the most extreme temperatures, is super tiny, can live without food or water for more than 10 years, can survive radiation and pressure, can basically dehydrate and rehydrate itself, and probably most importantly, has foreign DNA.
Lots to talk about.
This article can be taken in SO many directions. Apply it to science, math, history, art, or whatever your specialty might be. New vocabulary words were learned; inferences were made; predictions were created; information was summarized; connections were made; and most importantly, genuine thought and dialogue took place in the classroom.
The Point.
The article you choose doesn’t matter. Choosing resources that are weird, engaging, frightening, hilarious...out of this world...now that’s where it’s at! If you aren’t interested in tardigrades, try something else. We all like reading interesting information, so we need to stop giving students a snooze fest in the classroom. If you are mindful and passionate about the articles you use in the classroom, your students will follow. And who knows, you might even be able to answer some of life's truly big questions.
Megan Gordon
7th grade ELA
*Photo credit (Tippet Studio/Cosmos a Spacetime Odyssey)
________________________________________________________________________
Seeing as how this is our first media post. I figured I'd start with one of life's simple questions. Do aliens exist?
Some context.
You see, I teach 7th grade language arts, and while most people will argue that I’m actually TEACHING aliens, I’ve come to share a little different perspective today. Last year I really tried to bring in some interesting, scientific, conspiracy theory-esque, or debatable articles into our curriculum as much as I could. I was thinking about how our students are constantly on the internet--YouTube, SnapChat, Twitter, and the likes, so why not meet them where they are? Still cover what we’re required to cover, but use resources that are more meaningful to students. Nothing new really, but definitely worth giving a shot if you haven’t already.
Side note.
A cousin of mine just finished 7th grade...we actually have a lot in common now...Anyway, she told me that they call their English language arts classes, Communication Arts Class. That really struck a chord with me. I’ve always felt like I was teaching an art. The art of being a valuable citizen. The art of contributing to our society. This is why I love teaching the subject. It’s really not about one subject, is it? It’s the art of taking in a work of literature or piece of art, and being able to express unique thoughts and perspectives about those experiences--the art of communicating through reading, listening, writing, and responding in an educated way. Sure, I may now also think of myself as a wizard of sorts, à la Professor Snape. Defense Against the Illiterate Arts, if you will.
Back to the article.
So the idea was to use these articles that students may have actually come across in their internet browsing, and really have them apply some higher level thinking to the article. (Things they should be doing on their own, really.) Again, nothing new to most of you. It was just quite freeing to be able to use interesting articles rather than boring reading passages to allow students to engage, have conversation, debate, and to meet the standards they’re asked to meet by our state. More importantly, they were learning how to be good readers: detect bias, think for themselves, evaluate the information, evaluate sources, and apply things they already knew to new information.
This is the article.
http://www.sciencealert.com/the-tardigrade-genome-has-been-sequenced-and-it-has-the-most-foreign-dna-of-any-animal
This article describes the weirdest creature I have ever read about--The tardigrade, AKA the waterbear. This creature can survive in space, can withstand the most extreme temperatures, is super tiny, can live without food or water for more than 10 years, can survive radiation and pressure, can basically dehydrate and rehydrate itself, and probably most importantly, has foreign DNA.
Lots to talk about.
- Does this remind you of anything you’ve seen, read, or heard before?
- What does it mean for something to be considered an alien?
- What does this weird article mean for us as humans?
This article can be taken in SO many directions. Apply it to science, math, history, art, or whatever your specialty might be. New vocabulary words were learned; inferences were made; predictions were created; information was summarized; connections were made; and most importantly, genuine thought and dialogue took place in the classroom.
The Point.
The article you choose doesn’t matter. Choosing resources that are weird, engaging, frightening, hilarious...out of this world...now that’s where it’s at! If you aren’t interested in tardigrades, try something else. We all like reading interesting information, so we need to stop giving students a snooze fest in the classroom. If you are mindful and passionate about the articles you use in the classroom, your students will follow. And who knows, you might even be able to answer some of life's truly big questions.
Megan Gordon
7th grade ELA
*Photo credit (Tippet Studio/Cosmos a Spacetime Odyssey)
RSS Feed