Leigh A Hall Associate Professor of Literacy Studies School of Education lahallemailuncedu Thank You The work presented today was made possible by a generous grant from the Center for Faculty Excellence and Lenovo ID: 781736
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Slide1
Using Blogs for Course Assignments
Leigh A. Hall
Associate Professor of Literacy Studies
School of Education
lahall@email.unc.edu
Slide2Thank You!
The work presented today was made possible by a generous grant from the Center for Faculty Excellence and Lenovo
Slide3Presentation Overview
Study Overview
Blog set-up and management
What to expect when you ask your students to blog
Slide4Why Blog?
Increases interactivity and connectivity
Disrupts positions
Makes knowledge and knowledge development public
Can help students take more ownership of their learning
Slide5Empowering & Disrupting
E
mpowerment can occur when students:
are given control over issues important to them
can influence actions and are given the opportunity to make change
Empowerment can fluctuate
One path to empowerment is through disrupting everyday practices of learning and engaging with ideas
Slide6Guiding Questions
How do teachers use blogging to:
address/solve problems?
examine ideas relevant to the course and/or their practice?
How do teachers interact with each other in the blogosphere?
Slide7Study Design
Formative design lasting one academic year
Pedagogical Goals:
We wanted teachers to use their blogs as a space for
(a) examining connections between classroom practice and course content
(b) evaluating and analyzing ideas presented through the course or by their colleagues
(c) sharing and discussing problems of practice.
Slide8Setting & Participants
26 teachers enrolled in a Masters program
85% taught K-5.
Teachers were comfortable with using computers and learning new technology
No one had prior experience with blogging
Slide9Data Sources
Blogs (total)
602 blog posts
890 comments
Interviews
Five teachers were interviewed twice (November/April)
Slide10Blogging Procedures
Blog once a week for 11 weeks each semester (22 weeks total)
Make two comments each week for 10 weeks (20 weeks total)
Blog topics:
(a) Fall: Teachers could blog about anything related to literacy
(b) Spring: Teachers needed to restrict blogging to topics related to content area literacy
Slide11Fall Blogs
301 posts
made/average of
11.57 posts per teacher
.
445 out of 520 (85%) comments/ average 20 per teacher
Slide12Data Analysis
Descriptive codes that offered explanations for the pedagogical goals were first identified
Single pattern codes that best captured overall themes were created
Assertions were then determined from the pattern codes.
Slide13Findings
Slide14Blogging to Reinforce Beliefs
Teachers spent little time investigating or questioning their beliefs and or teaching practices.
Instead, they used the blog as a place to discuss what they believed and justified it.
Slide15Blogging to Reinforce Beliefs
Slide16Blogging to Reinforce Beliefs
I feel like there is so much more I could do to help my ELLs. When reading books, I try to use as many pictures for the vocabulary words as I can. Even though my students speak English, I have noticed that vocabulary is challenging for them at times. – Amanda, First Grade Teacher
Differentiation sounds fabulous. It truly does. It’s the way things should be. Each child should work on his/her personal level and teachers should challenge them just enough- but not too much. But HOW? My kids are all so different! The classroom teacher (no matter how much we want to, or how hard we try) simply cannot do it all. -Kristine, Kindergarten Teacher
Slide17Platform for Addressing Problems
Teachers Use the Blog to:
Layout the problem and present their side of the issue
Invite others to engage with them around the problem
Teachers Do Not Use the Blog to:
Collaborate on solutions to problems
Report back regarding progress made on the problem
Slide18Platform for Addressing Problems
STE: Struggles Teachers Encounter
RF: Requests Feedback
Ask ?: Asks a Question
Slide19Platforms for Addressing Problems
Cherie on implementing “Daily 5” for the first time:
“I feel that after the morning block, [students] really don’t have that much of an opportunity to read. Is it like this at your school? What do you do when there is a specific time scheduled for you? What other things can you do in the classroom to make sure they have other opportunities [to read]?”
Slide20Finding: Teachers use comments to affirm/agree
but not to question or challenge.
Slide21Finding: Teachers use comments to affirm/agree
but not to question or challenge.
Affirm/Agree: I think this unit on schema does a great job of addressing and explicitly teaching “21
st
century skills.”
Compliment: I absolutely love these resources! Keep sharing!
Asks a Question: How did you come up with the idea for an all boys book club?
Offers Support: I think if you thought of creative prompts… they may enjoy responding to their reading. Their manners of responding could involve writing, drawing, and maybe another medium…
Slide22Implications
Students will likely need help:
(a) to critically engage with the information/ideas and with each other
(b) using comments well
(c) return/revisit ideas
Slide23Blog Set-Up and Management
Expectations
Blogosphere Etiquette
How many posts/comments per week?
Content
Management
How to keep track of blogs
Giving feedback on blogs
Staying connected with your students
Slide24How to Implement Blogging: The Basics
Establish a place for the blogs. Blogs can be implemented on public sites (
wordpress
), private, password protected sites (available through ning.com), or sites intended for educators (
edublogs
).
Decide how often you want
students
to blog. In a semester course, we require blogging to occur for 10/12 weeks.
Studentss
can take any two weeks off. We do not allow make-ups.
Do you want
students
to comment on blogs? We ask them to comment at least twice a week on the posts of others.
How do you keep up with all this? See our handout that shows how we track blog posts and comments.
What topics are acceptable in blogging? Provide
students
with a set of guidelines about what they can write about.
Discuss what makes a good comment (and a good blog post). See our handout for guidelines we provide to
students
.
Slide25Documenting Your Blog Work
Date
Post?
Skipped?
#1 (8/27-9/2)
#2 (9/3-9/9)
#3 (9/10-9/16)
#4 (9/17-9/23)
#5 (9/24-9/30)
#6 (10/1-10/7)
#7 (10/8-10/14)
#8 (10/15-10/21)
#9 (10/22-10/28)
#10 (10/29-11/4)
#11 (11/5-11/11)
#12 (11/12-11/18)
#13 (11/19-11/25)
#14 (11/26-12/2)
Slide26Tracking Comments
Date
Comment #1
Comment #2
Skipped?
#1 (8/27-9/2)
#2 (9/3-9/9)
#3 (9/10-9/16)
#4 (9/17-9/23)
#5 (9/24-9/30)
#6 (10/1-10/7)
#7 (10/8-10/14)
#8 (10/15-10/21)
#9 (10/22-10/28)
#10 (10/29-11/4)
#11 (11/5-11/11)
#12 (11/12-11/18)
#13 (11/19-11/25)
#14 (11/26-12/2)
Slide27What Makes a Good Blog Post?
Have a purpose. Your post cannot talk about everything.
Know
you may have to leave interesting things out. Save those interesting things for a different blog post. It's better to have a clear, focused post than a list of random interesting things.
Remember
your audience. Yes, you are a part of this class and program. However, your audience is not solely this class.
When
you write a post, add information that will help your audience be able to understand you. Read the blogs of
members
who are not in this class. Find the ones you like. Use them as a model.
Craft
an interesting title. While this last tip is not always possible, it is a good one to keep in mind. At the very least, try to write a title that captures the overall point of your post. It will help orient your readers so they know what to expect.
Slide28What Makes a Good Comment?
It's easy to write a comment that praises a person. However, good comments will push the writer to think more deeply about their
ideas.
Keep the following in mind:
1. If you praise someone, do more than say, "I like that!" or "Great idea!" Tell the author specifically what you like.
2. Leave a question or thought behind that pushes the author to think more about the post. For example, "I really like that you let the students choose their own books to read. However, I am wondering how you might get students to pick books in genres they are less familiar with."
3. Make a suggestion. If the author is sharing an issue or concern, offer specific ideas for how to address it.
4. Pay attention to previous comments. When relevant, make connections to what other commenters have said. You are having a discussion with the author but also other commenters.
Slide29What Do You Do With Comments?
The answer is, "It depends." In general, you want to acknowledge 90% or more of the comments that are left for you. Acknowledging comments is not required for this class. However, in blogging it is considered good manners to do so. It is also considered good form to read that person's blog and leave a comment when it is appropriate. Not all comments will be substantive. You do not need to respond to comments that do little more than say, "Great post," or you can acknowledge them in one sweeping response such as, "Thanks for the support! So glad everyone enjoyed this." The people who deserve a response are the ones who put thought and effort into their comment regardless of the length of the comment.
Slide30Blogging support at Carolina
Campus blogging platform (
Wordpress
)
web.unc.edu
Developing blog assignments
Center for Faculty Excellence