I started Teaching Speaks Volumes in June 3 years ago. Each year in June, I’ve updated the look of the blog and reflected upon its impact as a powerful catalyst for growth and change.
Blogging – writing with a real-world audience – has become an important staple in my reflective practice as an educator, but also in my instruction. Besides authoring this professional blog about teaching, my students blog about the books they choose to read independently. Reading and writing for real purpose with an open reflection and engagement of ideas with an audience of peers is as powerful for students as it is for professionals.
My students write reviews of books they chose to read on the class Reading Blog. I’d tried many different approaches to independent reading over the years, from traditional book reports and presentations, to book talks and reading logs. These are very typical of any English Language Arts (ELA) classroom, though I’d always designed my own reading logs, project menus and rubrics. However, for the last several school years my students’ blogging has had a powerful impact for my classroom independent reading.
Publishing independent reading reviews has made my students’ analysis of their reading interactive and authentic in several ways. First, when written on paper as a reading log or project and submitted only to me, spelling and punctuation sometimes seemed an afterthought. However, when published in front of their peers and the world, most students make a genuine and concerted effort to apply conventional spelling and grammatical rules, showing their best work. This has changed the dynamic of my students as viewing themselves as “published writers”.
The “search” option allows visitors to the Blog to search titles, authors, topics, and even friends’ names to see what they are reading. (Students often post comments to each other about the reviews, although this is optional.) Because middle schoolers are social by nature, the ability to see what their friends are reading and reviewing is a powerful motivating force to read.
Several authors have contacted my students about the reviews about their novels by posting a comment directly to the students on the blog. For example, the 2014 Newbery Award winner Kate DiCamillo responded this past November to one of my very own students! No doubt googling their own book title, authors arrived at my students’ reviews and felt compelled to reach out to the young adults who reviewed their works. For all these reasons, this Independent Reading Blog is the very definition of interactive and authentic work by a middle schooler.
To reap these benefits and make the switch to paperless book reviews shared to the world, I used the free and open source blogging tool “Wordpress” and I created a blog for my students. The structure of the submission form creates the post. Drop-down menu choices become where each review appears in the blog’s menu. (image) Anyone visiting the site can search all “fantasy” reviews or all “five star” reviews written by my students. The same book may appear in the five star reviews for one student, but another student’s review of the same book might appear with the three-star reviews, if that is how each child rated the book.
Students can easily research what their peers are reading, and even use that information as a point of inspiration for what to read next. All of the reasons stated make reading interactive with their peers and this social aspect is very important to young adolescents. By designing this blog for my students “from the ground up”, creating a product similar to Shelfari or Goodreads but with my students’ specific needs in mind, it has revolutionized my instruction.
My ever-techie colleague Paul Cancellieri (@mrscienceteach) who blogs over at Scripted Spontaneity was instrumental in my setting up this interactive blog. He has created a how-to step-by-step guide on his blog.
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