Entry #13 - Using Blogging to Meet the Student Learning Outcomes

When reflecting on all that I have learned in this course, I do believe that keeping a blog this semester has allowed me to meet the Student Learning Outcomes. When writing my blog entries, I often discussed my thinking at the moment and thus, demonstrated my inner-questioning. Throughout my blogs, I used a very personal voice as I reflected on the ways this course has encouraged me to reconsider my own instructional practice; in other words, how I plan to incorporate the writing process in my future classroom. Since my blogs were all about my own learning, I wrote informally as my audience was primarily Dr. Jones and my classmates (Learning Outcome 2). Also, as I briefly mentioned above, I thoughtfully and purposefully posed questions, demonstrating my thinking in the moment - many of my blogs conveyed that I did not have a "right" answer but rather, I was demonstrating Muhammads (2020) concept of criticality as I carefully analyzed and questioned the information I was learning. During this process, I was able to reflect on my learning and therefore, identify areas where I want to explore more (Learning Outcome 3 and 5). 

Also, throughout this course, I had the opportunity to take a "deep dive" into Tompkins (2012) text about the writing process. As I engaged in the course readings, I learned about the different genres and reflected on the instructional tools Tompkins (2012) offers. In addition to reading about the different genres, I engaged in my classmates' Genre Expert Presentations, where I was able to examine these genres further. As I shared in my Blog Entry #12, through these Genre Expert Presentations, I was able examine different mentor texts, all which supported my understanding of the author's craft. Similarly, as I discussed in my Blog Entry #3, I showcased my understanding of MacKay, Ricks, and Young's (2017) article, by reconsidering a lesson I taught to 2nd graders in my student teaching placement and analyzed how using the mentor text, You Are (Not) Small, would allow me to further support the conventions trait. In many of my blogs, I discussed the importance of having a balanced-literacy approach to learning, where I will utilize mentor texts from different genres to support my students in developing their own writer's craft (Learning Outcome 1 and 4).

Furthermore, as I read Tompkins (2012) text, I discovered the various ways educators can assess and evaluate students' development. As I read abut these assessments, I often took a mental note of them, in order to add them to my "teacher toolbox." For example, in my Blog Entry #4, I described my vision for using journaling in my future classroom. To take this one step further, I discussed using Tompkins (2012) concept of checklists and how I plan to use this to assess my students journal writing (Learning Outcome 6). However, one thing that I learned that was not represented in the identified Learning Outcomes for this course was Lacina and Griffith's (2012) concept of using blogging to develop a "community of writers" (p. 319). Specifically, during this course, I had the opportunity to read and then, Bless, Address, or Press my classmates' blog entries. As showcased in my Blog Entry #8 and Blog Entry #10, I used what I learned from my classmates' own understanding and therefore, re-considered my own learning. 

In my Blog Entry #8, I blessed Maddie's concept of the need for culturally responsive mentor texts; my classmate encouraged me to re-read MacKay, Ricks, and Young's (2017) article with a critical lens and consequently, recognize the importance of moving beyond this "stamp of approval." With this in mind, I discussed how I will strive to be more critical of the mentor texts I incoperate into my classroom, in order to ensure that they represent my students' identities and experiences. Likewise, in my Blog Entry #10, I blessed Lauren's ability to use descriptive language as this allowed her writing to come to life. After reading my peers' blog, I was able to imagine the various ways I plan to incorporate this genre into my future classroom, specifically using Tompkins (2012) five-sense cluster and wordless picture books. I enjoyed having the opportunity to learn from my classmates!

As I write this blog entry, I notice that I am able to write it naturally - my thoughts are flowing nicely onto the page. But, I contribute this to all that I have learned in this course; I have not only grown as a writer, but as a future literacy educator. Throughout the semester, I have enjoyed writing these blogs as they have provided me a space to look back on all that I have learned.

References:

Lacina, J. & Griffith, R. (2012). Blogging as a means of crafting writing. The Reading Teacher,

            66(4), 316-320.

MacKay, K.L., Ricks, P.H., & Young, T.A. (2017). Supporting young writers with award-

            winning books. The Reading Teacher, 71(2), 177-187.

Muhammad, G. (2020). Cultivating Genius: An equity framework for culturally and 

            historically responsive literacy. New York, NY: Scholastic.