English 486 Fall '19

Detailed Description: - This book is a collection of works on how to retell and reteach the idea of comic books so that parents, teachers, “moral enforcers” see the value in graphics as educational tools and not something purely to be laughed at - Has a different section for an array of topics and how to teach each one from gender/ LGBTQ studies to cultural studies based on geographic location Why I chose this book: - The title in all honesty is what made look at this book deeper as it seemed well rounded. After reading it I was not wrong in the judgement. Teaching Ideas: - When using texts from different cultures, bringing in graphics from these cultures to help my students better understand cultural differences and significance in the text we’re going to read so they have an easier time understanding the text itself Challenges: - Prompted towards higher education

As far as I can tell there was not a whole lot (or really anything) on visual literacy in the common core standards under the ELA literacy standards. I find this odd due to the importance of understanding visual literacy. The most relevant text I could find is the focus on understanding context. This is important for understanding literacy as outlined in the NES text to be aware what can be used where and for what type of presentation. The CCSS really drives the idea of the being aware of able to define the context of what is being shown. The NES text also pushes this ideal. I believe that these are important as teachers to make sure we understand to better help our students understand not just for academic purposed within the classroom but also for visual presentations that will appear outside classrooms for the rest of their lives that require the ability to effectively pick apart the image or images to understand how it is being used. In the NES text the many different ways that i...

After reading the standards for speaking and listen in ELA for grades 5-12 it is easier to see the natural progression as time moves forward of what is expected of students. The standards add one or two things every year to really hone in on specific skills that are needed in life. It is also nice to see the big differences that very from the earlier years to junior and senior and how you start with this one skill and through the years it becomes one skill but will multiple facets that showcase how students become better learners and can showcase this. This for me eases my mind for standardized testing – I guess before I let myself be overwhelmed with the idea of having to teach completely new ideas but after reading the standards knowing it is really just adding to the base makes incorporating the standards and texts to classroom easier-ish. In the NES text, I appreciate all the different methods that are shown to meet the standards described in the speaking and listen common core s...

I thoroughly enjoyed this article on different ways to lead a discussion in your classroom because it introduced me to some discussion tactics that I had not heard of before and others that I wouldn’t of thought to implement in a secondary classroom. Setting ground rules within the discussion group is something that changes what I know about setting ground rules and uses it to the advantage of both teacher and student. The teacher still gets to implement rules they wish students to follow but students will also get the opportunity to identify rules in which they would like they have just between group. As this could and most likely would differ from discussion group to discussion group the outcome of the discussion will not only be differed because of the different minds and ideas from students but also because they have their own set of rules to be follow. Potentially even allowing varied ideas from the same groups if you switched rules from group to group throughout the discussion...

The cultural significance differences that the Native English Speaker Teachers are making in Japan is something that got me quite intrigued with this article. I am curious if the invitation from the Japanese government for people to immigrate to Japan to combat their declining population issue is why the culture swap is happening. Maybe this is a bias opinion and I am not open enough to change when it is presented in front of me here in the USA – however, it seems as if the Native English Speaker Teachers are making cultural enough impacts on the university students in Japan while immigrant cultural impacts are not happening nearly as rapidly or at all in the western world.  I didn't really quite understand all the numbers meanings and statistical analysis graphs shown throughout the article, but that's mainly because I don't understand most math of any sorts. I would be curious to a follow up article in a few more years to see the cultural significance differences to s...