Prior to last semester I didn't even know what transliteracy was but giving a name and a definition to what I want to be and what I want my students to become is reassuring. Every teacher and parent knows that no two children are alike therefore sometimes it takes multiple ways to get the message across to them. The same thing applies when it comes to teaching curriculum in the classroom. With some students I can just explain with my words, others might need me to do an example on the board, some might need me to find a video clip with animations or use manipulatives to form and shape what they need to learn, either way doing it one way and expecting all 24 of them to get it is not going to happen.
I've also come to realize this pattern when it comes to assessments as well. Some of my brightest students are not successful on Unit tests. When it comes to state and district assessments there is no way around it, they have to take them but my own classroom assessments give me a better representation of what they truly know because I can test them according to their transliteracy strengths. Many of my classroom assessments I use for report card information come from partner/group or whole class work and discussions with my essay writers and pencil/paper kiddos find just as engaging. If I know certain kids can draw or create a poster to convey their thoughts and thinking process I implement that as much as possible for them. If I have a group that are super chatty, video recording themselves telling me what or how learned would be ideal for them.
Karling R Skoglund
12/3/2019 05:13:09 pm
I also did not have a name for the concept of being able to read and write across different technologies and modalities before this program, but your right about students learning and showing their learning based on their strengths. Your commitment to your students and the enormous effort that you must put in to include all students in learning no matter their learning style must be incalculable.
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