WoW! What progress these composers have made.

Perhaps it is the second time around, perhaps it is that the class doubled in size, and perhaps it is none of these factors, but the fact remains that the students in my LTED 618 class have most certainly developed some new literacy knowledge and abilities (and possibly also dispositions) this semester.

I cannot wait to read their final blog entries next week to confirm if the areas of growth I have seen match their own self-reflections, but I must say the students have most certainly demonstrated evidence of learning how to learn in the R/Wblogs they have kept this semester.  Furthermore, I think their pieces in for their Genre Pieces Project will illustrate some very interesting types of growth in the area of technology.   I am most certainly curious to see what they say in their final self-analysis report (final class paper) regarding what they think are the most significant new learnings and new awareness they have about themeselves as readers and writers, how to teach reading and writing, and how to use technology in these personal and professional endeavors.

Bless, Press or Address

I think this phrase is so great!  I hope it doesn't lose it's meaningfulness too soon as I have found that at least for my students of late, this simple phrase seems to "turn on the lightbulb" for them in regards to shifting their responses from more monologue responses (where there is little attention to the original writer) to an invitation to start a dialogue about the ideas expressed in each others' reflective entries.  

It is this dialogic stance that is so pivotal as it is when students are in this state that they truly enter that "rhetorical space" which allows them to construct or co-construct new knowledge together.