C – I think Bloom’s taxonomy aligns very nicely with the CCSS and ES. His hierarchy follows the way that the CCSS/ES scaffold what students should learn at each level – each piece is built upon from the level below it, so you must master each piece before moving to the next target.
A – As a teacher, my job is to teach students both the written and the hidden curriculum. I’ve read articles about the “hidden curriculum” that discuss how school is a vehicle for students to be socialized in a way that they know when to speak up and when not to, when to agree and when not to, and the like. However, in my opinion, the hidden curriculum that we teach students is how they can be literate and successful adults with the knowledge they get in school. I will attempt to support student learning by making a teachable moment out of nearly anything. From this approach I hope that students will realize that most things have many sides and usually aren’t as simple as black and white.
T – CCSS/ES are a much more specific guide as to what teachers should be focusing on in class. Bloom’s taxonomy simply outlines they way that thinking and thinking skills actually work. Bloom’s taxonomy can survive without the CCSS/ES, but the opposite isn’t quite true because of the way that the standards are scaffolded, they rely heavily on the taxonomy.
A – I think the best way to engage students is to allow them to drive their own learning in some ways. I think allowing students choice of what to read or write is important – and that tells them that you actually care what they have to say about a variety of things rather than just what will be on the end of semester tests. This also encourages them to do more of their own learning outside of the classroom. If they know what questions to ask and where to look for information they’re interested in outside of school, they are much more likely to seek out that knowledge.
P – I think a definition of literacy isn’t as complex as we tend to make it out to be. Simply put, I think literacy means being able to understand what is put in front of you in a multitude of ways, literal, figuratively, symbolically, and any other way. This definition also leaves room for things like art, music, and film to fit into this meaning of literacy.
U – I don’t think there’s much to be done in the way of meshing these two ideas because they are already so intertwined in my area. There is no literacy without text (text meaning writing, movies, advertisements, music, or any number of other things) and what’s the point of texts without someone to be literate in them? As far as I am concerned, they are nearly useless without the other.
L – I think visuals are incredibly important to the learning process. From Venn diagrams to illustrations done by students while they’re reading, they’re simply another way to help students solidify the content which you are teaching. For example, when teaching a unit on Southern Literature, I could show student’s a map of the journey that Huck Finn and Jim take down the river in order to show them just how extensive their trek was.
T – I don’t think I have a “new” idea of what literacy means to me but have just expanded the one I already has. Literacy is cross-discipline as well as applicable in nearly every area of life – not just in the classroom or, more specifically, the English classroom.