Dialogue Journals December 3, 2011 Sarah Porter

PD Series O Workshop Part I—What are Dialogue Journals (you are here) O From now until the next workshop—use dialogue journals with another teacher O Workshop Part II—March 31, 9:00-11:00, Dialogue Journals Wrap-Up

Objectives O Teachers will be able to: O Describe what dialogue journals are O Explain adult learning theory O Operate technology in order to create dialogue journals O Apply journaling in pairs with another AEL teacher to reflect, collaborate, and problem- solve on self’s and other’s instruction

Objectives, con’t. O Evaluate suitability of dialogue journal incorporation to use with students O Predict potential classroom issues with dialogue journals and proactively problem solve O If appropriate, incorporate dialogue journals into the ABE/ASE or EL/Civics classroom to develop reading and writing skills, develop student rapport, and identify student instructional needs

So, what are they? O Written conversations between a learner and teacher (or other writing partner) for regular communication over a semester, school year, or course O Topics vary (can be teacher-selected or student-selected)

Origins O First documented use was in the 1980s with middle school students, both native and nonnative English speakers, in California O Now used with adults and children, native and nonnative English speakers, and in teacher training programs

Teacher is an active participant! O Respond to questions and comments O Introduce new topics O Ask questions

The teacher does not… O Correct or comment on the quality of the learner’s writing!

The teacher may… O Use information gleaned from writing issues (punctuation, organization, etc.) to construct lessons for the class or small groups

Actual Sample O This was between adult EL/Civics student and teacher O Conversation grew out of classroom unit on health literacy O (Names are pseudonyms) Elizabeth is student, Sami is her son

O Elizabeth: Sami is better because He take medice. Thank for your answer. I and my family are well. And we had a good weekend. Thank my Dear teacher. O Teacher: How old is Sami now? Does he sometimes watch TV in English? I think he’s lucky, because he is growing up hearing 2 languages—he’ll be able to know Spanish and English. Do your other kids speak both languages, too?

O Elizabeth: Sami have 2 ½ year old. When He Born He weingh 2 Pounds now he have 27 Pounds. He Barn from only sixth month. Sime times he watch cartoons But he like played with her toys. He Can said some words in English. Yes my other Kids speak English and Spanish.

O Teacher: I’m happy that he’s growing up. I didn’t know that he was born 3 months early. He’s a great kid. Do you think you’ll want to have any more children?

O Elizabeth: I’m very happy too by my son Sami he is very active and entilgent I want more chdren. My husband want a girls. But the Doctor’s say I can have not more because is danger for me. But anyway I want more children. The Doctor say is dangerous By my Hight Pleasurre [high blood pressure]. Now I have another Doctor is a woman Doctor But she is very nice.

What did we notice? O Take a few to talk with a friend

Benefits O Extends contact time with learners (takes learning outside the classroom) O Individualized—topics, interests, varying language and ability levels O Assessment of learner needs and progress

More Benefits O Not just writing…it includes reading also! O Writing for an authentic audience increases interest O “Many teachers using dialogue journals report that the learners’ writing becomes more fluent, interesting, and correct over time” (McGrail, 1996).

Still More Benefits O It’s a social activity! O Develop/improve rapport between teacher and student

Adult Learning Theory (Androgogy) O Adults learn what they need to know O Adults are responsible for their own learning O Adults have a wide range of diverse life experiences from which to draw upon O Adult learners must be ready to learn. It is important to schedule learning experiences to coincide with periods of readiness to learn.

O Adults are problem-centered. They are motivated to learn what will be immediately applicable to their life or work. O Adults respond better to internal factors (job satisfaction, self-esteem, quality of life) than to external factors. (Knowles, M. S., Hotlon III, E. F., & Swanson, R. A. (2005). The adult learner (6 th ed.). London: Elsevier.)

Challenges O Stop correcting! O Time O Overly personal writing O Decide in advance how to handle privacy or overly nosy questions O Learners should know that information that indicates harm to self and others must be reported

Logistics O Materials O Frequency O Length O Topics O Journal partners

So, why are WE writing? O We’re adults. We’re learners. Let’s review adult learning theory. O We’re isolated. O We want/need to collaborate. O We need to reflect on our teaching. O We need to problem-solve. O We need support. O We all have expertise and life experiences to share.

What will WE do? O Materials: Google Documents (calm down, we’ll get to that) O Frequency: each person writes once per week, required (minus major holiday weeks); however, no limit O Length: from now until we meet again

O Topics: O Take a little time to get to know each other! O Share the good stuff! O Explore (or vent) questions, issues, etc. The other person may be experiencing the same, or may have in the past and have experience to share. O See where the conversation leads

O Journal partners O Tried to pair up by ABE/ASE and ESL O Tried to pair people who didn’t work all the time with each other or work closely together O Considered teachers’ areas of strength O And your partner is…