[etni] If you will it.doc
- From: "genadyK" <genady_b@xxxxxxxxxxxx>
- To: <ask@xxxxxxxx>, "'Etni'" <etni@xxxxxxxxxxxxx>
- Date: Thu, 26 Jun 2008 08:49:05 +0300
Contemplating teaching literature in our classrooms
_____
Dear teaching literature concerned teachers,
If you will it, it is no dream. Most of us would agree that if literature is
here to stay, it should become part of the Bagrut testing, otherwise,
there's no other way to ensure it is properly taught in all schools. The
system of NBA courses has proved to be an effective tool in teacher
training-so this model (with appropriate adjustments) could be considered an
efficient preparation for starting to teach literature for Bagrut in high
schools. I am talking about written testing, which could be both traditional
and alternative, as options. As in the NBA system, a certain framework of
guidelines is to be provided, and combined w/ a proper teacher training
system, which will ensure the security net of success. Also, elementary and
junior high school textbooks and in-service courses should incorporate this
element to provide the springboard for responsible/serious teaching
literature in high school.
I taught two in-service courses on teaching literature in high school in
2005 and 2007 via PISG''A LOD, and among 60 participants from the Central
area, there were teachers with various levels of using literature in their
classrooms (from elementary through high school, from teachers teaching 3
points through N.S.). From their feedback, we understood that there was a
considerable demand for a continuation of the courses.
On another note, being part of the literature pilot this year has enabled me
to see the change in the attitude of many kids. The psychological factor of
literature being a must has made many of them more responsible and
mature-they have realized that if they don't come to the lesson, they won't
be able to do their homework on their own-we did most of the assignments
together in class and those who were in class knew exactly what they were
supposed to do.
I am sure we would all agree that literature should become one of the core
elements in all our EFL classrooms, not only in those where teachers have
some literature background. No-one would deny that literary texts have a
powerful function in raising moral and ethical concerns, they are a powerful
tool in eliciting strong emotional responses, involving learners as whole
persons, and providing excellent opportunities for the learners to express
their personal reactions, opinions and feelings, making it meaningful and
personal for learners, which in its turn will enhance language proficiency.
It's not just another boring unseen bound by certain textbooks. Also, the
elements of the literature program could be tailored to the sphere of
interests and abilities of both the teachers and the kids. The Bagrut
literature program could contain a wide choice of literary works to cater to
various populations and levels. For example, New Talking about Literature by
Evelyn Ezra (ECB) contains 10 stories and ten poems. The core element
combined with optional/choice literary pieces would be another step to
success.
A variety of assessment tools to assess either the exam or the portfolio
could be provided and bonuses granted for active participation in
discussions which could be incorporated into the portfolio grade, for
example. Students who give intelligent answers during literature discussions
will succeed at any lit. exam or while doing the lit. assignments for their
portfolios. Why not to have an option of either a portfolio or an exam as
part of Bagrut testing?
Standardized tests have proven to be a useful tool in many valid learning
systems, and now, with the orientation to developing and testing the
students' ability to use higher order thinking skills (HOTS)in the world of
EFL, testing memorization abilities could be reduced. For example, this
year's Hebrew Lit. Bagrut contained a difficult HOTS question on a core
element of their program.
The fact that some teachers cut back on teaching literature is not their
problem-it's our problem; and bringing back testing lit.either in the form
of alternative or standardized testing to the Bagrut system could ensure
that literature is taught properly in all schools. Times have changed-and it
won't repeat the previous models of testing literature.
Concerning those who do not do their lit. work, projects, etc., and wait
until, let us say, winter, to be re-tested , they will now have to study
literature as part of their Bagrut preparation even as external examinees,
and not doing lit. assignments won't make sense-it's much easier to do your
Bagrut lit. part when you are in school.
As Sharon said, a lot of students do better in literature than on unseens
because they can prepare, and they can do well even if their level of
English is not that high. This is true perhaps because literary pieces are
more meaningful for learners than unseens and promote a more valid learning
process.
Bronia Kabakovitch
Aleh Lod High School for Sciences
In-service courses instructor
Other related posts:
- » [etni] If you will it.doc
