Characteristic #3: There are metadialogues by the teacher who models working through problems using certain symbol systems (Kist, 2005, p. 16).
Kist says that teachers in new literacies classrooms need to model various forms of representation in their own presentations. He also believes that it is important for them to explain how and why they are using the alternative media.
In our last discussion (Characteristic #2), I told about asking my students to explain how to make a peanut butter and jelly sandwich using a form of representation other than traditional written text. In true Kist form, I would have been modeling an example as I talked about it. For example, I could have been taking still pictures of someone making a PB&J and talking about why I was choosing the shots that I was taking.
What is another form of representation that I could have used to model, explain, and introduce what I was asking the children to do?
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I could explain to children that one way I could tell the steps of making a peanut butter
and jelly sandwich is through a song. I would want to tell them that it is important to find
out how much my audience already knows about the items used to make peanut butter
and jelly sandwiches so that I would know just how descriptive I would need to be in my
verses for the song. I could then have groups of students customize the song to how
they would see fit for an audience they would choose. This website has one version of
lyrics to a song about how to make a peanut butter and jelly sandwich:
PB&J song lyrics
Another form of representation that could work is sign language. Before completing
each step of the PB&J, I would sign the directions. After completing the PB&J, we would
have a discussion as a class about the significance of knowing sign language. I would
ask the students, “Who would benefit from a sign language demonstration of making a
PB&J?”
http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi This is a great site for learning ASL.
Students draw pictures of how to make a peanut butter and jelly sandwich and assemble it to make a flip book. To go along with the flip book, students write an acrostic poem about peanut butter and jelly sandwiches. The teacher first models how to write an acrostic poem and then brainstorms with the students words or ideas they could add to their poems.
Another form of media that could be used to demonstrate making a peanut butter and jelly sandwich could be a silent video. The video could have a person making the sandwich step by step. The video could take place in a kitchen near the appropriate appliances needed to make the sandwich. The person could gesture the number one with his/her hand when getting out the bread. The number two for getting out the peanut butter and jelly and the number three for a knife and so on. This could then stem conversation to students, why is it appropriate to make a sandwich in a kitchen? What happens first? Second? Last?
Another form of presentation on how to make a peanut butter and jelly sandwich could be to “mime” it out. 1st the teacher could model “miming” like demonstrating how to tie a shoe. Then she could pick a student to show how he might mime making a PB&J sandwich. He walks into the kitchen and opens the pantry. He takes the bread out and puts it on the counter. He then takes the peanut butter out. He opens the refrigerator door and after a few seconds of looking and rearranging, he finds the jelly and takes it out. He now takes a plate out of a different cupboard. He then proceeds to take the twist tie off the bread bag, but in the style of “Red Skelton” he keeps untwisting the tie the wrong way. Okay, he gives up and just rips the bag open and bread goes flying everywhere. Great, now he has bread! Next is the peanut butter. Yum. The mime opens the jar and takes a whiff! He can’t resist so he takes his finger and sticks it in for just a little taste. He puts it in his mouth. But now it is sticking to the roof of his mouth and after making strange forward thrusting tongue motions, he must get some water and take a long drink. Now he picks up the jelly jar and tries to open it, but it is stuck. He tries and tries harder. His face gets red. His face gets redder as he continues to strain. Finally he taps it on the floor a bit. Then he tries it again and “pop” it opens. He just about falls back and hits the wall. He then rights himself. After regaining composure, he gets a spoon out of the drawer and puts it into the jar. He spreads it on the bread, carefully to get all the lumps out. Now he picks up the peanut butter. It is difficult to smooth it over the bread, but after a few seconds, it is evenly spread. Does he leave the crust on? Only the mime knows for sure!
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