Francena McCorory and the Lyles Brothers Representing Virginia Track

This summer has turned into a wonderful season of warmth for Virginia track fans. I’m sitting here on a Friday night watching the USATF Outdoor Championships from historic Hayward Field in Oregon, and Francena McCorory has just won her semi-final race of the women’s 400-meters in a world-leading time of 49.85. Tomorrow’s final should be very intriguing. Sanya Richards-Ross, the defending 400 Olympic champion, didn’t make it to the final, but Allyson Felix, a dominating short sprinter with four Olympic gold medals, did. Felix, with sub-22 speed in the 200, is capable of breaking 49 in the quarter, and tomorrow’s winner may have to do just that to take the crown.

Francena will run for the 400-meter USATF
Championship on Saturday. She will need to beat
her best time of 49.48 and defeat Allyson Felix to win.
And that’s part of the reason why I love this sport.

The other reason why I love track, and running in general, is that there is a closeness, a proximity, that this sport allows, something that may not be seen in others.

Francena is a local star, a legend here on the Peninsula. She was starring at Bethel High years ago, when I was coaching at Denbigh, a district rival. While our boys had some success at the district level and even got as high as 4th in States, Bethel dominated the girls scene, mainly because of the young woman who opened up leads that 18-wheelers could drive through.

But my local ties also reach to the northern end of the Commonwealth. Hours earlier, at Hayward Field, Noah Lyles, a rising 12th grader at T.C. Williams, in my hometown of Alexandria, VA, won the junior 100-meters in a state record time of 10.14. Noah, and his twin brother Josephus, have dominated Virginia high school sprinting for a couple of years now, and are now taking their talents to a whole new level. They had the opportunity to race in Cuba last week, and I think that’s a good example of where their speedy legs are taking them this summer. Other parts of the world will be seeing both of them soon.

Noah and Josephus Lyles - Remember THESE Titans
from T.C. Williams!
Several months ago, I got to meet the Lyles twins, just before the indoor state meet. After Nolan Jez, the webmaster for Milestat.com, made the introduction, I listened to them for a couple of minutes and heard a few things that piqued my interest. (You play ball at the Courts, then walk down to 7-11?) I had to ask the question – what part of Alexandria are you guys from? It turned out my instincts were correct. They are from the old neighborhood – literally a stone’s throw (seriously, 40 yards) from where I lived as a kid.

There is a wonderful common denominator, one that is shared by Francena and the Lyles brothers. They are great people. After T.C. won the state indoor title, both of the Lyles brothers spoke of the impetus gained from their two-miler’s points toward the end of the meet. (You guys did OK too, right?). I have seen Francena take endless pictures with young children at a few meets. She even taught me how to take a selfie when I requested a picture. Great snapshot – even I looked decent!


And here’s the point – if Francena and the Lyles brothers are examples of our track and field stars for now and the near future, I think that our sport is in great shape. There are others, and I'll tell you their stories soon.





Improving Your Writing: Asking the Right Questions

Although I have strayed from educational topics, and concentrated more on the sports posts, there are some aspects of learning that remain near and dear to me. Earlier this week, I had the opportunity to attend  a class at James Madison University - one dealing with the grading and teaching of the new GED Extended Response questions. These will take the place of the essay, which was part of the exam from 2002-2014. It's a different type of writing, but one which requires knowledge of three skills - comparing and contrasting two different viewpoints (Language Arts), knowledge of an enduring topic and the ability to add prior knowledge (Social Studies), and the ability to write a short experiment or identify and explain the elements of an existing one (Science). Currently, there is not an extended response for Math, but it is forthcoming.

As I thought about developing a teaching method for my GED students, the one element that continues to flow through my brain is that students (at all levels) need to develop the ability to ask the right questions. Here's a little something I recently wrote for a class on Teaching Writing to Transfer (to other subjects).

           As a fledgling college English instructor and current author and journalist, one of the writing and transfer topics to which I have paid the most attention in recent years is questioning.

            In theory, having the ability to develop proper questions about a topic is a key function to master. It forms the backbone needed to engage in the writing process. As a researcher, having the ability to ask the proper questions about one’s topic is necessary, as it helps the writer to find the information that is most pertinent to support the hypotheses. In a persuasive essay, foreseeing the questions that detractors may ask, and formulating the answers to support one’s argument is an essential part of building a successful platform.

            There are several ways to examine the topic of questioning. In journalism, for example, young reporters learn of the five W’S (Who, What, When, Where, Why) and H (How?) and the importance of answering as many of these questions as possible in a lead (lede) paragraph of less than 40 words. While finding the answers is important, the five W’s and H form the simple baseline to a story after the writer has answered those questions. However, for the audience that reads newspapers and magazines, these answers, written at a seventh-grade reading level, are sufficient for this genre and audience.

            However, there are other genres, as well as other types of audiences. While thousands of people may read a newspaper article, at times, the instructions for an assignment note that the project is intended to be viewed by an audience of one. Therefore, the line of questioning will be altered to meet the needs of the audience.

                                                                Objective

            As a correctional teacher, my concern was that the deletion of the essay from the 2014 GED test had de-emphasized essay writing as a required skill. In its place, the extended response has been installed to show students’ writing ability. In truth, the new response will require the student to write plenty of material, but not necessarily in the five-paragraph format that they learned.


                                                         Bloom’s Taxonomy

            One way to determine the level of questions, which need to be determined before engaging in a writing assignment, is to review Bloom’s Taxonomy. The Taxonomy addresses five levels of questioning. They are:

1.     Knowledge – having the ability to recall specifics and universals about a topic. Generally known as a rote recollection of the answers to questions addressed by the 5 W’s and H.
2.     Comprehension – having the ability to process knowledge in a manner that is not a verbatim response, which was learned previously.
3.     Application – being able to use abstractions in concrete situations. Depth of knowledge is introduced at this level.
4.     Analysis – the breakdown of a situation into its component parts.
5.     Synthesis and Evaluation – having the ability to put together elements and parts about a topic to form a whole, and then being able to make value judgments about the method.

Knowing one’s audience and understanding the depth of knowledge that is required to optimally plan and organize a writing assignment at the college level are the two components necessary to becoming a competent college writer.

With this concept in place, my objective is to explain the importance of developing questions when writing in the various genres that a college student should be adept with using. A good example of question writing ability came up in a reading, when “Whitney” was given an assignment to “select a critical article [from a shared class text on the Harry Potter series] and develop three questions about the article that encourage analysis and discussion. (Hassel and Giordano, 2009). This is a viable example of a college assignment, and typical of the critical knowledge which a college English student should possess when writing in different genres.

 The aim for teachers should be to discuss pedagogical strategies to help the college student become better with the questioning method as it is utilized in the writing process. To enhance one’s ability to form credible questions as a young writer is a skill that will transfer to other writing courses, including journalism, speechwriting, narrative and expository writing, as well as to answer extended essay response questions on standardized and formalized tests such as the GRE and a state bar exam.

                                                  Readings for the Teacher

            Presently, I am recommending at several articles on this subject. At present, this list includes:

1)    The Effects of Using Bloom’s Taxonomy to Align Reading Instruction with the Virginia Standards of Learning Framework for English - Crews, C. F. Pro Quest LLC, 2010. A study that examined the effects of aligning the Virginia Standards of learning (SOL) framework with Bloom’s Taxonomy on Student Achievement.
2)    Repeatedly Answering Questions that Elicit Inquiry-Based Thinking Improves Writing- Radhakrishnan, P, Schimmack, U. & Lam, D. Journal of Instructional Psychology, 2011. Participants practice the skill of asking questions about a journal article. Inquiry improves writing by helping one learn more about the topic at hand.
3)    Brainstorming for Ideas – Mogahad, M. M. (2011). Teachers brainstorm words connected with the topic in class before setting the composition for homework. Does asking questions help to brainstorm?
4)    History Makers: A Questioning Approach to reading and Writing Biographies – Zarnowski, M. (2003). Adopts a questioning approach to studying history, getting writers involved in the process.
5)    The Logic of Question and Answer: Writing as Inquiry – Francoz, M.J. – College English (1979). Describes a technique which stresses critical thinking by stressing questioning methods, as students participate in a fictional interview.
6)    Classroom Environments of Respect for Questioning and Discussion – Robitaille, Y.P., Maldonado, N. (2015). Recent paper submitted at the Qualitative Report Annual Conference shows effective questioning techniques to develop critical thinking.


Reference

Hassel, H. and Giordano, J. B. (2009). Transfer institutions, transfer of knowledge: The
development of rhetorical adaptability and underprepared writers. TETYC, September
 2009. NCTE.


Lex Gillette Breaks Own World Record in Long Jump

I have been negligent in taking this long to wish my friend and writing colleague (he wrote the foreword for our book!) Lex Gillette on his latest of many accomplishments.

Lex broke his own long jump world record for F11 classified (visually impaired) athletes of 6.73m (22ft. 1in.) with a leap of 6.77m (22ft. 2in.) on April 23, 2015 at a high performance meet held at the Chula Vista Olympic Training Center.

Lex is based in San Diego and trains at the Chula Vista center as he prepares for the 2016 Rio Paralympics.