Ch. 1
From chapter one what I found to be most important was the different strategies that were talked about, such as think-pair-share, learning stations, jigsaw, reciprocal teaching and reflective teaching. I learned about all of them in intermediate block, and I think they are all great! My favorite would have to be reciprocal teaching. It stood out to me the most. I think it is really an effective strategy to use in the classroom. When using all four steps it gives students a deeper understanding of what is being taught, when they have to question, clarify, summarize and then predict, it leaves them with no excuse not to understand, and if they don't reciprocal teaching prompts them to do whatever it they can to get a better understanding of it. When I was in the sixth grade class at Petal this week, I actually seen reciprocal teaching being done in small groups when an article the students were reading about space. It was pretty neat! The only questions I have after reading chapter one is with jigsaw, when we did jigsaw in intermediate group we all learned a section from the chapter and taught it to the class. It did not seem that way when they explained it in the book, Is there many ways to do jigsaw? If so, do they all work?
Ch. 8
Chapter eight was also very helpful. From this chapter, what I found most important was the section on "Why is Writing Neglected in Many Content Area Classes?" After reading this short section, I could not believe how true it is. Other content area teachers believe that writing should be left up to the English or Language Arts teacher. This is not true at all, it is ineviteble that we use writing in all subjects, even math when trying to figure out multiple step problems, and then going back to explain them. After reading this chapter, I was left with the question, How can we get other content area teachers to use writing to learn strategies in thier classrooms? How do you make them see that writing is very important in all subjects, not just Language Arts?
Think Center
I enjoyed our time at the think center, I learned tons of helpful information. I love how we were required to question ourselves to get the answer and how we actively used metacognition. The technology in there was amazing!! I think the technology that we learned about this week could help students in all subject areas, but espcially in writing to learn.
Sunday, February 12, 2012
Sunday, February 5, 2012
Post 3
Design Thinking: Lessons for the Classroom
What I found most important in the article on Design Thinking: Lessons for the Classroom was that the students are involved in solving their own problems, whether is be school related, or just a problem they may have. I think that is a very important skill for them to practice because they will use it their entire life. While reading this article the quote "Invite them to be inspired by each other and build off of each others ideas" stood out to me. This step in the design thinking process can teach the students a life long valuable lesson. It teaches them to work together, and it also teaches the students that it is okay to listen to one another and build off ideas from others. Sometimes students can be very narrow minded, as well as teachers, and this lets them open up to the views of others. Ones question that remains for me after reading the article: What if you have a student or students that do not want to work in a group or with another person? Some students only want to work on their own. The design thinking process involves much group work, so what do you do with a student such as this?
Making a case and a place for effective content area literacy instruction in the elementary grades
What I found most important from this article was that content area literacy is being introduced as young as kindergarten. I think this is a great thing, because it is a win win situation. In kindergarten, students are just learning to read, so it is a great time to introduce to informational texts to them. By the time these students get to high school and are having to read difficult chemistry textbooks, it won't be a problem for them because they will have been reading informational texts for many years. Also, in the reading something that stood out to me was the "fourth grade slump" and how there is in many students a sudden drop in reading scores from third to fourth grade. So my question is why is their such a increase in the content difficulty from third to fourth grade? Why is it not gradually increasing from 1st to 4th?
What I found most important in the article on Design Thinking: Lessons for the Classroom was that the students are involved in solving their own problems, whether is be school related, or just a problem they may have. I think that is a very important skill for them to practice because they will use it their entire life. While reading this article the quote "Invite them to be inspired by each other and build off of each others ideas" stood out to me. This step in the design thinking process can teach the students a life long valuable lesson. It teaches them to work together, and it also teaches the students that it is okay to listen to one another and build off ideas from others. Sometimes students can be very narrow minded, as well as teachers, and this lets them open up to the views of others. Ones question that remains for me after reading the article: What if you have a student or students that do not want to work in a group or with another person? Some students only want to work on their own. The design thinking process involves much group work, so what do you do with a student such as this?
Making a case and a place for effective content area literacy instruction in the elementary grades
What I found most important from this article was that content area literacy is being introduced as young as kindergarten. I think this is a great thing, because it is a win win situation. In kindergarten, students are just learning to read, so it is a great time to introduce to informational texts to them. By the time these students get to high school and are having to read difficult chemistry textbooks, it won't be a problem for them because they will have been reading informational texts for many years. Also, in the reading something that stood out to me was the "fourth grade slump" and how there is in many students a sudden drop in reading scores from third to fourth grade. So my question is why is their such a increase in the content difficulty from third to fourth grade? Why is it not gradually increasing from 1st to 4th?
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