Tuesday, November 17, 2015
What is your perspective?! Take Away from 11/11/2015
Perspective it's all how you look at the big picture! I really enjoyed this weeks class because it allowed us all to focus from different perspectives as well as see how important it is to have back ground knowledge of the situation. I feel like we all need to take heed to this concept. So many times students come into your classroom who have behavior or emotional issues and teachers ask them why they did something or punish them without getting the whole story. If the teacher really want to resolve the problem it is up to them to shed light on why the student is misbehaving and not by asking them why! Find out the students back story and create an intervention of sorts to lessen or resolve the problem. Most times the student just wants to be supported, build trust, know that they matter and teachers are in the position that they are able to provide this type of professional relationship for them.
Wednesday, November 4, 2015
1st Lesson Plan Ideas
I think that the direction I am going to go in is going to be Math for my first lesson plan for Education 338. I am thinking first I am going to read students a story called Once Upon a Dime. It is about organic farming. I won't give to much away but as you can guess from the title the book has to do with coins. Then maybe I am going to create a lesson using coins to teach the students money amounts. Just some thoughts, I don't have any thing set in stone.
Take Away from Education 338 11/04/2015
The Development of Disciplinary Literacy
-The phase disciplinary literacy is increasingly being used to characterize reading and writing in the service of acquiring disciplinary knowledge, insights, and practices.
-The foundational phase basic literacy, emphasizes gaining initial facility with how written language works and concentrates on mastery of those enabling skills that allow a reader to do what readers do: receive and comprehend written communications.
-Growth in one of these (figure 4 on page 29) towers, such as the ability to effectively read fictional texts, does not necessarily translate into growth in the other towers, such as mathematics or the sciences.
Apprenticing Disciplinary Readers and Learners
-Generally,as "you should be able to do this by now." As in, "Shouldn't we expect sixth graders (or ninth graders, or 12th graders) to be able to read the text central to learning in our disciplines?"
-If learning to read effectively is a journey toward ever-increasing ability to comprehend texts, then teachers are the tour guides, ensuring that students stay on course, pausing to make sure they appreciate the landscape of understanding, and encouraging the occasional diversion down an inviting and interesting cul-de-sac or byway.
- I do/You watch, I do/You help, You do/ I help, You do/ I watch
Table 5-14: Useful and important
Embedding Strategies in Classroom Lessons
1) Frontloading learning: Before-reading scaffolding
2) Guiding comprehension: During-reading scaffolding
3) Consolidating understanding: After-reading scaffolding
Metacongnitive Conversations
-Metacognitive conversations are especially critical for students who struggle with learning.
-Metacognitive conversations involve all students in the inside game of learning--the how and why as well as the what.
-Metacognitive conversations can be categorized as external conversations: They take place in public, they are social in that multiple learners are included in the discussions, and students are not compelled to infer the direction of thought that led other students to their interpretations and conclusions.
Tables 15-18
All information was taken out of Classroom Strategies for Interactive Learning by Doug Buehl 5th edition.
-The phase disciplinary literacy is increasingly being used to characterize reading and writing in the service of acquiring disciplinary knowledge, insights, and practices.
-The foundational phase basic literacy, emphasizes gaining initial facility with how written language works and concentrates on mastery of those enabling skills that allow a reader to do what readers do: receive and comprehend written communications.
-Growth in one of these (figure 4 on page 29) towers, such as the ability to effectively read fictional texts, does not necessarily translate into growth in the other towers, such as mathematics or the sciences.
Apprenticing Disciplinary Readers and Learners
-Generally,as "you should be able to do this by now." As in, "Shouldn't we expect sixth graders (or ninth graders, or 12th graders) to be able to read the text central to learning in our disciplines?"
-If learning to read effectively is a journey toward ever-increasing ability to comprehend texts, then teachers are the tour guides, ensuring that students stay on course, pausing to make sure they appreciate the landscape of understanding, and encouraging the occasional diversion down an inviting and interesting cul-de-sac or byway.
- I do/You watch, I do/You help, You do/ I help, You do/ I watch
Table 5-14: Useful and important
Embedding Strategies in Classroom Lessons
1) Frontloading learning: Before-reading scaffolding
2) Guiding comprehension: During-reading scaffolding
3) Consolidating understanding: After-reading scaffolding
Metacongnitive Conversations
-Metacognitive conversations are especially critical for students who struggle with learning.
-Metacognitive conversations involve all students in the inside game of learning--the how and why as well as the what.
-Metacognitive conversations can be categorized as external conversations: They take place in public, they are social in that multiple learners are included in the discussions, and students are not compelled to infer the direction of thought that led other students to their interpretations and conclusions.
Tables 15-18
All information was taken out of Classroom Strategies for Interactive Learning by Doug Buehl 5th edition.
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