Chapter 1 brought thoughts of how students are reading, writing, speaking and listening throughout their school day in order to comprehend and grasp the knowledge that is being thrown their way. As far as the common text styles I think that the students get used to the way things are set up and will then be better prepared for what to expect. I like the strategy of teaching what to do before, during, and after so that, again, students are prepared to learn and perform the task. Chapter 2 talked about anticipatory sets, which is something I feel I need more practice with. I particularly liked that this chapter provided examples such as demonstrations, discrepant events, visual display, and thought-provoking questions. My favorite is beginning a lesson with questioning because it really gets the students thinking.
After reading chapters 1 & 2, it prompted me to try a discrepant event in my Accounting class and it worked great. The “surprising phenomenon” or “unexpected turn of events” were two stories about accounting and financial dealings with Walmart. My story had the students guessing at how many pennies were involved in a contentious negotiation about nationwide distribution of a certain product. They were amazed that it was only a penny but throughout the discussion they were guessing aloud about how many pennies were involved, then soon they were using their accounting knowledge and projecting how much that would mean in potential profit for the winning negotiator and why a single penny was so important. The students were already intrigued and then another business teacher walked by my classroom and overheard that we were talking about Walmart and then he shared a fascinating story of when he was an accountant for a firm that had dealings with Walmart. He told a first-hand story of how Walmart would always take shortage discounts on their shipments but his firm didn’t care because his firm was still receiving 1.2 million dollars in sales from Walmart each month. This anticipatory activity was already going great when it accidentally got even better with the help of my colleague. It really got the students focused and it showed them the extremes in Accounting transactions—from pennies to millions. I realized afterward that I do tend to use discrepant events with this class; however, it worked better this time because I was more dramatic about my presentation this time.
Kelly, I like how the anticipatory set connected to a real world situation about Walmart. I think activating student background knowledge gives the teacher a base to start with and build upon their learning so that the students get the actual concept being taught. I agree that the more dramatic you make it, the more interested the students can be.
Kelly, I loved how these chapters gave ideas and strategies that we could put right to use! I also implemented in the classroom and it went great! A really great read.
It seems like questioning keeps coming up as the single most important tool we have as teachers - don't you think? With MLED 520, huge focus on guiding questions; F & F use "springboard questions" and "thought-provoking questions"... I'm trying to do more questioning with my kids, and am finding some of their questions to be spot on what I really want them to ask, but sometimes am pleasantly surprised when they come up with stuff I would never even have thought to wonder about! I also find that in taking this class, I am paying more attention to the teachers around me, and finding that there are a LOT of old school teachers who just "tell" all day - they rarely ask! And they don't wait for a genuine answer, they quickly provide it themselves. I'm going to try really hard never to do that again! Anyone find that? Also, like K and K, I like that this book is set up as a real teaching tool, not a ton of theory, and their activities are absolutely usable, every day. I use their think-pair-share multiple times every day, but I call it Turn and Talk. (Kids made fun of me when I told them the other name for it.) My kids are completely "literate" in that learning strategy!! The visual display appeals to me - simple photographs used as a photoessay, having kids react to and use visuals themselves, rather than me just using the tool to show or teach. I need to be more purposeful in planning the use of visuals. Last thing I loved was the "found poem" activity coming off of a quickwrite. I really enjoy poetry, but my students always groan when I mention reading or writing it. The found poem seems like such a natural way to write a strong poem, and incorporates a lesson about powerful word choice, as well as giving voice to an issue/event/concept in Social Studies... methinks they'll like it, too.
Chapter one gives very beneficial insights on certain literary strategies. I agree with the definition of a critical thinker that when people connect ideas with details to find the answer, you become a critical thinker. Many of the literary strategies such as jigsaw and learning stations I have implemented in the classroom. Sometimes these strategies worked well other times in was...chaos. Though chapter two identified the problem I had with the lesson, it was the lack of an anticipatory activity, my intro activities were...dull. Journal entries about themes that will be covered in the lesson, pre-tests to identify what they know or do not know before the lesson. These attempts to actively engage the students fails in comparison to "virtual interviews" and DOK questions that really ask the students, thought provoking questions. Though, the one question I need clarity is about teaching being "transparent to students". Transportable is that teaching strategies can go across the disciplines with some modifications of course but I am unclear to how the word "transparent" is used in the passage.
Chapter one gives very beneficial insights on certain literary strategies. I agree with the definition of a critical thinker that when people connect ideas with details to find the answer, you become a critical thinker. Many of the literary strategies such as jigsaw and learning stations I have implemented in the classroom. Sometimes these strategies worked well other times in was...chaos. Though chapter two identified the problem I had with the lesson, it was the lack of an anticipatory activity, my intro activities were...dull. Journal entries about themes that will be covered in the lesson, pre-tests to identify what they know or do not know before the lesson. These attempts to actively engage the students fails in comparison to "virtual interviews" and DOK questions that really ask the students, thought provoking questions. Though, the one question I need clarity is about teaching being "transparent to students". Transportable is that teaching strategies can go across the disciplines with some modifications of course but I am unclear to how the word "transparent" is used in the passage.
I really liked how chapter two gave examples for content areas. I was a bit disappointed by the math section. There is a move in some districts to move to on-line texts, or no text and it made me wonder how that changes reading strategies for math. I was also not expecting the advance organizer to be an information blurb. I like it though. I’m looking forward to later chapters (I believe chapter 6 specifically was mentioned regarding math) and understanding literacy in my content. And how to bridge others into/out of math.
I totally agree Carson!! As a math teacher I was really excited that it had a whole section dedicated to math. When I read it however, I felt a little jipped. I just felt like the other sections gave so much more than math did. I do like how it talked about having students perform a poem and pull out the mathematical concepts from the poem. I think that is a great way to relate math to real world scenarios. I, like you am looking forward to later chapters where I hope to take a deeper look and really ponder literacy as it relates to my content area.
Well there was a breath of fresh air! I read two chapters in a textbook and I feel like I learned something that I could put into use in my classroom! I love how these chapters got to the heart of questioning and strategies in the classroom. As a first year math teacher I find it difficult sometimes to ask questions that are going to really get kids thinking instead of questions where the students will reply with an answer or a number. I like how chapter one gave ideas, examples and strategies to get students to generate and respond to their own questions. After reading this I did a little looking around and found some great question starters and sentence builders online. I taped them to the students desk and when they came in I had them do an activity as a group where they had to complete a problem (the problem had several possible strategies for solving) they had to create some questions that would get other groups thinking about how it was solved. After the activity I had the students partner with other groups and discuss their questions. I walked around and listened to the conversations. What a difference! There was a lot more going on then just the answer is 2... students were talking, discussing, agreeing and disagreeing. It was really great. I also liked the idea of learning stations. I did learning stations during a practicum a few years ago and I guess I never thought about bringing it into my classroom because it is eighth grade. I always thought that was for younger grades I guess. But I can totally see how it could help my students as well. I will definitely be trying that too. I hope the remaining chapters are as helpful and informative while still being real.
The fact that by 6th grade an estimated 75% of the school-based reading material is informational text wasn't new or shocking information however, I never really stopped to think how great a number that is until reading it in black and white print. The fact that my students need to use language to comprehend the curriculum (read, write, speak, listen, and view it daily) is a compelling endeavor we embark on everyday, especially with my students with language deficits that receive SLP services. I also agree with the fact that visual literacy is mirroring the modes of information retrieval and interpretation in our technological society. Our students need to be able to think critically about info. presented in graphic form. It reminded me of a close reading lesson(s) I did last week with a photograph and cartoon prior to introducing the concept with text. Transportable teaching reminds me of the generalization I try to teach and provide for my students to/from other contents and their daily lives. Being the support person in the content classes I am able to readily have those discussions with students, requiring them to make connections across contents. Lastly, I am always trying to engage my students in thought provoking questions. With close reading activities I was able to engage students in think-pair-share discussions about author's meaning and purpose which yielded great results. I look forward to using demonstration through a guest speaker in my future social studies class. Additionally, I wish to continue to use anticipation guides to generate questions and encourage deeper thinking in the social studies content.
Chapter 1 brought thoughts of how students are reading, writing, speaking and listening throughout their school day in order to comprehend and grasp the knowledge that is being thrown their way. As far as the common text styles I think that the students get used to the way things are set up and will then be better prepared for what to expect. I like the strategy of teaching what to do before, during, and after so that, again, students are prepared to learn and perform the task.
ReplyDeleteChapter 2 talked about anticipatory sets, which is something I feel I need more practice with. I particularly liked that this chapter provided examples such as demonstrations, discrepant events, visual display, and thought-provoking questions. My favorite is beginning a lesson with questioning because it really gets the students thinking.
KelsieJacobs
After reading chapters 1 & 2, it prompted me to try a discrepant event in my Accounting class and it worked great. The “surprising phenomenon” or “unexpected turn of events” were two stories about accounting and financial dealings with Walmart. My story had the students guessing at how many pennies were involved in a contentious negotiation about nationwide distribution of a certain product. They were amazed that it was only a penny but throughout the discussion they were guessing aloud about how many pennies were involved, then soon they were using their accounting knowledge and projecting how much that would mean in potential profit for the winning negotiator and why a single penny was so important. The students were already intrigued and then another business teacher walked by my classroom and overheard that we were talking about Walmart and then he shared a fascinating story of when he was an accountant for a firm that had dealings with Walmart. He told a first-hand story of how Walmart would always take shortage discounts on their shipments but his firm didn’t care because his firm was still receiving 1.2 million dollars in sales from Walmart each month. This anticipatory activity was already going great when it accidentally got even better with the help of my colleague. It really got the students focused and it showed them the extremes in Accounting transactions—from pennies to millions. I realized afterward that I do tend to use discrepant events with this class; however, it worked better this time because I was more dramatic about my presentation this time.
ReplyDeleteKelly,
DeleteI like how the anticipatory set connected to a real world situation about Walmart. I think activating student background knowledge gives the teacher a base to start with and build upon their learning so that the students get the actual concept being taught. I agree that the more dramatic you make it, the more interested the students can be.
Kelsie
Kelly, I loved how these chapters gave ideas and strategies that we could put right to use! I also implemented in the classroom and it went great! A really great read.
DeleteIt seems like questioning keeps coming up as the single most important tool we have as teachers - don't you think? With MLED 520, huge focus on guiding questions; F & F use "springboard questions" and "thought-provoking questions"... I'm trying to do more questioning with my kids, and am finding some of their questions to be spot on what I really want them to ask, but sometimes am pleasantly surprised when they come up with stuff I would never even have thought to wonder about! I also find that in taking this class, I am paying more attention to the teachers around me, and finding that there are a LOT of old school teachers who just "tell" all day - they rarely ask! And they don't wait for a genuine answer, they quickly provide it themselves. I'm going to try really hard never to do that again! Anyone find that?
ReplyDeleteAlso, like K and K, I like that this book is set up as a real teaching tool, not a ton of theory, and their activities are absolutely usable, every day. I use their think-pair-share multiple times every day, but I call it Turn and Talk. (Kids made fun of me when I told them the other name for it.) My kids are completely "literate" in that learning strategy!! The visual display appeals to me - simple photographs used as a photoessay, having kids react to and use visuals themselves, rather than me just using the tool to show or teach. I need to be more purposeful in planning the use of visuals.
Last thing I loved was the "found poem" activity coming off of a quickwrite. I really enjoy poetry, but my students always groan when I mention reading or writing it. The found poem seems like such a natural way to write a strong poem, and incorporates a lesson about powerful word choice, as well as giving voice to an issue/event/concept in Social Studies... methinks they'll like it, too.
Chapter one gives very beneficial insights on certain literary strategies. I agree with the definition of a critical thinker that when people connect ideas with details to find the answer, you become a critical thinker. Many of the literary strategies such as jigsaw and learning stations I have implemented in the classroom. Sometimes these strategies worked well other times in was...chaos. Though chapter two identified the problem I had with the lesson, it was the lack of an anticipatory activity, my intro activities were...dull. Journal entries about themes that will be covered in the lesson, pre-tests to identify what they know or do not know before the lesson. These attempts to actively engage the students fails in comparison to "virtual interviews" and DOK questions that really ask the students, thought provoking questions. Though, the one question I need clarity is about teaching being "transparent to students". Transportable is that teaching strategies can go across the disciplines with some modifications of course but I am unclear to how the word "transparent" is used in the passage.
ReplyDeleteChapter one gives very beneficial insights on certain literary strategies. I agree with the definition of a critical thinker that when people connect ideas with details to find the answer, you become a critical thinker. Many of the literary strategies such as jigsaw and learning stations I have implemented in the classroom. Sometimes these strategies worked well other times in was...chaos. Though chapter two identified the problem I had with the lesson, it was the lack of an anticipatory activity, my intro activities were...dull. Journal entries about themes that will be covered in the lesson, pre-tests to identify what they know or do not know before the lesson. These attempts to actively engage the students fails in comparison to "virtual interviews" and DOK questions that really ask the students, thought provoking questions. Though, the one question I need clarity is about teaching being "transparent to students". Transportable is that teaching strategies can go across the disciplines with some modifications of course but I am unclear to how the word "transparent" is used in the passage.
ReplyDeleteI really liked how chapter two gave examples for content areas. I was a bit disappointed by the math section. There is a move in some districts to move to on-line texts, or no text and it made me wonder how that changes reading strategies for math.
ReplyDeleteI was also not expecting the advance organizer to be an information blurb. I like it though. I’m looking forward to later chapters (I believe chapter 6 specifically was mentioned regarding math) and understanding literacy in my content. And how to bridge others into/out of math.
I totally agree Carson!! As a math teacher I was really excited that it had a whole section dedicated to math. When I read it however, I felt a little jipped. I just felt like the other sections gave so much more than math did. I do like how it talked about having students perform a poem and pull out the mathematical concepts from the poem. I think that is a great way to relate math to real world scenarios. I, like you am looking forward to later chapters where I hope to take a deeper look and really ponder literacy as it relates to my content area.
DeleteWell there was a breath of fresh air! I read two chapters in a textbook and I feel like I learned something that I could put into use in my classroom! I love how these chapters got to the heart of questioning and strategies in the classroom. As a first year math teacher I find it difficult sometimes to ask questions that are going to really get kids thinking instead of questions where the students will reply with an answer or a number. I like how chapter one gave ideas, examples and strategies to get students to generate and respond to their own questions. After reading this I did a little looking around and found some great question starters and sentence builders online. I taped them to the students desk and when they came in I had them do an activity as a group where they had to complete a problem (the problem had several possible strategies for solving) they had to create some questions that would get other groups thinking about how it was solved. After the activity I had the students partner with other groups and discuss their questions. I walked around and listened to the conversations. What a difference! There was a lot more going on then just the answer is 2... students were talking, discussing, agreeing and disagreeing. It was really great. I also liked the idea of learning stations. I did learning stations during a practicum a few years ago and I guess I never thought about bringing it into my classroom because it is eighth grade. I always thought that was for younger grades I guess. But I can totally see how it could help my students as well. I will definitely be trying that too. I hope the remaining chapters are as helpful and informative while still being real.
ReplyDeleteThe fact that by 6th grade an estimated 75% of the school-based reading material is informational text wasn't new or shocking information however, I never really stopped to think how great a number that is until reading it in black and white print. The fact that my students need to use language to comprehend the curriculum (read, write, speak, listen, and view it daily) is a compelling endeavor we embark on everyday, especially with my students with language deficits that receive SLP services. I also agree with the fact that visual literacy is mirroring the modes of information retrieval and interpretation in our technological society. Our students need to be able to think critically about info. presented in graphic form. It reminded me of a close reading lesson(s) I did last week with a photograph and cartoon prior to introducing the concept with text.
ReplyDeleteTransportable teaching reminds me of the generalization I try to teach and provide for my students to/from other contents and their daily lives. Being the support person in the content classes I am able to readily have those discussions with students, requiring them to make connections across contents.
Lastly, I am always trying to engage my students in thought provoking questions. With close reading activities I was able to engage students in think-pair-share discussions about author's meaning and purpose which yielded great results. I look forward to using demonstration through a guest speaker in my future social studies class. Additionally, I wish to continue to use anticipation guides to generate questions and encourage deeper thinking in the social studies content.