Assessments create artificial situations in which students must demonstrate what have learned in a short amount of time. Usually, tests capture only a snapshot of knowledge. Why is this? Teachers do not realize that the design and implementation of the assessments we use in our classroom as often restrictive. We tend to design tests in a manner that elicits an expected answer and does not leave much room for students to demonstrate what else they know or have learned. In some instances, direct questions are necessary to ensure that students have grasped the main concepts before moving onto the next unit. However, educators need to be careful to construct their assessments, both formal and informal, in as nonrestrictive way as possible to promote validity and even learning during the testing process.
Chapter 10 in Content Area Writing listed some guidelines to follow in order to create better testing designs, especially focusing on essay tests. They include: focusing on big ideas - those that should stay with students long-term, incorporating tests into part of the learning process, building in more time for test taking, utilizing oral presentations, implementing lab-type tests if possible, and asking questions that require reflection - not memorization. Students also need to be taught how to respond appropriately to essay prompts. If they are able to develop arguments, draw conclusions, elaborate understanding, and construct knowledge, they will be ahead of most of their peers across the nation. These skills are pertinent to successful writing on standardized test essays as well which reflect strongly on the school and teacher (although it is more of a necessary evil than anything else). Writing skills are not innate; they must be taught. Our students deserve the opportunity to be successful writers, and that achievement lies in our instruction and assessments.
Another important aspect of writing and learning lies in vocabulary development. Chapter 8 in Content Area Reading discusses the role of vocabulary knowledge in reading comprehension. Internalization of new vocabulary words often relies on direct or indirect instruction with repeated exposure to the words. Every content area has a specific set of unique vocabulary that must be learned in order to understand the material. These words cannot simply be overlooked or shoved down our students' throats via dictionary definitions without application or connections to their lives/studies.
The ability to comprehend vocabulary words provides students with the tools to understand and express concepts. Concepts are the means by which we explain and depict our world. They form the center of teaching. The authors of the text stress that we can build and reinforce conceptual knowledge of content area terms by teaching and stressing concept words in relation to other concept words. Vocabulary instruction is so very important. It is not something we can fail to explain to our students. Take the word "meter" for example. It has many different meanings in different contexts. In science, it is a unit of measurement, in music it means the pulse or beat of the song caused by repetitive patterns, in literature, it refers to the rhythm of poetry, in a city, it can describe an object that one must insert coins in order to park for a certain period of time. There are many words that share this characteristic of multiple meanings.
As teachers, it is our responsibility to ensure that our students are familiar with the vocabulary of our content area and can comprehend the reading we assign. As a language teacher, I understand the importance of vocabulary on a deep level in regards to the effectiveness of communication. If you cannot understand the words someone is using, you will not be able to understand what they are attempting to communicate. Whether instruction is done in a foreign language or in English, the underlying idea is the same. Vocabulary makes the pathway to comprehension and knowledge retention much easier to navigate.
Tuesday, April 17, 2012
Tuesday, April 10, 2012
Polishing Students' Skills for Polished Writing
Much of what we have discussed in class and read about has centered on writing to learn. This normally includes short, spontaneous, and unrefined writing pieces whose purpose lies in sparking a feeling of competency regarding writing and providing a less intimidating atmosphere for writing assignments. However, this week's assignments focused on something deeper and more refined - public writing. Chapter 5 in Content Area Writing emphasized public writing while Chapter 2 in Content Area Reading honed in on the importance of knowing how to navigate electronic sources as well as implement them into a classroom. The two chapter really go hand in hand. Here's why:
Public writing is different from writing to learn because it should not be a quick, one time, informal, personal, exploratory, unpolished piece of writing. Public writing is substantial, planned, authoritative, composed, and edited. It is a highly polished composition. It clearly states that the author has investigated the topic and lays out the facts in an appropriate manner (according to the genre of the piece itself). Many students are overwhelmed by the idea of "big essays." They give up before they even begin to write because they feel that they do not have the tools, strategies, or experience to competently compose a strong essay. That is where educators' jobs come in to play.
It is our duty to stress that we have high standards for public writing pieces. After all, public writing is an essential skill for advancing in the world of education as well as in life. There are a few key steps to consider in order to ensure that students will be interested enough to begin writing with confidence and motivation. If students can choose their topic (the choices can be narrowed down, but need not be a specific statement provided by the teacher), are given time to write in class (accompanied by scaffolding that walks them through the writing process), and are provided with feedback before they turn in their final draft, they are much more likely to succeed and produce a polished writing piece. However, they must be familiar with enough strategies in order to proceed confidently.
Another aspect of public writing to consider, which spills over into other areas of classroom life, is the use of the internet. Students are very familiar with the internet - it pervades their everyday interactions and consumes an enormous portion of their free time and their social lives. That does not mean, however, that our students are aware of how to use the internet properly in an academic sense. Most students are unaware how to know if a website is valid - if it has a bias, if it's reliable. Also, many internet sources are nonlinear. Students must be taught how to properly tap into internet resources. If not, the vast quantity of information that lies just beyond the touch of the "enter" key can be nearly unnavigable. Our students need effective tools to be able to utilize that information and to find sources that are appropriate for public writing, small assignments, and simply background knowledge.
Although media is a "new literacy" there is a large gap between in-school and out-of-school literacy. Therefore, it is important for teachers to incorporate technology into our classrooms. Doing so automatically connects the students' lives outside of school to academic material which can boost motivation and engagement. It would be foolish to ignore the fact that our students live in a technologically-based world. We cannot exclude such a large portion of their lives from our classrooms. We must guide them to use the internet in ways that are appropriate for academic contexts so our students can successfully apply media to assignments and their classroom lives.
Public writing is different from writing to learn because it should not be a quick, one time, informal, personal, exploratory, unpolished piece of writing. Public writing is substantial, planned, authoritative, composed, and edited. It is a highly polished composition. It clearly states that the author has investigated the topic and lays out the facts in an appropriate manner (according to the genre of the piece itself). Many students are overwhelmed by the idea of "big essays." They give up before they even begin to write because they feel that they do not have the tools, strategies, or experience to competently compose a strong essay. That is where educators' jobs come in to play.
It is our duty to stress that we have high standards for public writing pieces. After all, public writing is an essential skill for advancing in the world of education as well as in life. There are a few key steps to consider in order to ensure that students will be interested enough to begin writing with confidence and motivation. If students can choose their topic (the choices can be narrowed down, but need not be a specific statement provided by the teacher), are given time to write in class (accompanied by scaffolding that walks them through the writing process), and are provided with feedback before they turn in their final draft, they are much more likely to succeed and produce a polished writing piece. However, they must be familiar with enough strategies in order to proceed confidently.
Another aspect of public writing to consider, which spills over into other areas of classroom life, is the use of the internet. Students are very familiar with the internet - it pervades their everyday interactions and consumes an enormous portion of their free time and their social lives. That does not mean, however, that our students are aware of how to use the internet properly in an academic sense. Most students are unaware how to know if a website is valid - if it has a bias, if it's reliable. Also, many internet sources are nonlinear. Students must be taught how to properly tap into internet resources. If not, the vast quantity of information that lies just beyond the touch of the "enter" key can be nearly unnavigable. Our students need effective tools to be able to utilize that information and to find sources that are appropriate for public writing, small assignments, and simply background knowledge.
Although media is a "new literacy" there is a large gap between in-school and out-of-school literacy. Therefore, it is important for teachers to incorporate technology into our classrooms. Doing so automatically connects the students' lives outside of school to academic material which can boost motivation and engagement. It would be foolish to ignore the fact that our students live in a technologically-based world. We cannot exclude such a large portion of their lives from our classrooms. We must guide them to use the internet in ways that are appropriate for academic contexts so our students can successfully apply media to assignments and their classroom lives.
Tuesday, March 27, 2012
10 Essential Words
It was very difficult for me to pick only ten words to teach to my students, especially because in my content area, nearly every word is a new vocabulary word! However, I believe that these words are all foundational to teaching a language to students. If I were asked to pick ten words to use in the real world, I would not choose all of these, but for a classroom setting, all of the words are essential. I want to provide the meaning and a very brief explanation of why I chose each word.
1. Conjugar (conjugate)
This word is used more than almost any other when grammar comes into play. There are multiple verb endings in Spanish that we do not use in English and it is a confusing concept. If I want to teach my students anything about verbs, they are going to have to know what "conjugate" means.
2. Cognado (cognate)
There are MANY cognates in English & Spanish, and recognizing that the words are similar is an excellent teaching tool because my students will be able to deduce what a word means rather than simply asking me to be their dictionary. Knowing what a cognate is and applying that knowledge will help them to gain ownership of their learning.
3. ¿Cómo se dice . . . ? (How do you say . . . ?)
In a language class, it is essential to be able to ask questions and check for comprehension. This is one of those phrases that is especially important in the lower levels of Spanish, but is applicable to every level. Knowing this phrase allows students to voice when they want to expand their vocabulary or to quell an uncertainty.
4. ¿Por qué? (Why?)
Why is a higher-order thinking question. I think the real question is why would I not choose to teach this word?
5. Pensar (to think)
Knowing how to say "I (you/he/she/they/we) think" is a basic form of communication. It provides an opportunity for students to discuss what they know and what their opinions are as well as a quick comprehension check. I think it is a crucial aspect of facilitating discussion.
6. Tener (to have)
Asking someone is they have something, be it an ability, a tool, an idea, is another important part of discussion and class preparation. Tener is a verb that is used in Spanish much more than we use it in English so it is an incredibly useful vocabulary word.
7. Querer (to want)
Wanting or desiring something automatically implies a deeper level of communication. My students will be able to share their goals, their aspirations, and suggestions of what they think works and doesn't work in my classroom. It is a way to create a more closely knit community, too!
8. (no/sí) entender [(no/yes) to understand]
Comprehension is key in any subject, especially a foreign language. If my students don't understand something, I want them to be able to tell me! Also, it is an efficient way to check to see if I am moving at an appropriate pace for their skill levels. I don't want anyone to feel uncomfortable because I never provided them with the tools to ask when they are confused.
9. Poder (to be able to)
Encouragement is a huge part of my own goals for my future teaching. I want my students to believe in themselves and to believe in their peers. In addition, this verb is very common and can be used in a variety of contexts, including reviewing other vocabulary.
10. ¡Bien! (Good!)
I want my students to know when they succeed. I hope that they are proud of their learning and they they have a positive attitude about my subject and in my classroom. Optimism is a tool students can use to advance their learning and it is fundamental for self-efficacy.
1. Conjugar (conjugate)
This word is used more than almost any other when grammar comes into play. There are multiple verb endings in Spanish that we do not use in English and it is a confusing concept. If I want to teach my students anything about verbs, they are going to have to know what "conjugate" means.
2. Cognado (cognate)
There are MANY cognates in English & Spanish, and recognizing that the words are similar is an excellent teaching tool because my students will be able to deduce what a word means rather than simply asking me to be their dictionary. Knowing what a cognate is and applying that knowledge will help them to gain ownership of their learning.
3. ¿Cómo se dice . . . ? (How do you say . . . ?)
In a language class, it is essential to be able to ask questions and check for comprehension. This is one of those phrases that is especially important in the lower levels of Spanish, but is applicable to every level. Knowing this phrase allows students to voice when they want to expand their vocabulary or to quell an uncertainty.
4. ¿Por qué? (Why?)
Why is a higher-order thinking question. I think the real question is why would I not choose to teach this word?
5. Pensar (to think)
Knowing how to say "I (you/he/she/they/we) think" is a basic form of communication. It provides an opportunity for students to discuss what they know and what their opinions are as well as a quick comprehension check. I think it is a crucial aspect of facilitating discussion.
6. Tener (to have)
Asking someone is they have something, be it an ability, a tool, an idea, is another important part of discussion and class preparation. Tener is a verb that is used in Spanish much more than we use it in English so it is an incredibly useful vocabulary word.
7. Querer (to want)
Wanting or desiring something automatically implies a deeper level of communication. My students will be able to share their goals, their aspirations, and suggestions of what they think works and doesn't work in my classroom. It is a way to create a more closely knit community, too!
8. (no/sí) entender [(no/yes) to understand]
Comprehension is key in any subject, especially a foreign language. If my students don't understand something, I want them to be able to tell me! Also, it is an efficient way to check to see if I am moving at an appropriate pace for their skill levels. I don't want anyone to feel uncomfortable because I never provided them with the tools to ask when they are confused.
9. Poder (to be able to)
Encouragement is a huge part of my own goals for my future teaching. I want my students to believe in themselves and to believe in their peers. In addition, this verb is very common and can be used in a variety of contexts, including reviewing other vocabulary.
10. ¡Bien! (Good!)
I want my students to know when they succeed. I hope that they are proud of their learning and they they have a positive attitude about my subject and in my classroom. Optimism is a tool students can use to advance their learning and it is fundamental for self-efficacy.
Diverse Classroom: Resource Addressing Students' Needs
How to Build a Culturally Responsive Classroom
This video is a little long, (watch out for the change in volume, too)but I think it is an excellent example of what is necessary to build a culturally responsive classroom. It is filled with inspiring quotes, input from real, effective teachers, and is based on empirical evidence. I hope you enjoy it!
This video is a little long, (watch out for the change in volume, too)but I think it is an excellent example of what is necessary to build a culturally responsive classroom. It is filled with inspiring quotes, input from real, effective teachers, and is based on empirical evidence. I hope you enjoy it!
Cultural Responsitivity
The culture of our nation is becoming ever-more diverse. This wide spectrum of diversity is most profoundly reflected in our classrooms. Although the United States has always been a diverse country, the issue regarding the many cultures that are made known in our schools has never been more prevalent than now. It is incredibly important to recognize that a particular culture has tentacles that reach into nearly every aspect of life. Truly being able to severe the roots of one's culture is nearly impossible. Also, it is not something we should strive to achieve. As educators, it is our responsibility to the be culutrally reponsive. That includes a staggering number of details to pay attention to.
I grew up in a nearly homogeneous culture. Everything I knew and was exposed to was mostly the exact same, culturally. I did not experience much diversity, although my parents ensured that I was not ignorant of the fact that diversity exists and that it is a positive aspect of the greater American culture. Regardless, I still did not know what it was like to be in a situation where I was part of a minority group. I have since had three absolutely incredible experiences which have led me to growing in my understanding of the richness of a diverse classroom and in being the odd one out.
Through an internship with the first graders Cedar Riverside Community School (a charter school specifically designed for the children of Somali refugees), I experienced the beauty of another culture, along with the stark differences regarding the types of interactions, questions, and learning styles that were presented by the students. It was so similiar, yet so distinct from my own school experiences. Another experience with diversity, in a school setting, greeted me when I began my field experience at Johnson High School on the east side of St. Paul. The school population is incredibly diverse, and, for the first time, I saw what it was like to have ELL students in a mainstream classroom. I have been challenged to realize that the setting in which I teach will most likely be very different from what I experienced. High school students bring an entirely different dynamic than elementary students, so that was something else to adjust to as well. It has been a huge growing experience. Lastly, I spent six months in Argentina. I was the one who was "weird" or "different" than everyone else. At first, it was quite unsettling. I have numerous fond memories of my study abraod experience, and I believe that completely being immersed in another culture was not only humbling, but vital to understanding how to be a better teacher.
There are so many things to be aware of when a classroom is filled with diverse students. From providing sheltered instruction to ELL students to using visual or hands-on activities to facilitate comprehension to implementing and teaching important learning strategies, the possibilities are nearly endless when it comes to creating an open and respectful diverse classroom. Students, even if they grow up next door to each other, come to the classroom with a different perspective on life and different tendencies. Those differences are not viewed as detrimental, and neither should the backgrounds of ELL learners be viewed in that way. Yes, they have language barriers. However, it is important to view those barriers as opportunities rather than insurmountable obstacles. Learning another language is complicated (trust me, I'm going to be a Spanish teacher!).
Students should be challenged appropriately, and that does not mean that teachers should lower their standards for ELL students. An unproportional number of ELLs are in low-track classes. I fear that this has little to do with their ability, but rather a lot to do with their language skills. Scaffolding is part of our job as teachers. We are masters at modifying ways of learning and activities to facilitate the many needs of our students. ELLs should be no different, it simply requires a bit more creativity on our part. Creativity is one of the most powerful tools a teacher can possess. It's time we start using it to create culturally responsive classrooms so that every students feels capable.
I grew up in a nearly homogeneous culture. Everything I knew and was exposed to was mostly the exact same, culturally. I did not experience much diversity, although my parents ensured that I was not ignorant of the fact that diversity exists and that it is a positive aspect of the greater American culture. Regardless, I still did not know what it was like to be in a situation where I was part of a minority group. I have since had three absolutely incredible experiences which have led me to growing in my understanding of the richness of a diverse classroom and in being the odd one out.
Through an internship with the first graders Cedar Riverside Community School (a charter school specifically designed for the children of Somali refugees), I experienced the beauty of another culture, along with the stark differences regarding the types of interactions, questions, and learning styles that were presented by the students. It was so similiar, yet so distinct from my own school experiences. Another experience with diversity, in a school setting, greeted me when I began my field experience at Johnson High School on the east side of St. Paul. The school population is incredibly diverse, and, for the first time, I saw what it was like to have ELL students in a mainstream classroom. I have been challenged to realize that the setting in which I teach will most likely be very different from what I experienced. High school students bring an entirely different dynamic than elementary students, so that was something else to adjust to as well. It has been a huge growing experience. Lastly, I spent six months in Argentina. I was the one who was "weird" or "different" than everyone else. At first, it was quite unsettling. I have numerous fond memories of my study abraod experience, and I believe that completely being immersed in another culture was not only humbling, but vital to understanding how to be a better teacher.
There are so many things to be aware of when a classroom is filled with diverse students. From providing sheltered instruction to ELL students to using visual or hands-on activities to facilitate comprehension to implementing and teaching important learning strategies, the possibilities are nearly endless when it comes to creating an open and respectful diverse classroom. Students, even if they grow up next door to each other, come to the classroom with a different perspective on life and different tendencies. Those differences are not viewed as detrimental, and neither should the backgrounds of ELL learners be viewed in that way. Yes, they have language barriers. However, it is important to view those barriers as opportunities rather than insurmountable obstacles. Learning another language is complicated (trust me, I'm going to be a Spanish teacher!).
Students should be challenged appropriately, and that does not mean that teachers should lower their standards for ELL students. An unproportional number of ELLs are in low-track classes. I fear that this has little to do with their ability, but rather a lot to do with their language skills. Scaffolding is part of our job as teachers. We are masters at modifying ways of learning and activities to facilitate the many needs of our students. ELLs should be no different, it simply requires a bit more creativity on our part. Creativity is one of the most powerful tools a teacher can possess. It's time we start using it to create culturally responsive classrooms so that every students feels capable.
Tuesday, March 13, 2012
Focusing on the Essentials
I truly believe that the title of this blog rings true: literacy is the heart of education. If student are not literate, they face immense challenges in life outside of the school walls. The fact of the matter is that in today's day and age, teachers are failing their students. Teachers are forgetting to incorporate literacy into every day lessons. They do not provide enough guidance or strategies to comprehend the text material. These patterns lead to downward spirals of less learning and more memorization. Yes, the stakes are high and the pressure is great, especially in light of standardized tests. However, educators cannot allow those obstacles to deter them to reaching out to students and to communicating that their teachers believe in them. We have faith in them because we have provided them with the tools to succeed.
Chapter 10 in Content Area Reading discusses the important of studying text. In schools, text is the medium by which we impart information to our students. Is it an essential piece of the curriculum, and, too often, it is neglected. Teachers cannot expect students to pick up a text and to immediately become experts regarding how to extract the important information. That is a completely unwarranted assumption. Instead, educators need to make a conscious effort to provide our students with the tools necessary to highlighting the most important points. The process begins when teachers choose which text to use. It is our responsibility to sift through the options and to choose a text with strong, clear, and effective text structure. From there, the tools for organizing information are nearly endless. The book highlighted many techniques for effectively raising the level of material that students retain including graphic organizers, note taking, and study guides. There were two specific strategies that stuck out to me.
The first strategy that caught my attention is called a guided reading procedure (GRP). The students read the text material silently. After they finish, they put their books face down, and are asked to recall the important information from the reading. The teacher records the facts that the students remember and after compiling the list, the teacher and the class go over what had been recorded. During this time, the class discusses important points and eliminates trivial information, modeling how to decide if something is important material or not. Then, everyone refers to the text to ensure that all of the main points of the reading were covered. I think this is an excellent strategy to develop students' reading and comprehension skills. It assesses their comprehension without singling anyone out, and therefore will help students not to fear providing a wrong answer.
The second strategy I really liked is a study guide called a selective reading guide. The teacher provides a specific purpose for the reading assignment along with guiding questions to aid comprehension and retention throughout the reading material. If any section of the reading doesn't apply to the purpose provided for the assignment, it is eliminated. I think this is a great way to help students not to feel intimidated by a reading assignment because they know exactly what they have to look for. The key to effectively implementing this strategy lies in the guiding questions. It is important to write questions that require deeper thinking. Otherwise, the students can use the material simply to skim for the answer. If that happens, they are unlikely to retain information at all.
We also read a supplementary article this week called "Focus on the Essentials of Reading Instruction." It outlines a rubric for new teachers and how well they direct their classroom's focus on literacy. Literacy is so incredibly important to learning and growing as a student, it cannot be overlooked. I think that every teacher should read this article. It is very well written and it provides insights regarding what practices to avoid, like Round Robin Reading, and which ones work effectively. The goal for a classroom should be that the teacher involves his or her students in critically thinking. We need to challenge our learners. Through effective scaffolding, we can slowly hand over the reins of their learning. That is the end goal. Our students need to take charge of their own learning, all the while being guided, ever so gently, by effective teachers who truly believe that their students can succeed.
Chapter 10 in Content Area Reading discusses the important of studying text. In schools, text is the medium by which we impart information to our students. Is it an essential piece of the curriculum, and, too often, it is neglected. Teachers cannot expect students to pick up a text and to immediately become experts regarding how to extract the important information. That is a completely unwarranted assumption. Instead, educators need to make a conscious effort to provide our students with the tools necessary to highlighting the most important points. The process begins when teachers choose which text to use. It is our responsibility to sift through the options and to choose a text with strong, clear, and effective text structure. From there, the tools for organizing information are nearly endless. The book highlighted many techniques for effectively raising the level of material that students retain including graphic organizers, note taking, and study guides. There were two specific strategies that stuck out to me.
The first strategy that caught my attention is called a guided reading procedure (GRP). The students read the text material silently. After they finish, they put their books face down, and are asked to recall the important information from the reading. The teacher records the facts that the students remember and after compiling the list, the teacher and the class go over what had been recorded. During this time, the class discusses important points and eliminates trivial information, modeling how to decide if something is important material or not. Then, everyone refers to the text to ensure that all of the main points of the reading were covered. I think this is an excellent strategy to develop students' reading and comprehension skills. It assesses their comprehension without singling anyone out, and therefore will help students not to fear providing a wrong answer.
The second strategy I really liked is a study guide called a selective reading guide. The teacher provides a specific purpose for the reading assignment along with guiding questions to aid comprehension and retention throughout the reading material. If any section of the reading doesn't apply to the purpose provided for the assignment, it is eliminated. I think this is a great way to help students not to feel intimidated by a reading assignment because they know exactly what they have to look for. The key to effectively implementing this strategy lies in the guiding questions. It is important to write questions that require deeper thinking. Otherwise, the students can use the material simply to skim for the answer. If that happens, they are unlikely to retain information at all.
We also read a supplementary article this week called "Focus on the Essentials of Reading Instruction." It outlines a rubric for new teachers and how well they direct their classroom's focus on literacy. Literacy is so incredibly important to learning and growing as a student, it cannot be overlooked. I think that every teacher should read this article. It is very well written and it provides insights regarding what practices to avoid, like Round Robin Reading, and which ones work effectively. The goal for a classroom should be that the teacher involves his or her students in critically thinking. We need to challenge our learners. Through effective scaffolding, we can slowly hand over the reins of their learning. That is the end goal. Our students need to take charge of their own learning, all the while being guided, ever so gently, by effective teachers who truly believe that their students can succeed.
Sunday, March 11, 2012
Reflection on KWL Mini-Lesson
At first, I was rather intimidated by the WTL mini-lesson assignment. I had a difficult time imagining what I could possibly cover in the short five minutes we had to teach, and how I could incorporate my content area, Spanish, while never using the language. After I reread the section in Content Area Writing that described how to successfully implement the KWL strategy, the ideas started flowing, and I was relieved. After I decided to focus my mini-lesson on Argentina, I chose a target age group for my "students." Then, I made a chart that everyone in the class could use to organize their thoughts during my lesson as well as the potential to use it as a template for future teaching. I used the general outline of the main points necessary to thoroughly explain a strategy: what is it? why are we doing this? what does it look like (modeling it to the class)? scaffolding - gradual release of responsibility. I broke down the components of KWL and planned to use the handout as a visual example for the class. I wanted to make it clear that the things that I choose to implement in a classroom have a purpose. My students should know that the activities and strategies I choose are not a way to waste time, but have real value in their own learning process. It was important to me that I made that clear in the mini-lesson. I then decided that I would model the first column and would continue from that point. Finding a way to scaffold the information wasn't difficult because much of the information is in the textbook, but I wanted to make sure that I managed to jump start their ideas because they had little background knowledge. Once my ideas came together, I practiced a lot until I was sure that I was covering the most important material in a concise and accessible manner that was under five minutes.
My main goal was to teach the KWL strategy well and to present it as if I were teaching a real class. I didn't want my lesson to be a presentation because that is not what was assigned. I need to practice teaching (or as close to teaching as I can get) in order to improve. I thought that I succeeded in teaching the class rather than simply talking at them about strategy. I also thought that handout and using the flip chart paper worked well to facilitate what I wanted to communicate and to organize things clearly. That way, I could check to make sure that my "students" understood what I had instructed in the beginning before moving on and creating unnecessary confusion. Another aspect of my lesson that went well was using my pictures from Argentina to jump start ideas for the "What do you want to learn?" part of the lesson. It was a great way to make sure they had something to go off of rather than staring at their small group members because the amount of information they don't know is overwhelming.
I think my classmates truly learned how to implement the KWL strategy in their own classrooms. They have a basic template (the handout) that can guide them to adapt the strategy to their own needs and they have a concrete example of one way to teach the strategy. They also have the advantage of seeing what works well because they were on the other side of the desks - as students. I hope the realized that it is of utmost importance to explain why we, as teachers, are using whatever activity we choose and to make sure that the students feel like the new strategy is something they can handle before we move on to something else.
If I could do the demonstration again, I would want to explain that the "K" column will be comprised of everything the students think they know, whether the information is true or not. If something is contested by other classmates or is blatantly incorrect, the teacher can put a question mark next to that point to make sure it is addressed later. That way, no student feels pressured to provide only the "correct" facts, but everyone is open to sharing what they know. Also, I would have liked to have time for everyone to get into small groups and generate questions for the "W" column. That way, I could have stressed the point that it is important to group the questions on the master sheet so that the guide is more accessible to the students.
My main goal was to teach the KWL strategy well and to present it as if I were teaching a real class. I didn't want my lesson to be a presentation because that is not what was assigned. I need to practice teaching (or as close to teaching as I can get) in order to improve. I thought that I succeeded in teaching the class rather than simply talking at them about strategy. I also thought that handout and using the flip chart paper worked well to facilitate what I wanted to communicate and to organize things clearly. That way, I could check to make sure that my "students" understood what I had instructed in the beginning before moving on and creating unnecessary confusion. Another aspect of my lesson that went well was using my pictures from Argentina to jump start ideas for the "What do you want to learn?" part of the lesson. It was a great way to make sure they had something to go off of rather than staring at their small group members because the amount of information they don't know is overwhelming.
I think my classmates truly learned how to implement the KWL strategy in their own classrooms. They have a basic template (the handout) that can guide them to adapt the strategy to their own needs and they have a concrete example of one way to teach the strategy. They also have the advantage of seeing what works well because they were on the other side of the desks - as students. I hope the realized that it is of utmost importance to explain why we, as teachers, are using whatever activity we choose and to make sure that the students feel like the new strategy is something they can handle before we move on to something else.
If I could do the demonstration again, I would want to explain that the "K" column will be comprised of everything the students think they know, whether the information is true or not. If something is contested by other classmates or is blatantly incorrect, the teacher can put a question mark next to that point to make sure it is addressed later. That way, no student feels pressured to provide only the "correct" facts, but everyone is open to sharing what they know. Also, I would have liked to have time for everyone to get into small groups and generate questions for the "W" column. That way, I could have stressed the point that it is important to group the questions on the master sheet so that the guide is more accessible to the students.
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