April 18th, 2012
Tovani- Chapter 9
This chapter starts off by talking about how the author had so much going on at once. She talked about how we should help students as well as educators to focus on what’s important. She talks about how what she should spend her efforts on and what she determines as important. She discussed how important it is to give students the chance to think hard about the world around them. She talked about how we need to be confident in believing that we can help students become better readers.
I like the way the Tovani gave real examples of the struggles in her classroom. It really helped me to connect and imagine circumstances that I am going that have to deal with when I am an educator. Sometimes I think we have this idea in our heads that our classroom is going to run smoothly at all times. I think it is important to realize that the classroom is not always going to be perfect and as a teacher I am going to face challenges. This chapter helped me to think more deeply into what I want for my classroom and how I need to relate to my students and focus on what it important. It is important to inspire and motivate students.
The strategies I used while reading this chapter were; making connections and thinking deeper. I also -re-read parts of the chapter to get a better understanding.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Thursday, April 19, 2012
Articles: "Making History Come Alive with Roles and Reenactment" and "96-year-old tells folks how it was"
April 18th, 2012
Article: Making History Come Alive with Roles and Reenactment
Article: 96-year-old tells folks how it was
The first article, Making History Come Alive with Roles and Reenactment, talked about how teachers can get their students involved in their lesson by role playing. The teacher provides a setting, whether it be the classroom, a farm, or another location that relates to the topic. The student will then have the opportunity to act the parts out. The article provides resources for teachers, as well as ideas based on how to introduce and assign parts to the students. The second article, 96-year-old tells folks how it was, talked about a man who takes students on tours in old school houses.
I thought that both of these articles were very interesting. The use of role play in the first article is something that will help students so much because it is engaging and the students will be able to remember facts better if they are actually acting them out. They will be able to get a better understanding of the setting which will help them make connections to what they are learning about. This is a great supplement to the lesson and I think it would be very beneficial and enjoyable for the student. The second article had the same idea as the first. It allowed students to get a visual of what they were learning about. It is engaging and will definitely motivate the students to want to learn more about the subject once they see what they are learning about.
The reading strategies I used while reading this was making connections and re-reading.
Citations
Bright Hub Education. (2011) “Making History Come Alive with Roles and Reenactment” Retrieved from http://www.brighthubeducation.com/middle-school-history- lessons/65119-american-history-role-play-and-reenactments/.
The Register Herald. (2012) “96-year-old tells folks how it was” Retrieved from http://www.register-herald.com/todaysfrontpage/x1224383569/96-year-old-tells- folks-how-it-was
Article: Making History Come Alive with Roles and Reenactment
Article: 96-year-old tells folks how it was
The first article, Making History Come Alive with Roles and Reenactment, talked about how teachers can get their students involved in their lesson by role playing. The teacher provides a setting, whether it be the classroom, a farm, or another location that relates to the topic. The student will then have the opportunity to act the parts out. The article provides resources for teachers, as well as ideas based on how to introduce and assign parts to the students. The second article, 96-year-old tells folks how it was, talked about a man who takes students on tours in old school houses.
I thought that both of these articles were very interesting. The use of role play in the first article is something that will help students so much because it is engaging and the students will be able to remember facts better if they are actually acting them out. They will be able to get a better understanding of the setting which will help them make connections to what they are learning about. This is a great supplement to the lesson and I think it would be very beneficial and enjoyable for the student. The second article had the same idea as the first. It allowed students to get a visual of what they were learning about. It is engaging and will definitely motivate the students to want to learn more about the subject once they see what they are learning about.
The reading strategies I used while reading this was making connections and re-reading.
Citations
Bright Hub Education. (2011) “Making History Come Alive with Roles and Reenactment” Retrieved from http://www.brighthubeducation.com/middle-school-history- lessons/65119-american-history-role-play-and-reenactments/.
The Register Herald. (2012) “96-year-old tells folks how it was” Retrieved from http://www.register-herald.com/todaysfrontpage/x1224383569/96-year-old-tells- folks-how-it-was
Wednesday, April 18, 2012
Choice Reading- 1000 years
April 18th, 2012
Choice reading - 1000 years
What I chose to read were lyrics. The lyrics were to a song called 1000 years by Christina Perri. The lyrics are very sweet and the song has a very nice sound to it. I first listened to the song because my sister said, “I think you will like this song, it reminds me of you.” So after I listened to it I looked at the lyrics just so I could listen and read along at the same time. I decided that I am going to use this text and apply it to different things. First, I am going to learn the chords and apply it musically when I play my guitar. Secondly, I am going to use it for a slide show that I am making. I can use this text in many different ways and apply it to different parts of my life.
While reading the lyrics the strategy I used was rereading. This strategy was important to use because I have to memorize the text if I want to play it on the guitar and sing J .
Choice reading - 1000 years
What I chose to read were lyrics. The lyrics were to a song called 1000 years by Christina Perri. The lyrics are very sweet and the song has a very nice sound to it. I first listened to the song because my sister said, “I think you will like this song, it reminds me of you.” So after I listened to it I looked at the lyrics just so I could listen and read along at the same time. I decided that I am going to use this text and apply it to different things. First, I am going to learn the chords and apply it musically when I play my guitar. Secondly, I am going to use it for a slide show that I am making. I can use this text in many different ways and apply it to different parts of my life.
While reading the lyrics the strategy I used was rereading. This strategy was important to use because I have to memorize the text if I want to play it on the guitar and sing J .
Tovani Chapter 8
April 18th, 2012
Tovani Chapter 8
The chapter starts off by talking about assessments. The author talks a bit about traditional assessment, like taking a traditional test. She realized that she is assessing students each day and that ongoing assessment was important. She talks about how traditional assessments do not measure how students think. It is important to show students how to be better thinkers. Tovani introduces us to some starting points like goal setting as well as strategies. She also gave examples of how she organizes students responses.
I like the idea of on going assessment. Though you may not be recording grades it is important to make sure that students are following along. Small untraditional assessments are great to keep up with students progress. I agree with Tovani when she talks about how you need to teach students how to be better thinkers. Simply knowing information is not enough if you cannot deeply think about it. Its like un-rooted knowledge with no connection to anything. Therefore you will not be able to apply that knowledge to other areas of your life.
Goal setting is a great idea. When you have something to work towards it makes you more apt to accomplish what you want to achieve. Conversation calendars are also a great idea. It helps the teacher get a better idea of how to tailor his/her lesson based on the students in her class. Another good strategy. Tovani talked about was reading response logs. This is like what we are doing in this class. It helps the teacher know the students interests and thoughts and how they respond to certain things. While it gets the students to think about what they are reading about.
Some strategies I used while reading were taking notes, rereading and making connections to my experiences.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Tovani Chapter 8
The chapter starts off by talking about assessments. The author talks a bit about traditional assessment, like taking a traditional test. She realized that she is assessing students each day and that ongoing assessment was important. She talks about how traditional assessments do not measure how students think. It is important to show students how to be better thinkers. Tovani introduces us to some starting points like goal setting as well as strategies. She also gave examples of how she organizes students responses.
I like the idea of on going assessment. Though you may not be recording grades it is important to make sure that students are following along. Small untraditional assessments are great to keep up with students progress. I agree with Tovani when she talks about how you need to teach students how to be better thinkers. Simply knowing information is not enough if you cannot deeply think about it. Its like un-rooted knowledge with no connection to anything. Therefore you will not be able to apply that knowledge to other areas of your life.
Goal setting is a great idea. When you have something to work towards it makes you more apt to accomplish what you want to achieve. Conversation calendars are also a great idea. It helps the teacher get a better idea of how to tailor his/her lesson based on the students in her class. Another good strategy. Tovani talked about was reading response logs. This is like what we are doing in this class. It helps the teacher know the students interests and thoughts and how they respond to certain things. While it gets the students to think about what they are reading about.
Some strategies I used while reading were taking notes, rereading and making connections to my experiences.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Thursday, April 12, 2012
Tovani Chapter 7
April 12th, 2012
Reading Content- Tovani Chapter 7
The chapter starts off by discussing small groups. Tovani did some observations of groups. She listened to some of the complaints about why students did not like group work. She talked about how writing assignments were better when group work was done beforehand. The chapter showed examples of different activities that you could do with students in groups. She also talked about how groups are challenging and they do not always work. However, I think that the benefits of group work far outweigh the disadvantages. In my opinion it is so important to do group work. It helps students connect with other students in the class. It forces students to interact with other students that they have never interacted with. This is so important because it builds skills that you are going to need in life. Group work is also important because it helps to broaden students views. While listening to others opinions they are able absorb more insight which may help them understand what they are learning more easily. Sharing can also trigger new ideas in other students. Talking what you are learning helps to bring clarity to the situation.
The reading strategies I used while reading this were making connections and re-reading.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse
Reading Content- Tovani Chapter 7
The chapter starts off by discussing small groups. Tovani did some observations of groups. She listened to some of the complaints about why students did not like group work. She talked about how writing assignments were better when group work was done beforehand. The chapter showed examples of different activities that you could do with students in groups. She also talked about how groups are challenging and they do not always work. However, I think that the benefits of group work far outweigh the disadvantages. In my opinion it is so important to do group work. It helps students connect with other students in the class. It forces students to interact with other students that they have never interacted with. This is so important because it builds skills that you are going to need in life. Group work is also important because it helps to broaden students views. While listening to others opinions they are able absorb more insight which may help them understand what they are learning more easily. Sharing can also trigger new ideas in other students. Talking what you are learning helps to bring clarity to the situation.
The reading strategies I used while reading this were making connections and re-reading.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse
Wednesday, April 11, 2012
Choice reading- DL position
April 10th, 2012
Choice reading-
What I chose to read was an email. The email was about a DL position meeting. It talked about scheduling an interview and what date I would be able to meet. It also talked about who I would be meeting with and where. I read this email because it was important and I had to schedule a time for the interview. This email made me connect my thoughts to other things concerning this email. While I was reading the email it made me think about being a teacher, due to the fact the DL is a leadership position. It made me think about what I learned in this class and how (if I get the position) I can apply it to floor devotionals so that the girls on my floor will be able to better understand the text that I will be presenting them (devotional text and biblical text). It also made me connect my thoughts to Sunday school because I plan on teaching lessons there. It made me think how I can use the strategies I learned in this class to help the children understand the lessons and to make it fun and engaging. This also made me think about when I am an actual teacher and how I will apply what I have learned to my classroom.
A strategy I used while reading this email were taking notes. I wrote down what I needed to know so that I would not forget the important details of the message.
Choice reading-
What I chose to read was an email. The email was about a DL position meeting. It talked about scheduling an interview and what date I would be able to meet. It also talked about who I would be meeting with and where. I read this email because it was important and I had to schedule a time for the interview. This email made me connect my thoughts to other things concerning this email. While I was reading the email it made me think about being a teacher, due to the fact the DL is a leadership position. It made me think about what I learned in this class and how (if I get the position) I can apply it to floor devotionals so that the girls on my floor will be able to better understand the text that I will be presenting them (devotional text and biblical text). It also made me connect my thoughts to Sunday school because I plan on teaching lessons there. It made me think how I can use the strategies I learned in this class to help the children understand the lessons and to make it fun and engaging. This also made me think about when I am an actual teacher and how I will apply what I have learned to my classroom.
A strategy I used while reading this email were taking notes. I wrote down what I needed to know so that I would not forget the important details of the message.
Tuesday, April 3, 2012
Choice reading response - scheduling
April 3rd, 2012
Choice reading response - scheduling
What I chose to read was course scheduling information. What this consisted of were all of the courses that OTC and Evangel offered. It listed descriptions and what the classes consisted of. I read this because I am trying to transfer in credits this summer so I need to make sure that everything is going to match up and that the classes meet the requirements. While I was reading I had to look out for things that the courses had in common so that I could see if they had the possibility of transferring or not. Therefore I had to use the strategy of re-reading over, and over, and over again to make sure that I got everything right. Another strategy I used while reading was taking notes. I had to write down course numbers and descriptions so this helped me to organize my thoughts and information. I also used the strategy of more thinking deeper because I had to explore my options so I had to think about all the different ways I could arrange the courses that I was reading about into my life schedule.
Choice reading response - scheduling
What I chose to read was course scheduling information. What this consisted of were all of the courses that OTC and Evangel offered. It listed descriptions and what the classes consisted of. I read this because I am trying to transfer in credits this summer so I need to make sure that everything is going to match up and that the classes meet the requirements. While I was reading I had to look out for things that the courses had in common so that I could see if they had the possibility of transferring or not. Therefore I had to use the strategy of re-reading over, and over, and over again to make sure that I got everything right. Another strategy I used while reading was taking notes. I had to write down course numbers and descriptions so this helped me to organize my thoughts and information. I also used the strategy of more thinking deeper because I had to explore my options so I had to think about all the different ways I could arrange the courses that I was reading about into my life schedule.
Sunday, April 1, 2012
Wilhelm Inquiry Chapter 3- Part 2
April 1st, 2012
Wilhelm Inquiry Chapter 3- Part 2
This article began by talking about assessing students prior knowledge. It talked about framing the lesson with an essential question. It talks about co learning and backwards learning.
I thought it was good the way the chapter brought to the readers attention that frontloading was important. I think that seeing what the students already know it so important because it helps you get an idea of who you may need to help more while teaching the lesson. If you have group activities that go along with the lesson you will be able to match students who have a good idea of the content with students who may be struggling with the content so the students can all work together and no student will be left behind. This will also help the teacher to see how much they have to actually explain. If every student in the class already understands a certain part of a lesson there it no need to spend extra time on it. The teacher will then be able to maybe add a fun project or activity to the lesson.
I also think it is very important to start with an essential question. This gives students a base in which to build on. Sometimes lessons can be overwhelming, but if you give them a question they will be able to get ideas and their understanding of what you are trying to teach them will grow from there.
It talked about having goals and activates, which is so important to incorporate into your classroom. This article also talked about the importance of discussion. This is so important because it gives students the opportunity to share ideas and to reflect on what they have read. It is about learning and sharing.
The strategies I used while reading this article was re-reading and making connections. I was thinking back on my past experiences in the classroom and realizing that my teachers have used some of these strategies while teaching their lessons. That is very interesting to me.
Citation
Wilhelm. Wilhelm Inquiry Chapter 3- Part 2.
Wilhelm Inquiry Chapter 3- Part 2
This article began by talking about assessing students prior knowledge. It talked about framing the lesson with an essential question. It talks about co learning and backwards learning.
I thought it was good the way the chapter brought to the readers attention that frontloading was important. I think that seeing what the students already know it so important because it helps you get an idea of who you may need to help more while teaching the lesson. If you have group activities that go along with the lesson you will be able to match students who have a good idea of the content with students who may be struggling with the content so the students can all work together and no student will be left behind. This will also help the teacher to see how much they have to actually explain. If every student in the class already understands a certain part of a lesson there it no need to spend extra time on it. The teacher will then be able to maybe add a fun project or activity to the lesson.
I also think it is very important to start with an essential question. This gives students a base in which to build on. Sometimes lessons can be overwhelming, but if you give them a question they will be able to get ideas and their understanding of what you are trying to teach them will grow from there.
It talked about having goals and activates, which is so important to incorporate into your classroom. This article also talked about the importance of discussion. This is so important because it gives students the opportunity to share ideas and to reflect on what they have read. It is about learning and sharing.
The strategies I used while reading this article was re-reading and making connections. I was thinking back on my past experiences in the classroom and realizing that my teachers have used some of these strategies while teaching their lessons. That is very interesting to me.
Citation
Wilhelm. Wilhelm Inquiry Chapter 3- Part 2.
Wilhelm Inquiry Chp.3 Part 1
March 27th, 2012Wilhelm Inquiry Chp.3 Part 1
This article starts off by talking about guided questions and how to engage your students. It talked about implementing a three step process. It discussed how you can turn a standard into and essential question. And it also just ran through and gave tips on how you can generate these questions.
The article talked about teaching what has to be taught, but in a way that is interesting to kids. I think this is so important when it comes to learning. Teachers often forget that they can be creative when it comes to their lessons. It is so important to engage kids. Even though you are given specific criteria that must be taught you can still make it your own and make it fun for the kids to learn. By being creative you have a better chance of encouraging the kids to make a connections and to really learn and be able to apply the information they are absorbing in other situations.
I thought the tips that this chapter gave were very useful. It helped to inspire you to look outside of the box and to draw ideas from other sources. This is very important because the more sources you have the more unique and new material you will have to present to your students which makes for an engaging and innovative classroom. It also will help you to get new information that you may have never gotten had you not explored those other sources.
The strategies I used while reading were; re-reading and making connections. While I read the part about the three step process it helped me to think back to what I learned in secondary curriculum class when it comes to backward design and enduring understandings.
Citation
Wilhelm. Asking the guiding question: reframing the existing curriculum into inquiry units.
This article starts off by talking about guided questions and how to engage your students. It talked about implementing a three step process. It discussed how you can turn a standard into and essential question. And it also just ran through and gave tips on how you can generate these questions.
The article talked about teaching what has to be taught, but in a way that is interesting to kids. I think this is so important when it comes to learning. Teachers often forget that they can be creative when it comes to their lessons. It is so important to engage kids. Even though you are given specific criteria that must be taught you can still make it your own and make it fun for the kids to learn. By being creative you have a better chance of encouraging the kids to make a connections and to really learn and be able to apply the information they are absorbing in other situations.
I thought the tips that this chapter gave were very useful. It helped to inspire you to look outside of the box and to draw ideas from other sources. This is very important because the more sources you have the more unique and new material you will have to present to your students which makes for an engaging and innovative classroom. It also will help you to get new information that you may have never gotten had you not explored those other sources.
The strategies I used while reading were; re-reading and making connections. While I read the part about the three step process it helped me to think back to what I learned in secondary curriculum class when it comes to backward design and enduring understandings.
Citation
Wilhelm. Asking the guiding question: reframing the existing curriculum into inquiry units.
Tuesday, March 27, 2012
Choice reading response - Jeremiah
March 27th, 2012
Choice Reading- New Bible Dictionary
I chose to read a passage in Jeremiah. This passage talked about the destruction and the fall of Jerusalem. It talks about King Zedekiah and how he fled when his city was invaded. However, he was captured and his family was killed before him. That was the last thing he saw before King Nebuchadnezzar had his eyes put out. The city was taking over and the temple was burned and only a few poor people remained in the land. I read this because I had to read a passage for class. While I was reading this I was making connections to other passages in the bible this relates to, such as passages in 2 Chronicles and Ezekiel. I also used reading strategies to make connections with how to break down a passage for another class that I am in. So I can apply what I read, and how I read a passage for one class and apply it to the other. I also used the strategy of re reading because sometimes it is hard to understand bible passages the first time you read them. You have to take a deeper and more in depth look at what you are reading. I took notes, which is another strategy so it would be easier to break down and understand the information in the passage.
Choice Reading- New Bible Dictionary
I chose to read a passage in Jeremiah. This passage talked about the destruction and the fall of Jerusalem. It talks about King Zedekiah and how he fled when his city was invaded. However, he was captured and his family was killed before him. That was the last thing he saw before King Nebuchadnezzar had his eyes put out. The city was taking over and the temple was burned and only a few poor people remained in the land. I read this because I had to read a passage for class. While I was reading this I was making connections to other passages in the bible this relates to, such as passages in 2 Chronicles and Ezekiel. I also used reading strategies to make connections with how to break down a passage for another class that I am in. So I can apply what I read, and how I read a passage for one class and apply it to the other. I also used the strategy of re reading because sometimes it is hard to understand bible passages the first time you read them. You have to take a deeper and more in depth look at what you are reading. I took notes, which is another strategy so it would be easier to break down and understand the information in the passage.
Friday, March 23, 2012
Running to Achieve
March 22nd, 2012
Article: Running to Achieve
This article starts off by talking about a woman who enjoyed running and ran throughout her school years. During her doctoral studies she developed a fitness program that involved running a literacy. She developed this program due to the high obesity and low literacy rates in Alabama. I think that this program is great. It is such a good idea. Not only does it help with fitness as well as literacy, but it also helps the students form bonds with their teachers. It helps with student to teacher connections which makes for a better, stronger and more positive school. I saw that the article mentioned modeling. Which is something we have been talking about in class. I think that this program should be implemented in other schools as well because it seems to have many benefits and a positive outcome. I know that sometimes it is harder for PE teacher to think of how they can incorporate literacy in there classroom. What better way than this. Not to mention they are also getting other teachers involved as well which helps spread the idea of literacy in different content area and how you can creatively and successfully incorporate it into your classroom. This is the first steps to bigger literacy programs.
The reading strategy I used while reading this article was making connections.
Citations
The University of Alabama. (2010) “Running to Achieve’ Program Combines Fitness, Literacy” Retrieved from http://dialog.ua.edu/2010/10/running-to-achieve- program-combines-fitness-literacy/
Promoting Learning through Content Literacy Instruction.
March 22nd, 2012
Article: Misulis
This article talked about the importance of literacy and how it should not stop at the elementary school level and that it is incorporated throughout the school years and applied to different content areas. The article discussed beliefs and application when it comes to content literacy. The article also talked about the different types of strategies that can be used. One thing that caught my attention in this article was when it talked about the fact that even though content area literacy is growing there is still many opportunities to introduce new things and further content literacy. This helped me to think of when I am a future teacher and how I have the ability to impact students when it comes to literacy. I can work at making improving literacy and really be able to make a difference and be an advocate of literacy in my content area. I also noted the part of the article where It said teachers and students need to make decisions about why they are attempting to accomplish something, not simply base it upon what they want to accomplish. I think this is so important because when teachers and students are on the same page it makes for a very healthy learning environment. And if students are able to understand why they are learning something and be able to apply it and make connections they are more likely to be motivated to learn. Lastly, I thought it was very good how the article stated that teachers need to have an in-depth understanding of their students. This will help teachers be able to connect and realize what their students need to know and what knowledge their students are bringing to the classroom.
The strategies I used while reading this article were; making connections, and re-reading.
Citation
Misulis, Katherine E. (2009). Promoting Learning through Content Literacy Instruction.
Article: Misulis
This article talked about the importance of literacy and how it should not stop at the elementary school level and that it is incorporated throughout the school years and applied to different content areas. The article discussed beliefs and application when it comes to content literacy. The article also talked about the different types of strategies that can be used. One thing that caught my attention in this article was when it talked about the fact that even though content area literacy is growing there is still many opportunities to introduce new things and further content literacy. This helped me to think of when I am a future teacher and how I have the ability to impact students when it comes to literacy. I can work at making improving literacy and really be able to make a difference and be an advocate of literacy in my content area. I also noted the part of the article where It said teachers and students need to make decisions about why they are attempting to accomplish something, not simply base it upon what they want to accomplish. I think this is so important because when teachers and students are on the same page it makes for a very healthy learning environment. And if students are able to understand why they are learning something and be able to apply it and make connections they are more likely to be motivated to learn. Lastly, I thought it was very good how the article stated that teachers need to have an in-depth understanding of their students. This will help teachers be able to connect and realize what their students need to know and what knowledge their students are bringing to the classroom.
The strategies I used while reading this article were; making connections, and re-reading.
Citation
Misulis, Katherine E. (2009). Promoting Learning through Content Literacy Instruction.
Tuesday, March 20, 2012
Chapter 3- (Re)Imagining literacies for mathematics classrooms
March 20th, 2012
Chapter 3- (Re)Imagining literacies for mathematics classrooms
This chapter talks about literacy in math. It discussed the need for a deep understanding in Mathematics. There should be a focus on constructing meaning, building connections and developing understanding. The chapter talks about 3 principles; meaning, activity and literacy. If these three principles are applied to the classroom it will help with mathematical literacy. It is interesting to read about how literacy fit into the different content areas and how the meaning of literacy changes within the content areas. The chapter on art talk about making connections and constructing meaning however, applying that to these two content areas is different. It is the same idea but it is executed differently. Ultimately literacy aims at getting a deeper understanding of the subject you are applying it to. I think this is true for every content area. Reading strategies helped a lot while I was reading this chapter. I used the strategy of re-reading. However, the most beneficial strategy I used while reading this chapter was making connections. While reading I was able to make so many connections to what I had already read in previous chapters and it helped me to better understand what I was reading in this chapter. I have struggled with math in the past so I decided to read this chapter because I thought it would be interesting to see what they had to say about math literacy. Perhaps some of it could help me in the future.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Chapter 3- (Re)Imagining literacies for mathematics classrooms
This chapter talks about literacy in math. It discussed the need for a deep understanding in Mathematics. There should be a focus on constructing meaning, building connections and developing understanding. The chapter talks about 3 principles; meaning, activity and literacy. If these three principles are applied to the classroom it will help with mathematical literacy. It is interesting to read about how literacy fit into the different content areas and how the meaning of literacy changes within the content areas. The chapter on art talk about making connections and constructing meaning however, applying that to these two content areas is different. It is the same idea but it is executed differently. Ultimately literacy aims at getting a deeper understanding of the subject you are applying it to. I think this is true for every content area. Reading strategies helped a lot while I was reading this chapter. I used the strategy of re-reading. However, the most beneficial strategy I used while reading this chapter was making connections. While reading I was able to make so many connections to what I had already read in previous chapters and it helped me to better understand what I was reading in this chapter. I have struggled with math in the past so I decided to read this chapter because I thought it would be interesting to see what they had to say about math literacy. Perhaps some of it could help me in the future.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Monday, March 19, 2012
Choice Reading Response- Jeremiah and Nahum
March 19th, 2012
Choice Reading
The reading that I chose to do was from the book of Nahum and Jeremiah 50-51. We are doing an analysis in class so I read these chapters. Jeremiah 50-51 and Nahum talk about destruction. In Jeremiah the destruction of Babylon is discussed. In Nahum it talks about the destruction of Nineveh. Both of these readings had similar themes. Utter destruction, punishment, desolation, God pouring out his wrath about the cities. I chose this text because I had to make comparisons between the two. While reading I had to flip back and forth to make connections to the other book. Using reading strategies helped me very much with this. I took notes to help me to remember what I read and to easily document the similarities and differences. I made connection (text to text). I reread to make sure that I got most of the comparing and contrasting points.
Choice Reading
The reading that I chose to do was from the book of Nahum and Jeremiah 50-51. We are doing an analysis in class so I read these chapters. Jeremiah 50-51 and Nahum talk about destruction. In Jeremiah the destruction of Babylon is discussed. In Nahum it talks about the destruction of Nineveh. Both of these readings had similar themes. Utter destruction, punishment, desolation, God pouring out his wrath about the cities. I chose this text because I had to make comparisons between the two. While reading I had to flip back and forth to make connections to the other book. Using reading strategies helped me very much with this. I took notes to help me to remember what I read and to easily document the similarities and differences. I made connection (text to text). I reread to make sure that I got most of the comparing and contrasting points.
Saturday, March 17, 2012
Draper - Chapter 10 (visual arts)
March 17th, 2012
Journal- (re)imagining illiteracies for visual arts classrooms
This chapter talked about literacy in terms of visual arts. The chapter starts of by saying that visual arts teachers may stray from literacy because they think that it means dropping everything and reading a book. However, this is not the case. Visual arts literacy focuses more on the meaning of a work of art. It encourages students to look deeper and think about a work. There are also illiteracies when it comes to creating art. As an educator it is important to help students create symbols, images, and visual expressions. The chapter discusses how to incorporate text into your classroom.
As an art teacher I could incorporate relevant text easily into my classroom. For example if I am doing a lesson on beading. I could give the students a small article about beads and how they were used and made in ancient times and how they are used and made now.
One thing from this chapter that I thought it was very interesting when it talked about illiteracies in creating art as well as viewing art and how there is a connection between making art and understanding and learning. It was discussed in this chapter that creation generates new understanding and perspective. I agree with this. I think that creation really opens your mind in so many ways.
I also thought the idea of meaning making was interesting. This term refers to students thinking and making meaning of what they are viewing. It should occur when students are creating art as well. It’s about the process of thinking.
The strategies I used while reading this chapter would be re-reading, note taking, and making connections.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Journal- (re)imagining illiteracies for visual arts classrooms
This chapter talked about literacy in terms of visual arts. The chapter starts of by saying that visual arts teachers may stray from literacy because they think that it means dropping everything and reading a book. However, this is not the case. Visual arts literacy focuses more on the meaning of a work of art. It encourages students to look deeper and think about a work. There are also illiteracies when it comes to creating art. As an educator it is important to help students create symbols, images, and visual expressions. The chapter discusses how to incorporate text into your classroom.
As an art teacher I could incorporate relevant text easily into my classroom. For example if I am doing a lesson on beading. I could give the students a small article about beads and how they were used and made in ancient times and how they are used and made now.
One thing from this chapter that I thought it was very interesting when it talked about illiteracies in creating art as well as viewing art and how there is a connection between making art and understanding and learning. It was discussed in this chapter that creation generates new understanding and perspective. I agree with this. I think that creation really opens your mind in so many ways.
I also thought the idea of meaning making was interesting. This term refers to students thinking and making meaning of what they are viewing. It should occur when students are creating art as well. It’s about the process of thinking.
The strategies I used while reading this chapter would be re-reading, note taking, and making connections.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Wednesday, March 14, 2012
Draper Chapter 2 and 11
March 13th, 2012
Draper Chapter 2 and 11
The book discussed the conflicts that may arise when it comes to literacy instruction in a specific content area. Reading and writing has yet to meet the expectations of literacy specialists. It discussed the traditional meaning of literacy and text and literacy. It talked about redefining text and literacy and that specific texts belong with specific content areas. Math teachers don’t have to necessarily start reading novels during class time, it s more like they should teach more appropriate forms of text and literacy such as reading graphs. These two chapters stressed the importance of broadening our view of literacy and text and working together.
When it came to the part about the traditional meaning of literacy and text I immediately made a connection to what we have been discovering about those two terms in class. Due to the fact that I am an art education major I have to think outside of the box when it comes literacy and what that means in my content area and how I can incorporate it into my classroom. I agree that it is very important to fully understand and get a broader view of text and literacy. You need to really understand what these two terms mean in order to apply them to your content area and classroom.
The reading strategies I used while reading these chapters were: re-reading, taking notes and making connections.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Draper Chapter 2 and 11
The book discussed the conflicts that may arise when it comes to literacy instruction in a specific content area. Reading and writing has yet to meet the expectations of literacy specialists. It discussed the traditional meaning of literacy and text and literacy. It talked about redefining text and literacy and that specific texts belong with specific content areas. Math teachers don’t have to necessarily start reading novels during class time, it s more like they should teach more appropriate forms of text and literacy such as reading graphs. These two chapters stressed the importance of broadening our view of literacy and text and working together.
When it came to the part about the traditional meaning of literacy and text I immediately made a connection to what we have been discovering about those two terms in class. Due to the fact that I am an art education major I have to think outside of the box when it comes literacy and what that means in my content area and how I can incorporate it into my classroom. I agree that it is very important to fully understand and get a broader view of text and literacy. You need to really understand what these two terms mean in order to apply them to your content area and classroom.
The reading strategies I used while reading these chapters were: re-reading, taking notes and making connections.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Tuesday, March 13, 2012
Choice Readind Response- A day on the farm :-)
March 13th, 2012
Choice Reading
I chose to read a journal entry. I went to a farm over spring break so I wrote about it on a separate piece of paper because I didn’t bring my journal to write in. So today as I rewrote what I had written on the paper into my journal I also re-read it. It was about how much fun I had on the farm and how much I loved being there and didn’t want to leave. I talked about what I did and the new experience I had. It had a very nice time and I cannot wait to go back.
I chose this because it is something that is important to me. I really love to go back and read about how I spent my days because often we forget the little things that we do throughout the years and the small memories that we have made. I really enjoy reading back on it all and feeling like I am there again.
The reading strategy I used was re-reading.
Choice Reading
I chose to read a journal entry. I went to a farm over spring break so I wrote about it on a separate piece of paper because I didn’t bring my journal to write in. So today as I rewrote what I had written on the paper into my journal I also re-read it. It was about how much fun I had on the farm and how much I loved being there and didn’t want to leave. I talked about what I did and the new experience I had. It had a very nice time and I cannot wait to go back.
I chose this because it is something that is important to me. I really love to go back and read about how I spent my days because often we forget the little things that we do throughout the years and the small memories that we have made. I really enjoy reading back on it all and feeling like I am there again.
The reading strategy I used was re-reading.
Friday, March 2, 2012
Draper - Chapter 1
March 2nd, 2012
(Re) Imagining Content- Area Literacy Instruction - Chapter 1
The chapter starts off by talking about how teachers must use their imagination in order to make a change. It talked about breaking the idea of literacy driven vs. content driven. The chapter discussed the strengths that content- area teachers and literacy specialist have to offer. It went on to say that evaluation was also important when it came to collaboration of the two.
While reading this chapter I found the point of criteria evaluation interesting and important. It helped me to understand that many things need to be worked together in order to make re-imagining successful. I want to keep in mind that it is important to helps students to use the discipline in order to enable them to use their newly acquired knowledge and illiteracies to solve problems and generate new settings within a discipline.
I also thought it was interesting when the author talked about literacy and “doing school”. I think that it is important to make sure that students are growing and learning in all parts of their lives. We as educators need to make sure that what we teach our students is applicable in school and in their everyday lives. I also believe that it is very important to make sure that content and literacy are not thought of separately. The book talks about how focusing on both of these two things helps adolescents live fuller lives.
The reading strategies I used while reading this chapter were taking notes and re-reading. The text was packed with information so I had to re-read and take notes in order to organize my thought and stay with the text.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
(Re) Imagining Content- Area Literacy Instruction - Chapter 1
The chapter starts off by talking about how teachers must use their imagination in order to make a change. It talked about breaking the idea of literacy driven vs. content driven. The chapter discussed the strengths that content- area teachers and literacy specialist have to offer. It went on to say that evaluation was also important when it came to collaboration of the two.
While reading this chapter I found the point of criteria evaluation interesting and important. It helped me to understand that many things need to be worked together in order to make re-imagining successful. I want to keep in mind that it is important to helps students to use the discipline in order to enable them to use their newly acquired knowledge and illiteracies to solve problems and generate new settings within a discipline.
I also thought it was interesting when the author talked about literacy and “doing school”. I think that it is important to make sure that students are growing and learning in all parts of their lives. We as educators need to make sure that what we teach our students is applicable in school and in their everyday lives. I also believe that it is very important to make sure that content and literacy are not thought of separately. The book talks about how focusing on both of these two things helps adolescents live fuller lives.
The reading strategies I used while reading this chapter were taking notes and re-reading. The text was packed with information so I had to re-read and take notes in order to organize my thought and stay with the text.
Citation
Draper, R. (2005). (Re)Imagining Content- Area Literacy Instruction. New York, NY: National Writing Project.
Article of the Week- Phsyical Education
March 1st, 2012
Article: Middle School Students Enjoy Wii in Physical Education Class
Article: N.Y. lawsuit questions safety of dodge ball
The first article, “Middle School Students Enjoy Wii in Physical Education Class”, talked about using the game wii game system in physical education class. The students play wii games that focus on aerobics and other gym activities. The article talks about the many benefits that wii has when it comes to gym class. This system helps with students who are impaired. I think that this is a great tool for students with impairments due to the fact that they may not be able to participate in a traditional gym setting. However, for students without impairments I am not so sure that I would be a supporter of using the wii. I am a person that values fresh air and interaction with others. I think that there is nothing like playing a kickball game with friends on a sunny day. Therefore, if my student were attending the school and he/she did not have an impairment that kept her from participating in gym I would much, much, much rather my child play out side and interact with others in that sense. However, I do agree that the wii has benefits, but I just feel that nothing compares to fresh air and the real thing.
The second article was called, “N.Y. lawsuit questions safety of dodge ball”. This article talked about the dangers of dodge ball and if it should be allowed to be played in schools. The article focused on a little girl who broke her elbow while playing the game. The question that arose was is dodge ball to violent to play in schools? Though I think that dodge ball is more on the aggressive side I don’t think that it should be banned from schools. I feel like there is a risk in anything that you do. Maybe what schools should consider is not making every student have to participate in dodge ball. The students who decide they want to play should be able to play and the students who would rather do something else should be free to do so.
A strategy I used while reading these articles were making connections. I connected my experiences in gym class with the topics discussed in the articles.
Citations
Luca, Andrei. (2012) “Middle School Students Enjoy Wii in Physical Education Class”
Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=BF572788782C4029BE4A806A08F0C67C
Associated Press. (2004) “N.Y. lawsuit questions safety of dodge ball” Retrieved from
https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=F3227809388B406ABF5569B69DA0AE20
Article: Middle School Students Enjoy Wii in Physical Education Class
Article: N.Y. lawsuit questions safety of dodge ball
The first article, “Middle School Students Enjoy Wii in Physical Education Class”, talked about using the game wii game system in physical education class. The students play wii games that focus on aerobics and other gym activities. The article talks about the many benefits that wii has when it comes to gym class. This system helps with students who are impaired. I think that this is a great tool for students with impairments due to the fact that they may not be able to participate in a traditional gym setting. However, for students without impairments I am not so sure that I would be a supporter of using the wii. I am a person that values fresh air and interaction with others. I think that there is nothing like playing a kickball game with friends on a sunny day. Therefore, if my student were attending the school and he/she did not have an impairment that kept her from participating in gym I would much, much, much rather my child play out side and interact with others in that sense. However, I do agree that the wii has benefits, but I just feel that nothing compares to fresh air and the real thing.
The second article was called, “N.Y. lawsuit questions safety of dodge ball”. This article talked about the dangers of dodge ball and if it should be allowed to be played in schools. The article focused on a little girl who broke her elbow while playing the game. The question that arose was is dodge ball to violent to play in schools? Though I think that dodge ball is more on the aggressive side I don’t think that it should be banned from schools. I feel like there is a risk in anything that you do. Maybe what schools should consider is not making every student have to participate in dodge ball. The students who decide they want to play should be able to play and the students who would rather do something else should be free to do so.
A strategy I used while reading these articles were making connections. I connected my experiences in gym class with the topics discussed in the articles.
Citations
Luca, Andrei. (2012) “Middle School Students Enjoy Wii in Physical Education Class”
Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=BF572788782C4029BE4A806A08F0C67C
Associated Press. (2004) “N.Y. lawsuit questions safety of dodge ball” Retrieved from
https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=F3227809388B406ABF5569B69DA0AE20
Choice Readind Response- "I can't help falling in love with you" by Elvis
February 28th, 2012
Choice Reading
Once again my choice reading topic is lyrics and chords. The lyrics to the chords are from a song called, Can’t help falling in love with you. Originally it is by Elvis, but I am learning how to play the version by Ingrid Michaelson. The song starts off saying “wise men say only fools rush in, but I can’t help falling in love with you.” The whole song basically progresses from there saying that she/he doesn’t care what the world says and that they are meant to be. It is a very sweet song J . I chose this song because I already knew how to play the chords C and G on the guitar and this song started off with a G and C and then I taught my self the rest of the chords. I also like the sound of the song so it was just a perfect choice for me. The reading strategies I used while reading this text would be “re-reading” because I have to practice over and over in order to learn the song.
Choice Reading
Once again my choice reading topic is lyrics and chords. The lyrics to the chords are from a song called, Can’t help falling in love with you. Originally it is by Elvis, but I am learning how to play the version by Ingrid Michaelson. The song starts off saying “wise men say only fools rush in, but I can’t help falling in love with you.” The whole song basically progresses from there saying that she/he doesn’t care what the world says and that they are meant to be. It is a very sweet song J . I chose this song because I already knew how to play the chords C and G on the guitar and this song started off with a G and C and then I taught my self the rest of the chords. I also like the sound of the song so it was just a perfect choice for me. The reading strategies I used while reading this text would be “re-reading” because I have to practice over and over in order to learn the song.
Thursday, February 23, 2012
Choice Readind Response- "They Weren't There" by Missy Higgins
February 20th, 2012
Choice reading
My choice reading for this week are lyrics. The lyrics were to a song called “They Weren’t There.” It is sung by Missy Higgins. The way I interpret the song is that it is about a relationship. She was so caught up in everything and it didn’t turn out the way she had wanted it to. At first everything was great and then I am assuming things fell apart. She seems like she is singing to the people who were looking in on the relationship. They almost have an attitude of “I told you so” and she is singing to them you weren’t there. Don’t judge me because you don’t know how it felt, it wasn’t you. I chose this reading because my friend and I are learning the guitar so I would like to sing along with it, and hopefully do a performance, if I am brave enough! The strategies I used while reading would be, re-reading. I have to read the text over and over again so that I can memorize it.
Choice reading
My choice reading for this week are lyrics. The lyrics were to a song called “They Weren’t There.” It is sung by Missy Higgins. The way I interpret the song is that it is about a relationship. She was so caught up in everything and it didn’t turn out the way she had wanted it to. At first everything was great and then I am assuming things fell apart. She seems like she is singing to the people who were looking in on the relationship. They almost have an attitude of “I told you so” and she is singing to them you weren’t there. Don’t judge me because you don’t know how it felt, it wasn’t you. I chose this reading because my friend and I are learning the guitar so I would like to sing along with it, and hopefully do a performance, if I am brave enough! The strategies I used while reading would be, re-reading. I have to read the text over and over again so that I can memorize it.
Wednesday, February 15, 2012
Class Notes
Class notes
(Double entry Journal)
Addictive (like drugs)
Makes users think they are stars “They value acting, not actualizing”
Disagree with anti social, more overly social because the users tend to over share, but I do think the socialization may be more shallow.
January 23rd, 2012
Reading
Comprehension (Understanding)
Transformation (shift in thinking)
Meaning maker (semantic competence)
Text user (pragmatic competence)
Text critic (critical competence)
How can meaningful connections deepen understanding of the “text”?
Reasons why we read:
To learn
Entertainment
Communication
Enhance your life
Enlighten
For information
For research
For curiosity
To study
To memorize
To drive
To get to where you are going
Time management
To operate something
Understanding
To get to know someone
Tuesday, February 14, 2012
Choice reading response: A Stone is Nobody's
February 14th, 2012
Choice Reading- A Stone is Nobody’s
The reading that I chose to read was a poem called, A Stone is Nobody’s. I chose this is one of my favorite poems I haven’t read it in a while, so I decided to re-read it today. The poem is about a man who has a stone that he keeps as a prisoner. His mother tries to explains to him that he cannot hold this stone captive and that it is he who is truly the prisoner. After I read this poem for the first time I was so captured. I wanted to go back and try to almost decode the poem. I just loved it! I then read it to everyone I knew and asked what they thought about it. I don’t know, but this poem is just so intriguing to me and I love to read over every so often. That is why I chose to use it as my choice reading. I also just love poetry. By reading it to others we can discus what we perceive the stone to be. This poem has so much symbolism which is why I love it so much because I re-read it many times, getting more out of it and making more connections each time.
Citiation
Edson, Russell. A Stone is Nobody’s.
A Stone is Nobody’s
By: Russell Edson
A man ambushed a stone. Caught it. Made it a prisoner.
Put it in a dark room and stood guard over it for the
rest of his life.
His mother asked why.
He said, because it's held captive, because it is
captured.
Look, the stone is asleep, she said, it does not know
whether it's in a garden or not. Eternity and the stone
are mother and daughter; it is you who are getting old.
The stone is only sleeping.
But I caught it, mother, it is mine by conquest, he said.
A stone is nobody's, not even its own. It is you who are
conquered; you are minding the prisoner, which is yourself,
because you are afraid to go out, she said.
Yes yes, I am afraid, because you have never loved me,
he said.
Which is true, because you have always been to me as
the stone is to you, she said.
Choice Reading- A Stone is Nobody’s
The reading that I chose to read was a poem called, A Stone is Nobody’s. I chose this is one of my favorite poems I haven’t read it in a while, so I decided to re-read it today. The poem is about a man who has a stone that he keeps as a prisoner. His mother tries to explains to him that he cannot hold this stone captive and that it is he who is truly the prisoner. After I read this poem for the first time I was so captured. I wanted to go back and try to almost decode the poem. I just loved it! I then read it to everyone I knew and asked what they thought about it. I don’t know, but this poem is just so intriguing to me and I love to read over every so often. That is why I chose to use it as my choice reading. I also just love poetry. By reading it to others we can discus what we perceive the stone to be. This poem has so much symbolism which is why I love it so much because I re-read it many times, getting more out of it and making more connections each time.
Citiation
Edson, Russell. A Stone is Nobody’s.
A Stone is Nobody’s
By: Russell Edson
A man ambushed a stone. Caught it. Made it a prisoner.
Put it in a dark room and stood guard over it for the
rest of his life.
His mother asked why.
He said, because it's held captive, because it is
captured.
Look, the stone is asleep, she said, it does not know
whether it's in a garden or not. Eternity and the stone
are mother and daughter; it is you who are getting old.
The stone is only sleeping.
But I caught it, mother, it is mine by conquest, he said.
A stone is nobody's, not even its own. It is you who are
conquered; you are minding the prisoner, which is yourself,
because you are afraid to go out, she said.
Yes yes, I am afraid, because you have never loved me,
he said.
Which is true, because you have always been to me as
the stone is to you, she said.
Readicide: Chapter 4
February 14th, 2012
Gallagher- Finding the “Sweet Spot” of Instruction
This chapter is aimed towards finding the sweet spot of instruction. The chapter focused on being an effective teacher. It discussed how students need help to navigate the text. Our goal as educators is to help students find the “sweet spot”. The sweet spot is where students read text and it clicks and it opens a door to reading at a whole new level. It focuses on how it is not about liking or disliking a certain text it is about taking something valuable from the reading. I thought a great strategy that she used was asking the final question first. This gave students something to look for as they read so they could understand the bigger concept of the book. That is definitely a strategy I would want to use in my classroom because it gives the students direction. I do best in classes where the teacher is very clear on what to look for. If I am given information and no direction it is very overwhelming for me. Which is why I think this is such a great strategy because while reading the students can be looking out for main concepts and making connections. I think that framing is plays a huge, huge role in helping student connect to what they are reading. Reading challenging text is like being given a word search without the word bank, you just don’t know what you are looking for so it is pointless. Framing is the word bank.
The reading strategies I used while reading this text would be taking notes and making connections.
Citation
Gallagher, K. (2009). Readicide: How Schools Are Killing Reading and What You Can Do About It. Stenhouse Publishers
Gallagher- Finding the “Sweet Spot” of Instruction
This chapter is aimed towards finding the sweet spot of instruction. The chapter focused on being an effective teacher. It discussed how students need help to navigate the text. Our goal as educators is to help students find the “sweet spot”. The sweet spot is where students read text and it clicks and it opens a door to reading at a whole new level. It focuses on how it is not about liking or disliking a certain text it is about taking something valuable from the reading. I thought a great strategy that she used was asking the final question first. This gave students something to look for as they read so they could understand the bigger concept of the book. That is definitely a strategy I would want to use in my classroom because it gives the students direction. I do best in classes where the teacher is very clear on what to look for. If I am given information and no direction it is very overwhelming for me. Which is why I think this is such a great strategy because while reading the students can be looking out for main concepts and making connections. I think that framing is plays a huge, huge role in helping student connect to what they are reading. Reading challenging text is like being given a word search without the word bank, you just don’t know what you are looking for so it is pointless. Framing is the word bank.
The reading strategies I used while reading this text would be taking notes and making connections.
Citation
Gallagher, K. (2009). Readicide: How Schools Are Killing Reading and What You Can Do About It. Stenhouse Publishers
Thursday, February 9, 2012
Math Articles
February 9th, 2012
Article: National Math Assessment Scores Creep Up But Stagnate in Reading
Article: For Math, Click Calculate
The article, National Math Assessment Scores Creep Up But Stagnate in Reading, discusses how math score are seeing an increase as times goes by. However, reading scores are not seeing as much of an increase. The goal is to maintain and keep math scores increase, but also put focus on increasing reading scores as well. I think that this a good goal that has been set. It is very good that students math scores are gradually increasing, but it is also important that we do not put reading scores on the back burner. Perhaps schools can implement a new program reading program that ties in math and reading so that students will be able to increase both score and understanding. The second article, For Math, Click Calculate discussed the use of calculators in the classroom. It talked about whether or not calculators should be removed from classrooms. I think calculators are a very useful and important tool in math classrooms. Math can be very intimidating to some students, being able to use a calculator can keep them open to learning. The teacher can certainly limit the use of calculators. However, once the skills are taught what is the harm in letting students use the tool. The question I have is how would students do complex math problems without the use of calculators?
The reading strategies I used while reading these two articles would be, connecting. If I were in a class and calculators were not allowed I would certainly feel overwhelmed. Secondly, I asked questions.
Citations
Koebler, Jason. (2011). National Math Assessment Scores Creep Up But Stagnate in Reading. Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=0EA81CE6789F4DC7A750C6374995A837
Phillips, Anna. (2012). For Math, Click Calculate. Retrieved from http://www.nytimes.com/2012/01/22/education/edlife/for-math-click- calculate.html
Article: National Math Assessment Scores Creep Up But Stagnate in Reading
Article: For Math, Click Calculate
The article, National Math Assessment Scores Creep Up But Stagnate in Reading, discusses how math score are seeing an increase as times goes by. However, reading scores are not seeing as much of an increase. The goal is to maintain and keep math scores increase, but also put focus on increasing reading scores as well. I think that this a good goal that has been set. It is very good that students math scores are gradually increasing, but it is also important that we do not put reading scores on the back burner. Perhaps schools can implement a new program reading program that ties in math and reading so that students will be able to increase both score and understanding. The second article, For Math, Click Calculate discussed the use of calculators in the classroom. It talked about whether or not calculators should be removed from classrooms. I think calculators are a very useful and important tool in math classrooms. Math can be very intimidating to some students, being able to use a calculator can keep them open to learning. The teacher can certainly limit the use of calculators. However, once the skills are taught what is the harm in letting students use the tool. The question I have is how would students do complex math problems without the use of calculators?
The reading strategies I used while reading these two articles would be, connecting. If I were in a class and calculators were not allowed I would certainly feel overwhelmed. Secondly, I asked questions.
Citations
Koebler, Jason. (2011). National Math Assessment Scores Creep Up But Stagnate in Reading. Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=0EA81CE6789F4DC7A750C6374995A837
Phillips, Anna. (2012). For Math, Click Calculate. Retrieved from http://www.nytimes.com/2012/01/22/education/edlife/for-math-click- calculate.html
Readicide: Chapter 1
February 9th, 2012
Readicide: Chapter 1
This chapter was an introduction to the book Readicide. It started off by talking about what readicide is. It discussed how standardized testing makes students lose their desire to be independent readers and they do not want to read at all. The material that teachers are offering does not encourage an interest in reading. It does not make the students want to dig deeper into a subject or topic. The chapter said that teachers who do not give stimulating “chip away at a students motivation.” Schools focus too much on tests. They tests for facts and not understandings. This does not encourage deep thinking. I agree with this chapter. It is so important to help students make deep connections when it comes to reading. If we don’t encourage students to do this, reading is just pointless. A student can get so much out of reading. It can be very inspirational and help students to make connections to bigger things in life. They will be able to apply knowledge to their everyday lives. However, if teachers focus on testing and reciting facts, students lose out on so much. As a student, I have classes in which the professors make you read something but don’t know encourage you to connect it to anything. It makes reading seem like a pointless endeavor. When this happens reading becomes a punishment instead of a supplement to helping a student acquire a deeper understanding. When I become an educator, I do not want to make reading an assignment. I want to make it something that the students can really get into. Reading can actually be very fun, if you make it fun. In high school I had teachers who made reading very fun by having us do activities and going out of their way to do more with a book than simply read it.
A reading strategy I used while reading this chapter would be making a connection to my own personal experience.
Citation
Gallagher, K. (2009). Readicide: How Schools Are Killing Reading and What You Can Do About It. Stenhouse Publishers
Readicide: Chapter 1
This chapter was an introduction to the book Readicide. It started off by talking about what readicide is. It discussed how standardized testing makes students lose their desire to be independent readers and they do not want to read at all. The material that teachers are offering does not encourage an interest in reading. It does not make the students want to dig deeper into a subject or topic. The chapter said that teachers who do not give stimulating “chip away at a students motivation.” Schools focus too much on tests. They tests for facts and not understandings. This does not encourage deep thinking. I agree with this chapter. It is so important to help students make deep connections when it comes to reading. If we don’t encourage students to do this, reading is just pointless. A student can get so much out of reading. It can be very inspirational and help students to make connections to bigger things in life. They will be able to apply knowledge to their everyday lives. However, if teachers focus on testing and reciting facts, students lose out on so much. As a student, I have classes in which the professors make you read something but don’t know encourage you to connect it to anything. It makes reading seem like a pointless endeavor. When this happens reading becomes a punishment instead of a supplement to helping a student acquire a deeper understanding. When I become an educator, I do not want to make reading an assignment. I want to make it something that the students can really get into. Reading can actually be very fun, if you make it fun. In high school I had teachers who made reading very fun by having us do activities and going out of their way to do more with a book than simply read it.
A reading strategy I used while reading this chapter would be making a connection to my own personal experience.
Citation
Gallagher, K. (2009). Readicide: How Schools Are Killing Reading and What You Can Do About It. Stenhouse Publishers
Monday, February 6, 2012
Choice reading response 1
February 6th, 2012
Choice reading
The reading that I chose to do was out of my devotional book. The title of the devotional was “Your Day is Coming”. The verse read, “ Hold onto what you have, so that no one will take your crown” Revelation 3:11. This devotional talked about how sometimes we may feel as if you are always coming in last place. But, we are reminded to believe in God’s promise “And when the Chief Shepherd appears, you will receive the crown of glory that will never fade away” (1 Peter 5:4) This reminds us the God sees all and he sees your heart even when you feel like you have gone unnoticed. I chose this reading because it reminds me daily of how good God is and helps me to grow in Him each and everyday. It uplifts my spirit. I bring this book to dinner when I eat with my friends and I read them the daily devotional. There is always a short question to reflect on at the end so we read this and then we all discuss what we got out what was just read. This reading method is very important because it helps us all to share our ideas and we are able to get a deeper understanding and new outlook on what was just read by listening to how it impacted each person individually.
Choice reading
The reading that I chose to do was out of my devotional book. The title of the devotional was “Your Day is Coming”. The verse read, “ Hold onto what you have, so that no one will take your crown” Revelation 3:11. This devotional talked about how sometimes we may feel as if you are always coming in last place. But, we are reminded to believe in God’s promise “And when the Chief Shepherd appears, you will receive the crown of glory that will never fade away” (1 Peter 5:4) This reminds us the God sees all and he sees your heart even when you feel like you have gone unnoticed. I chose this reading because it reminds me daily of how good God is and helps me to grow in Him each and everyday. It uplifts my spirit. I bring this book to dinner when I eat with my friends and I read them the daily devotional. There is always a short question to reflect on at the end so we read this and then we all discuss what we got out what was just read. This reading method is very important because it helps us all to share our ideas and we are able to get a deeper understanding and new outlook on what was just read by listening to how it impacted each person individually.
Friday, February 3, 2012
Making Homework Central to Learning
February 3rd, 2012
Article: Making Homework Central to Learning
Here are some of the comments I made in response to what I was reading.
- What prompted them to do this?
- *feedback
-I think homework should be graded
-Interesting
-11th grade math class
-Problem: students may work hard and not do well
-Use of other assignments can help fill the grading void (in class assignments)
-How to apply this to art
-Homework is apart of learning new material
-Perhaps that is unfair?
-Still marked for correctness
-Still need to realize importance
-Agree
-Relate this to my content area- non traditional homework focused --- still check to see if they are understanding concepts through small assignments
-Helps students to see the importance of homework and education without being forced to do it.
Citations
Vatterott, Cathy. (2011). Making Homework Central to Learning. Retrieved from https://studentmail.evangel.edu/owa/redir.aspx?C=884734240c8a4937a5bfa4efce 67ae9a&URL=http%3a%2f%2fehsassessment.pbworks.com%2fw%2ffile%2ffetc h%2f47875373%2fMaking%2520Homework%2520Central%2520to%2520Learn ing%2520-%2520Vatterott.pdf
Article: Making Homework Central to Learning
Here are some of the comments I made in response to what I was reading.
- What prompted them to do this?
- *feedback
-I think homework should be graded
-Interesting
-11th grade math class
-Problem: students may work hard and not do well
-Use of other assignments can help fill the grading void (in class assignments)
-How to apply this to art
-Homework is apart of learning new material
-Perhaps that is unfair?
-Still marked for correctness
-Still need to realize importance
-Agree
-Relate this to my content area- non traditional homework focused --- still check to see if they are understanding concepts through small assignments
-Helps students to see the importance of homework and education without being forced to do it.
Citations
Vatterott, Cathy. (2011). Making Homework Central to Learning. Retrieved from https://studentmail.evangel.edu/owa/redir.aspx?C=884734240c8a4937a5bfa4efce 67ae9a&URL=http%3a%2f%2fehsassessment.pbworks.com%2fw%2ffile%2ffetc h%2f47875373%2fMaking%2520Homework%2520Central%2520to%2520Learn ing%2520-%2520Vatterott.pdf
Thursday, February 2, 2012
Tovani- Chapter 6
February 2nd, 2012
Tovani- Chapter 6
Chapter six started off talking about sharing your thoughts when reading. The teacher showed the students a picture which prompted them to “read” the picture and put their thoughts out there. The kids used reading strategies like asking questions when the saw the picture. She used this to help ease them into discussion and thoughts while reading text. She stresses the importance of thinking while reading. It is important to get a response from the students. The author talks about marking the text. She encourages the students to underline and make brief notes about things that they are reading. She warned about struggling readers and the front they put on to mask their difficulties. In cases like this it is important to hold the readers thinking. This is where tools come into play. The use of highlighters and stick it notes can help with encouraging thinking. But, they must be used in moderation because otherwise it becomes too much. Doing whole group discussion is a very beneficial tool as well because students can feed off of each other opinions and ideas, which can be a motivation for some students. The use of comprehension constructors is also very important because it helps students name their thinking and make it visible. They can also be used in other classes as well.
This chapter had a lot of good tips to use in and out of the classroom. It gave me a lot of knowledge about how to keep kids engaged and thinking while they are reading. I like the idea of group discussion, because when everyone is sharing their idea about what they read it really helps to motivate kids to think about the reading in ways that they hadn’t. I also like the idea of using stick it notes and highlighters. However, I agree that if they are not used correctly you really get nothing out of using them. This is why it is important to help kids to narrow down their thoughts and keep it all organized
The strategies I used while reading this text: highlighting main ideas, made a connection, took notes.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Tovani- Chapter 6
Chapter six started off talking about sharing your thoughts when reading. The teacher showed the students a picture which prompted them to “read” the picture and put their thoughts out there. The kids used reading strategies like asking questions when the saw the picture. She used this to help ease them into discussion and thoughts while reading text. She stresses the importance of thinking while reading. It is important to get a response from the students. The author talks about marking the text. She encourages the students to underline and make brief notes about things that they are reading. She warned about struggling readers and the front they put on to mask their difficulties. In cases like this it is important to hold the readers thinking. This is where tools come into play. The use of highlighters and stick it notes can help with encouraging thinking. But, they must be used in moderation because otherwise it becomes too much. Doing whole group discussion is a very beneficial tool as well because students can feed off of each other opinions and ideas, which can be a motivation for some students. The use of comprehension constructors is also very important because it helps students name their thinking and make it visible. They can also be used in other classes as well.
This chapter had a lot of good tips to use in and out of the classroom. It gave me a lot of knowledge about how to keep kids engaged and thinking while they are reading. I like the idea of group discussion, because when everyone is sharing their idea about what they read it really helps to motivate kids to think about the reading in ways that they hadn’t. I also like the idea of using stick it notes and highlighters. However, I agree that if they are not used correctly you really get nothing out of using them. This is why it is important to help kids to narrow down their thoughts and keep it all organized
The strategies I used while reading this text: highlighting main ideas, made a connection, took notes.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Tuesday, January 31, 2012
Tovani - Chapter 5
January 31st, 2012
Tovani- Chapter 5
Chapter 5 started off by talking about how students perceive reading. Some students see it as a race. They think that being a good reader means you can read something quickly. It discusses that fact that teachers need to be clear on what they want their students to take from the text that they are reading. Setting a purpose is very important. The chapter also discusses how teachers often times are so knowledgeable about their topic that they end up giving students too much information and characterizing more and more information important to remember. This becomes overwhelming for both student and teacher. The chapter then discusses a few strategies to help students pick out key points. It stresses the fact that teachers need to realize what is important and they need to make sure their expectations are not to high when it comes to absorbing all of the material. If the teacher supplies a reason for the students to read something, they are more likely to actually read it a retain the information. It is important to have clear instructional purpose. I could really relate to this chapter because I am the type of person who can do a required reading take notes on what I read and then fail the test because I didn’t pick out the right information to retain. I am also the type of student who needs direct instruction. If the teacher is giving to much content to read I simply will not understand, but if the reading is directed and they let me know what to look for I will have no problem understanding the text. As it said in the book teachers become experts at their content and sometimes end up demanding too much. This has been my favorite chapter to read because I feel like it relates to me very much and my struggles with reading. I like to read, but I do not like when I can’t understand what or why I am reading something. Or when I am told to read something and given no direction on what I am supposed to note as important. I do not do well with vague instructions I need to be told specifically what to look for and what is important.
The strategy that helped me in this chapter would be reflecting on the reading, because it helped me to understand what I need to do as an educator when I applied it to my own life and made connections.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse
Tovani- Chapter 5
Chapter 5 started off by talking about how students perceive reading. Some students see it as a race. They think that being a good reader means you can read something quickly. It discusses that fact that teachers need to be clear on what they want their students to take from the text that they are reading. Setting a purpose is very important. The chapter also discusses how teachers often times are so knowledgeable about their topic that they end up giving students too much information and characterizing more and more information important to remember. This becomes overwhelming for both student and teacher. The chapter then discusses a few strategies to help students pick out key points. It stresses the fact that teachers need to realize what is important and they need to make sure their expectations are not to high when it comes to absorbing all of the material. If the teacher supplies a reason for the students to read something, they are more likely to actually read it a retain the information. It is important to have clear instructional purpose. I could really relate to this chapter because I am the type of person who can do a required reading take notes on what I read and then fail the test because I didn’t pick out the right information to retain. I am also the type of student who needs direct instruction. If the teacher is giving to much content to read I simply will not understand, but if the reading is directed and they let me know what to look for I will have no problem understanding the text. As it said in the book teachers become experts at their content and sometimes end up demanding too much. This has been my favorite chapter to read because I feel like it relates to me very much and my struggles with reading. I like to read, but I do not like when I can’t understand what or why I am reading something. Or when I am told to read something and given no direction on what I am supposed to note as important. I do not do well with vague instructions I need to be told specifically what to look for and what is important.
The strategy that helped me in this chapter would be reflecting on the reading, because it helped me to understand what I need to do as an educator when I applied it to my own life and made connections.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse
Friday, January 27, 2012
Tovani- Chapter 3 and 4
January 26th, 2012
Tovani- Chapter 3 and 4
Chapter three discussed modeling and slowing down our thinking. It began talking about how to teach reading skills in your content area. The chapter talks about teachers being models. As effective readers we must slow down how we think so that we can teach this process to our students in ways that will engage them and help them to understand. The author talks about how in order to help students read she must first discover what they are struggling with. She also highlighted that we must help students organize their thinking. It is important to make sure that you engage the students in what they are learning. She came up with a strategy to do so. She took an interesting page out of a seemingly boring book and she prompted the students to ask questions that they don‘t know the answers to. This got the students minds going and sparked interest which made them more inclined to read the required book.
The blueprint story reminded me a lot of what I am going to have to do when it comes to teaching. As an art teacher it may seem as if I shouldn’t have to teach reading. Like the shop teacher I may think, students don’t have to read in art. However, there are plenty of things that students will need to read that can help them in other content areas as well.
Chapter four talks about the problems with textbooks. There is too much content and the students are unable to understand what is written in them. Some students don’t even know how to really read a textbook. The book talks about the fact that if students are to understand what they read then teachers need to have separate text that can supplement the textbook. An example of supplemental text would be, “accessible text”. This text is pleasant and interesting (usually comes from newspapers or magazines). The chapter talks about how students will care more about what they are reading when they are encouraged to think. Therefore the text we give them should spark something in their minds. The book also discussed text sets which consists of several different texts about a topic that vary. This is a good way to get students interested in what they are learning and have an organized selection of text to help students understand material.
I like the part in this chapter where it says, “I also need to remember what it feels like to read something for the first time.” This really helps me to understand how to introduce reading material to students. Often times we forget that it comes easily to us because we are experienced readers, forgetting that students are learning and that it is our job to teach them, not to expect them to already know. As a student I found that there is nothing more frustrating than your teacher expecting you to just understand information. That’s why as an educator I always want to keep in mind that some things come easily to others while some things are difficult. Everyone has their strengths and weaknesses and it is so important to remain patient and make sure that you are doing everything you can to help each student understand the material.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Tovani- Chapter 3 and 4
Chapter three discussed modeling and slowing down our thinking. It began talking about how to teach reading skills in your content area. The chapter talks about teachers being models. As effective readers we must slow down how we think so that we can teach this process to our students in ways that will engage them and help them to understand. The author talks about how in order to help students read she must first discover what they are struggling with. She also highlighted that we must help students organize their thinking. It is important to make sure that you engage the students in what they are learning. She came up with a strategy to do so. She took an interesting page out of a seemingly boring book and she prompted the students to ask questions that they don‘t know the answers to. This got the students minds going and sparked interest which made them more inclined to read the required book.
The blueprint story reminded me a lot of what I am going to have to do when it comes to teaching. As an art teacher it may seem as if I shouldn’t have to teach reading. Like the shop teacher I may think, students don’t have to read in art. However, there are plenty of things that students will need to read that can help them in other content areas as well.
Chapter four talks about the problems with textbooks. There is too much content and the students are unable to understand what is written in them. Some students don’t even know how to really read a textbook. The book talks about the fact that if students are to understand what they read then teachers need to have separate text that can supplement the textbook. An example of supplemental text would be, “accessible text”. This text is pleasant and interesting (usually comes from newspapers or magazines). The chapter talks about how students will care more about what they are reading when they are encouraged to think. Therefore the text we give them should spark something in their minds. The book also discussed text sets which consists of several different texts about a topic that vary. This is a good way to get students interested in what they are learning and have an organized selection of text to help students understand material.
I like the part in this chapter where it says, “I also need to remember what it feels like to read something for the first time.” This really helps me to understand how to introduce reading material to students. Often times we forget that it comes easily to us because we are experienced readers, forgetting that students are learning and that it is our job to teach them, not to expect them to already know. As a student I found that there is nothing more frustrating than your teacher expecting you to just understand information. That’s why as an educator I always want to keep in mind that some things come easily to others while some things are difficult. Everyone has their strengths and weaknesses and it is so important to remain patient and make sure that you are doing everything you can to help each student understand the material.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Thursday, January 26, 2012
ESL Journal
January 26th, 2012
Articles
JPS Uses New Strategy For ESL
More Immigrants, Fewer English Classes
The first article, JPS Uses New Strategy For ESL, introduces the idea of sheltered classrooms. Sheltered classrooms are classrooms in which ESL students can learn information in their own language. The information is simple and to the point. They cut out a lot of the extra detail so that the students will be able to grasp the concepts of the subject that they are being taught. Sheltered classrooms are expanding due to the academic improvements that have been seen with students in the program. I think that this is a great program. The fact that they really simplify the information so that they students can better absorb and understand the knowledge is great. It reminds me of a good strategy that one can utilize in the classroom when it comes to teaching information. While reading, sometimes there is so much information that students become discouraged and confused because they don’t know what information to store and select as important. Therefore, as a teacher I want to be able to guide students so that they will feel directed when it comes to what they need to know.
The second article, More Immigrants, Fewer English Classes, talks about the demand for ESOL programs. There are more students that are in need of these programs but less funding is being made available. This article brings to our attention that we need more programs like sheltered classrooms. Students are immigrating to this country looking for a better education and if there is a language barrier they are limited to the opportunities this country has to offer them.
Citations
Skoczylas, Liz. (2012). “JPS Uses New Strategy For ESL” Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=43738C6E19C24808A2E4EA46EEEC2F37
Driebusch, Corrie. (2012) “More Immigrants, Fewer English Classes” Retrieved from http://blogs.wsj.com/metropolis/2012/01/20/more-immigrants-find-fewer-english- classes/
Articles
JPS Uses New Strategy For ESL
More Immigrants, Fewer English Classes
The second article, More Immigrants, Fewer English Classes, talks about the demand for ESOL programs. There are more students that are in need of these programs but less funding is being made available. This article brings to our attention that we need more programs like sheltered classrooms. Students are immigrating to this country looking for a better education and if there is a language barrier they are limited to the opportunities this country has to offer them.
Citations
Skoczylas, Liz. (2012). “JPS Uses New Strategy For ESL” Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=43738C6E19C24808A2E4EA46EEEC2F37
Driebusch, Corrie. (2012) “More Immigrants, Fewer English Classes” Retrieved from http://blogs.wsj.com/metropolis/2012/01/20/more-immigrants-find-fewer-english- classes/
Tuesday, January 24, 2012
Tovani- Chapter 2
January 24th, 2012
Tovani- Chapter 2
Tovani Chapter 2 was about reading comprehension. The chapter talked about how students may not make deep connections to what they are reading. In some cases students are missing the point of what they just read. The students were making shallow connections that had nothing to do in relevance to what they had just read. The teacher then talked about how she didn’t realize that she had not taught the students how meaningful understand standing could help them understand the text on a deeper level. The chapter goes on to discuss the use of different compression strategies such as double journal entries and “so what”. This chapter really made me think about reading and how you may read something but it is meaningless if you cannot make a deeper connection. I thought it was very interesting to see that when the teacher switched her methods the students responded differently. The students began to make deeper connections. The book talked about how one student started to relate the reading to their own life, which in turn helped them to connect to the character in the book and give tem a deeper understanding of what they were reading. While reading this chapter it made me realize that I could improve my own reading skills as well, using these methods. The book discussed how good readers often go back and support their ideas and conclusions with things that they have read in the text. This strategy will not only help when it comes to me trying to get students to understand and make a connection to what they are reading, but it will also help me understand material that I read as well.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Tovani- Chapter 2
Tovani Chapter 2 was about reading comprehension. The chapter talked about how students may not make deep connections to what they are reading. In some cases students are missing the point of what they just read. The students were making shallow connections that had nothing to do in relevance to what they had just read. The teacher then talked about how she didn’t realize that she had not taught the students how meaningful understand standing could help them understand the text on a deeper level. The chapter goes on to discuss the use of different compression strategies such as double journal entries and “so what”. This chapter really made me think about reading and how you may read something but it is meaningless if you cannot make a deeper connection. I thought it was very interesting to see that when the teacher switched her methods the students responded differently. The students began to make deeper connections. The book talked about how one student started to relate the reading to their own life, which in turn helped them to connect to the character in the book and give tem a deeper understanding of what they were reading. While reading this chapter it made me realize that I could improve my own reading skills as well, using these methods. The book discussed how good readers often go back and support their ideas and conclusions with things that they have read in the text. This strategy will not only help when it comes to me trying to get students to understand and make a connection to what they are reading, but it will also help me understand material that I read as well.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse.
Saturday, January 21, 2012
Tovani - Chapter 1
January 21st, 2012
Tovani- Chapter 1
This was an introductive chapter to the book, Do I really have to teach reading. This chapter was about the authors experience in teaching reading techniques and her personal experience with reading text that she is uninterested in and cannot understand. When she was asked to teach a lesson on reading about viruses she was not thrilled. However, she realized that when she asked questions about the topic, she was able to look in the book to find the answers and how they apply. She also encouraged teachers to use text other than the textbook to help make their topics interesting. She talks about what sets good readers apart from other readers. She also address that she understands that with curricula to cover it can be hard to teach reading, but she talks about different strategies that can help students absorb what they read.
I found Amy and Ann’s technique very smart and creative. They had students go back and draw what they thought small pox would look like if someone were to have it. This forced the student to read carefully and really pick out things that described the virus. Not only did that help the students understand the text better it also gave them a visual. They are probably less likely to small pox due to the fact that they drew a picture and took a deeper look at the characteristics of the disease which can serve as a foundation to build upon and learn about other virus.
I agree with Tovani, it can be hard for teachers to teach reading as well as their own content area lessons. However, if you use these reading strategies along with your content area lesson and activities a teacher may be able to accomplish both at once.
I think of myself as an artist. As a teacher I'm going to encourage students to use their uniqueness and creativity to discover their talents and things about themselves that they may not have known before.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse
Tovani- Chapter 1
This was an introductive chapter to the book, Do I really have to teach reading. This chapter was about the authors experience in teaching reading techniques and her personal experience with reading text that she is uninterested in and cannot understand. When she was asked to teach a lesson on reading about viruses she was not thrilled. However, she realized that when she asked questions about the topic, she was able to look in the book to find the answers and how they apply. She also encouraged teachers to use text other than the textbook to help make their topics interesting. She talks about what sets good readers apart from other readers. She also address that she understands that with curricula to cover it can be hard to teach reading, but she talks about different strategies that can help students absorb what they read.
I found Amy and Ann’s technique very smart and creative. They had students go back and draw what they thought small pox would look like if someone were to have it. This forced the student to read carefully and really pick out things that described the virus. Not only did that help the students understand the text better it also gave them a visual. They are probably less likely to small pox due to the fact that they drew a picture and took a deeper look at the characteristics of the disease which can serve as a foundation to build upon and learn about other virus.
I agree with Tovani, it can be hard for teachers to teach reading as well as their own content area lessons. However, if you use these reading strategies along with your content area lesson and activities a teacher may be able to accomplish both at once.
I think of myself as an artist. As a teacher I'm going to encourage students to use their uniqueness and creativity to discover their talents and things about themselves that they may not have known before.
Citations
Tovani, C. (2004). Do I Really Have to Teach Reading?: Content Comprehension, grades 6-12. Portland, ME: Stenhouse
Technology in the Classroom
January 21, 2012
Articles:
Teaching? Learning? There's an "App" for That!
White House Details Plans for More Digital Learning
The first article I read was called, Do High-Tech Toys Belong in Schools?. This article discussed whether it was appropriate or not for students to bring their high tech devices to school. It brought up different reasons a parent should take into consideration when they are deciding if they should allow their child to go to school with a high-tech device. I think that students should leave these devices at home. Although these devices could enhance learning they can also hinder learning. As the article stated, sometimes these devices can be a distraction. Like all technology, they can be used in the wrong way which makes for an unhealthy classroom environment. I feel that schools have enough technology, such as computers, smart boards, etc, that there is not really a need for students to bring in their own technology. If the teacher has a lesson that requires the use of technology, she should use what is provided at the school, so all students have an equal experience.
The second article I read was called, Teaching? Learning? There’s an “App” for That!. This article talks about the use of ipods in the classroom. The teacher supplies the students with ipods and they do assignments using the ipods for gathering information. The teacher noticed that the students were more engaged in the lesson and it also offered a more green approach to learning. Though I do think this is a very unique way of teaching I also feel as if when too much technology is incorporated students lose their ability to be creative. I feel like the use of the ipods should a very small part of the lesson instead of the majority of the lesson. The article said, students were able to find music that went with different time periods that they were studying and other things like that, which I believe is a good thing, but sometimes it’s good to just get away with technology and focus on your own thoughts and what your mind can do without the use of so much technology.
The third article that I read was called, White house details plans for more digital learning. This article talks about how the government is looking to expand technology use in schools and in the classroom. It talks about the different programs that are being funded and why the government is pushing technology use. Like I stated previously, I do not think technology use in the classroom is a bad thing at all. I think that there are a lot of benefits to using technology. Such as showing clips on you tube that are relevant to the lesson and using certain internet sites to help students understand lessons. They only thing that I do not like is when technology begins to take over a classroom. I think that technology removes some of the creativity students have. Sometimes technology can become a crutch because the information is so handy. For example when I was in high school we had a marine biology class (I lived right next to the beach). Technology could have been used in the course in the sense that the teacher could have shown us videos and had us go online a research things about marine bio. However, instead he had us actually go out and catch the fish and experience it hands on. This was such an amazing experience! Sometimes technology offers so much that educators don’t see a reason to actually have students engage in these activities anymore. Which is why I am worried students are going to miss out on these opportunities to discover new things due to the over use of technology.
Citations
Toppo, Greg . (2011). White House Details Plans for More Digital Learning. Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=F5ABBEEB4225449B81E1B21FF71B24DC
Bafile, Cara. (2010). Teaching? Learning? There's an "App" for That! Retrieved from http://www.educationworld.com/a_tech/tech/tech254.shtml
Knorr, Caroline. (2012). Do High-Tech Toys Belong in Schools? Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&ENTRY_ID=5A02A001E8914E7DBB24085E81E91FE9
Friday, January 20, 2012
January 14th, 2012
The second article, Too much Facebook time may be unhealthy for kids. Addresses the same points that the first article did about face book and the negative effects it is having on kids that are still in school. However, this article also discusses how other types of social networking, such as texting, can have a negative effect on kids. Texting can not only psychologically effect a child, but also psychically. The article talked about one boy who developed carpal tunnel from too much texting. I agree with this article because as I said before, it’s good to be able to communicate with friends and family. However, these different types of technology can get easily out of hand if used in the wrong way or just over used in general. Parents should definitely monitor their child’s use of this technology and make sure that the child does not rely solely on technology as a form of communication and recreation.
Citations
Ablow, Keith. (2011). Facebook: Public Health Danger . Retrieved from https://angel.evangel.edu/Angel/section/content/default.asp?WCI=pgDisplay&W CU=CRSCNT&E NTRY_ID=31A38E4DEF0C4C76A50AE6D86D9D9001
Hernandez, Daniela. (2011). Too much Facebook time may be unhealthy for kids. Retrieved from http://articles.latimes.com/2011/aug/06/news/la-heb-facebook- teens-20110806
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