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
Tuesday, January 31, 2012
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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