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.
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