This week in class we discussed the different types of lesson plans and the most effective ways to use them to promote TEKS and ELPS. At first I was very intimidated by all the standards that had to be included in every lesson, but after going over the handout it all made sense. The information being taught does not have to change to promote TEKS and ELPS, only the way it is presented.
One thing that stands out in my mind, is the use of visual aids and demonstrations. All people learn best by doing. The use of visual aids keeps people engaged and interested. Often times when teachers utilize lectures they forget how boring they are to sit through. Some main points teachers need to keep in mind while utilizing a lecture are: visual aids, handouts, short and to the point. ELLs would benefit from these because they have the key ideas outlined for them and paired with visual aids.
Graphic organizers are an amazing way to get students thinking and writing. These help students viualize key concepts represented in the text. Graphic Organizers also help students draw connections between relating ideas through the physical act of drawing the lines.
When it comes to differentiating instruction for different levels teachers need to have an understanding of the levels the students are operating on and have a realistic goal for where the students should be at the end of the year. Group work is a fantastic way to overcome these level differences. Teachers can group the students into groups based on levels. These groups can consist of students all on the same level so they can all be challenged and raised to the next level together. Or these groups can have a collection of levels to help all students get better at an activity. Both group types are effective for different types of learning activities.
When choosing materials to keep in the classroom the Flesh-Kincaid and SMOG levels need to be considered. Different levels should be present in the classroom, and there should be picture books for entertainment purposes and higher level books to challenge students to raise their reading level.
Saturday, September 24, 2011
Sunday, September 18, 2011
Observation
This week we started our observations with our cooperating teachers. It was interesting to see the way the students responded to my cooperating teacher; they respect and like her. She did not have to get onto any of the students for not doing their work, or try very hard to get them involved in the class work.
For homework the students had to read an article, write an introduction using her formula, and come up with 3 main ideas they would like to elaborate on. Once the students got settled and she answered their questions they participated in a timed writing with the materials they had prepared at home. It was amazing to see how easily the students took to writing after they had prepared for it the night before. She was developing the students as writers and getting them ready for the PSAT timed writing portion.
My favorite moment was when one student mentioned that he "really enjoyed the homework." It amazes me how easily she moved from topic to topic. I have never seen a more efficiently run class. There was not the crazy shuffle of papers and nonsense at the completion of an activity. Every transition was smooth and the students were aware of that was coming next.
I learned that students want to learn. They all posses a willingness to learn. A teacher just has to activate the right schema to get the information to stick. The students were really engaged when they analyzed a paragraph that was full of religious imagery. Students like controversial things. Their lives are filled with drama so it makes sense that they would enjoy drama filled text.
The texts this teacher picked interested her students and provided them with something to relate to. I wonder how she picked them. The texts set the tone for the class. If the students are not interested in the texts there is no hope for the teacher and the information they are trying to get to the students. It seems to me that the text chosen for a particular class will make or break the learning process.
For homework the students had to read an article, write an introduction using her formula, and come up with 3 main ideas they would like to elaborate on. Once the students got settled and she answered their questions they participated in a timed writing with the materials they had prepared at home. It was amazing to see how easily the students took to writing after they had prepared for it the night before. She was developing the students as writers and getting them ready for the PSAT timed writing portion.
My favorite moment was when one student mentioned that he "really enjoyed the homework." It amazes me how easily she moved from topic to topic. I have never seen a more efficiently run class. There was not the crazy shuffle of papers and nonsense at the completion of an activity. Every transition was smooth and the students were aware of that was coming next.
I learned that students want to learn. They all posses a willingness to learn. A teacher just has to activate the right schema to get the information to stick. The students were really engaged when they analyzed a paragraph that was full of religious imagery. Students like controversial things. Their lives are filled with drama so it makes sense that they would enjoy drama filled text.
The texts this teacher picked interested her students and provided them with something to relate to. I wonder how she picked them. The texts set the tone for the class. If the students are not interested in the texts there is no hope for the teacher and the information they are trying to get to the students. It seems to me that the text chosen for a particular class will make or break the learning process.
Sunday, September 11, 2011
The Reading Process/Schema
This week in class we discussed the Reading Process and how it relates to Schema theory. A persons Schema relates to what they know and believe. Schema can change in two ways; it can accommodate or assimilate. When a persons schema accommodates it changes the persons view of the world, and when it assimilates it simply adds the new information to what is already known and believed.
The Reading Process includes schema in numerous ways. When a person reads they take the information presented in the text and their schema and put them together to create meaning and understanding. As an emerging English teacher it is important to develop students schema's to include literature. Many students see reading and writing as a hassle and a punishment, this schema must be changed and is only one of the numerous problems faced by teachers today.
As an English teacher I not only have to teach the lessons laid out by the state and federal standards but I also have to convince reluctant students that reading/writing are important and to actually do it. A students schema is always changing, usually only by assimilation. English teachers have the difficult task of changing students schema by accommodation in regards to reading/writing. This task falls onto all teachers but the brunt of it is felt in the English classroom.
By using the BDA framework in regards to a piece of literature or any reading assignment, teachers can get the students involved on a much deeper level while also improving retention. By having a student work through a warmup activity the teacher can activate the correct schema or create the appropriate schema for the activity. The during activity would help students answer any questions they had thought of after starting the activity. Also this type of activity would catch problems in comprehension and understanding before they became major issues. The after activity would serve the solidifying of the information and check the students mastery of the concept. By employing the BDA framework teachers are ensuring better understanding and retention.
After looking at the new Standards for Education and the correlating percentages something needs to change, and its not the studetns. The material needs to be presented in new, interesting, ways. Instead of teachers just saying, "Hey read this. Master this. Take this test." The curriculum needs to be more fluid and relatable to the students life. Teachers today need to employ the BDA framework as a way to relate to students and find out what they know and how to increase their knowledge. Students are not going to change, the curriculum is going to get bigger, teachers need to rework their lesson plans in ways that enhance students schema.
The Reading Process includes schema in numerous ways. When a person reads they take the information presented in the text and their schema and put them together to create meaning and understanding. As an emerging English teacher it is important to develop students schema's to include literature. Many students see reading and writing as a hassle and a punishment, this schema must be changed and is only one of the numerous problems faced by teachers today.
As an English teacher I not only have to teach the lessons laid out by the state and federal standards but I also have to convince reluctant students that reading/writing are important and to actually do it. A students schema is always changing, usually only by assimilation. English teachers have the difficult task of changing students schema by accommodation in regards to reading/writing. This task falls onto all teachers but the brunt of it is felt in the English classroom.
By using the BDA framework in regards to a piece of literature or any reading assignment, teachers can get the students involved on a much deeper level while also improving retention. By having a student work through a warmup activity the teacher can activate the correct schema or create the appropriate schema for the activity. The during activity would help students answer any questions they had thought of after starting the activity. Also this type of activity would catch problems in comprehension and understanding before they became major issues. The after activity would serve the solidifying of the information and check the students mastery of the concept. By employing the BDA framework teachers are ensuring better understanding and retention.
After looking at the new Standards for Education and the correlating percentages something needs to change, and its not the studetns. The material needs to be presented in new, interesting, ways. Instead of teachers just saying, "Hey read this. Master this. Take this test." The curriculum needs to be more fluid and relatable to the students life. Teachers today need to employ the BDA framework as a way to relate to students and find out what they know and how to increase their knowledge. Students are not going to change, the curriculum is going to get bigger, teachers need to rework their lesson plans in ways that enhance students schema.
Subscribe to:
Posts (Atom)