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#Post#: 25--------------------------------------------------
Chapter 3 How We Teach
DIR By: mdavidson
Date: June 10, 2011, 12:24 pm
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The section on the impact of effective lessons is simply
astounding. If it is only half accurrate, the benefits of using
effective lesson techniques would increase learning
significantly. It is not rocket science either--rather pedagogy
101 which has been taught for 50 years at least.
#Post#: 26--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Susie
Date: June 12, 2011, 4:36 pm
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There was a quote from Kanold on page 66 that hit home--'too
much sitting and not enough circulating prevents us from knowing
if students are on task and actually learning what we are
teaching.' I don't think I do enough checking for
understanding. I will also try to do more with having students
draw conclusions and make inferencs. The Holt texts have good
questions at the beginning of a unit, and I usually use those.
But I don't do enough follow up. Also, I'm being "inspired" to
do more with pair and small group work. I think Pete does a
geat job with getting the kids to take notes on sticky
paper--good technique, especially for the freshmen. I'm
wondering if making good text-based questions shouldn't be made
a part of the district assessments.
I'm still processing the statements that not all papers need
to be graded. I also want to do more with exemplars and anchor
papers. The pre-session for WY Writers talked at some length
about how important modeling is--teacher as writer. Food for
though.
#Post#: 30--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Rebecca
Date: June 14, 2011, 6:18 pm
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;)
Susie, I am anxious to talk to you and hopefully have you share
some of the information you learned at your writer's workshop. I
have been reading a trade book called Engaging Readers & Writers
With Inquiry by Jeffrey D. Wilhelm. One of the guiding
principles of the book is that all curriculum units should start
with a guided question. I think questions can serve as hooks to
engage students.
#Post#: 32--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Karen
Date: June 14, 2011, 9:25 pm
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I goofed and posted my remarks for chapter 3 at the same place
as the remarks for the other 2 chapters. I'm still learning
how to do this.
#Post#: 33--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Carrie
Date: June 15, 2011, 10:17 am
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This reading is very interesting.
I have noticed alot of these teaching techniques at the school,
such as pair/share, questions to begin the assignment, taking
time to think before responding, and my favorite new one, Steph
does so well, is not just calling on the student with their hand
up.
I so enjoy having the chance to observe the teachers, it makes
it easier to know what is expected of me when I sub.
I wonder how you get the students to "quick respond" like the
"quick write". Some times it seems I pair/share so it won't take
so much time to have all of the students share their responses.
(Oops did I say that?)
#Post#: 34--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Jeana
Date: June 15, 2011, 1:06 pm
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I found this very interesting. In one part it said that
"Reading and Writing are the soul of Learning." I also like the
"Interactive Lectures." This year I took a sign language
class. The instructor, after giving several signs had us in
groups playing several different kinds of games, work sheets and
pairs. I can see how interactive lectures work so much better.
I noticed the use of old-fashioned in describing the information
in this chapter, I think if it works as well as it says then it
would be worth doing. I have noticed as I sub that several of
the ideas are already being used.
#Post#: 35--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Margaret
Date: June 15, 2011, 2:55 pm
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I like the idea of using discussion/debate of the text as part
of the lesson and think it would be exciting for many of the
kids. I recently had a conversation with a young lady who does
on-line school (can't remember what that is called for Wyoming
students). She is a sharp girl and shared with me how she loves
discussing and debating books with others. It would be
beneficial for students to think more deeply if they were
provided good questions to focus on before they read and know
they will be asked to discuss/debate later. I have noticed that
some students need to practice verbalizing their ideas. This
would be helpful for them.
#Post#: 36--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Pam
Date: June 16, 2011, 11:15 am
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Chapter 3, How We Teach, certainly reviewed how to conduct
a good lesson. I find it difficult with templates to always try
to give a good reason for doing them and try to get the students
to buy into them with enthusiasm. Still, in most of our lessons
in reading and math, we do try to give some background knowledge
or catch attention, use direct instruction, then do guided
practice and then independent work. There are some suggestions
in this chapter that I found most helpful. One of them was on
page 85 where it talked about how to try to get students to be
good at communication. I have not modeled this enough or had
the students practice it. The author says that the teacher
should give the students a posted learning goal. Then the
students need to follow certain criteria to keep their learning
from being a free for all. I am going to simplify his
suggestions for my first graders by posting some rules for when
we are discussing text.
1. Point at where it says it in the book. (Cite the text.)
2. Always be nice when you disagree with someone.
3. You may only talk for two minutes (be concise) and you must
talk about the learning goal.
I plan to make a poster of these rules and I hope that this will
help us avoid extended talk about the latest movies that child
has seen or a 15 minute discourse on when their family saw a
bear. I hate to squelch their enthusiasm but some children just
love to talk.
#Post#: 37--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Adrian
Date: June 16, 2011, 2:11 pm
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Lots of great ideas in the reading for this chapter and I have
seen some of them implemented in our school.
Margaret mentioned how difficult it is for some kids to
verbalize their thoughts. I think this is where writing helps
to organize your thoughts so you can better put them to words.
Its one of the many things that get better with practice. It
may be a chicken or egg first kind of thing, but for me, I was
able to verbalize much better after trying to express my
thoughts in writing first.
I also wanted to comment briefly on the youtube segment by Ken
Robison. He expressed many powerful insights about education
and it's impact on kids-and society. I wonder, does his view of
creative learning conflict with the author of our reading for
this course and his more traditional approach to education, or
can this traditional approach be incorporated into a more
creative treaching style?
#Post#: 38--------------------------------------------------
Re: Chapter 3 How We Teach
DIR By: Carol Powers
Date: June 16, 2011, 2:24 pm
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I thought it was really interesting the part about technology,
projects, power point presentations.etc. . This year Julie R
and I were told we were old fashioned and need to get up to date
with technology and have the kids do more projects and
presentations. I like the part about white boards etc. I use it
a lot in math, burt science is more difficult to use white
boards with. I need to use more hooks to get the students
interested in the new concepts. I sometimes feel that it is a
tme issue trying to teach all of the standards so I rush through
concepts.
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