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#Post#: 55--------------------------------------------------
Re: Checking For Understanding Chap 1-2
DIR By: Adrian
Date: June 22, 2011, 12:38 pm
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I sometimes find myself being a little envious of full-time
teachers when doing this class. I guess I also know the
solution to the problem, but as a sub, I don't think we get the
chance to implement, or even use many of these techniques in an
ongoing way. Carrie has done some long-term subbing and has
seen the growth and understanding that takes place when the kids
have a chance to experience some of these meaningful and
effective tools to help them. I am just a little jealous. Just
doing the reading and understanding the dynamics involved, makes
me realize the these strategies would be very effective for even
the most resistant of learners.
#Post#: 56--------------------------------------------------
Re: Checking For Understanding Chap 1-2
DIR By: Pam
Date: June 23, 2011, 4:55 am
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I loved all of your comments on checking for understanding
while teaching. I'm still trying to get this last assignment
read. I did listen to the email that had Ted Robinson talking
about creativity. I have taught a lot of years and I still am
trying to figure out what the balance should be between direct
instruction and letting children explore their own ideas. From
my experience, children need lots of freedom and time to draw
and doodle and visit and share to encourage creativity in their
writing. While teaching in this manner, most first grade
students write without organization and their conventions are
terrible. All students are much more creative however. Time in
the classroom is so precious that it is hard to decide what is
most important. If any of you have ideas let me know. I am
sorry about getting off of the topic. I just broke one of my
discussion rules that I learned from our last reading. "You must
talk about the learning goal." Maybe tomorrow I can be on
topic.
#Post#: 57--------------------------------------------------
Re: Checking For Understanding Chap 1-2
DIR By: Adrian
Date: June 23, 2011, 1:03 pm
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I continue to be impressed with the content of this course.
Many of the professors I had recently, employed many of these
strategies, especially the writing to check for understanding
and learning. I didn't really enjoy that much at first, but as
time went on, and I got better at it, I realized how much it
helped me. Not only to evaluate what I knew, but to actually
organize my thoughts more efficiently. So I understand
firsthand how writing can be effective as an evaluation tool as
well as a learning tool. I have also been impressed by our
school's efforts to include writing across the curriculm. I
really do think it helps students understand content when they
have to write about it.
#Post#: 67--------------------------------------------------
Re: Checking For Understanding Chap 1-2
DIR By: Rebecca
Date: June 27, 2011, 6:45 am
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I enjoyed reading these two chapters. This is a time when a pair
share would be great; there is lots of information to talk
about. I liked the diagram on page seven from Wiggins and
McTighe depicting curricular priorities. It is interesting to me
that curriculum that at one time was considered to be enduring
understanding is now placed in worth being familiar witlh. It
seems that there is alwalys information that we think students
should know, but there isn't time to teach it all. Again, tough
choices about what is the most important to teach.
Another area that I found interesting is "Poverty, Language, and
Perceived Skill Level" located on page 21. It talks about the
less exciting curricululm offered to struggling students and
about more rote drill and practice activities. It also talks
about the less talk time for students in these classes. I don't
disagree with any of these statements, and this probably fits
some of our remedial classes, but currently I believe all of the
programs that we use are research-based. I am not certain you
can have it both ways. Sometimes a student needs lots of skill
and drill to catch up. Also, it seems that with the smaller
classes there is more time for teacher directed instruction.
Does anyone else have an opion here?
Lastly, I noted on page 22 the section on gender differences. I
would like to see current statistics on gender differences in
classrooms. Do we still ask boys more difficult questions and
call on boys more often, etc. The reason that I question this is
because now we have more girls going to college and completing
degrees. Have girls caught up and passed and is it because we
have spent years promoting girls or are other factors involved?
Sorry that these comments weren't really about checking for
understanding. :)
#Post#: 69--------------------------------------------------
Re: Checking For Understanding Chap 1-2
DIR By: Pam
Date: June 27, 2011, 7:24 am
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Thank you for your thoughtful comments Rebecca. I too
grapple with the skill and drill approach to help students that
are way behind their peers. Do you inspire them with excellent
literature or drill with decodables? The precious beginning
readers are those that do both and thank you for the wonderful
books that you are providing in the library for our first grade
students. I do think that we are doing great things with early
intervention and small groups for our youngest students. The
most difficult situation for both students and teachers are
those that move into our program. How do you overcome two or
three years or excellent instruction if the child is that far
behind?
Because of negative attitudes about school for boys, I too
see even at an early age the girls surpassing in boys in
academics. I think a lot of the problem is the value that
students place on education. I wonder if those boys need more
male role models. Again, I appreciate your efforts to get dads
to come and read to our classes. I think it gives us a great
opportunity to help students see the need for learning.
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