Chapter 1:
Chapter one reiterates what we have been discussing in class; learning should not be based solely on lecture. Students must be involved in the processes of reading, writing speaking, listening and viewing each day. The chapter also emphasized the point that most students do not understand how to read informational texts when they get to higher levels as they have not been exposed to them throughout their early education. However, the chapter proposed a new idea to consider. Yes, while many students at higher grade levels struggle with informational texts, we cannot just shift our focus to only informational texts. It is important to keep this in mind especially with the new common core standards because at the high school level, students are still expected to read complex narratives such as plays, novels, and poetry.
I also liked how topics we have discussed in courses last semester remain pertinent throughout this chapter. For instance, the chapter stressed the importance of prior knowledge and metacognitive awareness. There were two key things that I will remember for my classroom regarding these two topics. First, it is important to remember that prior knowledge can make or break a student’s comprehension in particular subject areas. I remember being so confused during history classes in high school when teachers introduced topics that built upon topics that we already should have learned. Instead of reviewing, we were automatically expected to recall information on our own to place it with the new information being taught. Had we reviewed as a class and drawn on prior knowledge, much confusion would have been quickly cleared up. The second thing I will remember is the metacognitive before, during and after model. The questions that is poses are important and will improve compression by allowing the learner to truly think about what strategies serve them best.
Chapter one also had a piece about collaboration. It was stated that learning occurs with collaboration. Many times, teachers depend on silent work in their classroom. They believe when it is quiet, learning is taking place. However, I personally know that sometimes when I am in complete silence, I am unable to focus as my mind is wandering, thinking many different unrelated things. Although, it may appear that I am on task. When a teacher allows for collaboration through small groups and pair-sharing, more ideas are considered and old thoughts are refined. After this, when it comes time to share whole group, more hands are raised because students are more confident after having time to consider their ideas. This seems to be a more engaging setting compared to a silent classroom.
Another collaborative idea that the chapter discussed was jigsaw. It was described differently compared to how we did for an assignment in Dr. Hanna’s class. I like this format better as it gives the students the opportunity to talk about their particularly section with others who read the same section. They may pick up on things they hadn’t thought of before prior to sharing their section with the rest of their ‘home’ group. After the discussion they might alter which ideas they believed to be most important.
Question #1: Reciprocal teaching: Is it really always best to begin by assigning one roll to each student? (Ex. There is one questioner who chooses the question to write down after a small discussion and one predictor who chooses to write one prediction down after a discussion.) When there are many questions posed during the discussion, and different predictions, wouldn’t it be best to have everyone take on each roll (as a predictor, questioner, clarifier and summarizer)? Is it good to restrict their thoughts when first introducing the strategy?
Chapter 8:
This chapter focused on another topic we have been discussing in class; writing to learn. Writing to learn does not follow a procedure or require proofreading and editing. I never thought of it seeming “low-stakes” for the students, thus motivating them by eliminating any pressure. I also learned that there terms to describe different ways of applying knowledge. For example, procedural knowledge is knowing how to apply knowledge and conditional knowledge is knowing when or why to apply knowledge. These seem just as important if not more so, as declarative knowledge.
The rest of the chapter was dedicated to different ways students can write to learn for different subject areas. I absolutely love the idea of the “I Am” poems! I will definitely use these in my classrooms, regardless of the grade levels. They will help foster the sense of community that I want to create. As the students write their poems and share them, we will recognize that every person is unique but we come together as a class.
Question #2:
Is writing to learn not included in classrooms because teachers do not have time to do it? For example, I have seen schools where the teachers receive plans for the week from the principal and are expected to follow them. For instance, The principal will write a plan for all of the third grade teachers so that they are all doing the same thing. Usually, the plans are designed to prepare the students for testing.
Think Center Experience
I absolutely loved this experience. I thought it was different and fun as well as informative. I did not know that if you taught students about neuroscience, the learning process improves because they understand what is physically happening in their brain. I found that to be very interesting. I also found it compelling that by the 7th grade, students have established a fixed or growth mindset. This would make it difficult for the high school teachers as some of their students have already developed the fixed mindset of “I’ve got what I’ve got.” If I teach at the high school level, I need to find a way to break this mindset.
