Chapter 7

Questioning seems to be a tried and try way of engaging students as they read. They can be asked at any time before, during, or after the reading. I remember teachers doing this with me when I was a student. Much like the anticipation guide, pre-reading questions can help student prepare for the material they are about to read. This allows them to know what to expect.

            I liked the “right there” and “putting it together” questions that were mentioned. These are great ways to see if students are actually reading and if they comprehend what they are reading. It is as if the “right there” questions were asking them surface level questions and the “putting it together” questions were asking them to dig a bit deeper than the surface.

            I can understand why even this simple QAR setup can be more complicated in practice. Reading comprehension is not like a math problem. It is not straightforward. There are so many levels of comprehension, and this can vary from reading to reading depending on the subject matter. It can also be hard to pick out what to ask questions about to discover students comprehension. A student may understand one aspect and not pick up on another. I know we talk a lot about “main ideas” when we measure comprehension, but that alone may not be enough to test student knowledge.

            I know one thing that helps is asking questions that involve your input or opinion. You have to understand the material to a certain level to give your opinion. This also helps students stay away from just scanning the test to find the simple answer to a question. It truly requires them to read and think.

            I can see how it makes a difference depending on the subject as to which approach you would take as a teacher. When reading math or science, it may be more important to understand the information at surface value. Students may need to know definitions or processes.  Questions that require questioning the author or giving your opinion would be left to literature class. You want to see that your students understand the text rather than the author’s take.

            I like the idea of having students question the teacher. I could see that being very beneficial. Students can feel that they have the power of the teacher for a minute. It will give them the chance to feel in power while asking the questions they are curious about, and this can lead to a learning opportunity. It requires the teacher be ready for anything and may make you feel more vulnerable.

            Graphic representations have always helped me. They help make science make so much more sense. When you are dealing with a process or a more abstract idea, it is a lot easier to see the whole picture when you break it down into a graphic organizer. It can help fill in the gaps with stories as well. You can start with a point and expand upon it.

            Compare and contrast always seemed like the easy way out to me. It was the lazy way to deal with a topic. It may make sense for something, but overall I do not particularly like it. It just seems like an easy way to approach a topic and leaves all the work to the students. It would be the method I would be least likely to use of all the ones mentioned.

Reading:

            Apparently Science teachers are facing a lot these days. We need to be more acquainted with our subject matter. Teachers are not familiar enough with their material. Teachers also have varied ideas on the nature of science. That can often create issues in the classroom. We need to be more familiar with how students learn and understand science too. If we do not, then we will never be successful in teaching our students. We also need to understand how to set up our classroom to be a productive environment and how to manage our class with this atmosphere. Professionalism is something that needs to be continually developing as a teacher. There are a lot of things to constantly be mindful as a teacher. This just reminds me of this fact. It almost feels overwhelming at times like these.

            I can agree with all of the “attitudinal differences” mentioned in the article. I am guilty of them myself prior to being in education classes. I can also imagine that a lot of my math/science teachers feel the same way. These do seem to be truths sadly. It is something that is not easy to change, and it is especially hard to change overnight. Math and science teachers do need to be more open when it comes to using other sources outside of the textbook. It could only enhance learning. You do have more chance to put in your opinion or argue something in an English or history class. We are taught more problem solving in math and science. We seek to find the answers. It was interesting that they made a math problem using and STD. Whatever works I guess. At least it is real world related. The physics problem using plate tectonics was interesting. It was a reminder of how heavily vocabulary is used in science and therefore literacy is necessary.

            This article showed me that science and math is as important as I always viewed it. We are not equipping students to get out there and join the work force. They need more skill in these areas and our schools sometimes do not focus on these areas enough. This leaves room for remediation down the road and for employers to train in areas they hoped employees would be efficient. This article also points out that we are losing quickly to China and India. I have always complained that we need to be preparing our students here to do the jobs of the future, otherwise there will be no jobs available and no one will be equipped to do any of the jobs that are available. The bottom line is that math and science is important, especially today in our world of technology. If we do not start treating them as important, we will soon be left behind.

            Education should be open to everyone and is essential for life today. It needs to be structured from the ground up. There is still much reform that needs to take place and we need to make sure there is opportunity for everyone. Education needs to be structured in a way that everyone has the chance to be equipped with the skill that will allow them to amount to great things. We still do a good job of tending to the privileged and leaving out the poor and less privileged in education today. This is something we need to continually work on in order to close the achievement gap. Grassroots movements like this can help us push in the right direction to see the reform and change that we still need in the classroom.

Chapter 6 and such

Chapter 6:

            I can definitely, from first hand experience, understand the importance of these strategies used to help students in their reading. It makes all the difference in the world if you are familiar with what you are reading or have been prepared for it. If you asked someone to dive into the middle of “The Lord of the Rings” without any knowledge of the characters, story, or world you would be lost. It would be a slow read to try and understand the world of Tolkien in this fashion. In fact, while I read through LOTR I read other companions to them to better visualize and understand what is going on in the books. This would be the same way I would use SparkNotes when reading literature for class. Also the same way I would use a dummy’s guide to enrich my knowledge of a topic. This is especially true when dealing with science. The science textbooks are written at such high levels that the students need something else to help guide their knowledge base when trying to comprehend a classroom science book.

            I had either heard of or had experience with some of these strategies. I learned about K-W-L last semester. I really like the setup of this strategy. I imagine it could be used in all areas, although it probably works better in some. I can think of several ways to use it for science teaching. Any time a new topic is introduces, this could be beneficial for students in preparation of the material. From experience, anything would be better than going in blindsided. There were some others I had never used before. I liked the anticipation guide. It was extra helpful for me because I observed in a 7^th grade math class last semester and had to help teach integers. They had a great example of how this concept was applied to integers. If only I would have read this before last semester. It could have been helpful to my teaching and planning.

            Prior knowledge is something that I have learned to think a lot about since this class. It is something we take for granted or forget sometimes. As I mentioned earlier, this is something that applies to areas outside of teaching as well. It is such a novel idea when you think about it though. New knowledge is best built from a present knowledge base.  I also liked reading for reading. It sounds funny to think about, but it is very true. This is more of an example of using dummy’s guides or something along those lines. Reading some material on a subject that will make other readings on this subject easier to comprehend. This chapter did have some good ideas. I am sure I will try them all out one day and figure out which is my favorite. Maybe I can learn the pros and cons of each and when to utilize them.

The Nation’s Report Card:

            This was a bit hard to get through. It was a LOT of information and statistics. What was crazy about the information was how true it was compared to everything I have ever thought or heard. All it did was convince me that everything I had heard was more fact than rumor or false information. It also all adds up to my personal experience. Everything just seemed to line up. Males slightly outperforming females, whites outperforming everyone, higher income levels outperforming, inner city underperforming, etc. This was all information I have heard at some point in my life. I now have seen the statistics to back it up. I am no exception to this rule. As we mentioned earlier too, it is partly because the curriculum and tests were designed by people like me for people like me. I am a middle class white male and this country is catered to me. That is clearly not a good thing. It is definitely not a fair thing. Now, all I know to do is ask myself what we are going to do about it. Thankfully the gap has been closing a bit compared to the past. Sadly, the gap still has a ways to go.

            I have worked in the homeless sector for the past several years. I also worked in inner city schools for a year after college. They have both taught me so much. I learned working in the homeless sector exactly how deep rooted and complicated this issue has come to be in our country. It will not be solved overnight. In fact, it may never be solved. Since Biblical times there have been homeless people. There will continue to be homeless people. We are humans and far from perfect, so we will never be able to develop a perfect system that will eliminate homelessness. I sadly feel more and more this way towards education. Even though both of these issues may never be resolved, I do plan on doing my part in helping the issue. I have done that for a while in the homeless sector and plan on devoting my life to this cause in education. I just wish, like so many others, that I had answers. All I know to do is pull my weight in being a good teacher. I look forward to this chance in the near future.

Chapter 5

“You might think of tests as being like snapshots: Some may be flattering, and some may be downright dreadful. Your friends or family might like a photo you think makes you look goofy, whereas you might prefer one that makes you look sleek, athletic, or intellectual, even though others say it looks nothing like you. No photo, not even a portrait by a talented photographer, is the real you. It is at best an image of you at a particular time that, by skill or accident, may communicate something of your essence.” This was the first quote that really hit me when I was reading this chapter. It was so interesting. It seemed to stand out as something so true about test and helped me think about them in a way I do not believe I had ever viewed them. This was a reminder of why it is important to have as many grades as possible, especially as varied assessments as possible. This will help the student’s grade be a more accurate representation of their knowledge and understanding of a subject or topic.

I can actually use this statement as an example of why I hate both AP and CRCT. I will go on a little rant here for a moment. In my AP Bio class in high school, I was probably third or fourth in my class. I had 106 in the class by the end of the school year. I had studied an AP Bio test book to prepare myself and had taken 3 or 4 practice AP test. I scored upper 4’s and lower 5’s on these test. This helped me be very confident because I only needed a 3 for the college I was going to attend to get credit. My teacher said that should be a joke for me. Well, the big test day comes and I was sick and on antibiotics. Clearly not feeling well or thinking clearly. This did not help my test taking abilities. The AP test is given across the country at the same time for each subject. It was then or…next May. How crazy. Well, I got my scores back and had made a 2. I was devastated and forever disowned the program. I am the same way about CRCT. My grades in AP Biology said that I knew my stuff. I had taken several other practice AP test that were made by the same people who make the actual test that counts. I knew my stuff on that test, but when it came down to the only test that mattered I failed. The AP board would just say that I did not know my stuff, but I can assure you that I did. Having an entire year (2 semesters) work come down to 1 test is insane. This test is clearly not a good representation of my knowledge of the material. I feel this works the same way with CRCT. I could not imagine having an A all year and then failing the one test that matters and that trumping an entire years worth of work.

I am big on using both formative and summative assessment as much as possible. We have been learning about alternative assessments in our ESCI class. It has taught me that there are so many different ways to assess student learning out there. It has taught me to learn to utilize all of these different methods as well. I can completely understand how it helps get a better picture of what students actually know. I know so many people who are good learners and are knowledgeable but are bad test takers. My God-sister was that way and she is now a teacher. She has an ever better understanding of this concept since she was once in those shoes as a student. All students vary in the way they best obtain information and the way they best display the knowledge they have obtained through assessment.

This chapter reminded me of how the profession of teaching is ever evolving. Much like a computer program, we must stay up to date and keep with the times. A computer programmer cannot just take the information learned from their degree and rely on it the rest of their career. They will forever be learning new information to help them be the best at what they do. I feel the same way about teaching. When I walk into the classroom, I will just have to learn as I go. Only so much of my degree will equip me for what I will encounter as a teacher. Most of it will be continually learned each day, week, and year.

There are countless ways to assess student learning. I imagine new ways are being created by teachers everyday. There are just as many ways to teach the material to the students as there are to assess them on the material. It is not a straightforward concept with an equation to follow. I know every teacher will vary in some way. I hope I will pick up good aspects of my past teachers in able to combine them in my teaching style one day.

Chapter 3 and 4

Chapter 3

The beginning of this chapter was a continual reminder that you never know what teaching will bring. It was also a reminder that you can learn all the theory and such that you want, but ultimately you just have to dive right in and do it to learn how. It can be kind of nerve racking to think about that way, but this is why we have observing periods and student teaching.

The learning cycle was interesting. I can see more and more what they are talking about when referring to prior knowledge. I feel that is something else you have to continually account for in class. Every student comes into the class with a different set of prior knowledge, which is going to affect the way they learn the current material in your class. This just becomes another one of the thousand things we will have to keep in mind as teachers.

I thought the idea of “stolen knowledge” was interesting and funny. It seems to describe the world we live in today, especially considering the world of technology.

I am big on wanting to bridge the gap between formal and informal learning. I think this would help teaching be more fluid. The more you can connect with the daily life and real world, the easier it is to make that transition in and out of the formal and informal environment daily.

I can definitely vouch for the pros and cons of being in the gifted program. Everything was a pro to me, but looking back and talking to my friends and other students who were no part of it, I understand how some would have issues with it. I want to ultimately be a gifted teacher one day. I know that my experience would have been completely different had I not had this opportunity. I am thankful for the program and the effects it had on me.

I wish that group discussions had been a part of my early education. I remember being taught at by the teacher and figuring out things mostly on my own. This idea of letting the students teach and learn from each other was not around. I wonder how this part of my education could have changed my future education had it been different.

Word processors are powerful tools that are there for own convenience and disposal today. We should be teaching students the ends and outs of these programs early on and allow them to use them. In college and even the real world, we are able to utilize this technology, so why deprive students of it early on in their education?

“blogging; working on a webpage for school or for personal use; sharing original content such as artwork, photos, stories, and videos; and remixing online content to create new text – is central to the lives of youth growing up in a global society.” This is so, so true and a statement to why we should continue to utilize this technology in our daily teaching. This will help engage the students and allow us to meet them where they are.

I also appreciate the quote about word processing having all these positive aspects for children with learning disabilities. I am all for helping out those students who need help in any way that works to their benefit.

Chapter 4

I am glad that the author was mentioning all the factors that go into lesson planning. It gave me relief from all the frustration we all had over doing our last lesson plan for EMAT. I know it was frustrating for me to try to think of how everything would work out in theory with no actual classroom to base the lesson plan. I will point our teacher to this passage if he has too many problems with my lesson planning.

The discussion of the EQ (essential question) helped this concept make a lot more sense to me. It is something I never had growing up and have had to adopt for my lesson plans and teaching. I appreciate the concept and how it gives direction as well as a reminder of the exact point, concept, topic, etc that you want to over or accomplish that day.

I also liked the idea of basing lesson plans around the need to learn the writing skills necessary for that content area. I imagine it would have been beneficial for me as a student to have my science teacher help me strictly with vocabulary or lab report writing skills.

I want to stress again about how nervous I am to have ELL’s in my classroom. I just feel very ill equipped at this point and I know it will have to come with experience and practice. I found the instructional adaptations to be informative and I am sure they could help me one day. I can only imagine the kind of support they need on a daily basis. Considering I am looking to teach in Georgia and in particular the NE area, I wish I had taken a lot more Spanish.

The 6 ways that the Dept of Education has determined students should use technology seemed pretty exciting, but I feel like a lot of this list is just never gets accomplished in the classroom. Not yet anyway. I hope this inclusion of technology at this level will continue to exponentially increase and can be something for me to look forward to when I finally have a class of my own. I want to look up the teacher resources when I get a chance too. Hopefully there will be something there to excite me as well.

The implementation of new literacies seems to be an exciting thing. I use my iPad every day in ways that I never imagined using technology only a few years ago. It allows me to read the news, catch up with people, keep up with school, play games, and so much more in a fashion that has never existed before its’ inception. The way we gather, share, and create is changing right before our eyes. I fully support education jumping on that bandwagon and hope to one day see it at the forefront rather than trying to play catch up.

Direct instruction is the method I am most familiar with at the moment. I feel that is how I have been taught most of my life and have now used it for my lesson planning as well. After reading, it appears there are so many ways that are potentially better ways to go about lesson planning. I will get the chance to use them next semester.