After reading this article, I have come away with many new ideas and inspirations. So first, I would like to thank F & F for compiling such a detailed, info-packed guide. I especially liked the method of reciprocal teaching. Through questioning, clarifying, summarizing, and predicting, students can improve their reading and thinking skills. A clear example of an application of reciprocal teaching was also mentioned, so it is clear that this can be applied in a classroom setting. This gives students an opportunity to collaborate, and produces a motivation to learn.
From the chapter about anticipatory activities, I learned of many interesting ways to give students background on a topic. These methods range from visual displays to thought-provoking questions. The authors even suggest ways to incorporate guest speakers into the curriculum. This time, I would like to thank F & F for dividing the anticipatory activities by subject. The authors recognized that different types of activities were suited to different fields of study, and recommended the appropriate strategies.
From the chapter of vocabulary development, I learned that effective teachers use all kinds of methods to foster learning of general, specialized and technical vocabulary based on students’ different learning styles. Good methods to teach the skills to broaden student vocabulary include word walls, visual glossaries, and interesting resources materials such as dictionaries and magazines. In their classroom practice, teachers can use vocabulary journals and cards to review the vocabulary later on.
When talking about the questioning, we always think that it is a teacher’s job to come up with questions. In order to foster students’ critical thinking skills, a teacher must guide students to come up with higher-order questions from their reading. For instance, questioning the author and question-answer relationship strategies are useful in practice. The chapter demonstrates a detailed case by using the SQRQCQ framework for solving math word problems and emphasizes the application of literacy in math classrooms.
In the chapter on note-taking, I discovered many different ways teachers can encourage and guide note-taking. If only one teacher provides note-taking strategies for their students, those students will be able to use those same strategies in other subjects. Different strategies include outline frameworks and the Cornell method. Students well-versed in note-taking will have access to a wide repertoire of methods, allowing them to efficiently extract information from classroom lectures for later review.
Overall, I enjoyed the course reading and learned some strategies that can be utilized in classroom teaching. The book provides us with clear strategies for broadening students vocabulary, improving comprehension skills, as well as fostering students’ critical thinking skills and note-taking skills. These methods and strategies are useful tools for teaching in our future.
This is a very thorough description of what was helpful from the chapters. I am also very appreciative of all of the concrete methods that are provided to help us encourage literacy in the classroom. Instead of just talking about theories, we are able to learn established methods so that we do not have to reinvent the wheel. It was also made clear why these skills are important for the students to be provided access to. In other words, we are provided with a balance of theory and strategies.
I think that it is important for the students to be hooked into a lesson and to have their attention kept, it is very helpful when talking about behavior management and how difficult it can be at times. I appreciate the 4 routines, however I don't feel that the questioning should be separated from the others. No activity should presented without the proper processing. I feel that questioning allows the student to be guided to the correct answers and they feel happy that they were able to arrive at the correct answers.
I appreciate the vocabulary section for the organizers provided and the reaffirmation of why it is important to keep track of vocabulary. In math there tends to be a lot of vocabulary that the student s have heard before, but they have different definitions than what they knew before. Therefore it is especially important for student to have the difference pointed out to them and I think that it would be helpful for them to have their own records of the vocabulary, which can be provided with the vocabulary self awareness chart.
The note taking chapter describes many different note taking methods and it is important that the students are taught each method so that they can determine which method is best for them. These sections provided a lot of tangible skill that will be helpful when teaching.
After reading this article, I have come away with many new ideas and inspirations. So first, I would like to thank F & F for compiling such a detailed, info-packed guide. I especially liked the method of reciprocal teaching. Through questioning, clarifying, summarizing, and predicting, students can improve their reading and thinking skills. A clear example of an application of reciprocal teaching was also mentioned, so it is clear that this can be applied in a classroom setting. This gives students an opportunity to collaborate, and produces a motivation to learn.
ReplyDeleteFrom the chapter about anticipatory activities, I learned of many interesting ways to give students background on a topic. These methods range from visual displays to thought-provoking questions. The authors even suggest ways to incorporate guest speakers into the curriculum. This time, I would like to thank F & F for dividing the anticipatory activities by subject. The authors recognized that different types of activities were suited to different fields of study, and recommended the appropriate strategies.
From the chapter of vocabulary development, I learned that effective teachers use all kinds of methods to foster learning of general, specialized and technical vocabulary based on students’ different learning styles. Good methods to teach the skills to broaden student vocabulary include word walls, visual glossaries, and interesting resources materials such as dictionaries and magazines. In their classroom practice, teachers can use vocabulary journals and cards to review the vocabulary later on.
When talking about the questioning, we always think that it is a teacher’s job to come up with questions. In order to foster students’ critical thinking skills, a teacher must guide students to come up with higher-order questions from their reading. For instance, questioning the author and question-answer relationship strategies are useful in practice. The chapter demonstrates a detailed case by using the SQRQCQ framework for solving math word problems and emphasizes the application of literacy in math classrooms.
In the chapter on note-taking, I discovered many different ways teachers can encourage and guide note-taking. If only one teacher provides note-taking strategies for their students, those students will be able to use those same strategies in other subjects. Different strategies include outline frameworks and the Cornell method. Students well-versed in note-taking will have access to a wide repertoire of methods, allowing them to efficiently extract information from classroom lectures for later review.
Overall, I enjoyed the course reading and learned some strategies that can be utilized in classroom teaching. The book provides us with clear strategies for broadening students vocabulary, improving comprehension skills, as well as fostering students’ critical thinking skills and note-taking skills. These methods and strategies are useful tools for teaching in our future.
This is a very thorough description of what was helpful from the chapters. I am also very appreciative of all of the concrete methods that are provided to help us encourage literacy in the classroom. Instead of just talking about theories, we are able to learn established methods so that we do not have to reinvent the wheel. It was also made clear why these skills are important for the students to be provided access to. In other words, we are provided with a balance of theory and strategies.
DeleteI think that it is important for the students to be hooked into a lesson and to have their attention kept, it is very helpful when talking about behavior management and how difficult it can be at times. I appreciate the 4 routines, however I don't feel that the questioning should be separated from the others. No activity should presented without the proper processing. I feel that questioning allows the student to be guided to the correct answers and they feel happy that they were able to arrive at the correct answers.
I appreciate the vocabulary section for the organizers provided and the reaffirmation of why it is important to keep track of vocabulary. In math there tends to be a lot of vocabulary that the student s have heard before, but they have different definitions than what they knew before. Therefore it is especially important for student to have the difference pointed out to them and I think that it would be helpful for them to have their own records of the vocabulary, which can be provided with the vocabulary self awareness chart.
The note taking chapter describes many different note taking methods and it is important that the students are taught each method so that they can determine which method is best for them. These sections provided a lot of tangible skill that will be helpful when teaching.