Seeing how Halloween fell at the end of this week, and everyone seemed to be getting in the spirit (especially on Friday, since students were allowed to wear costumes), I decided to apply this enthusiasm to this week’s curriculum.
As a pre-cursor, students were introduced to the literary elements irony and characterization. Students took notes, watched presentations, participated in class discussions, read stories and answered corresponding questions to build up their skills with these elements. After consistently working with these tools, I had determined (through various assessments) that students maintained proficient comprehension, so I had the students apply and utilize this skills with video clips that parodied a famous literature text, “The Monkey’s Paw” by W.W. Jacobs. Previously, students had only been learning and practicing these skills with written literature, they had not yet had the opportunity to cover the skills learned on pieces of media. Through working with these diverse groups of students, I have discovered one common ground: students would prefer to utilize anything technological, as opposed to traditional text on paper. Given modern students’ over-stimulation of technology, it is not surprising that they find plain old paper boring and often respond better when some type of technology or media is involved. Technology resources can be found and used in a variety of fashions, and audio and/or video supplements are the most commonly complement literature texts.
Because of the overt attention given to media sources, I attempted to incorporate some of these supplements into the instruction, while adhering to the spooky anticipation that was in the air this Halloween week. The first classes in the beginning of the week were occupied by yet another class interruption, Acuity testing; this, however, did leave a majority of the rest of the week for a lesson centered around the uncanny holiday anticipation and media incorporation. Before reading “The Monkey’s Paw”, the students were given a pre-writing exercise, which focused on each student’s three personal wishes, which then led into a class discussion voicing these wishes and discussing the possible consequences of these wishes (which encompassed the theme: be careful what you wish for/want, because you just might get it…..at any cost). Then students were given the story (and corresponding vocabulary sheet) to read and comprehend. After class discussion, I was able to assess that students were competent, and understood the material presented while showing previously learned literacy application skills; therefore, students were shown an older black and white, Alfred Hitchcock adaptation. Students were then shown a more modern television show parody of the story. Throughout both videos, students were to apply their irony and characterization skills and take notes on the videos, which led into a whole class discussion from these exercises, I not only realized that students were more that capable to apply these skills, but they are much more stimulated and apt to participate when the audio/video material was integrated with the assigned literature. According to student feedback, students enjoyed seeing literature portrayed in other formats, and judging by student responses throughout the lesson, the students comprehended the material and were able to utilize previously introduced skills; also, students are much more interested when we, as educators, can construct traditional literary text and integrate corresponding media to better interest today’s students. All in all, this was a very productive and fun lesson that I think really complemented this week’s Halloween spirit.
Wednesday, November 4, 2009
Week 9
Prompt) Reflect on what you have observed about the students’ learning styles/multiple intelligences.
If I know anything about my students thus far pertaining to their learning styles/preferences (referred to by class) is that they are all vastly different. I have a class that contains a majority of visual learners while another consists mainly of auditory learners, and other classes possess a unique mix, specifically defined by the variety of learning styles that are found within each
One way I have been trying to accommodate the basic, predominant, visual and auditory learning styles/ preferences of the students, is to establish learning individual and social learning environments that accommodate all groups of diverse learners. An example of this occurs when the students are designed a text to read. I take a group of students (whichever group has the least amount of students) out into the hallway and divide the students into visual and auditory learning groups. The auditory group usually takes turns reading the text aloud, while the visual learners are separated (away from noise and distractions) to read independently themselves. This method also adheres to accommodating individual and social learning preferences that these student possess; the students who usually are the auditory learners, also expressed (via the C.I.T.E Inventory, or student feedback) are also social expressive learners, therefore this method of simply covering a text adheres to multiple learning styles/preferences.
Sometimes, for instance in the event of a lengthy text, co-taught classes necessitate different methods of reading and comprehending the text. On occasion, we take turns reading aloud, other times we play the voice recording of the story from the Literature textbook CD, while students follow along in their books. By differentiating the curriculum/instruction to accommodate these students, I have not only witnessed an increase in learning susceptibility, but also a boost in student engagement. By accommodating learning styles with oral/visual aides (PowerPoint, audio/video clips, etc.) we are also engaging students in their own learning. Through observation (of students) and discussion (with other teachers) I have come to the realization that I am, and will from here on out, be teaching to a technologically stimulated mass of students; because of this, plain paper and pen does not stimulate, or even intrigue, them (which could be potentially devastating for an English curriculum) and so now I am challenged with discovering methods for making the stories on that plain old paper and handwriting (papers, responses, etc. as opposed to word processor generated material) appealing to students; after I have discovered how to do this successfully, I can then learn how to transition traditional curriculum to apply to modern instruction.
If I know anything about my students thus far pertaining to their learning styles/preferences (referred to by class) is that they are all vastly different. I have a class that contains a majority of visual learners while another consists mainly of auditory learners, and other classes possess a unique mix, specifically defined by the variety of learning styles that are found within each
One way I have been trying to accommodate the basic, predominant, visual and auditory learning styles/ preferences of the students, is to establish learning individual and social learning environments that accommodate all groups of diverse learners. An example of this occurs when the students are designed a text to read. I take a group of students (whichever group has the least amount of students) out into the hallway and divide the students into visual and auditory learning groups. The auditory group usually takes turns reading the text aloud, while the visual learners are separated (away from noise and distractions) to read independently themselves. This method also adheres to accommodating individual and social learning preferences that these student possess; the students who usually are the auditory learners, also expressed (via the C.I.T.E Inventory, or student feedback) are also social expressive learners, therefore this method of simply covering a text adheres to multiple learning styles/preferences.
Sometimes, for instance in the event of a lengthy text, co-taught classes necessitate different methods of reading and comprehending the text. On occasion, we take turns reading aloud, other times we play the voice recording of the story from the Literature textbook CD, while students follow along in their books. By differentiating the curriculum/instruction to accommodate these students, I have not only witnessed an increase in learning susceptibility, but also a boost in student engagement. By accommodating learning styles with oral/visual aides (PowerPoint, audio/video clips, etc.) we are also engaging students in their own learning. Through observation (of students) and discussion (with other teachers) I have come to the realization that I am, and will from here on out, be teaching to a technologically stimulated mass of students; because of this, plain paper and pen does not stimulate, or even intrigue, them (which could be potentially devastating for an English curriculum) and so now I am challenged with discovering methods for making the stories on that plain old paper and handwriting (papers, responses, etc. as opposed to word processor generated material) appealing to students; after I have discovered how to do this successfully, I can then learn how to transition traditional curriculum to apply to modern instruction.
Week 8
(Prompt) Reflect on a cooperative learning technique you may have used.
In my opinion, all classes need to be fitted to accustom every student’s learning needs/styles. I have found that if you, as an educator, do not apply this, especially to co-taught classes, students often get confused, usually leading to frustration. Classes, especially co-taught, needed to be divided among tasks; this is to ensure that students are not forced to work on one tedious assignment for the entire hour and a half class time (which usually results in aggravation---and behavior problems). If students are assigned different activities or assignments at regular intervals (I’ve found that at least every 20-30 minutes works exceptionally well), students are less likely to get frustrated on a smaller assignment, where they can receive more individual assistance; also, when students are given multiple of these divided assignments, they are more likely to remain on task, which also helps to eliminate behavior problems.
But, for these co-taught classes especially, this divided class time strategy also requires structure. These classes are prone to get, and remain, off task which has the potential to become quite a challenge to steer them back on track. While the co-taught classes differ in assignments, as they correspond with the material being taught, the structure usually remains the same. For the first twenty or so minutes the students do a warm-up, or pre-cursor, exercise that leads up the material that is going to be taught that particular day. The next two portions of class are divided up into studying the material, and then apply and utilize the material or skill taught. For these classes, it is also important to take as much time as needed to cover a particular topic. For example, the co-taught classes did not catch onto the information and skills employed during a unit on characterization. Because of this, they required more time and practice to fully comprehend this necessary material. Although more material was presented to them to in order for them to grasps the concepts in this unit, the class was still structured around the divided schedule that they have grown accustomed to; essentially, these students require class time to be divided into portions, but those consequent portions need to be structured and adhered to. This is only a few learning techniques that I have found so far in my teaching career that really work for me and the students, especially co-taught students. Although I am sure I will encounter many more learning strategies, I also realize that the successfulness of these techniques dictate from the students to which they are applied. Various learning needs and styles accompany students, and the unique mixture of these will vary year to year; therefore the techniques that work for students this year, may not work so well for next year’s sophomores. I realize the need for technique changes and the students changes, and I can only hope to keep up with the ever-changing learning styles and needs of my students.
In my opinion, all classes need to be fitted to accustom every student’s learning needs/styles. I have found that if you, as an educator, do not apply this, especially to co-taught classes, students often get confused, usually leading to frustration. Classes, especially co-taught, needed to be divided among tasks; this is to ensure that students are not forced to work on one tedious assignment for the entire hour and a half class time (which usually results in aggravation---and behavior problems). If students are assigned different activities or assignments at regular intervals (I’ve found that at least every 20-30 minutes works exceptionally well), students are less likely to get frustrated on a smaller assignment, where they can receive more individual assistance; also, when students are given multiple of these divided assignments, they are more likely to remain on task, which also helps to eliminate behavior problems.
But, for these co-taught classes especially, this divided class time strategy also requires structure. These classes are prone to get, and remain, off task which has the potential to become quite a challenge to steer them back on track. While the co-taught classes differ in assignments, as they correspond with the material being taught, the structure usually remains the same. For the first twenty or so minutes the students do a warm-up, or pre-cursor, exercise that leads up the material that is going to be taught that particular day. The next two portions of class are divided up into studying the material, and then apply and utilize the material or skill taught. For these classes, it is also important to take as much time as needed to cover a particular topic. For example, the co-taught classes did not catch onto the information and skills employed during a unit on characterization. Because of this, they required more time and practice to fully comprehend this necessary material. Although more material was presented to them to in order for them to grasps the concepts in this unit, the class was still structured around the divided schedule that they have grown accustomed to; essentially, these students require class time to be divided into portions, but those consequent portions need to be structured and adhered to. This is only a few learning techniques that I have found so far in my teaching career that really work for me and the students, especially co-taught students. Although I am sure I will encounter many more learning strategies, I also realize that the successfulness of these techniques dictate from the students to which they are applied. Various learning needs and styles accompany students, and the unique mixture of these will vary year to year; therefore the techniques that work for students this year, may not work so well for next year’s sophomores. I realize the need for technique changes and the students changes, and I can only hope to keep up with the ever-changing learning styles and needs of my students.
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