I-Search--Blog Post (Revisions)

I revised my I-Search paper by revamping my introduction.  I wanted to grab the attention of the reader, so I made a few adjustments.  I had also made revisions to some of the words I used in my first draft.  Sometimes my eyes need a break and I need to come back to my work with a fresh view. 
My interview with Mrs. Jessie needed some adjustments because I included too much information the first time.  I looked at the rubric and the list that was given to us last Tuesday to make sure I had everything.

Ch. 11 Supporting Diverse Learners in Content Classrooms

     What a wealth of information for one chapter!  There were many acronyms to try to learn and to understand its meaning for Ch. 11.  This chapter addressed the needs of diverse learners.  Teachers must educate all students and meet their needs based on their ability levels, cultural backgrounds, learning styles, if they have special needs, and others.  It takes a community of content teachers, specialists, and parents to assist in meeting the needs of children.  Even if parents are not in the equation, teachers must do his/her best to bring out the best in the learner. 

     Differentiated instruction (DI) means to diversify instruction, learning styles, and interests of all learners in the classroom.  It is important that the teacher varies the learning content, contexts, and assessment to meet individual needs.  In the classroom, teachers may encounter different types of students.  At risk students are students who are in danger of dropping out of school because of low academic achievement.  They are often described as, “hard to reach” and “hard to teach”.  Teachers must be positive, caring, and patient when dealing with at risk students; however, some students are resilient despite hardships and do well and are successful in school. 

     English as a Second Language (ESL) students do well if they maintain their first language and culture and integrating when it’s best (acculturating).  It helps ESL students learn the language more effectively by it being done unconsciously not focusing on direct learning.  Communication should be natural.   The teacher should work closely with the ESL teacher to meet the goals of the students.

     There are strategies to help struggling readers to become successful.

ReQuest:  The teacher assigns a paragraph or two for the students as well as the teacher to read.  The teacher will close the book while the students are given a chance to ask questions to the teacher about what was read.  The students will close the book and the teacher will ask the students questions about the paragraph.

Mystery Clue Game:  This game is useful for oral language development and it helps to understand sequential listing organizational patterns. (See Ch. 4)

Analogies:  Having students relate text information into something they know helps to build comprehension.

Most Challenging Cases:

Language Experience Approach:  In extreme cases of struggling readers, students dictate their thoughts about a specific topic to the teacher.    The student will then copy the words they said to the teacher and later they are encouraged to write. 

Embedded Questions:  Students will read a passage and the teacher will insert questions in the passage that encourages the students to think while reading.  This helps to keep their attention while reading.

Interactive Notebooks:  This has a similar concept to the double-entry journal.  On the left side of the notebook, students will have the “output” which will include charts, graphs, webs, tables, illustrations, poems, cartoon, and others.  The right side, “input” will include notes taken form the lecture, textbook, videos, or class discussions.

What are cultural or economic problems that impact students that makes it difficult for them to learn or be part of school?  Students may not have the support at home and come from homes with a lot of baggage.  Some students may also have self-esteem issues.

What do you think students need from teachers? from school?

Getting in touch with students (affective domain).  Teachers also have to be role models that consistently encourage students.  Students have to trust you and they will open up to you.  Teachers should also have a classroom that keeps them engaged instead of having just a lecture.

Ch. 8 Writing to Learn in the Content Areas

     Writing is communicating your thoughts effectively and knowing your audience and purpose for writing.  Writing should be done across the content areas and students learn how to write by direct instruction, modeling, and practice.  The more student’s write, the better they will become as writers.  Often on-demand writing occurs when teachers have to prepare students for high stakes testing by giving them writing prompts.  When students only have to write to prepare for a writing test, the writing becomes boring, routine, and mundane.  Reading-writing connection establishes students to write about what they are going to read about, and after the reading is completed, they will write again to clarify what was read.

     As I have worked with Kindergarten students, you have a writing workshop where you model writing for students and you get them engaged in the writing process as well while you are working as a group.  They get excited to have input in the writing process and often enjoy writing when they have to write independently.  The writing may include a picture and they will elaborate on their ideas.  The students may not spell every word correctly and grammatical errors occur, however, your focus as a teacher is on their content (emergent literacy).

   Writing in the PAR Framework mirrors reading in the PAR framework.  In the preparation phase of writing, students discover what they know and ponder about what they what to learn.  There are strategies to get students to write in the beginning phase of the Preparation framework.

 Cubing is taking a cube and placing a task on each of the six sides.  The task are only considered for five minutes and may include these as suggestions:  1. Describe it, 2. Compare it, 3. Associate it, 4. Analyze it, 5. Apply it, and 6. Argue for or against it.   This activity helps eliminate writer’s block.

 Three Warm-Up Writing Activities: 

Quick Write:  Students are asked to jot down ideas and write for one or two minutes about the subject.

Free Write:  This writing activity takes between three to five minutes to write their perceptions of events without worrying about grammatical errors or correctness.

Student-Generated Questions:  Students write questions they would like answered about the topic to be studied. 

      In the assistance phase of writing, the students understand the topic and begin to write about the subject.  There are also strategies to assist with writing in the assistance phase. 

Learning Log:  This log should be written in daily to include topics such as:  “Two new ideas I learned this week,” or “How I felt about my progress in a particular subject.” 

Double-Entry Journal:  This journal includes the left side consisting of the student’s prior knowledge and the right side of the journal (after the reading) includes what they have learned after the reading.

Written Conversation:  Students work in pairs or triads in silent discussion.  Only a piece of paper and pencil is used to discuss the text.  Students are able to make predictions, infer, or make a personal connection.

Poetry:  Poetry is a strategy to get students to write.  Two of which I love to use myself in the classroom is the Biopoem and the Cinquain.  I would like to try the Geopoem, the See What I Found, and the First-Person Summary.  These are all great ideas. J

 
    The reflection phase of PAR is the finished product.  Teachers should do all they can to place their student’s work in a place where it could be viewed by others.  Students will write better for you when they know someone is there to view their final writing piece.  Some strategies for the reflection phase of PAR are:  Content-Focused Drama:  Students working together to create a melodrama by writing the plot, developing the characters, and making scenery.  The students prewrite, compose the draft, and conference with the teacher.

C3B4ME (See Three Before Me) Students see three other helpers before submitting their assignment to the teacher.  Students must first think critically about his work.  Next he should confer with a peer about his work and ask for specific advice.  Lastly, the writer should consult with a reading associate.

GIST (generating interactions between schemata and text) Students write a summary of information they read from the text to eliminate unnecessary information and include key concepts.  The summary should be 30 or fewer words.

Short Sentences:  Research a topic and write between one to three informative paragraphs to describe their subject using action words.  Sentences are limited to five or fewer words.

     At risk and struggling readers need more modeling, guidance, and encouragement to write more effectively.  If the content is intertwined with a story, it is more than likely the students will remember the content.  They should also have the liberty to choose what they would like to write about.

    

 

 

Practice Quiz 9

All of the following are ways students can be effective note takers except.
a. provide questions, verbal cues, and nonverbal cues while talking
b. project material to be sure students will record it.
c. tell students what type of test to expect so they will take the notes appropriate for that test
d. do not provide handouts for poor note takers.




True or False  Mnemonic devices are ways to improve memory.

Ch. 6 Moving beyond the Traditional Texbook and Transmission Methods

   

     This chapter clearly stated that the textbook should not be the only method to teach and educate our students.  The textbook in the past was geared to drive the curriculum, however; we are living in a technology driven society where various electronic devices are used by adults and children and sometimes the children are better equipped to using technology than we are.  The evolution of the classroom is changing and growing and teachers must accommodate change and sometimes change is uncomfortable, but it is good.  Change is not change unless you change!  I heard that from my pastor.  What a revelation in that simple quote. 

 

     The classroom text should have a multimodal approach incorporating visual, auditory, spoken or nonverbal cues for understanding and learning using technology.  Our classrooms are culturally diverse and books in the classroom and the school’s library should represent and reflect all types of diversity, interests, and customs (multitext).  Classrooms should also be infused with great literature and trade books.  To stimulate students’ interest in class, read alongs and read-alouds should be included.  A read along is an excerpt of a book on content that is being taught.  The read alongs can be with an individual, a small group, or with the teacher.    With a read-aloud, the teacher may read an excerpt to the entire class.  Students really enjoy a read-alouds. 

     This chapter also discussed the importance of readability levels.  You do not want text to be too easy or too difficult for your students.  There were various ways to measure readability levels using different methods and formulas.  I am sure some are better than others.  The one I have seen in most schools are the Lexile Scores.  The information about the readability levels and formulas are not 100 percent accurate, therefore use with caution.  The cloze procedure and the maze are used to see how well students will do with content before it is presented.  Prior knowledge is optimal to have success with both strategies.

     A classroom should have different types of technology, books, and resources to engage all students.  The textbook should not be the only source because it only covers a general amount of information regarding the topic.  The usage of textbooks only are dull and boring to children as well as adults.  We have to have 21^st century classroom to enrich the lives of our students.

 

 

1. Stop after Intent. Vocab., pgs. 170-176

Content-Specific vocabulary:  Vocabulary that is connected to the subject or discipline

Academic Vocabulary:  Terms that are used across the board that is not subject to a specific area
Ex.  assess, analyze, function

Word knowledge is in important for factor for reading comprehension.  Students must make a connection and relate words to other words to have a greater understanding of vocabulary.  Five facets of word knowledge:

1.  Incrementality:  Levels of word knowledge over time
2.  Polysemy:  multiple meaning words
3.  Mulitdementiality:  meaning, connotation,
4.  Interrelatedness:  connections between words
5.  Herterogeneity

       Seven Different Tasks and Considerations

1. Learning a basic oral vocabulary
2. Learning to read known words
3. Learning new words representing known concepts
4. Learning new words representing new concepts
5. Learning new meanings for known words
6.  Clarifying and enriching the meanings of known words
7.  Moving words into students' expressive vocabularies

Full concept learning of vocabulary requires four mental operations:  1.  recognizing and generating critical attributes-both examples and nonexamples 2.  seeing relationships between the concept to be learned and what is already known, 3.  applying the concept to a variety of contexts and 4.  generating new contexts for the learned concept.


Contextual Word Knowledge:  Developing knowledge of a word based on brainstorming and coming up with meaning of the word, relating text

Incidental vocabulary Development:  Develops through everyday conversation, word play, rhymes, jingles


Intententional vocabulary development:  Making time to develop a word

I-Search Paper Proposal

Topic:  Heterogeneous Grouping or Homogeneous Grouping

 

 

Possible Questions:  What is heterogeneous grouping?  What are the benefits of heterogeneous grouping/disadvantages of heterogeneous grouping?  What is homogeneous grouping?  What are the benefits of homogeneous grouping/disadvantages of homogeneous grouping?  Which practice is most often used?

 

 

 

People to Interview:  I would like to interview a Reading Specialist in use to work with as well as a former principal I use to work for, and some teachers.  The teachers will use survey questions I will make-up.

 

 

 

Titles of Articles You Plan to Use:  I will use the articles I found on-line and other documentation that is useful for my paper.  NCTE and IRA articles will also be used from the ODU’s online library.

 

Titles of Articles I plan to use are:  Ability Grouping:  Beyond Labels, Homogeneous or Heterogeneous:  Which Way to Go?  A Comparison Study of Student Attitudes an Perceptions in Homogeneous and Heterogeneous Classrooms, NMSA Research Summary:  Heterogeneous Grouping, Homogeneous or Heterogeneous Groups

 

 

 

Notes:  I would like to know the best practices to educating students in the classroom whether it is heterogeneous grouping or homogeneous grouping?

 

Possible Questions:

1.     How long have you been in education?

2.     What are/were your experiences with heterogeneous or homogeneous grouping?

3.     Do you prefer one grouping over the other and why?

4.     Did you see an increase in student’s ability levels based on the particular grouping?

5.     What are the advantages/disadvantages of the heterogeneous or homogeneous grouping that you have experienced?

6.     Are you still involved with heterogeneous/homogeneous grouping?

7.     Were there any professional development classes that assisted you with the groupings?  Briefly describe what helped or did not help with the professional development classes.

Ch. 7 Teaching Vocabulary

Having a strong vocabulary is essential to reading for enjoyment or reading expository text.  Enriched vocabulary transcends through comprehending, writing, and communicating effectively.  Vocabulary can be content-specific or general (academic vocabulary).  Content-specific vocabulary is connected to the subject or discipline.  Academic vocabulary is used across the board in reading that is not subject to a specific area.

     Knowledge of words develop and matures as we conceptualize words through our prior knowledge, internalizing the word, and seeing the word in a variety of places.  I enjoyed how the text indicates how word knowledge is similar to getting to know someone. The word starts out as a stranger, you may have not seen or heard about it or them before.  Then it is an acquaintance, you may know something about it or that particular person.  Finally when we are confident to use the word in our vocabulary; it becomes a friendJ.  Explaining this concept to my students would make it easier to discuss vocabulary in the classroom, because they may relate not knowing words to having a connection to words.

Word Knowledge

1.      Incrementality:  You knowledge of words growing over time.

2.      Polysemy:  A word with multiple meanings.

3.      Multidimentionality: Different types of knowledge to learn with the word (meaning, connotation, denotation, etc.

4.      Interrelatedness:  connections between words

5.      Hetergeneity:  purpose and prior knowledge (I am not sure exactly about this term.)

     One way to build word knowledge is to develop contextual knowledge.  Students brainstorm ideas about the word and writes down the possible definitions. The word is used in various contexts.  Learning word meaning can come in the forms of:  speaking, watching television, and rhymes.  This is a very natural process called incidental vocabulary development.  Students with low socio-economic status or English Language Learners ELL) vocabulary is not as enhanced as their counter-parts.  The classroom environment should include discussions, project work, role playing, storytelling, and drama that will increase word knowledge and to facilitate comprehension. 

Teaching Vocabulary in Preparation for Reading

   Word Inventories:  Students will be given a list of vocabulary words and they must rate their prior knowledge with the words. (Plus sign-I know it, check mark, I have some knowledge about the word, minus (-) sign means no knowledge of the word at all.

     Graphic Organizers:  It helps students to recall the meanings of words.  One example of a graphic organizer is the semantic map.  (p. 180) This type of map could be used for pre-reading or post-reading exercises.

     Possible Sentences:  Students write sentences based on what they know.  During the reading, sentences are written based on the real meaning of the words.  J  I like this strategy.

 

Chapter 5 Learning through Reflection

     Reflection is the final phase in the PAR framework.  Reflection takes place once the reading has been completed.  Reflection demonstrates learning occurred, evaluate what was learned, and to extend the reading experience.  The reflective phase clarifies thinking.  Reflective thinking is what a student learned and what they have yet to learn.  The longer student’s reflect, the longer the knowledge is retained.  Reflection also creates students to be autonomous learners.  Autonomous learners are simply independent learners.  They know and understand how to take notes, read for meaning, and organize information.  Self-regulated learners keep mental notes of their learning which is called comprehension monitoring.  Students tend to exhibit comprehension through pausing, analyzing, recalling, and retelling information in their own words.

     There are important skills to stress in the reflection phase.  Being able to communicate and articulate one’s ideas are essential.  Students not only read to learn; they also listen, speak, and write to learn to have proper perspectives of what is in their environment.  Critical thinking also should be promoted in the classroom.  Children who actively participates in an environment that is taught critical thinking performs at higher levels in tasks. Critical thinking includes problem-solving and decision making strategies. 

Problem-solving steps include:  1. Gather ideas and information, 2. Define the problem, 3. Form tentative conclusions, 4. Test conclusions, 5. Make a decision.

     Critical literacy is analytical thinking or reading beyond the lines.  Students should consider author’s purpose, and position in writing. Juxtapositioning compare and contrast two text having opposing viewpoints.  Clarification by the students will take place giving the student’s a greater understanding to form his/her own standpoint.

   Cooperative learning allows the learner to be actively involved and engaged in the learning process.  Cooperative learning improves student achievement, as well as, various ethnic groups working together towards a common goal, therefore, respect is honored, and it improves self-esteem and the ability to work well with other people.

Cooperative Learning:  1. Positive interdependence-They are in the project together working toward a goal. 2. Individual accountability-Each member of the group is responsible for his/her own work. 3. Equal participation 4. Simultaneous interaction-Everyone is working.

Strategies and Activities for Reflection in Reading:

Brainstorming:  Students discuss a topic and come to an agreement or solve the problem.

 

Post-Graphic Organizers:  These are visual representations of one’s own interpretation that displays a connection after reading has taken place.  Graphic organizer should include the following three concepts:  1.) Preview the reading for main ideas 2.) Work in small groups and decide what the organizer will look like and consist of 3.)  Read silently and include information represented from the group 4.) Organize ideas and create a model 5.) Present

 

Making Connections:   Students make connections while they are reading. 

Text-to-self:  Connecting information from the text to oneself that includes personal experiences, feelings, and knowledge

Text-to-text:  Similarities or differences from one text to another

Text-to-world:  The text is related to world events, history, news, etc.

 

Double-Entry Journals:  Students keep a writing record of their responses to reading.

 

Rallytable:  The teacher gives the students an open-ended question to respond to and students work in pairs passing the paper back and forth.  The answer is written down every time the paper is passed until time is called.  Answers and then compared with each other.

 

Numbered Heads Together:  This is used for prior knowledge assessment or a review before a test.  Students are in groups of four with individual numbers.  The teacher states a question that the group must answer.  She will call out one number and choose the student with the number to respond to the question.  A different variation to this review game is to have the group come to a consensus to the question and hold up the answer on a dry erase board.

 

Paired Reading:  This activity works best with upper level students.  The students read a passage and are in pairs.  One student is the recaller and the other is the listener. The recaller restates what was in the passage; the listener only interrupts for clarification.  If any information is incorrect, the listener will summarize the correct information. 

 

Three-Step Interview:  This activity will work best with groups of four, however, the size of the group may be accommodated.  A question is posed.  Working in pairs, one student interviews partner two and vice-versa.  The team then shares knowledge with the group. This activity helps with prior knowledge, making predications, or sharing personal connections with the topic.

 

Repeated Readings and Text Lookbacks:  This is rereading the text information for comprehension.

 

Group Summarizations:  Writing important content in a brief summary.

 

Reflection Guide:  This guide is used after reading to promote discussion that will entail analyzing and decision making.

 

Think-Pair-Share: (Reflection and Cooperative Learning) Students will be given a question by the teacher that they must pause and think about what was stated and write down the answer.  Students are in pairs to discuss the answers.  Lastly, the teachers bring the entire group back together for further input.

 

Extended Anticipation Guides:  The guides reinforce or verify information students learned.  Predications may be changed or modified.

 

About/Point:  The students concentrate on what the passage is about and the main ideas covered. 

 

Self-Generated Questions:  Questions students come up with based on the reading material. 

 

Think-Alouds:  Orally thinking through the reading material forming a hypothesis, mental images, making connections, inferring, and using strategies

 

Ch. 4 Assistance in Learning

     In the beginning of this chapter, it starts off with a quote from Albert Einstein that states, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”  I agree with this quote.  If a teacher motivates a student with learning, it will begin to unlock doors that will enrich the life of the learner and awaken their capabilities to learn.  Students are also apt to learn through discussion in class with their peers as the teacher acts as a mediator that only scaffolds their learning.  This chapter moves into the second framework of PAR (Preparation, Assistance, and Reflection).  Students begin to deepen their perception of knowledge and not merely recall facts.  Strategies are taught to the learner to help the student construct meaning in the content areas, and they also need to know why it is important to use these various strategies.

     MARSI (Metacognitive Awareness of Reading Strategies Inventory) gages the personal needs of the student where the teacher begins to know where and how to teach strategies to her students (p. 83). Strategies that are used while reading are called adjunct strategies.  Mapping is a type of adjunct strategy that organizes information with main ideas and supporting details and shows the relationship between the two.  Mapping may be used for reflection and as a study guide.  

     While the reader is engaged in reading, he must make sense or construct meaning from the text.  Many responses to a question may be correct and higher order thinking skills are utilized. It is possible to eat an entire elephant; however, you may not be as successful if you eat is all at once. It is possible to eat the elephant in parts.   Students will need to go over parts of the text before moving on to the next segment, this is referred to as Directed Reading-Thinking Activity (DR-TA) which consists of predicting, reading, and proving.  Another strategy of segmented text is Guided Reading Procedure (GRP).  The teacher explains key concepts and assesses their prior knowledge.  A passage is assigned to the students which they must remember all facts about the reading without editing what is stated.  The students will read the passage a second time to look for any misinformation through discussion and reading. The misguided information will be changed to make the statements true.  Categories will be arranged and organized from passage. 

     Reciprocal teaching is a strategy with four shared goals: prediction, summarization, questioning, and clarification.  The teacher will assign a paragraph and then summarize it. She will ask students questions about the passage clarifying any information that was misconstrued. The students will predict in writing what will happen next. Students will become the modelers for the next paragraph.

    Structure of text shows how paragraphs are ordered and arranged.  The most important formation of text include:  sequential order, analysis, cause and effect, comparison and contrast, and analogy.  There are strategies for understanding text structure that includes games, patterns, 3+ level study guides, and organizational (jot) charts.

     Questioning helps the teacher to evaluate if the student understands and if proper learning occurred.  Students can formulate their own questions to get a better understanding of the text.  A questioning strategy is QAR (question-answer relationship).  This strategy has four levels:  right there, think and search, the author and you, and on your own. Other strategies include:  guide-o-rama (Teachers give directions for passages and encourages students to use the directions given.)  Marginal glosses are helpful tidbits that are located on the side of the text giving pertinent information about the content.  Reading information may become difficult at times.  Students will need fix-up-strategies to aid in comprehending imagery, questioning, and rereading the text.

    

 

 

Analogies:

Preparing students to read is like riding a bike.

Similarities:

Picture books-tricycles
Easy readers-training wheels
Chapter books-2 wheels with someone guiding you on the bike.
Novels-Riding the bike on your on.

The strategies that I would like to use for the lesson plan would be the story impression or a graphic organizer.

The story impression is a premapping strategy to allow students to give a prediction based upon the terms, phrases, and concepts in the correct sequence of the story.  Based off the information, students will work together to create a paragraph to explain what the story was about.  This would be a brain-based learning assignment to stimulate the learner.

The graphic organizer will continue to organize and map out your thoughts.  It's important for the student's to have a place to begin and brainstorm.

Preparation for Learning Ch. 3

 

 
A lesson plan is optimal when a teacher connects what a child knows to the lesson that will be taught. Prior knowledge will bridge the gap in the lesson. Students with greater prior knowledge uses problem solving strategies more effectively than students who lack prior knowledge in a subject. It is up to the educator to build on a child’s schema. Schema is relating existing information to what is known, and a student’s interest is peaked when information is relatable. However, cognitive dissonance is a conflict of what a child understands in his/her prior knowledge with new information that is transmitted by the teacher.  As a result, this causes tension with the student and could leave the student losing interest in the subject or simply feeling frustrated with the lesson.


There are several ways a teacher could implement building on prior knowledge in the classroom.

Pre-learning Concept Check:

Vocabulary words are used and the student will place a plus sign in an area that he knows, a check if you have some knowledge about it and a zero if he does not know.

Story Impressions:

The teacher will choose terms, phrases, and concepts in order (narrative text) that the students may write a prediction based on the concepts. In a nonfiction text, terms are used that students may or may not know and a paragraph will be generated based on the terms.  This paragraph may be written as a group until the students are comfortable writing story impressions independently.
 
KWL Chart:

This is a chart that is divided into three rows. The K stands for what they know, W is what they want to know, and L stands for what they have learned during or when the lesson is completed.  Students will correct any misconceptions on the chart after the completion of the lesson.

What-I-Know Activity (WIKA):

WIKA is related to the PAR (Preparation, Assistance, and Reflection) framework.  This is also divided into columns.  Under prior knowledge, students will write, “What I Already Know”.  The next column will be, “What I’d Like to Know.” Students are at liberty to write their own questions after listening to class discussions.  Another column is the, “What I Know Now” column.  This column is completed during and after the reading. The last column is the, “What I Know Now” column.  This allows students to comprehend and reflect on their thinking.

Rewriting Text:

Rewriting the text in simpler way for the students to comprehend difficult text.  This is a strategy that is beneficial to students who may have a difficult time comprehending expository text, however, this is time consuming for the teacher who has to prepare this in advance.

Written Preview: 

This is a brief preview written by the teacher that is read aloud before the actual reading of content material.  This helps the student to organize the new information that is presented.

Graphic Organizers:
The graphic organizers are visual relationship with concepts. 

Anticipation Guides:
Statements that are written by the teacher that student’s will react which will stimulate classroom discussions. 

Factstorming:
Students will give facts about a subject the teacher gives to them.

Analogies:
Analogies are making comparisons from what is known to something that is less familiar.  Example:  A fish is to swimming as a bird is to flying.

Students who are in your class will have various needs.  In order for lessons to be effective, differentiation of instruction must take place.  The strategies listed above will allow success to be attainable for all students and learning will transpire.

 

Ch. 2 Affective Domain

The first layer to the affective domain is attitude.  Our attitude is a direct correlation of how we display our emotions towards others.  Basically it is imperative to start students at a young age to value themselves and others.  A teacher may assess their students’ attitudes by providing an interest inventory.   An interest inventory is created to address what a child likes to do in his/her spare time.  With this information gathered by the teacher, he/she could arrange lessons that will peak their personal interests.  A classroom should promote cooperative learning where everyone is involved in the lesson and differentiated instruction is incorporated.

 

     Conation involves a will and a fortitude to not give up until your desired accomplishment has been met. Teachers should implement these goals in students which will allow great learning to take place in the classroom.  Students should also be challenged mentally to stimulate brain-based learning.  Locus of control means your life outcomes can be controlled and external locus of control blames others for life’s hardships.  An approach to a healthy classroom environment implores students to become involved in decisions with their work giving them choices.  Questioning or GATOR (gaining acceptance toward reading) engages students with questions about “how they feel” or “why” questions. 

 

     The first phase of PAR is preparation.  The teacher must relate and build upon background knowledge the students already know to actively participate in the lesson.  The next step is assistance; students will gain a purpose and build upon comprehension.  The last part of the PAR is reflection.   The teacher will determine if proper learning took place and extend the learning.  Extending the learning would allow students to study about a subject and completing a project based on what knowledge they acquired.