A quote that I liked from the book that starts the chapter is, "An important step in the PAR Lesson Framework is the Assistance Phase in which students develop and deepen their understanding of any learning activity." p.81 I felt like this quote just summarized the whole chapter and why we are reading it. The first important tool brought up that I personally really like is mapping. These can be very effective and even be used as a study tool because it maps out all the important information. Next is the constructivism theory where students take the information and reshape into something that is relatable or makes sense to them in their world. Segment of text has two strategies; directed reading-thinking activity and guided reading procedure. The first one is to help students realize that one segment can help them understand the next one. The second one, students gather and organize information around the main topic. Reciprocal teaching is when students and teachers work together to understand the reading. The book also came up with some great ideas of ways to help students comprehending text. The activities are mystery clue game, pattern guides, level study guides, organizational charts, and student-generated questions. P.94-100 I really liked the pattern guides. I think again like mapping these are great to lay out all the ideas and have something to study or look back at later. I was really interested in the QAR because I have heard of it before but was never really sure what it was. Even after reading this section I was a little iffy on it but the image on p.102 was a great way to be able to actually see it. The best part of this book is not only do they give great strategies to use but they give examples so that you can see it and what it would look like. It is the part that helps me the most.
Thursday, May 30, 2013
Assistance in Learning
Chapter 4
A quote that I liked from the book that starts the chapter is, "An important step in the PAR Lesson Framework is the Assistance Phase in which students develop and deepen their understanding of any learning activity." p.81 I felt like this quote just summarized the whole chapter and why we are reading it. The first important tool brought up that I personally really like is mapping. These can be very effective and even be used as a study tool because it maps out all the important information. Next is the constructivism theory where students take the information and reshape into something that is relatable or makes sense to them in their world. Segment of text has two strategies; directed reading-thinking activity and guided reading procedure. The first one is to help students realize that one segment can help them understand the next one. The second one, students gather and organize information around the main topic. Reciprocal teaching is when students and teachers work together to understand the reading. The book also came up with some great ideas of ways to help students comprehending text. The activities are mystery clue game, pattern guides, level study guides, organizational charts, and student-generated questions. P.94-100 I really liked the pattern guides. I think again like mapping these are great to lay out all the ideas and have something to study or look back at later. I was really interested in the QAR because I have heard of it before but was never really sure what it was. Even after reading this section I was a little iffy on it but the image on p.102 was a great way to be able to actually see it. The best part of this book is not only do they give great strategies to use but they give examples so that you can see it and what it would look like. It is the part that helps me the most.
A quote that I liked from the book that starts the chapter is, "An important step in the PAR Lesson Framework is the Assistance Phase in which students develop and deepen their understanding of any learning activity." p.81 I felt like this quote just summarized the whole chapter and why we are reading it. The first important tool brought up that I personally really like is mapping. These can be very effective and even be used as a study tool because it maps out all the important information. Next is the constructivism theory where students take the information and reshape into something that is relatable or makes sense to them in their world. Segment of text has two strategies; directed reading-thinking activity and guided reading procedure. The first one is to help students realize that one segment can help them understand the next one. The second one, students gather and organize information around the main topic. Reciprocal teaching is when students and teachers work together to understand the reading. The book also came up with some great ideas of ways to help students comprehending text. The activities are mystery clue game, pattern guides, level study guides, organizational charts, and student-generated questions. P.94-100 I really liked the pattern guides. I think again like mapping these are great to lay out all the ideas and have something to study or look back at later. I was really interested in the QAR because I have heard of it before but was never really sure what it was. Even after reading this section I was a little iffy on it but the image on p.102 was a great way to be able to actually see it. The best part of this book is not only do they give great strategies to use but they give examples so that you can see it and what it would look like. It is the part that helps me the most.
PAR Lesson Plan
Topic: Force and Motion
Grade Level: Fourth Grade
SOL's
Strategies/Activities:
Preparation: Analogies, this would be great to get them to get an abstract concept with something they already know about. I just need to think of a good one.
Assistance: DR-TA, I think this would be a great tool because it will assist through getting new information on a topic they might not know much about. Students can write what they already know about the topic, what they want to know out of it, what they learned from it, and what else they want to know. This will also help me to see what they got out of the story and what information needs to be cleared or discussed more.
A pattern guide is another tool where the students could possibly match the cause and effect as they go through the different aspects.
Reflection: Group and Label, would help students to recognize the difference between force, motion, friction and kinetic energy.
Also, self generated questions. This will help answer those questions that are still lingering about an abstract concept such as this.
Evaluation:
Ideas: project, experiment, presentation of project or experiment findings/results
Grade Level: Fourth Grade
SOL's
4.2 The student will investigate and understand characteristics and interactions of moving objects. Key concepts include
a. motion is described by an object's direction and speed;
b. changes in motion are related to force and mass;
c. friction is a force that opposes motion; and
d. moving objects have kinetic energy.
Objectives
Students will observe and describe the objects and what happens when motion and friction are applied.
The students will be able to explain why it happened and how kinetic energy is used.
a. motion is described by an object's direction and speed;
b. changes in motion are related to force and mass;
c. friction is a force that opposes motion; and
d. moving objects have kinetic energy.
Objectives
Students will observe and describe the objects and what happens when motion and friction are applied.
The students will be able to explain why it happened and how kinetic energy is used.
Written purpose:
Strategies/Activities:
Preparation: Analogies, this would be great to get them to get an abstract concept with something they already know about. I just need to think of a good one.
Assistance: DR-TA, I think this would be a great tool because it will assist through getting new information on a topic they might not know much about. Students can write what they already know about the topic, what they want to know out of it, what they learned from it, and what else they want to know. This will also help me to see what they got out of the story and what information needs to be cleared or discussed more.
A pattern guide is another tool where the students could possibly match the cause and effect as they go through the different aspects.
Also, self generated questions. This will help answer those questions that are still lingering about an abstract concept such as this.
Ideas: project, experiment, presentation of project or experiment findings/results
Tuesday, May 28, 2013
How I would use the preparation step
Which strategy would you use to assess students' prior knowledge and why?
One strategy that I would like to use often is analogies. I find that these can be quite useful and really relate the material to something the students already know about. It is a very effective tool to assist in learning and reading and get the students engaged in it. Information found on pages 75 through 77.
Analogies
Chapter 3
Preparing students to read is similar to.....
-learning to swim, bike, etc.
-getting a new pet
-going on vacation
-being on a sports team
Similarities...
Example, getting a new pet.
You have to look into where the pet likes to live, what they eat, how much exercise they need, what special needs they have. If you just get a pet without knowing how to take care of it, well, you will probably fail as a pet parent.
This is the same as reading.
Students need to be prepared for reading to know what it will be about, how they can relate it to themselves, and what to expect to learn. If these are not done, students will most likely not get all the information needed out of the text and not completely comprehend the material, failing to accomplish the task.
Preparing students to read is similar to.....
-learning to swim, bike, etc.
-getting a new pet
-going on vacation
-being on a sports team
Similarities...
Example, getting a new pet.
You have to look into where the pet likes to live, what they eat, how much exercise they need, what special needs they have. If you just get a pet without knowing how to take care of it, well, you will probably fail as a pet parent.
This is the same as reading.
Students need to be prepared for reading to know what it will be about, how they can relate it to themselves, and what to expect to learn. If these are not done, students will most likely not get all the information needed out of the text and not completely comprehend the material, failing to accomplish the task.
Monday, May 27, 2013
Preparation
Chapter 3
After reading this chapter it answered a question I had in
my mind this whole time. Why are there
charts on the beginning of every chapter.
After reading the chapter and looking back at the charts they are great
tools. They layout the whole chapter and
what will be covered. To build off this,
this chapter was about the preparation stage in PAR. It started out with some interesting
information that I felt was very important.
Even the smartest of people have a hard time reading things they are not
interested in. This fact made me feel a
lot better. I know that as a student it
wasn’t ever that reading was too hard, I just didn’t find it interesting. The book then describe how the process of
learning is like a basketball game. This
was a great analogy, which is another tool they brought up, that could be used
to help students understand the learning process. After all this the reading began talking
about prior knowledge. We know that
people learn better when they can apply it to something they already know, it
can just be hard to do this in the classroom.
Teacher’s need to get creative to activate that prior knowledge to
reading. They talked about some examples
to use to help active prior knowledge.
The examples they gave were; prelearning concept check, story
impressions, K-W-L activity, WIKA, rewriting text, written previews, graphic
organizers, anticipation guides, factstorming, prep strategy, and
analogies. I found a lot of these very
good ways to help prepare for reading. I
really liked the analogies idea because it is a great way to try and connect
the story to what students already know about.
I have to also say, I love how the book has an example of all the
different ideas to get a sense of what it could look like. I was a little confused before on what
activities are done in the preparation stage but know I almost feel like an
expert on ideas to use.
Wednesday, May 22, 2013
Affective Domain
Chapter 2
Throughout my school career I wasn't ever really motivated to read and I was always just given books to read. The only time I got to pick out what I wanted to read was when we went to the library and got a book for home. I was glad to read this chapter to see that it is encouraging teachers to find what interest students to foster reading skills. This chapter dealt a lot with getting the students to enjoy reading and how to help them achieve higher skills which is affective domain. I really liked the elementary interest inventory. I found that this could be extremely helpful to get to know your students in the beginning of the year. The reading also brought up finding ways to make reading fun and mentioned using technology. It is a lot cooler to read off an IPad, Kindle, Nook, etc. Trying to bring these in the classroom is another great way to get students into reading. It is also a way to have more of a variety of topics and books to chose from. An aspect brought up that I guess I never really thought about was the brain based teaching. This has never been brought up in my other classes. The most interesting point brought up in the reading was about boys. Boys are more likely to drop out of school and have greater problems with reading. This is important to know as a teacher so you can be prepared and help change those statistics. Lastly, the questioning in the affective domain. I personally don't remember many teachers ever asking me how I felt about the reading, characters, plot, etc. When they did it was a right or wrong answer which never made sense to me. These questions could really get the students to connect and interact with the readings/text. I look forward to reading about the par lesson plans in the next coming chapters after seeing the examples at the end of this chapter.
Throughout my school career I wasn't ever really motivated to read and I was always just given books to read. The only time I got to pick out what I wanted to read was when we went to the library and got a book for home. I was glad to read this chapter to see that it is encouraging teachers to find what interest students to foster reading skills. This chapter dealt a lot with getting the students to enjoy reading and how to help them achieve higher skills which is affective domain. I really liked the elementary interest inventory. I found that this could be extremely helpful to get to know your students in the beginning of the year. The reading also brought up finding ways to make reading fun and mentioned using technology. It is a lot cooler to read off an IPad, Kindle, Nook, etc. Trying to bring these in the classroom is another great way to get students into reading. It is also a way to have more of a variety of topics and books to chose from. An aspect brought up that I guess I never really thought about was the brain based teaching. This has never been brought up in my other classes. The most interesting point brought up in the reading was about boys. Boys are more likely to drop out of school and have greater problems with reading. This is important to know as a teacher so you can be prepared and help change those statistics. Lastly, the questioning in the affective domain. I personally don't remember many teachers ever asking me how I felt about the reading, characters, plot, etc. When they did it was a right or wrong answer which never made sense to me. These questions could really get the students to connect and interact with the readings/text. I look forward to reading about the par lesson plans in the next coming chapters after seeing the examples at the end of this chapter.
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