Supporting Diverse Learners in Content Classrooms

Chapter 11

This was an interesting chapter that is something I sometimes get nervous about.  Sometimes I think I will be fine but what if I can’t figure out how to help diverse learners.  There is such a wide range and variety of students that can be in one classroom, how can I make sure that I can teach all them effectively and leave no one behind.  Special needs is always a topic and usually there are resources to help.  Even ESL students there are resources and help.  I honestly think that I can well with teaching these students and hopefully will have some help.  What I think will be the hardest are things outside of school.  As teachers I think we forget a lot that students have lives outside of school and these things affect them.  It can be challenging to focus of school work when life itself is a struggle.  This is where I feel like it will be hard as a teacher to help my students.  It is not that they can’t learn but that they are preoccupied mentally.  This is where hopefully showing the students that I am there for them and build that support system with them will help them be successful.  I just feel like sometimes this can be out of your hands.  The book also mentions caring for all students and earning trust but I think these should be obvious.  Students must respect you and they need those characteristics to be respected.  The book also talks about students with low self-esteem.  The problem I have with this section is that, shouldn’t teachers be building all of their student’s self-esteem, whether they have high or low?  It will help them be successful in class and life, so why wouldn’t you?  Out of everything in being a teacher and doing my best to help my students learn the material, I really want them to have confidence in themselves and make their dreams come true.      

What are some cultural and economic problems that impact students?

Students feel disconnected and that they don’t need to be there, rather be at work and doesn’t see how school will help.

What should we do?

Getting students engaged in learning, excited, and thinking about it, I think is key to having a successful class.  Keeping in touch with parents and letting them know the progress of their child can also really help.  Lastly, getting to know your students and struggles they might have so you can help them through it and let them know you are there to help them be successful in all aspects of life, not just that test.  

I-Search Revisions

Well, the first revision is actually being able to put in my interview.  I unfortunately didn't have it in time for the rough draft but got to do it Wednesday.  I Also went through and made sure that I had each section that was required in the rubric.  Going back and elaborating more, changing the wording, and making sure my paper flowed well.  I also made sure I had everything in APA with a title page and such which it didn't have before.  Just making sure all the pieces were put together for a solid paper.

Writing to Learn in the Content Areas

Chapter Eight

Writing is a skill that is beneficial in so many ways.  My previous teachers expected for us to already know how to write and never really had a whole bunch of training on it until college.  The journal writing is something I really believe in to assist writing skills and help reflect on what was learned.  This chapter brings up some very good tools to assist in writing to learn.  Using technology to improve writing is a great idea for students now.  They can use email as communication which may seem fun but increases their writing skills.  Writing to learn is a way for students to be able to think more critically about the subject and reflect back on ideas.  I recently just used one of these strategies in another class.  It was the GIST, and I’m not quite sure what I think about it.  My teacher said to only do 50 words to summarize the whole chapter.  It was extremely difficult!  Putting all the important facts into only 50 words is quite difficult and makes you really judge what you are writing.  I had to write down everything I thought was important then cut it down to plain and simple sentences.  The hardest part was then typing it to be exactly 50, she said no more and no less.  After doing it as an assignment I don’t think I would make my students do this.  It does get the student to figure out what is important but having such a small amount is makes it too difficult.  I do like the learning logs like the ones we do in this class.  They get me to think about what we read and helps me connected to myself after the reading process.  I would like to include something to this nature in my future classes to get them to be able to reflect and relate to reading.

Practice Quiz 9

1. What might be considered to be the most important reading and study skill?
a. note taking
b. listening
c. mnemonics
d. previewing

2. A teacher should begin modeling and using mnemonics strategies:
a. in secondary grades
b. with at risk students
c. in primary grades
d. with students who do not have/exhibit good study skills

Moving beyond the Traditional Textbook and Transmission Methods

Chapter 6

This chapter caught my interest because in school I only remember using my text books to learn about topics but this brings up a very valid point.  I see it as all the papers I have written in my school career and how often I had to use resources.  Well I can tell you that never did a teacher tell me we only need one resource but aren’t they only using one resource while teaching.  I can’t believe this has never hit me!  Just using one textbook makes it a one sided story.  Teachers should provide more information from different places.  If this happened maybe students wouldn’t be so confused when they have to use multiple sources in their work.  Another thing is that textbooks can be hard to read and comprehend.  They usually don’t expand and are pretty darn dry.  The rest of this chapter was determining readability and such for different sources brought in.  I really liked the maze.  It is a series of sentences and every so often the students have to pick 1 out of 3 words that go.  This is a simple but very effective way to see how the student is doing.  The book also brings up that this could be to see what the prior knowledge is.  This is a great idea to use and see how the students do and what needs to be focused on the most in the lesson.  The part that mentioned reading electronically versus traditional print was also an interesting topic.  Technology is all the rage and teachers are being asked to incorporate often.  I think a problem that students face is that they don’t really know how to search the internet.  I found this problem with myself as well.  Nobody ever really taught me how to search the web so I had to teach myself.  If students are taught what to look for, what is important, and how to search, they would be a lot more successful at it.

2. Stop after Possible Sent.

Chapter 7
Vocabulary Instruction for Children with Learning Disabilities
-used words most needed, don't overload them
-build on prior knowledge or build that experience for them if not there
-using graphic organizers or manipulative help, if not possible, activities of observation aka field trips, visuals, etc.
-conceptual base of understanding-underlying knowledge of subject matter p.177
-need vocab lesson before, during, and after
-Four level Framework by Flanigan and Greenwood: Critical "before" words, "Foot in the door" words, critical "after" words, and words not to teach. p.178

Teaching Vocab in Preparation for Reading
-Word Inventories-set of vocab words, have students write down how well they already know the word (know it, I think I've heard it, or I don't know it).
-Graphic Organizers-Semantic map, most effective, helps build relations with words, using related words.
-Possible Sentences-write possible meaning for word before, during reading write down actual meaning.

pages 176-183

Group 2 Overview

Post 1 p170-176  Post 3 p183-190 Post 4 p.190-200

I-Search Proposal

Topic: How ready are high school students for college?

Possible Questions:  Are students prepared enough for college?  What skills are they lacking?  Are the high schools expecting too less or the colleges too much?  Is anybody at fault for this?  What can be implemented to help?

People to Interview: I plan on going to the high school near my house, Nansemond River, and talk to a counselor about the topic.

Titles of Articles you Plan to Use: Right now I just have two that I have found.  One is from NPR, Even 'Highly Motivated' Students Aren't Ready For College.  The other is from CBS, Is your 'A' student really ready for college?  These are both recent articles from April of this year but I plan on looking for something resources with more facts and statistics and what is lacking.  This topic is highly talked about at the moment so there are resources everywhere for it.

Notes:  Even though I plan on becoming an Elementary School teacher, this is still an important topic because they still learn from us.  It can't just be the upper levels fault but maybe a system fault.  Through research hopefully I can find some suggestions to the problem and try to do something in my classroom to help my students be in the ready for college group. 

Teaching Vocabulary

Chapter 7

As much as I think reading is extremely important, you can’t read without knowing words, right?  The problem is vocabulary is hard to learn.  I know I struggled when I was a young reader with vocabulary and everybody said to me, the more you read the better your vocabulary will get.  Well, who wants to read if you don’t know what you are reading.  This truly is what has always set me off of reading.  Now I know vocabulary quite well but I still don’t enjoy reading too much because of the past.  I had one teacher that worked with me and did some of these exercises mentioned in this chapter to build my vocab up.  As a future teacher, I can see myself working with vocab a little bit more than other teachers because I know how I felt as a student.  By the way I don’t mean writing down the vocab list and writing definitions, that to me doesn’t teach anything, just busy work.  The very first strategy I think is great.  Before even getting into the reading, having students put how much they know these new words so as a teacher you know what to work on.  It also lets them see what they will be encountering that could be challenging.  Synonyms are a simple tool to teach more complex words.  I personally still do this myself, using simpler words to help define a word I have trouble with.  I also really liked the categorization activity.  It can be used as a good visual after words to help see associations of the words.  Under the study system, I wish somebody had taught me TOAST.  These seems like a great study tool that would really help to learn and understand the vocab words.  Imaging is a great tool, this helps to actually see the word in your head.  Lastly, I love the ideas of the different games with vocab, trying to make learning them fun and not seem such a task. 

Learning through Reflection

Chapter 5

We have finally gotten to the chapter that I have been quite interested in reading.  Reflection is something I think is extremely important in learning and often forgotten about, at least in my past experiences.  A quote from the book I really like was, “Reflective thinking to be careful thought persisting toward an objective of coming closer to the truth.” P.109.  Reflection is a moment that helps everything come together and stick in your memory.  The book brings up a few skills that should be used in this stage.  First is communication, this is essential to talk things out.  A lot of problem solving can be done by just stating thoughts and opinion and reflecting and communication is needed.  Next, and most important is critical thinking.  This skill is needed in life and I feel that many people don’t develop the critical thinking skills they need.  Teachers need to remember that this is not just for math but to further the learning process.  The book showed some great examples for this and some good information, p.112.  Lastly, is critical literacy.  This is simply, or not so simply, reading between the lines.  This can be very hard for some students to learn and understand but a great way to help reflect.  A great way to reflect is through cooperative learning, if done right, because it is not just group work.  Teachers need to take the time to help students know what to do.  Lastly, I’m going to list and briefly state different strategies and activities for reflection.

1.       Brainstorming- This isn’t like normal brainstorming but more of jotting important topics from the reading as you go.  It can also be a group thing that students think of solutions for something in the text, and as a class all pick the best one and explain why.

2.       Post-Graphic Organizers- One of my favorites, this is a way to jot down, in a visually appealing way, important facts and organizing them.  This helps to trigger the memory of the story.

3.       Making Connections- Making a connection makes the text relatable and easier to remember and understand.

4.       Double-Entry Journals- Students can use these to reflect and think about the story.  What they liked, their favorite part, a quote they liked.  It helps them think about the story more.

5.       Rallytable- Providing an open-ended question and allowing the students, in pairs, think of as many solutions as possible, discussing these afterwards.

6.       Numbered Heads Together- A game, coming up with solutions to open-ended questions.

7.       Paired Reading- Having students pair up, one tells the story from their memory and another listens.  They alternate, can use drawings and such to help retell the story.

8.       Three-Step Interview- Interviewing each other.

9.       Repeated Readings and Text Lookbacks- Rereading the text, I know as a student I did not enjoy this at all.

10.   Group Summarizations- Working together to summarize reading.

11.   Reflection Guides- A guide to help them start a discussion about the reading.

12.   Think-Pair-Share- Have students answer a thought provoking question, pair up to discuss it, come together as a group to discuss.  They can then read to see if the reading answers their questions more.

13.   Extended Anticipation Guide- exactly what it says but after reading.

14.   About/Point- What the story is about and what are the main points.

15.   Self-Generated Questions- making own questions about reading.

16.   Think-Alouds- This can happen anytime through the reading process, during and after.  Students can write down what they are thinking as they read to help develop the understanding of the text.