Because Russian students often respond in a positive manner to kinesthetic learning, a strategy for teaching the complex topic of poetic meter is to engage students kinesthetically. “Moving Poems: Kinesthetic Learning in the Literature Classroom” explains this strategy in detail by stating how students were able to understand how meter worked by acting out the stressed and unstressed syllables with movement instead of simply clapping it, a commonly used yet confusing method that often yields mixed results (Zimmerman). This kind of movement allows students to feel the beat of the poem through their bodies not just to read it. The tactic begins with assessing how much physical movement is comfortable to the students in the classroom by having …show more content…
This strategy, which is essentially an acting exercise, asks students to recall characteristics of various literary pieces, so it aids recall of material. Conversely, it could also help to build prediction skills by having students relate existing schemata with a new character, which could make the strategy a precursor to a piece of literature by helping the students relate to various characters in the literature covered in class. Within my own classroom, I could use this exercise to introduce The Great Gatsby by having students act out how the believe “a character who is newly wealthy and trying to impress a woman would act” or “how a character who is a poor mechanic who finds out his beloved wife would act.” In this way, I could introduce the many cast of characters within the novel. Then, later on throughout the novel, I could use this as exercise to assess how well my Russian CLD and ELL students were grasping the characters’ motivations, backstories, and attitudes. For instance, I could ask them “how would Jay Gatsby walk when Daisy comes over” or “how would Daisy Bucannon walk when she finds out Jay had been shot.” In these ways, I could use this strategy as an assessment, the introductory tract to assess how well I was verbalizing what I wanted my students to do or how well my students were able to understand the verbal cue and put it in action. The second way in which I could use “walking this way” as assessment would be to judge how well students were engaged in the plot of the story and how they are able recall various characters and personify the attitude of the character. The goal of this acting exercise is to have students hypothetically “walk in the shoes” of the literary characters as a method of once again, physically
...acter this way”? The student could then answer that the author is trying to make the reader like the character or feel an emotional connection to the character, this could be taken as an appeal to pathos as well. An excerpt from the book that contains a lot of dates or facts could have a prompt like “How does the author establish ethos in this passage”? Then the student describe the use of many facts and dates (logos) to show the author has done plenty of research to be knowledgeable about the topic (ethos). A third AP prompt could come from an excerpt in the book where there is a lot of imagery, the prompt could be “Discuss the author’s use of rhetorical devices in this passage”. The student could write about the author’s very descriptive word choice (diction) and how he uses those words to create imagery in the passage and help the reader visualize the situation.
“A dramatistic explaination appears in terms that performers can comfortably employ in their efforts to stage events” (Pelias and Shaffer 62). This means that the process for understanding text in an aethestic manor needs to be simple and understandable to the performer so it can be clearly related to the audience. So, for the process to be effective it has to be true to reality, otherwise the message of the text will be lost. Pelias and Shaffer describe the questions in Burke’s Pentad as “fundamental of all human action” (62). The simplicity and familiarity of the concepts are comfortable for even the most inexperienced performer.
Demonstrate own understanding of texts by presenting own interpretation of key scenes for the class.
In a typical class, the teacher lectures on a book written years ago and expects the students to dissect and analyze it with ease. Graff takes a different approach. He suggests that professors should start encouraging students to analyze basic and simple literature critically (400). The author understands that making students analyze hard prose will only frustrate them and get them to give up. This method only discourages learning as in the long run, the student will not try anymore. Graff’s method will teach the student that real intellectualism does not mean that books have to be involved. Real intellectualism is just analyzing literature critically (400). Taking a step further, even parents at home can use this type of thinking for their children. Nothing frustrates more than a child giving up or feeling dumb because he or she does not understand something. A parent may then try to figure out the child’s true potential in a specific area that is not school. Some children are great at music, fashion, or even sports. The parent may then teach the child how to debate and think critically about passionate subject and then relate it back to school. The author advocated for a simple approach to be taken in the classroom and can be applied at home. Although this is true, Graff wrote this article the way he did in order to stress out his
Haas and Flower then provide an example [Page 177], of the differences of a student reader and an experienced reader. The example shows a remarkable difference between the two, the student reader was able to identify the situation and paraphrased what he found out. The experienced reader not only identified the situation, but provided a theory to attempt to explain what the author was trying to do; this is quite different than what the student reader provided. I believe Haas and Flower added the example to emphasize the difference of the conclusions that the student reader and the experienced reader came to. By adding the example, Haas and Flower were also able to support rhetorical reading and the difference it made between the readers. Haas and Flower then state the following: “While the student reader is mainly creating a gist and paraphrasing, the experienced reader does this and more – he then tries to infer the author’s purpose and even creates a sort of strident persona for the writer” [Haas and Flower, 177] The following quote is basically the description of the experiment, and explains the difference in the student reader’s response to the experienced reader’s
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion. The solution to this seems to be neither giving away answers or lazily doing assigned reading in order to find meaning within the text.
Sound Devices help convey the poet’s message by appealing to the reader’s ears and dr...
Constructivism is a theory of learning that emphasizes the active construction of knowledge by individuals. Inquiry of learning is a theory developed by Dewey in which it emphasizes the development of student’s cognitive abilities such as reasoning and decision making. Inquiry theory, is reflected in reading instruction by having children choose their own vocabulary, asking their own thought provoking questions and giving them the opportunity to construct their own meaning. Schemata theory strives to explain how knowledge is created and used by the learners. In reading instruction schemata can be observe as a child tries to understand a story by using past personal experience to relate to concepts in the story. Transitional response theory is the notion that all readers have unique background schemata. In transitional theory all readers will have a different response to the text. Psycholinguistic theory is the study of the relationships between linguistic behavior and psychological processes including the process of language acquisition. In reading it helps the readers make predictions about what the text say based on their knowledge in these areas. Metacognition is the process of thinking about one’s own thinking. In reading metacognition helps reading comprehension. Engagement theory seeks to articulate the differences between engaged and disengaged readers. In reading, engagement theory is best seen when children are motivated to read and are constantly reading or
uses throughout a piece of literature can determine how a reader reflects on a theme presented in
“Billy Collins' “Introduction to Poetry” isn’t an ars poetica poem about writing poetry, but about reading poetry. The speaker is a teacher who tells his students that they should experience a poem, rather than dissect it. The f...
The book Making Learning Whole by David Perkins is developed teaching examples centered on a metaphor of playing a baseball game. Perkins feels that education is damaged when teachers break down knowledge into individual facts. When teachers teach only bits and pieces of knowledge at a time, students only get bits and pieces and not the overall picture. This hampers the students overall learning potential. I feel that his analysis about learning about realistic activities and getting students to engage in each aspect of learning will allow the student to acquire more meaningful connections in learning. I do feel that when a student sees the relevance in what is being taught, they will be able to make meaningful connections and also progress both critical knowledge and also have more success at attacking the challenging parts. Perkins Theory of learning by playing the whole game is a fun way to conceptualize teaching while shaping the minds of our students. While using baseline experiences, teachers can challenge current thinking to entice their students. Giving students the end concept as a main focus, while putting all the pieces together, helps students engage in critical thinking aspects of learning. Showing how this impact their life, or how they can apply the information to their life will give the students a more accurate understanding of content.
Hence one of the practices of the Learning Styles Inventory is to let the learner to build developmental purposes for increasing their competence in the under-represented styles: for example, somebody who is a poor activist may deliberately plan to carry out further activities to absorb from. Styles Inventory is to form teams of people who as a group exhibit all of the four styles in a composed way (Gallagher K., 2013 p. 23-24).
A contemporary educational application of Vygotsky's theories is "reciprocal teaching", used to improve students' ability to learn from text. In this method, teachers and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The teacher's role in the process is reduced over
They state how many academic teachers will focus on one exclusive strategy, like annotating, instead of embedding it in the student cognitive process. (Simpson, Anderson, and Stahl, 2014). This will not lead to them learning, rather it will only lead to knowing the one strategy. This is one of the problems with the testing that is used for students and reading, because the tests only focus on annotating and mapping, which would be considered acceptable learning. The authors believe that it takes more, as they have stated before, the cognitive based embedded theories such as, selecting, summarizing, organizing, elaborating, monitoring, self-testing, reflecting, and evaluating helps students build their own personal theories they can use to help the in studying, learning and reading. (Simpson, Anderson, and Stahl, 2014). The strategies that students learn through these processes can be used and molded to any academic subject, and one believes that this was the author 's main
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...