Listening to and talking about literature enhances both processes. Children learn to think, to question, to reflect on what they write, read, and listen to in a classroom that allots a significant amount of time to the interaction and practice of these skills. Children make choices as to what to read, what to write, and how to approach a task. These children who make their own decisions take ownership of their learning and are better able to make meaning within their world. Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers.
Newark, DE: International Reading Association. The Discussion Web: Is a strategy designed to encourage all students to participate actively in class discussions and to think critically. Gives students a framework for evaluating both sides of an issue or question. Students are encouraged to process opposing evidence and information before asserting viewpoints, giving them an opportunity to refine their thinking. Requires students to work in groups and helps to develop cooperative learning skills.
While their reactions exemplify the beauty and humor of teaching middle school students, I revel in the spontaneous spark of inquiry dominoing off of one simple answer. My answers lead to their questions, their questions lead to their stories, and ultimately their stories, and mine, lead into a relationship. I use these relationships to thoughtfully create relevant and rigorous learning experiences that engage my students within their curriculum. These three R’s are the foundation upon which I build my own professional development, but they also help me to begin the reinvention of the conventional classroom. Middle school students are in a constant state of change.
2, No. 5. (1941): 445- 451. JSTOR Search Engine. UMUC's Information and Library Services.
We must try to help them learn effective time management techniques (by encouraging them to keep on task during in-class workshops and by helping them break down large assignments into manageable pieces), and we must attempt to present issues in a meaningful way. How can we present information in a meaningful way? First we must carefully consider the various ways in which our students receive and process information. Learning modes are often broken down into four categories: visual, auditory, tactile, and reading/writingâ€”titles which represent the different processes through which learners internalize new information. Visual learners, for example, respond best to information that they can see (such as graphics, pictures, and demonstrations) while auditory learners comprehend information best when it is spoken out loud.
to use and how to apply a strategy to solve the problem. I often facilitate and support the internal processes of the various learners in my classroom. Project based learning is not a new concept. When I first started teaching the creation of Web-quests gave students time to explore and create the learning experiences. All learning theories offer important insight to learning.
Implicit Curriculum Theory The implicit curriculum theory is an approach to learning through teachers’ values, the behaviors they display, and the interactions they have with their students. It also immerses students in real-life experiences that promote critical thinking skills. The article, Bridging the Explicit and Implicit Curricula: Critically Thoughtful Critical Thinking, leads the reader through a scenario of social work training opportunities emphasizing the use of implicit and explicit experiences. These training exercises help students grasp the details of the profession through authentic experiences in the field. This style of curriculum stems from the early theorists of John Dewey and Paulo Freire whose foundation of learning centers on individual experiences, critical thinking, and student-centered activities.
The Benefits of Reciprocal Teaching and Its Impacts on Student Learning Our job, as educators, is to create an atmosphere in which students learn and thrive. It is a goal of every teacher to be efficient in guiding students through the learning process, all the while instilling within them the means to succeed. It has become clear that one of the most important ways an educator can do this is by helping students learn to not only read, but to understand what they’re reading as well. Learning to read and comprehend is an important skill that is used consistently throughout everyday life. It is not only used for discovering new things and expanding the imaginations of readers everywhere, but it is also a vital tool in communicating during day-to-day activities.
Currently, the first edition of my philosophy of teaching revolves around three main objectives. First, I’d like my classroom to rely heavily on student participation and cooperative learning. A teacher must always appreciate the connections amongst peers and the powerful influence they have over one another. Many teachers and students can arise from these bonds if given the opportunity to do so. Therefore, my class will have a heavy emphasis on collaborative work, reading and writing workshops, as well as peer editing and read-arounds.