Assignment Two: Indentifying Similarities and Differences

Assignment #2: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 2 – Identifying Similarities and Differences.

Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part D to the blog. We are trying to make the blog more user-friendly and easier to read...Please remember to keep your responses brief so that all participants will read your thoughts! Thanks!

A. Guiding Questions for Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of identifying similarities in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. (Complete – but do not post!)

• What is the purpose of asking students to compare?
• What kinds of activities do I use to help students compare?
• I can think of a time that I asked students to compare, and I was pleased with the results. Why did it go well?
• I can think of a time that I asked students to compare, and I was not pleased with the results. Why did it not go well?
• What questions do I have about using comparing in my classroom?

B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 2 and reflect briefly on your thinking after reading the “Research and Theory” section for identifying similarities and differences. (Complete – but do not post!)

C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, think how you would use this strategy in your classroom.)

D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Two: Identifying Similarities and Difference by clicking on the “comment” link below.

How has the information you read in this chapter on comparing affected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner?

Use the following questions to assist you in writing a brief strategy reflection:

• How has reading this information affirmed some of what you already knew about comparing?
• What is something you now understand better about comparing?
• How might you change how you use comparing in your classroom?

Assignment One: Introduction

Hi and welcome to our course! 

Please remember that one of the benefits of a blogging course is to have communication between participants. Remember to read and respond to other participants' comments each week. ***  Please keep your responses to the assignments brief so that everyone is willing to read and respond to each others' comments.  It is always a better learning environment when participants are more interactive!!! :)

Also, you may want to type your comments in a Word Document and either copy from Word and paste onto the blog or save it in a folder on your computer and then post it to the blog. I have written a couple of lengthy comments that I lost before I was able to post it to the blog. This extra step may save you some frustration later on this term.

Last of all, we will write our comments to your posts on the blog, so you will need to check back to the corresponding week for feedback (and to make additional comments if you wish.)

Let us know if you have any questions. You can email us, but please put the words "Question for Classroom Instruction" in the subject line so that we can respond in a timely fashion.


Assignment #1: Introductory paragraph. Please post your introduction to the course blog in the blog archive under the posting: Week One: Introduction.

 Please tell us a little about yourself. Where do you teach? What grade and how long have you been teaching? How many students are in your class and do you have instructional support? What does your current literacy program look like? (If you aren’t currently teaching let us know what your educational background and experiences are.) What is your knowledge/training in the area of literacy? Does your district provide literacy training? If so, what exactly have they offered? Also, let us know a little about you outside the classroom: Interests/Hobbies/Family Life.

Also please read: Classroom Instruction that Works - Chapter 1 – Applying the Research on Instruction: An Idea Whose Time Has Come

Sign in to the blog (follow directions below)
o Click on the comment link below. If you do not have a Google account you will need to create a free one. Underneath the “leave your comment” box – click where it says “no Google account? Sign up here.” Then follow the direction to create an account.
o After you create your account you can just type in your user name and password from when you created the account and then click the button “publish your comment” and it will be posted. You should post Assignment # 1 explained below as your first comment.

(Please Note: In addition to posting your first assignment (Introduction) to the blog, please email it to us. This is to enable us to contact you individually should the need occur. Please also make sure that you label your assignment with your name when posting to the blog to ensure that you receive proper credit for your work.)

Assignment Ten: Cues, Questions and Advance Organizers - Summer 2013

This is your last assignment for this course...all assignments are due 8/20...thanks so much for participating in our course!!!

You know the ropes....please only post "Part D"!

Assignment #10: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 10: Cues, Questions and Advance Organizers.

A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategy of Cues, Questions, and Advance Organizers in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment.
• What is your purpose of using cues and questions in your classroom?
• Study the research results in Figure 10.1 for "Cues and Questions." In your experience, what makes some experiences with cues and questions better than others?

B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 10 and reflect briefly on your thinking after reading the “Research and Theory” section for Cues, Questions, and Advance Organizers. You may want to consider the point below in your reflection.
• Many teachers who are aware of the research on the use of "wait time" will confess that they do not use it often enough. What do you think are some of the reasons that might explain why teachers do not use this strategy systematically and effectively?

C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to try out with your students (If you are not currently teaching, you may reflect upon how you would use this strategy in your classroom).

D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Ten: Cues, Questions, and Advance Organizers by clicking on the “comment” link below.

How has the information you read in this chapter on Cues, Questions, and Advance Organizers effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:

• Research confirms that advance organizers are powerful when they help students focus on what is important, not on what might be unusual. All the different types of advance organizers described in this chapter, however, require up-front planning on the part of the teacher. How would you respond to a teacher who complains that there just isn't time to prepare the organizers?

• What will you do to improve the effect of using cues, questions, and advance organizers in your classroom? – Will you make changes?

• How might you monitor the effects of cues, questions, and advance organizers on student learning?

Assignment Nine: Generating and Testing Hypotheses - Summer 2013

Assignment #9: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 9: Generating and Testing Hypotheses.

ALL PARTICIPANTS PLEASE READ THE NOTE BELOW!!!

***Don't forget to only post "Part D" ;)

A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of Generating and Testing Hypotheses in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter.

B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 9 and reflect briefly on your thinking after reading the “Research and Theory” section of Generating and Testing Hypotheses.

C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you should reflect upon how you would use this strategy in your classroom.)

D. Final Strategy Reflection: A sequence of questions posted below asks you to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post a brief reflection of how this went to the posting labeled Week Nine: Generating and Testing Hypotheses.

How has the information you read in this chapter on Generating and Testing Hypotheses effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:

• How might I change how use Generating and Testing Hypotheses in my classroom?
• What is something you now understand better about Generating and Testing Hypotheses?

Assignment Eight: Setting Objectives and Providing Feedback

Assignment #8: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 8: Setting Objectives and Providing Feedback.

ALL PARTICIPANTS PLEASE READ THE NOTE BELOW!!!

***Please post part D, as we continue to make the blog more user-friendly and easier to read. Thanks!

A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategy of Setting Objectives and Providing Feedback in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment.

• What is your purpose when you set objectives and/or feedback in your classroom?
• How do you set objectives in your current classroom instruction?
• When and how do you communicate classroom objectives to your students?
• What kind of feedback do you provide for your students?

B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read Chapter 8 and reflect briefly on your thinking after reading the “Research and Theory” section for Setting Objectives and Providing Feedback.

C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to try out with your students (If you are not currently teaching, you may share how you would use this strategy in your classroom).


D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Eight: Setting Objectives and Providing Feedback by clicking on the “comment” link below.

How has the information you read in this chapter on Setting Objectives and Providing Feedback effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:

• The generalizations related to setting objectives explain that goals should be clear and specific, but also flexible enough for students to personalize the goals. Consider the objectives you are expected to use, that is, those provided by your school, district, or state. To what extent do you feel they meet the criteria of clarity, specificity, and flexibility?

• How does the information in Figure 8.3 about "Corrective Feedback" shed light on your own experiences with giving and receiving feedback? For example, does it surprise you that research indicates that simply telling students whether an answer is right or wrong can have a negative effect on their achievement?

• How might you change how you communicate objectives to students and parents?

• How will you monitor how well students are meeting their learning objectives?

• How will you engage students in the feedback process (consider use of rubrics?)

Assignment Seven: Cooperative Learning

***Just a reminder to only post part D to the blog, as we continue to try and make the blog more manageable for participants to read and respond to each other - Thanks!

A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategy of Cooperative Learning in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. After completing your self assessment please post a thought or two as a comment (click on comment link below) to this posting labeled Week Seven: Cooperative Learning.

• What is your purpose for using cooperative learning in your classroom?
• What kind of cooperative learning activities do you use with your students?
• Think of a time when you used cooperative learning and was pleased with the results. Why did it work well?
• Think of a time when you used cooperative learning and was not pleased with the results. Why didn’t it work well?

B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 7 and reflect briefly on your thinking after reading the “Research and Theory” section for Cooperative Learning After completing your chapter reflection, please post it as a comment (click on comment link below) in the posting labeled Week Seven: Cooperative Learning.

C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to try out with your students (If you are not currently teaching, you may share how you would use this strategy in your classroom.)


D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner. Please post your brief reflection to the posting labeled Week Seven: Cooperative Learning by clicking on the “comment” link below.

How has the information you read in this chapter on Cooperative Learning effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:

• How might I change how use cooperative learning in my classroom?
• What is something you now understand better about cooperative learning?

Assignment Six: Nonlinguistic Representations - Summer 2013

ALL PARTICIPANTS PLEASE READ THE NOTE BELOW!!!

Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part Dto the blog. Thanks!

A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of Nonlinguistic Representations in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment.

• Nonlinguistic representations help us to recall and use information every day. Think of a topic that you understand very well and notice how many images related to this topic you can generate in your head. Now identify a topic with which you are familiar but that you do not understand well. Try to generate images and notice how difficult it is.
• What would be the purpose of representing knowledge in different forms everyday in our classrooms across curriculum areas?

B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 6 and reflect briefly on your thinking after reading the “Research and Theory” section for both Nonlinguistic Representations.

C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may reflect on how you would use this strategy in your classroom). You may want to consider the bullets below.

• This chapter explains that nonlinguistic representations are powerful ways to learn and recall information but that many classrooms are very linguistically oriented. Think of classroom experiences that are often effective but that are inherently linguistic (e.g., reading the textbook, engaging in a discussion, listening to an explanation). Suggest several specific ways that these linguistic experiences could be even more effective by guiding students to generate and use nonlinguistic representations, such as graphic organizers, multimedia, and role-plays.
• When do you ask students to represent knowledge using forms other than words?

D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner.

How has the information you read in this chapter on Nonlinguistic Representations effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:

• How might I change how use nonlinguistic representation in my classroom?
• What is something you now understand better about nonlinguistic representations?