SRTrainingSummer09 / Chapter 6- Group 1 - 0 views
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seen pages
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Elizabeth Cloyd on 07 Aug 09typo
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kids need to read the whole book to understand the main ideas
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This is so not true. Targeted reading can provide students essential content and save time for other activities.
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So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
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- ...42 more annotations...
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Maybe we believe that kids need to read the whole book to understand the main ideas in our subject.
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I don't believe this at ALL. Quite possibly, I err on the opposite end fo the spectrum, where students don't know WHY they have a textbook. Perhaps, some of these new strategies can make in-class reading more productive and encourage more use of the book.
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They need you, the teacher, to break the work into steps and stages, and to give them tools and activities and work habits that help.
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Scaffolding, vocabulary strategies really work well with breaking up text into manageable chunks for students.
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Like the social studies teachers at Stagg High School, you could try to identify the 12 or 16 absolutely key, “fencepost” concepts in every course you teach. You might agree in principle that kids would do better to understand a dozen key ideas deeply, that to hear 1,000 ideas mentioned in passing. But what are the right fenceposts for your subject, your course?
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Finding these fencepost ideas is always difficult in a department where each person feels different topics require more coverage than others.
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beyond the classroom
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definately a key to motivating readers. They need to know why it matters to them.
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So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
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Ah. The "selective abandonment" approach. Reminds me of my days teaching Arts & Humanities -- 25 pages of random facts in the Core Content about the progress of Western, non-Western, and other indigienous visual art, drama, dance, literature, music, religion, philosophy, from time immemorial to present...all in 18 weeks of block scheduling.
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have to decide to teach a few things well and fully- let some other stuff slide.
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what do you let slide and what to you cover? does each individual teacher decide this or is it done as a department?
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Whatever our subject, we may believe that “the state requires us” to cover everything in the textbook, however thinly
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This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
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In fact, the 50 states differ widely in the sort of high-stakes tests they actually administer.
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Do we have any framework for the new KY tests? Like...standards, core content...?
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But what are the right fenceposts for your subject, your course?
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Sounds plausible, given the current fervor of politicians to supervise us, but we’d better be sure it is the reality
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So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
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Don’t leave kids alone with their textbooks We can harness the social power of collaboration, having kids work in pairs, groups, and teams at all stages of reading to discuss, debate, and sort-out ideas in the book.
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I find this works well in social studies, especially with topics that apply to events in the world today.
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Don’t leave kids alone with their textbooks
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to remember ideas, learners must act upon them. Period. You can have students move their noses above any number of pages, left to right, top to bottom, but that is neither teaching nor learning.
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What’s Really on the State Test?
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in response to selective abandonment, I found in the A & H Core Content that most of it was unnecessary to do well on the test. Most of my students were able to perform at the Proficient/Distinguished level without a text...and without covering every single thing on the suggested list. Highly discouraging for a new teacher...effort, in a sense, wasted.
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roe of textbooks
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only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).
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Sure, we can make students read daily sections of the textbook as a matter of compliance and obedience.
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NAEP tells us
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cussedness
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the content of any subject field has different levels of importance. There are some anchor ideas we ant students to understand in a deep and enduring way, others that are important to know about, and finally, some aspects where a passing familiarity is sufficient.
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1.Does the idea, topic, or process represent a big idea having enduring value beyond the classroom? 2.Does the big idea, topic, or process reside at the heart of the discipline? 3.To what extent does the idea, topic or process require uncoverage? 4.To what extent does the idea, topic, or process have the potential for engaging students?
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the reform movements between1820-1850. There are four distinct strands which emerged during this period- religious renewal, abolitionism, the early women’s rights efforts, and workplace reform- each of which receives several pages of coverage in the textbook
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making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
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Many books couldn’t be studied this way because information in earlier chapters is crucial for understanding later ones. But textbooks frequently can be easily subdivided.
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Another way to subdivide the chapter is to have students divide in groups and present their information in a creative way to their classmates.
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Have empathy. Remember, not only are you a grownup and a subject matter expert, you have also read this textbook five or 10 times before. The material may seem easy to you, but it may really be Greek to the kids.
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Jigsawing
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You can also pair proficient and poor readers and do a parallel reading in a jigsam format for added differentiation and support for struggling readers.
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giving students support before and during reading
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Make more selective assignments
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Greek to the kids
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Choose wisely. Make more selective assignments
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This is particularly important for honors/excel students. Accelerated does not mean "do more of the same."
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more are using constructed responses, items that present some data (a chart, article, or problem) and then ask students to work with it. This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
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With jigsawing activities, when kids sit down to find the links between movements like abolitionism and worker’s rights, they are coming pretty close to “doing history,” not just dutifully accepting what the textbook says.
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This does require students to be trained in how to do effective jigsaw strategies.
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assigning fewer pages
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Especially important for students in regular-pace and more slowly-paced groups. Do reading in class, alongside practice.
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focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
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websites
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I finished a course last year by using my WJHS Wiki, a website with discussion forums you can build, ideas you can exchange, and digital copies of assignment lists, expectations, etc. it was pretty cool.
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Have empathy.
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The material may seem easy to you, but it may really be Greek to the kids.
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similarities
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laboring under tough requirements to “cover” material, having
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ACCESS: Textbook Feature Analysis Directions: Use this activity to better understand the textbook in this class. Its purpose is to teach you how the textbook works by showing you what it is made of and how these elements are organized.
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