Please reflect on the "tools" or strategies the author describes and note what you already do on a regular basis...or if one you don't do seems especially difficult or challenging for you....
One of the tools that the author mentioned that I use on a regular basis is using comprehension constructors. I often assign work sheets that the students must complete with a reading. I use it to make sure that the students REALLY read the text and not just skim it. But I guess I also use it to make sure that the students understand what concept/idea each paragraph or section is trying to convey.
One of the strategies I would like to do with my students, but do not, is coding the text. When I think of coding the text, it reminds me of my high school AP US History teacher who really showed me how to outline a reading, which was invaluable in college. I think my students could really use this skill, but it is not exactly the funnest thing to teach/learn, so i kind of avoid it.
I would like to reflect on 2 things in particular. I would like to start with Text Marking. As I was reading her description of the strategy, I was thinking about how mad my department head would be if I turned in one hundred frail books with little or no space that hasn’t been defaced by my students’ “marking” abilities.
The second tool is the Double Entry Journal. I have used a version of the tool in my classes (often regularly). Also, in my U of I methods course, our professor introduced a slightly different version of the journal that I used today. But what excited me the most, is the abundance of possibilities Tovani opens up with her multiple “thinking options.”
Either way, Tovani makes a good point of expressing that access tools (journals, questionnaires, etc) help the reader retain more information from the text since an average reader simply cannot retain ALL of the provided information.
Personally, the most common type of reading tool or strategy I use is probably similar to double entry. It's not the same type of format, but I think about the same ideas and record them when reading for comprehension. A reading tool I would find very difficult would be marking text, especially if it is a a book or magazine I am reading for comprehension. I think it comes from a childhood where writing in a book was a crime.
As far as teaching goes, the idea comprehension constructors seems both simple and brilliant to me. It forces students to use the strategies and it also gives them a focus for their reading. Students definitely like seeing something that they will know they will get for a grade.
I also think text marking would be helpful for students in more independent reading. It would again give them a concrete activity to do while reading. I agree with Dima though that books cannot be returned with lots of writing in them. Since my subject is more inclined to short readings anyway, I could do copies of the original reading and allow students to mark them as they need.
There are numerous ways to "mark the text" without marking on the book.....I will xerox copy as an alternative to a worksheet so kids can demonstrate their thinking/understanding. Also sticky notes can be used on a textbook....after students mark certain spots and write on the sticky note, then they can be put onto a sheet of paper and turned in for a grade check if desired. Often I would do a walk around the room with a clipboard to make notes of what/where the students had sticky notes for quick assessment for learning. That way it saves time so I only address the points of text that are challenging instead of the whole thing.
I agree with Dima and also have a fear of what my department head would say/do if I returned 100 "defaced" books. However, in high school, I found this to be the best way to really interact and "dialogue" with the novel. I was able to mark passages or words that I did not understand, and I was able to color code or make comments on allusions, metaphors, etc. that I saw throughout the text. I think this is a very invaluable part of the reading process, which Tovani mentions, that my students are missing out on.
In order to compensate for the lack of individual novels and texts, I did try the Post-It note idea. This worked wonderfully for shorter works, but I still believe there's something different about having to grab a Post-It note, write something on it, stick it on versus writing directly on the text and knowing exactly which lines, words, passages that I am referring to. Copying textbook pages work, but this becomes a problem when copy counts are tallied by departments... therefore, that's another hiccup and fear that I wouldn't want to face.
The key is select a limited number of parts that are extremely important or challenging....get kids in the habit of working through the strategies so they are aware and practicing. Also those little mini post its with multiple colors are great so students just stick that little flag on the spot for what you want them to find.....red for allusions, green for metaphors, etc.
There is also highlighting tape available but it is not recommended for paperbacks or texts with light ink.
Most of the strategies suggested in this chapter would be quite difficult to employ in a math class. A journal could be a useful tool in mathematics but getting the students to buy in would be quite the task. I have utilized a few methods in my classes that aren't typically seen in traditional math class only to be met with cries of "this isn't math" or other similar statements. I would expect similar results if I attempted to employ a journal.
One strategy I do use constantly is thinking aloud. I strongly oppose teaching mathematics as simply following formulas or crunching numbers. There are far too many formulas to memorize and the value in utilizing an arbitrary math technique is null for 95% of the students. The underlying principles of logic are, however, a necessary component in the lives of every beneficial member of society. As such, I make every attempt to stress this to my students. By thinking aloud I am able to guide my students through the thought process I follow to obtain my result.
I wish I would have had a math teacher who used Think Aloud modeling to show me how to solve problems (especially Algebra). Do you ever get students who solve the problem with a different method than yours share their thinking process? I can certainly emphathize with the students complaining that "This isn't ____ class." I heard it all the time when I required students to keep track of their grades and compute an average so they knew what they were getting every week. But wouldn't it be so powerful if ALL content teachers schoolwide would adopt the use of journals or notetaking so teachers just say "Everyone is taking responsibility for learning."
I do on occasion get some students who want to model how they solved a problem on the board. It is actually really interesting (for me anyways) watching them work and demonstrate for the class. I usually need to prompt them with a few questions for a complete explanation of their steps, but overall when this happens I really enjoy it. Another interesting thing is that when another student gets in front of the class, half of my students seem to check out while the other half perks up.
Also, your point about having more cross curriculum teaching going on is a really neat idea. Terribly difficult to implement, but a neat idea nonetheless.
P.S. On behalf of math teachers everywhere, THANK YOU for having your students calculate their own averages.
MEET this Thursday from 3-4 at the ROE library (bring your items to turn in) Read chps. 1 & 2 then post comments from 3/2-3/6 Read Chp. 3 and try one item from the "What Works" section (p.33-34) ----put comments from3/12-14 Chp.4 and try "What Works"---put comments from 3/19-22 Chp.5 and "What Works"...put comments from 3/28-30 Chp. 6 and "What Works"--put comments from 4/4-7 Chapters 7, 8, and 9----comments from 4/21-25
Quick Video Available
Check out the video worth watching on Teacher tube with a teacher modeling a Think Aloud. Just go to http://www.teachertube.com/ and go to the second tab marked "Videos" and use the search function to type "Introduction to Think Aloud" and you'll find one!
One of the tools that the author mentioned that I use on a regular basis is using comprehension constructors. I often assign work sheets that the students must complete with a reading. I use it to make sure that the students REALLY read the text and not just skim it. But I guess I also use it to make sure that the students understand what concept/idea each paragraph or section is trying to convey.
ReplyDeleteOne of the strategies I would like to do with my students, but do not, is coding the text. When I think of coding the text, it reminds me of my high school AP US History teacher who really showed me how to outline a reading, which was invaluable in college. I think my students could really use this skill, but it is not exactly the funnest thing to teach/learn, so i kind of avoid it.
I would like to reflect on 2 things in particular. I would like to start with Text Marking. As I was reading her description of the strategy, I was thinking about how mad my department head would be if I turned in one hundred frail books with little or no space that hasn’t been defaced by my students’ “marking” abilities.
ReplyDeleteThe second tool is the Double Entry Journal. I have used a version of the tool in my classes (often regularly). Also, in my U of I methods course, our professor introduced a slightly different version of the journal that I used today. But what excited me the most, is the abundance of possibilities Tovani opens up with her multiple “thinking options.”
Either way, Tovani makes a good point of expressing that access tools (journals, questionnaires, etc) help the reader retain more information from the text since an average reader simply cannot retain ALL of the provided information.
Personally, the most common type of reading tool or strategy I use is probably similar to double entry. It's not the same type of format, but I think about the same ideas and record them when reading for comprehension. A reading tool I would find very difficult would be marking text, especially if it is a a book or magazine I am reading for comprehension. I think it comes from a childhood where writing in a book was a crime.
ReplyDeleteAs far as teaching goes, the idea comprehension constructors seems both simple and brilliant to me. It forces students to use the strategies and it also gives them a focus for their reading. Students definitely like seeing something that they will know they will get for a grade.
I also think text marking would be helpful for students in more independent reading. It would again give them a concrete activity to do while reading. I agree with Dima though that books cannot be returned with lots of writing in them. Since my subject is more inclined to short readings anyway, I could do copies of the original reading and allow students to mark them as they need.
There are numerous ways to "mark the text" without marking on the book.....I will xerox copy as an alternative to a worksheet so kids can demonstrate their thinking/understanding. Also sticky notes can be used on a textbook....after students mark certain spots and write on the sticky note, then they can be put onto a sheet of paper and turned in for a grade check if desired. Often I would do a walk around the room with a clipboard to make notes of what/where the students had sticky notes for quick assessment for learning. That way it saves time so I only address the points of text that are challenging instead of the whole thing.
ReplyDeleteI'm sorry that this is so late!
ReplyDeleteI agree with Dima and also have a fear of what my department head would say/do if I returned 100 "defaced" books. However, in high school, I found this to be the best way to really interact and "dialogue" with the novel. I was able to mark passages or words that I did not understand, and I was able to color code or make comments on allusions, metaphors, etc. that I saw throughout the text. I think this is a very invaluable part of the reading process, which Tovani mentions, that my students are missing out on.
In order to compensate for the lack of individual novels and texts, I did try the Post-It note idea. This worked wonderfully for shorter works, but I still believe there's something different about having to grab a Post-It note, write something on it, stick it on versus writing directly on the text and knowing exactly which lines, words, passages that I am referring to. Copying textbook pages work, but this becomes a problem when copy counts are tallied by departments... therefore, that's another hiccup and fear that I wouldn't want to face.
The key is select a limited number of parts that are extremely important or challenging....get kids in the habit of working through the strategies so they are aware and practicing.
ReplyDeleteAlso those little mini post its with multiple colors are great so students just stick that little flag on the spot for what you want them to find.....red for allusions, green for metaphors, etc.
There is also highlighting tape available but it is not recommended for paperbacks or texts with light ink.
This comment has been removed by the author.
ReplyDeleteMost of the strategies suggested in this chapter would be quite difficult to employ in a math class. A journal could be a useful tool in mathematics but getting the students to buy in would be quite the task. I have utilized a few methods in my classes that aren't typically seen in traditional math class only to be met with cries of "this isn't math" or other similar statements. I would expect similar results if I attempted to employ a journal.
ReplyDeleteOne strategy I do use constantly is thinking aloud. I strongly oppose teaching mathematics as simply following formulas or crunching numbers. There are far too many formulas to memorize and the value in utilizing an arbitrary math technique is null for 95% of the students. The underlying principles of logic are, however, a necessary component in the lives of every beneficial member of society. As such, I make every attempt to stress this to my students. By thinking aloud I am able to guide my students through the thought process I follow to obtain my result.
I wish I would have had a math teacher who used Think Aloud modeling to show me how to solve problems (especially Algebra). Do you ever get students who solve the problem with a different method than yours share their thinking process?
ReplyDeleteI can certainly emphathize with the students complaining that "This isn't ____ class." I heard it all the time when I required students to keep track of their grades and compute an average so they knew what they were getting every week. But wouldn't it be so powerful if ALL content teachers schoolwide would adopt the use of journals or notetaking so teachers just say "Everyone is taking responsibility for learning."
I do on occasion get some students who want to model how they solved a problem on the board. It is actually really interesting (for me anyways) watching them work and demonstrate for the class. I usually need to prompt them with a few questions for a complete explanation of their steps, but overall when this happens I really enjoy it. Another interesting thing is that when another student gets in front of the class, half of my students seem to check out while the other half perks up.
ReplyDeleteAlso, your point about having more cross curriculum teaching going on is a really neat idea. Terribly difficult to implement, but a neat idea nonetheless.
P.S. On behalf of math teachers everywhere, THANK YOU for having your students calculate their own averages.