1.
Suggest a minimum
of 3 instructional methods, which might motivate the learners to learn. Use
references to support your statement.
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- Think—The instructor poses a challenging or open-ended question and gives approximately one minute for everyone to think about the question on his or her own.
- Pair—Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of other.
- Share—Student pairs share their ideas with a larger group, such as the whole class or another small group. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.
E-Word
Wall - Created
in PowerPoint (or wallwisher.com) , E-Word Wall provides the option of creating
individualized, portable, engaging, manageable, and multi-sensory word study for
students and provides for greater individualization for those struggling with
reading, spelling, and writing (Narkon, 2011).
Graphic organizers are powerful tools that provide students with a visual representation of just about any concept they are learning (Sidelnick, 2000). Graphic organizers illustrate processes, cause and effect, sequence of events, hierarchical relationships, and comparisons to name a few. Graphic organizers can also be used as matrices to aid in decision making/thinking processes.
2.
From your
personal experience, share an undesirable incident, which the good methods
(tools) had been applied to the inappropriate situations (No references are
required). What would you propose to do to redirect the specific situation you
mentioned above to make learning easier, quicker, and more enjoyable? Please
provide references to support your statement.
A primary
disadvantage to using graphic organizers discovered from research is once
students see the advantage and opportunity of using graphic organizers, then
there is the possibility of less note - taking, which leads to totally relying
on them as a written reference. The end result is incomplete notes on learner’s
part and missed information. I believe students still need textual information
as well as organizers. Textual information is a reference guide. Graphic
organizers are used as a tool for the comprehension of text, but not to replace
text. Learners or students still need to be able to source information from
written text, to have more than one way to retain information cognitively and
to obtain it physically from text resources.
Works Cited
Narkon, D. E., Wells, J. C., & Segal, L. S. (2011).
E-Word Wall. Teaching Exceptional
Children , 43 (4), 38-45.
Ngozi ibe, H. (2009). Metacognitive Strategies on Classroom
Participation and Student Achievement in Senior Secondary School Science
Classrooms. Science
Education
International , 20 (1/2),
25-31.
Sidelnick, M. A., & Svoboda, S. L. (2000). The Bridge
between Drawing and Writing : Hannah’s Story. Reading Teacher , 54
(2), 174-184.
Thinking maps and graphic organizers are mandatory at my school. We must include one style of thinking map (cause/effect, bubble, double bubble, etc. with a frame of reference) in every lesson. The students complain daily that they have to make a thinking map. This is causing a decrease in note taking like you mentioned. Instead of thinking maps having details and full of information, the students tend to just put one word in each bubble. It is severely cutting down on the quality of notes and ideas. It is best in my opinion to decrease how often graphic organizers are used and increase critical thinking/problem solving activities like debates, acting, and other activities that allow students to think outside of the box.
ReplyDeleteI like the idea of using an E-word wall. Word walls are mandatory in my district and the lab has no wall space. I do a lot of writing activities in the computer lab and younger students will often not write because they can’t remember the word they want to use or how to spell something. I usually end up opening a word document where I type words that students need so they can focus on the assignment. Of course this is a random list of words that is never referred to again and has no meaning beyond this specific assignment. If I use wallsisher or corkboardme to include a mix of content-specific vocabulary and high-frequency words my students and I can create meaningful word walls for the lab (Jackson, Tripp & Cox, 2011).
ReplyDeleteReference
Jackson, J., Tripp, S., & Cox, K. (2011). Interactive word walls. Science Scope, 35(3), 45-49.
Christa, please provide the in text citation to show how each reference has been applied in your statement.
ReplyDeleteCan you use any kind of technology to learn the textual information?
Graphic organizers such as the concept map, the web, and the Venn diagram make thinking visible to the students (Fogarty, 1997). Therefore, as a formative assessment to conclude a unit on the Quadrilateral Family, I would have students use a Prezi presentation to create a Venn diagram in order for them to get a visual relations of the figures.
DeleteFogarty, R. (1997). Brain compatible classrooms. Arlington Hrights, IL, Skylight.