I Don't Like Green Eggs and VAM

Actually, I did like the "Vocabulary Acquisition Model", because I've always loved words (and word games-btw...I'm a beast at speed scrabble, upwords and boggle). In fact I'm aspiring to be more like Gordon, in that way! I loved his manipulation of words and their root! I also loved Jak's presentation of this model. He sparked a desire in me to become more familiar with ASL.
But enough about what I love...the reason that I would be least likely to use VAM is because it seems least applicable to the Social Studies. I would spend a few minutes break apart a word in order to discuss it's mean and/or history but I don't think I would invest in the time and preparation to use the model in full.
PS...Will you ask us to blog about what we did in August, so I can keep caught up with everyone???

Party Like it's 1773

http://academics.uww.edu/cni/webquest/HallOfFame/boston/index.htm
This Webquest assigns students to write a newspaper article either "for or against" the actions of the Sons of Liberty (the Boston Tea Party). I liked the approach of this assignment. The instructions were clear and creative. I especially loved the "interviews". There are pictures of characters (hand drawn), you click on their face and you can read their story.

A Note About Color

Annotation: I came home talking 'color code' with my kids. I suggested that the kids take the test. My 'blue' daughter said, "Mom, we've already taken it. Don't you remember? I was blue and I cried because I wanted to be yellow and you were totally incencitive and said, 'that just proves you're blue'. "

Slow Down and Enjoy!

I think that Concept Development is one of my favorite models of instruction so far! I'm still chewing on the ideas in Concept Attainment (perhaps I should use the C.D. model to figure it out! ha ha), but the Concept Development model really speaks to my heart. I love the idea of really hashing through an idea, or in other words-a concept. I think tooo tooo often we introduce something, rush through it and move on (there's a lot to cover, you know!). So, what I liked best about this model is the time spent manipulating the concept, talking about it and looking at it in different lights via the re-grouping process. I think the potential for deeper thinking, 'ah-ha' moments and connecting thoughts is limitless. My favorite application idea is focusing on a concept addressed in an upcoming piece of literature. I think it would be interesting to re-visit the same process after reading the literature. In the field of Social Studies, I think that this is a fitting model for teaching abstract ideas, such as freedom, bondage, oppression, and unity. These are ideas that kids, and adults alike, have trouble really sinking their teeth into. Can you imagine the depth of understanding the American Revolution a student can attain once they truly "get" the idea of freedom. So, maybe we should slow down and enjoy the ride (sometimes, anyway!).

Different Strokes for Different Folks

As I understood this assignment...you'd like to hear what's on my mind regarding Differentiated Classrooms. So, I'm going to share with you my mammoth "ah ha" moment today. We were talking about the fact that some teaching some skills/subjects require a hierarchy of skills which makes it difficult to do anything other than divide kids into higher and lower level groups. As we were discussing this you suggested differentiating the groups by something OTHER than student readiness (or in other words skill level). I know you'd said that in class, in fact I found that in my notes but I didn't really SEE it until I thought of an application later in the afternoon. You said that group flexibility was important too and again I didn't SEE that until I thought about this.....My kids were always put into reading groups by skill level for independent reading. The groups never varied, but I thought: 'What if the groups were sometimes varied by interest?' This grouping has the potential to increase the thinking skills of a lower-level reader because he/she would be more engaged." Ah ha....you CAN differentiate in classes even when the skills are hierarchical. And by varying the groups, you're not just trying to make the lower-level skilled kids feel better...but actually challenging them in a different way!
Now if I can just get my brain around Concept-Attainment in this same way! :)

Tell it to Me Straight!

I loved seeing the highly varied lessons presented in our class. I think they were a fun reflection of us as individuals. Best of all, it was great to see Direct Instruction in action. It helped me mentally cement the steps.

I noticed that the most commonly missed step was guided practice with corrective feedback; therefore I would identify this as the "easiest to leave out". I can see how easy it is to present information, but forget to give the students opportunity to show you (as the teacher) what they heard you say. After all, this is time-consuming and sometimes a little tricky to set up. It is easier and faster to assign homework and correct it the next day. And yet like all good things that take time, I see the value in it. Students will only waste their time and possibly have to unlearn a skill if they independently practice something incorrectly. A brief period of guided practice with corrective feedback will make the step of independent practice more valuable.

I think the least natural step for me is the first step. I'm inclined to jump into things "head first", making it easy to skip the connection step. It's easy for me to review previously learned material, if the new information is a continuation of previously learned information. But, if the information is new (for example a new unit), reviewing the information would not happen naturally for me.

I think that independent practice would be miserable for students if guided practice was not done well. I have watched my own children agonize over homework that they had no idea how to do. In fact, I remember being a student feeling miserable and frustrated over homework that I didn't understand.

I believe the greatest weakness in the model of direct instruction is in its propensity to be boring! And yet, I also believe that it is possible to make the step of "presenting new material" engaging, but that it takes creative effort. And, for me, therein lies the fun!

 

 

 

Happy to Be One of the Gang!

As I read my classmates' blogs my first thought was, "Wow, am I long-winded!" I missed the "short and sweet" boat! Of course, my darling husband of 19 years has been telling me that for 19 years! J

My second and more pertinent thought was, "Wow…these people LOVE teaching, love kids, are striving to make learning make sense for their students and are committed to what they are doing". I'm so impressed and thrilled to be apart of something so worth while.

My previous graduate work was in the field of Educational Counseling, so it won't surprise you that I have been fascinated with the interaction and dynamics of our group. I am already impressed with the group's willingness to share, the quickly-developed environment of comfort and safely and the cohesiveness of our group. My favorite experience happened at the end of class, on the last day of our first week (or in other words 'last Thursday'). I volunteered to bring treats in for the following week (that would be THIS week, for those of you who are keeping up). One of my fabulous classmates said, "Yeah, but just bring them in for OUR group not those others." I assured her that that was my intent! I loved that already there was a feeling of 'unity' amongst us.

I am a firm believer in the power of a group, or in other words "a community of learners". I hope to see our community continue to develop in the direction it has already taken. I see that happening as we continue to:

1. Foster a safe environment to share ideas and thoughts.
   
2. Take responsibility to be "contributors".
   
3. Be willing to give honest and respectful feedback to one another.
   
4. Bring in treats every week.
   

I take seriously my role in our group and will strive to do the aforementioned things. I look forward to our common experience.