I was really excited to read the chapter on group work. However, it didn't offer me the magic formula I was looking for. It did remind me that I always need to be explicit with my students as to why I am asking to do certain activities. I think that is my big lesson for the semester: make the reasons for my teaching decisions clear to my students. I have always been a huge fan of group work as both a student and an instructor, so I kind of forgot that it is not always the preferred method of learning for some. I should say that I enjoy it for in class activities. I am not so much a fan of group work that is done outside of class. There are too many obsticles to work around.
One of the reasons I was excited to read the chapter is because I have had groups that work beautifully--interacting, discussing, really achieving active learning. And I have had groups that totally flop--one student does all of the work and everyone else just coppies, all but one students participates, the group divides into smaller groups, the group is off task the whole time. I was hoping the chapter would give me some insight as to why these things happen. It did, but I was hoping for a magic glowing answer to come jumping out of the book.
The chapter on learning styles definitely added to the chapter on group work. I have a hard time narrowing down what kind of learner/teacher I am. For ever category I respond with "it depends". Again, this chapter reinforces how important it is to teach the same concept through several different techniques in order to reach every student.
Monday, November 24, 2008
Monday, November 17, 2008
class on 11/17
I like using fables/tall tales in my teaching. I have had students of all ages (3rd grade-high school) rewrite those types of stories to express point-of-view. I have also had students analyze these types stories from different cultures to express different/similar values. I believe it was the story of Cinderella that variations from several cultures exist. I've never had students analyze the story structure and rewrite their own, but I think that is a good idea--fictionalizing their own personal (life) story, and maybe exagerating some of the details.
Although we got a little carried away when brainstorming ideas for what to do with the short story Dr. Smidt had us read, I think the point was made that there can be an almost endless list of activities to do with a short story. I did want to add that teachers really need to be aware of what students say in their writing. During my student teaching I had a student write about a "friend" she met online who comes over to her house when her parents are gone. She wasn't the brightest bulb on the tree, and when I mentioned it to the school counselor (about the friend not the bulb) the counselor said that piece of writing I showed her tied some loose strings together about other issues the girl had. Not good.
Can I say "aaaargh" right now about our portfolio. I think I may have to create some material specifically to meet the criteria. Maybe I'm just not thinking outside the box enough. I also think some questions to guide our reflections may be helpful. I think I will have a hard time coming up with a full page for all six pieces.
Although we got a little carried away when brainstorming ideas for what to do with the short story Dr. Smidt had us read, I think the point was made that there can be an almost endless list of activities to do with a short story. I did want to add that teachers really need to be aware of what students say in their writing. During my student teaching I had a student write about a "friend" she met online who comes over to her house when her parents are gone. She wasn't the brightest bulb on the tree, and when I mentioned it to the school counselor (about the friend not the bulb) the counselor said that piece of writing I showed her tied some loose strings together about other issues the girl had. Not good.
Can I say "aaaargh" right now about our portfolio. I think I may have to create some material specifically to meet the criteria. Maybe I'm just not thinking outside the box enough. I also think some questions to guide our reflections may be helpful. I think I will have a hard time coming up with a full page for all six pieces.
Monday, November 10, 2008
Readings for 11/10
Chapter 5 really got me nervous about having my teaching observed. (I have to be observed this coming week). I found the activities that were being observed more interesting than the findings; granted I want the information from the findings so I don't make those errors myself. I liked the activity in which one student had to describe a picture to another student who couldn't see it. I think this sounds difficult even with two native speakers, but fun. At one point there seemed to be some contradiction with the feedback results. On pg 127 it was stated that "...student uptake was least likely to occur after recasts..." and on page 128 it states "...learners notice and respond to recasts in ways that may contribute positively to their second language development...". Although they are talking about children and adults respectively, I would think similar techniques would be required across the board.
The statement in chapter six that really called out to me was that "learners' beliefs about the kind of instruction that is best can influence their satisfaction and success" (p139). I am dealing with this in the class I am teaching now. They really want comments and information on grammar, but I know that is not what they need.
The statement in chapter six that really called out to me was that "learners' beliefs about the kind of instruction that is best can influence their satisfaction and success" (p139). I am dealing with this in the class I am teaching now. They really want comments and information on grammar, but I know that is not what they need.
Friday, November 7, 2008
class on 11/3/08
I think it is interesting on how student perseption of how a class is going can vary so. Parts about the class that I don't care for, other people love. A lesson that someone else doesn't like, I really enjoy. It reminds me to always present material in various ways so each student has a chance to learn in a way they enjoy.
I was very impressed by the video we saw about web 2.0. I had forgotten about the first computer I used that required html to run. It has been quite the jump from that to using, let's say, Blogger even.
I was very impressed by the video we saw about web 2.0. I had forgotten about the first computer I used that required html to run. It has been quite the jump from that to using, let's say, Blogger even.
Monday, November 3, 2008
Readings for 11/3/08
I don't believe it is possible to find the perfect book for any class. As chapter 11 implied, every text/resource/technology needs to be adapted for each particular group of students' needs. I think back to how many of my classes in elementary school moved us from one workbook to the next and that is how several of our subjects were taught. It's a wonder I am here at all.
In fifth grade I had my first experience having a 'new age' teacher who allowed us to be very creative and learn with a more hands-on approach. I didn't like him because he would engage in some of the teasing students like to do. He was trying to be friendly; most of my classmates really liked him. I think he was just too unpredictable for me. He didn't follow the mold of what I expected from my teachers.
Anyway, I really appreciated the dialogues on pages 182-3. I thought they really illustrated the terms (mechanical drill, meaningful drill, form-focused drill) quite well.
I was amused by the discussion in ch 12 about what to call CALL. Haven't there been other acronyms that have taken on additional meanings since their origins? How many of you know that SPAM stands for Superfluous Pieces of Additional Mail? Has it's meaning changed? There have to be other's but I can't think of any right now.
In chapter 13 I was most interested in the section on the roles of the interactive teacher. So may teachers rule by intimidation. Yet I didn't see that as an option. They lecture, assign, and dicipline. I guess that falls under the teacher as a controller, but they didn't define it quite so harshly.
In fifth grade I had my first experience having a 'new age' teacher who allowed us to be very creative and learn with a more hands-on approach. I didn't like him because he would engage in some of the teasing students like to do. He was trying to be friendly; most of my classmates really liked him. I think he was just too unpredictable for me. He didn't follow the mold of what I expected from my teachers.
Anyway, I really appreciated the dialogues on pages 182-3. I thought they really illustrated the terms (mechanical drill, meaningful drill, form-focused drill) quite well.
I was amused by the discussion in ch 12 about what to call CALL. Haven't there been other acronyms that have taken on additional meanings since their origins? How many of you know that SPAM stands for Superfluous Pieces of Additional Mail? Has it's meaning changed? There have to be other's but I can't think of any right now.
In chapter 13 I was most interested in the section on the roles of the interactive teacher. So may teachers rule by intimidation. Yet I didn't see that as an option. They lecture, assign, and dicipline. I guess that falls under the teacher as a controller, but they didn't define it quite so harshly.
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