Wednesday, February 11, 2009
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Welcome to Exploring Education Through Technology! We will use Robert Marzano's Classroom Instruction that Works as a vehicle to generate conversation! Step 1: Introduce Yourself! Not only your name, but title and school. Step 2: Describe any experience you have had with blogs. It's okay if this is your first blogging journey! Step 3: Simply interact! Don't hesitate to comment.
As one who is primarily a math teacher, I have a lot of experience with this. I was interested in this chapter. A large amount of my hypothesis generating and testing in math and language arts is deducutive because students are using generalizations based on past school or life and making predictions about these. I was glad that the research supported my natural inclination!
ReplyDeleteAs I have started using a new approach to math problem solving I have used these steps. It fits very well with the method I am using and I added one additional part due ot this- asking students to make sentences explaining their work.
As an EC teacher, I often focus on the foundational skills for reading and math. Typically, this requires direct instruction so generating and testing hypotheses are infrequent. There have been some years, though, when I had a self-contained classroom that we were able to apply some of the strategies mentioned in this chapter.
ReplyDeleteAs a NBPTS mentor, however, I have worked with many candidates who struggle with how to apply these astrategies in their classroom. Since I have the opportunity to read through their portfolios, it has been intereting to see the creative ways teachers have found to include questioning strategies in their daily instruction.
One strategey I have used which has been well received by mt students is the DICE GAME. We read a selection from a story and then the children help generate questions for thier peers to answer. I have a chart displayed with 6 question starters (each one requires a different comprehension skill- 1)inferential, 2)concrete, 3)author's purporse, etc.). When a number is rolled on the dice, the child must generate a question using that question starter. Others in the group must answer it. It is alot of fun.
Sorry for the typos!!!
ReplyDeleteI only have :30 minutes with each class, every other day, so it is hard to have a continuing class. However, when we have collaborative readings or videos, I try to start the class with a question related to what we are doing. This give me an idea of what they already know and from there I can change gears if I need to.
ReplyDeleteI enjoyed this chapter and plan to review my lessons so more of this type thing can be incorporated into my lessons.
I have a hard time trying to apply this in my classroom. I do try to use different types of high order questions to see how much students already know, or how much they have learned. Problem solving is something that I incorportate in team building games. For example, a team tries to get from one end of the gym to the other only being able to use certain obstacles that I have given them. The teams come up with an idea on how to achieve this, they give it a try, and if the first idea does not work, they come up with something else. This kind of activity helps students work together while thinking critically.
ReplyDeleteThe chapter talks about deductive and inductive thinking, which sound alot like assimilation and accommodation theory. I also have a hard time applying these strategies, simply because they seem more advanced for my class.
ReplyDeleteI do ask questions about topics before we begin to see where my kids thoughts are. We usually do small experiments, where they will make a prediction and then we test it. If they were correct or incorrect we always ask the question why. It is very funny sometimes to hear their logic. You have to remember they can't think abstractly yet.