1) Ping Pong reading is probably the most frequently observed ineffective learning behavior in a middle school classroom. We have all done this at one point of our life. I know I am guilty of it and you don't really realize how ineffective it is until you go to take the test and realize you know really nothing about the material to answer any deeper level thinking questions. It is however efficient is it is only used to answer questions on a factual-based information. pg. 19
2) World Brain vs. School Brain- It is so funny to think this actually has a subtopic for itself because it is deserving. I learned that there is truth behind this and I am not crazy. Everyday during the school year I would have a young man tell me facts we have all heard yet have been proven wrong but his dad said it was right, so the teacher who even looked it up is wrong. I have others who will say oh okay and see that the answer is indeed not the one the parent said yet that one child stood strong behind his dad because that was all he knew. He came from a home-school setting so he is getting a lot of world brain answers vs. school brain answers. I really tried hard to show him resources that were reliable in order to look up answers to questions he may not have been too sure about. We just have to help build a better connection.
3) Metacognition vs cognition - I see these terms used interchangeably so it was nice to see them broken down because they are not the same thing. Metacognition-persons' awareness and understanding of that knowledge. Cognition- using the knowledge possessed.
1) Building more of the schema before the lesson is critical. I think using interesting hooks to grab the student's attention can start the schema effect up. It is best to have lessons planned so that we can implement the fun hook that jump starts the lesson.
2) Build on middle school students' interest in order for them to transition into expository text. So select books to the student interest so that they have a positive experience.
1) What other ways can we implement writing that is creative for the students in such a fast paced content-driven environment?
I love the metaphors of the readers. I have seen all of them in the reading clinic and in my college classroom. I feel these students have not be taught what is a good reader and the steps for good reading. They have been taught that reading is a race.
ReplyDeleteI do see the connections between the school and world brain and know if the student doesn't value what is going on in school, then that student is unmotivated, unengaged, and is a discipline problem. Then the teacher has to model and share the connections and set up the motivation.
As for your question: the first step is to have the students write within the lesson somewhere along the way. They can do a quick write at the beginning or at the end. They can summarize. They can create graphic organizers and put the information together. (just remember writing doesn't mean necessarily words, it can be technology, drawing, etc.).
I also feel maybe the first few weeks of school should really slow down to teach procedures of before, during, after, writing, and thinking. Then as the students become acclimated to the procedure and level of thinkings, then the speed can build. I feel slowing down initially will not bother the amount of content at the end. The better the students know the routine and what will be expected of them, then that time is saved later for content instruction.
One last point. Creativity and choice must be a part of the lesson.