Questions for each chapter
Please answer these questions for EACH chapter (based on the number of chapters depending on your grade level book):
1. Based on the information in this chapter, what should we doing differently in our classrooms and schools? In what ways might your suggest we start making the changes needed if we are to meet the needs of all students?
2. In what ways might your translate the principles presented in the chapter into practical, everyday useful methods?
3. If you were to plan your next steps for making your curriculum more brain compatible what would I be seeing you do differently in your classes?
Question 1: Letting students use metacognitive strategies such as setting goals and giving feedback helps the learning process and allows students to figure out what types of learning work best for them. It is important to let students set their own goals and developing self-determination. We need to teach students how to set goals, figure out what tools and knowledge they need, make good choices, figure out their intelligence style, self-assess, get feedback, and reflect on learning to enhance learning in the classroom. It is important to make sure all students know what is expected of the task and can use prior knowledge or make choices about what they want to learn based on you goals. It is also important that all students are taught how to analyze and plan for tasks by creating lessons and giving visuals. As students are going through the process, it is crucial that you give them feedback to help guide them along the way.
ReplyDeleteQuestion 2: There are several strategies to help students set goals including having agendas and schedules to help students know what task they are set out to do and what they expectations are. Also, it is important to make sure that students are able relate on some level to the content and figure out what they would like to learn by pointing out personal connections or letting them know that there are opportunities to make choices on topics and projects based on your educational goals. Teach the students how to analyze and plan by having discussions, providing examples, teaching them how to predict and estimate how long things take, and use rubrics so they can evaluate themselves. Also, allow students to be familiar with class resources or ways in getting different resources such as using the internet. Allow time for the students to reflect to think of what they would do differently or what worked well to gain knowledge and understanding. Make sure the feedback is consistent along the way. Ways to incorporate feedback include simple interaction with the materials provides feedback by experience, allowing students to have “do-overs” and try again if they make a mistake, provide writing prompts for self-feedback (e.g., I think this project is going well because…, The hardest part of this work is…,), assign partners for peer feedback and give students questions to ask each other (e.g., Why do you believe that? What is your reasoning for saying that?), giving students written feedback on the papers with permission, giving feedback as they work so they feel progress along the way, have a work in progress folder with a log inside where you and the student can comment back and forth, have students talk through their process with you, rotate feedback by hitting one group a day, give non-verbal feedback such as a high-five, have the students create reflective journals, create a survey to help them reflects, or fill out rubrics.
Question 3: I think one thing I definitely will be doing differently is more types of activities that they students can plan out. I can find activities such as creating a story or playing a house, for example, where they students can work together to plan our activity. I can just imagine the language I will hear! I also want to make sure that I am providing more immediate feedback by having them experience different things with language, as well is giving my usual feedback.
1. This chapter outlines the importance of students setting goals to achieve their maximum success. This truly motivates kids and keeps both student, parents, and educators informed of progress and personally connected with the child as well. These goals have to be connected to curriculum, but also very connected to the child as well. Teachers need to make sure to create learning opportunities and resources for kids so they can achieve their goals. Time lines have to be created along with timely feedback to allow student time to reflect to create and gain new understanding as well. This feedback can come in many different ways: teacher, child, parents, and peers. This feedback is critical to the student and will certainly inform the child on how they are achieving their goal. For assessing, a very clear rubric has to be present so the child knows exactly what is expected of them. Throughout this process the teacher has to maintain accountability to the student, motivate them, and praise them for their outstanding achievements they have gained.
ReplyDelete2. The practical side of this chapter is the idea that all students need to set goals. These goals have to be centered around what they are passionate about and it is our job to input our curriculum into their passions when possible. We need to get to know our kids so we can understand what kind of learner they are so their goals can be obtained. We also need to set very clear expectations by defining the rubric criteria so we can hold them to our high standards. We also need to celebrate their accomplishments! This often is very overlooked, but this is a true motivator for our kids.
3. I am really going to work on developing different possibilities for summative assessments and give kids multiple options to demonstrate their learning. I am going to give them 3-5 different opportunities and have them choose which one matches their multiple intelligence/learning style. Again, giving kids more choice and ownership in their mastery of the Spanish Language.
It is so true how celebrating their accomplishments is such a motivator for some kinds. It think like you said, it is not used often enough!
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