group11+module+1+questions

1. What does research say? GJ: Research provides us with more effective ways to teach, and techniques to use. It causes us to look at education in a new light, and shows what works and doesn't work. It challenges us to be open minded and accepting of ideas and methods we may have never thought of.

JZ: Research says different things to different people depending on how it is presented. Gerri,I like the way you think!

JD: Research provides information on how well something works, it provides ontingencies, it suggest a proven and successful way of doing strategies in the classroom. It alsoallows us to see what others are doing in the world of teaching.

2. Apply the four dimensions of teaching and learning to your teachin style. Be specific. GJ: I try to always show enthusiasm about reading to my students. When I am reading a story to them, I will comment about what kinds of books I like to read - mysteries,adventure, or that my mom read me this story or book when I was little. I also will ask the kids why we should learn to read. We will discuss how we can and will use reading in our life. I look at my kids individually and start where they are. I have to have some sort of plan to build them up in their reading. I have to lay a foundation before they can learn things more advanced. I encourage my kids to ask questions, and I ask them open-ended questions. Our kids should be comfortable in our classroom and feel free to share their questions and opinions. Material should be presented in ways that kids can understand what their learnin and why their learning it. JZ: EXPLICIT- I will tell my students about a particular strategy before we read our weekly story. IMPLICIT- I often say "I don't know...what do YOU think?" I am SYSYTEMATIC as I often follow along with the plan of the basal but I can be UNSYSYTEMATIC when I am unable to articulate the WHY of a lesson or if I have not planned well. With respect to CONTEXTUALIZED/DECONTEXTUALIZED learning, I feel I could do better job with cross-curricular teaching.

JD: My intentins are to provid my stuents wit hexpliit teaching by modeling the skills we are wanting to learn. I use overheads for the specific skills I want to introduc. i provide clear objectives for the lesson and the why we are doing th ojbectives. fter modeling I provide the students time to ask questions, review and have small groups for those children who eed more specific instruction. 3. What constructivist-like principles can you identify and what are the implementations for the classroom? GJ: Students need social interaction. Small groups are a way of implementing this in my class. Kids can test their thoughts and ideas on classmates, and expand their knowledge by learning from each other. There should be a purpose for learning. I tell my kids why we are learning something and look at how we can use this,or will use it in our life. I think they are more likely to work and try when they have a reason/purpose.

JZ: When learners are actively engaged,learning through reading and learning about reading- this is implementd when students are doing REAL reading. I LOVE GJ's thoughts on #3! JD:I want my learnersto be interactive with their learning. I wan to see them display their skills acoress the curriculum. Itthrills m to see them using reading stategies outside the "reading block."

Your questions GJ: What are some ways to better incorporate the four dimensions of learning and teaching in my classroom? JZ: As my instructor, What do you hope I will gain from this course? JD: How can I create a more constructive classroom with less time to prepare in the school-setting?