Reflective Journal #5
Description:
Chapter 8 defined the student-centered and constructivist approaches to instruction. The text outlined the importance of students taking part in their own learning process so that they can actually learn the information. The chapter discussed how the intentional teacher plans for successful cooperative learning methods and teaches thinking and problem solving skills to his/her students. Through this method of teaching, a strong classroom community is created and students become advocates for their learning process.
Analysis:
Constructivist theorists believe that "learners must individually discover and transform complex information if they are to make it their own" (Slavin, 2015, pg. 190). This means that for students to benefit from the learning process they must make a personal connection with the material that is being presented. These theories draw directly from those of Piaget and Vygotsky who proposed the idea that "children learn through joint interaction with adults and more capable peers" (Slavin, 2015, pg. 190). In order to make this happen, teachers need to allow for students to have these type of learning opportunities.
There are many ways teachers can approach student-centered instruction in the classroom. One of the ways in which this can take place is through peer interaction. This type of interaction allows students to "more easily discover and comprehend difficult concepts if they can talk with each other about the problems" (Slavin, 2015, pg. 193). Another type of learning that is important for teachers to implement is discovery learning where "students are encouraged to learn largely on their own through active involvement with concepts and principles" (Slavin, 2015, pg. 193). This type of learning asks students to be the one to come up with the questions about a topic instead of the teacher generating these questions for the student. Both of these methods help students become "self-regulated learners" who can understand "effective learning strategies and how and when to use them" (Slavin, 2015, pg. 193). When students can self-regulate their learning they know how to transfer those skills into any new learning situation.
In order to promote the ideas of self-regulation in the classroom, there are many strategies the teacher can implement. One of the most important strategies the teacher can use is scaffolding. Scaffolding is a gradual process where the teacher provides a great deal of support to students at first and gradually limits that support. The goal is that students see through the modeling done by the teacher how they can do the task themselves. Another approach to help students self-regulate their learning is through "reciprocal teaching" which has the teacher "initially model questions students might ask as they read, but students are soon appointed to act as "teacher" to generate questions for each other" (Slavin, 2015, pg. 194). These approaches allow for the teacher to gradually step away from direct instruction and allow the students to be at the center of their learning.
Cooperative learning is another approach teachers can use to help students learn to take accountability for their own learning process. Cooperative learning is when "students work together in small groups to help each other learn" (Slavin, 2015, pg. 199). There are many different methods that can be used to promote cooperative learning in the classroom. A few examples include, "student team-achievement divisions (STAD), cooperative integrated reading and composition (CIRC), jigsaw, learning together, group investigation, peer-assisted learning strategies (PALS), cooperative scripting, and information cooperative learning structures" (Slavin, 2015, pg. 200-203). Each of these methods includes different numbers of student groupings, as well as, different purposes for a variety of content. It is important that the intentional teacher thinks about which activity lends itself best to the dynamics of the lesson and the classroom environment. Research has shown "substantial positive effects on the achievement of students in grades 2 through 12 in all subjects and in all types of schools" when cooperative learning methods are implemented (Slavin, 2015, pg. 204).
In addition to planning cooperative learning activities for students to participate in to achieve student-centered learning, it is also imperative that teachers review important problem solving and thinking skills with students so they may participate in those activities effectively. To do this, teachers can implement strategies like pneumonic devices to help their students remember these skills. One of those is the "IDEAL" strategy which "carefully identifies the problem that needs to be solved, define the resources and information that are available, determines a way that the problem can be represented, and then breaks the process into steps leading to a solution" (Slavin, 2015, pg. 206). Another way to teach creative problem solving skills is through giving students feedback not only on the final product they have turned in for an assignment but feedback on the process they used to get there. This way students understand what they need to do differently next time in order to achieve the desired result.
In summary, the intentional teacher understands that student-centered instruction is essential to students learning material and transferring that content into other areas of their education. The intentional teacher makes sure to "give students frequent opportunities to create and discover new knowledge through effective forms of cooperative learning" and "teach problem-solving and critical thinking skills" (Slavin, 2015, pg. 211). If these methods are used, the student will have success in learning content and will take those critical skills with them into every aspect of their lives.
Reflection:
I believe that the content of this chapter is one of the most critical for effective and intentional teachers to understand. Many times teachers believe that the knowledge and information they possess about their subject is the most beneficial thing they can pass onto their students. However, this is a wrong assumption. Teachers need to understand that the best thing they can do for their students is to teach them to think for themselves and learn the skills they will need to advocate for themselves in their future pursuits. As an intentional teacher, it must be my mission to pass these skills on to my students and give them the opportunity to become the center of their own learning process.
Cooperative learning methods are what I try to implement most often in my classroom. Though they can be challenging to plan for and implement, I do find that they are the best method to my students self-regulating their learning. Some of my favorites that the text mentioned were jigsaw, think-pair-share, learning together and PALS. I find that these actives lend themselves well to an English Literature class. During reading activities, students can use these methods to analyze a text together. They usually appreciate the ability to discuss the topics with their peers and work to arrive at a solution or new idea together. Many times our readings discuss powerful themes and sometimes difficult topics. Students need the ability to discuss the information so they can formulate thoughts about the ideas that are presented in the text. Jigsaw actives help me cover multiple concepts with students when the amount of text is too overwhelming for students to do individually. Jigsaw allows for students to become experts on information and then teach that information to their peers. This means they have to use the critical thinking skill necessary to figure out how they want to teach the content.
In my classroom, we also write frequently. Students really struggle with writing as a whole. It takes a great deal of scaffolding to turn a student loose with a writing assignment. Many times they do not possess the confidence needed to just begin writing on their own. As the text stated, working with peers during the writing process gives them that extra boost of confidence they need in order to understand where to go next. In addition, meeting with me in small groups allows for me as the teacher to give them feedback on their process and help them to revise what they have already written. Without these methods, students would struggle with the very difficult task of writing paragraphs and essays.
I also realized after reading this chapter that I may not do enough teaching of critical thinking and problem-solving skills in my classroom. Though, I verbalize my own thought process when modeling for students, I need to do more implementation of specific strategies. Brainstorming is something we work with quite frequently in the world of literature and writing. We conceptualize all the possible topics we could write about and discuss the many elements of a story. But I need to a better job of having my students generate questions about a text or new piece of content. I frequently give them those questions in the form of a study guide or some other graphic organizer and I need to put them back at the center of their own learning in this area.
Overall, I understand as an intentional teach I must constantly think about ways I can implement student-centered instruction in my classroom. This is imperative to help my students learn the skills they need to self-regulate their own learning. Without these skills, they will not be able to transfer the information that I have taught them and make meaningful connections to the content.
Reference
Slavin, R. E. (2015). Educational Psychology: Theory and Practice. Pearson.
Analysis:
Constructivist theorists believe that "learners must individually discover and transform complex information if they are to make it their own" (Slavin, 2015, pg. 190). This means that for students to benefit from the learning process they must make a personal connection with the material that is being presented. These theories draw directly from those of Piaget and Vygotsky who proposed the idea that "children learn through joint interaction with adults and more capable peers" (Slavin, 2015, pg. 190). In order to make this happen, teachers need to allow for students to have these type of learning opportunities.
There are many ways teachers can approach student-centered instruction in the classroom. One of the ways in which this can take place is through peer interaction. This type of interaction allows students to "more easily discover and comprehend difficult concepts if they can talk with each other about the problems" (Slavin, 2015, pg. 193). Another type of learning that is important for teachers to implement is discovery learning where "students are encouraged to learn largely on their own through active involvement with concepts and principles" (Slavin, 2015, pg. 193). This type of learning asks students to be the one to come up with the questions about a topic instead of the teacher generating these questions for the student. Both of these methods help students become "self-regulated learners" who can understand "effective learning strategies and how and when to use them" (Slavin, 2015, pg. 193). When students can self-regulate their learning they know how to transfer those skills into any new learning situation.
In order to promote the ideas of self-regulation in the classroom, there are many strategies the teacher can implement. One of the most important strategies the teacher can use is scaffolding. Scaffolding is a gradual process where the teacher provides a great deal of support to students at first and gradually limits that support. The goal is that students see through the modeling done by the teacher how they can do the task themselves. Another approach to help students self-regulate their learning is through "reciprocal teaching" which has the teacher "initially model questions students might ask as they read, but students are soon appointed to act as "teacher" to generate questions for each other" (Slavin, 2015, pg. 194). These approaches allow for the teacher to gradually step away from direct instruction and allow the students to be at the center of their learning.
Cooperative learning is another approach teachers can use to help students learn to take accountability for their own learning process. Cooperative learning is when "students work together in small groups to help each other learn" (Slavin, 2015, pg. 199). There are many different methods that can be used to promote cooperative learning in the classroom. A few examples include, "student team-achievement divisions (STAD), cooperative integrated reading and composition (CIRC), jigsaw, learning together, group investigation, peer-assisted learning strategies (PALS), cooperative scripting, and information cooperative learning structures" (Slavin, 2015, pg. 200-203). Each of these methods includes different numbers of student groupings, as well as, different purposes for a variety of content. It is important that the intentional teacher thinks about which activity lends itself best to the dynamics of the lesson and the classroom environment. Research has shown "substantial positive effects on the achievement of students in grades 2 through 12 in all subjects and in all types of schools" when cooperative learning methods are implemented (Slavin, 2015, pg. 204).
In addition to planning cooperative learning activities for students to participate in to achieve student-centered learning, it is also imperative that teachers review important problem solving and thinking skills with students so they may participate in those activities effectively. To do this, teachers can implement strategies like pneumonic devices to help their students remember these skills. One of those is the "IDEAL" strategy which "carefully identifies the problem that needs to be solved, define the resources and information that are available, determines a way that the problem can be represented, and then breaks the process into steps leading to a solution" (Slavin, 2015, pg. 206). Another way to teach creative problem solving skills is through giving students feedback not only on the final product they have turned in for an assignment but feedback on the process they used to get there. This way students understand what they need to do differently next time in order to achieve the desired result.
In summary, the intentional teacher understands that student-centered instruction is essential to students learning material and transferring that content into other areas of their education. The intentional teacher makes sure to "give students frequent opportunities to create and discover new knowledge through effective forms of cooperative learning" and "teach problem-solving and critical thinking skills" (Slavin, 2015, pg. 211). If these methods are used, the student will have success in learning content and will take those critical skills with them into every aspect of their lives.
Reflection:
I believe that the content of this chapter is one of the most critical for effective and intentional teachers to understand. Many times teachers believe that the knowledge and information they possess about their subject is the most beneficial thing they can pass onto their students. However, this is a wrong assumption. Teachers need to understand that the best thing they can do for their students is to teach them to think for themselves and learn the skills they will need to advocate for themselves in their future pursuits. As an intentional teacher, it must be my mission to pass these skills on to my students and give them the opportunity to become the center of their own learning process.
Cooperative learning methods are what I try to implement most often in my classroom. Though they can be challenging to plan for and implement, I do find that they are the best method to my students self-regulating their learning. Some of my favorites that the text mentioned were jigsaw, think-pair-share, learning together and PALS. I find that these actives lend themselves well to an English Literature class. During reading activities, students can use these methods to analyze a text together. They usually appreciate the ability to discuss the topics with their peers and work to arrive at a solution or new idea together. Many times our readings discuss powerful themes and sometimes difficult topics. Students need the ability to discuss the information so they can formulate thoughts about the ideas that are presented in the text. Jigsaw actives help me cover multiple concepts with students when the amount of text is too overwhelming for students to do individually. Jigsaw allows for students to become experts on information and then teach that information to their peers. This means they have to use the critical thinking skill necessary to figure out how they want to teach the content.
In my classroom, we also write frequently. Students really struggle with writing as a whole. It takes a great deal of scaffolding to turn a student loose with a writing assignment. Many times they do not possess the confidence needed to just begin writing on their own. As the text stated, working with peers during the writing process gives them that extra boost of confidence they need in order to understand where to go next. In addition, meeting with me in small groups allows for me as the teacher to give them feedback on their process and help them to revise what they have already written. Without these methods, students would struggle with the very difficult task of writing paragraphs and essays.
I also realized after reading this chapter that I may not do enough teaching of critical thinking and problem-solving skills in my classroom. Though, I verbalize my own thought process when modeling for students, I need to do more implementation of specific strategies. Brainstorming is something we work with quite frequently in the world of literature and writing. We conceptualize all the possible topics we could write about and discuss the many elements of a story. But I need to a better job of having my students generate questions about a text or new piece of content. I frequently give them those questions in the form of a study guide or some other graphic organizer and I need to put them back at the center of their own learning in this area.
Overall, I understand as an intentional teach I must constantly think about ways I can implement student-centered instruction in my classroom. This is imperative to help my students learn the skills they need to self-regulate their own learning. Without these skills, they will not be able to transfer the information that I have taught them and make meaningful connections to the content.
Reference
Slavin, R. E. (2015). Educational Psychology: Theory and Practice. Pearson.
Comments
Post a Comment