In chapter 7, Boss and Krauss
discussed ways to make classroom discussion more productive. They explained that there are different levels
of classroom discussion such as teacher-to-teacher, student to teacher, and
teacher to student. I think it is very important that the teacher take the time
to walk around and listen to the student’s discussion. If she hears a
conversation that indicates confusion, she can probe students thinking by
asking questions. I have found this strategy extremely affective in my math
class! When you are on the edge of discovery and someone knows where you’re
going and can make you reason it out, it’s far more powerful then someone just giving
you the answer.
As for questions to ask when
you are checking in on students’ progress, these vary depending on what you
want to discover. For procedural questions, you may just want to check if they
are on schedule, and remind them of the calendar. I think it is also important that
the teacher not just take the students word but check their project logs and
checklist themselves. To check on teamwork, a teacher should question if one
member is caring more work than others are and make sure the group is treating
the members fairly and able to solve conflict issues. For group projects, I
believe a teacher must really put thought into who she/he places together. It
is important for all students to feel comfortable in their grouping for max
results. (Yes, I know we must all lean to work together but we do not need to traumatize
the sweet shy kid by putting them with the emotionally disturbed class bully). I do like the idea of the class poll as long
as its anonymous.
When we optimize the use of technology, our students greatly benefit. Technology
can help them stay organized,connect to outside experts, and for most students
its easily assessable allowing them to work from anywhere. I loved how the classroom
teacher, David Fagg, was not connected to the world of technology and took the
classroom irritant (Mp3 players) and used them to teach history. He saw his student’s
interest and found a way to make it work.
When we incorporate the use of the 21st-century skills there are things
we need to be in tuned to. For one, we need to really know our students and recognize
when something feels off. The example in this chapter was a 4th -5th
grade teacher who matched her students up with high school students to help with
their writing. Her class felt intimidated and she was able to have a
conversation with them and find ways to resolve the issue. I think another point
of concern is communicating with different cultures. It is imperative that we
learn about others culture before contacting them! We can learn so much form
others but we won’t build that relationship if we are accidentally offending
them.
This chapter touches on group dynamics. We have all had
that group member that does not pull their weight. I have to say I feel blessed
to have Sabrina as my partner. We balance each other out so well and I never
have to worry about her not keeping up her end. ;-)
I agree with what you say about the teacher monitoring discussions. I really like the idea of students leading their own discussions, but if there are confusions or if students just get off track it can go from productive to unhelpful quick. Same thing with checking the students actual work, most students will probably be honest with where they are at but there will also be some students who try to get away with things like that.
ReplyDeleteI also agree that it is very important for the teacher to be mobile and move around and monitor the student discussions. This not only gives the teacher instant assessment, it also keeps the students on task because they can see the teacher actively monitoring their work. This will allow the teams to be more productive and the work that they produce will be much more effective.
ReplyDeleteI agree with the point that you made about how it is important for teachers to take the time and walk around listening to the student discussions. If a teacher does this then they will know whether students are understanding the assignment or not. I think that it is important that we communicate with other cultures as well. It is true that we can learn from other people. I’ve always liked the phrase: Two brains are better than one!
ReplyDeleteApril, I truly enjoyed reading your discussion post; the points you made were great. I especially liked the point you made about the importance of the teacher walking around the room while students are working to listen to the student’s discussions because that way the teacher can make sure students are on track, and the teacher also knows where students are having misconceptions/confusion and can help with it. I think both the teacher and the student have very important roles in this and it’s important to make sure the students still have that role. I liked the other topics discussed but I really like what you said about group dynamics. I couldn't agree with you more about how sometimes we are placed in a group and a group member does not pull all of their weight which makes the project and class tough. I am also happy to say that I also have two great partners and I am very happy and glad to be able to work with them for this class and in the SPED department as well.
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