"We read to know we are not alone."
-- C.S. Lewis
Ira standard 5
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Candidates create a literate environment that fosters
reading and writing by integrating foundational knowledge, instructional
practices, approaches and methods, curriculum materials, and the appropriate
use of assessments.
Without a safe and functional environment learning cannot occur. Educators need to be aware of the role environment plays on learning. We must also be cognizant of the methods necessary to foster learning for a variety of learning styles and provide formats that allow students to interact with each other, with text, and in written word. All educators need to recognize the importance of routines in providing maximum instruction time and setting clear expectations for students.
Exemplar:
To demonstrate my ability to provide a literate environment I have included my research synthesis on meta-cognitive strategy instruction. In researching this topic, I observed several factors that promote supportive, social, learning environments. First, I became aware of the importance of talk in developing comprehension. Students must be allowed time to interact with other students in order to make their invisible thought processes more concrete. I also discovered the role of teacher language in developing student motivation and self-efficacy. The words I choose to use as a teacher delivers a subliminal message to students. Therefore, the choice of words can have as much influence as the topic of study. Students must be encouraged to take risks in learning new material through positive peer and teacher interactions. The research articles I focused on for this synthesis centered on timing of metacognitive strategy instruction. Teachers need to be aware of where their students are at cognitively in order to provide the most effective environment for learning.
Application:
My coursework at TWU has given me insight into how people learn. This insight has allowed me to adapt my classroom to foster a more supportive and social environment for my students. One element I changed was to remove individual desks and add group tables. This allowed me to provide students time for small group table discussions as a routine activity. Additionally, numbering the tables makes it easy to for me to set up a jigsaw learning experience. Jigsaw allows students to become an expert in a topic and then places them in the role of teacher to other students. By making jigsaws and table discussions routine, I have designed a low-risk social environment that optimizes students’ opportunities for learning. These routines also help support reading and writing instruction by setting student expectations and optimizing instruction time. Although these are not the only methods used in my classroom, they demonstrate the opportunity that students have to verbalize their thought process as well as support each other in a positive learning environment. I also incorporated the use of book boxes to hold students’ reading materials and reading folders. Students always have four books in their book boxes for independent and partner reading. The box also holds their reading folders that students use for writing activities, reader response prompts, and word study activities. Book boxes allow me to review students work, monitor student progress, and help engage students in academic discussions about the books they are reading. This knowledge allows me to identify students' cognitive stages and provide appropriate instructional supports to help develop their abilities.
Without a safe and functional environment learning cannot occur. Educators need to be aware of the role environment plays on learning. We must also be cognizant of the methods necessary to foster learning for a variety of learning styles and provide formats that allow students to interact with each other, with text, and in written word. All educators need to recognize the importance of routines in providing maximum instruction time and setting clear expectations for students.
Exemplar:
To demonstrate my ability to provide a literate environment I have included my research synthesis on meta-cognitive strategy instruction. In researching this topic, I observed several factors that promote supportive, social, learning environments. First, I became aware of the importance of talk in developing comprehension. Students must be allowed time to interact with other students in order to make their invisible thought processes more concrete. I also discovered the role of teacher language in developing student motivation and self-efficacy. The words I choose to use as a teacher delivers a subliminal message to students. Therefore, the choice of words can have as much influence as the topic of study. Students must be encouraged to take risks in learning new material through positive peer and teacher interactions. The research articles I focused on for this synthesis centered on timing of metacognitive strategy instruction. Teachers need to be aware of where their students are at cognitively in order to provide the most effective environment for learning.
Application:
My coursework at TWU has given me insight into how people learn. This insight has allowed me to adapt my classroom to foster a more supportive and social environment for my students. One element I changed was to remove individual desks and add group tables. This allowed me to provide students time for small group table discussions as a routine activity. Additionally, numbering the tables makes it easy to for me to set up a jigsaw learning experience. Jigsaw allows students to become an expert in a topic and then places them in the role of teacher to other students. By making jigsaws and table discussions routine, I have designed a low-risk social environment that optimizes students’ opportunities for learning. These routines also help support reading and writing instruction by setting student expectations and optimizing instruction time. Although these are not the only methods used in my classroom, they demonstrate the opportunity that students have to verbalize their thought process as well as support each other in a positive learning environment. I also incorporated the use of book boxes to hold students’ reading materials and reading folders. Students always have four books in their book boxes for independent and partner reading. The box also holds their reading folders that students use for writing activities, reader response prompts, and word study activities. Book boxes allow me to review students work, monitor student progress, and help engage students in academic discussions about the books they are reading. This knowledge allows me to identify students' cognitive stages and provide appropriate instructional supports to help develop their abilities.
synthesis_final-the_importance_of_timing_in_metacognitive_strategy_instruction.pdf | |
File Size: | 343 kb |
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