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Inspiring Active Learning: Chapters 3-5
Harmin and Toth discuss creating lessons and settings that promote active participation, cooperation and learning. Harmin and Toth share numerous ideas and strategies that can benefit both students and teachers through active learning. When students are engaged in their learning, teachers have their attention better than if boredom strikes. Students can benefit from increased learning acquisition, as paying attention and being engaged enables to better retain knowledge.
There are multiple strategies that can inspire student learning in many ways, including the five aspects of DESCA. For
instance, Action Flow Lessons can boredom issues that will ultimately affect levels of learning and participation. Just like writing a paper, it is important to make sure classroom instruction flows smoothly for clarity and for avoiding confusion and distractions for more productive outcomes. Harmin and Toth share many examples and strategies to implement action
flow lessons, such as Think-Share-Learn activities like Question, All Write, Productive Discussion, Sharing Pairs, Productive Discussion/Attentive Lecture, Outcome Sentences, Whip Around/Pass Option, & Sharing Pairs.
In the substitute teaching field, I have found the more engaging activities are also the more productive. I see children actively sharing their thoughts in productive discussion, and enthusiastic about sharing their ideas. The students also get enthusiastic about other activities, like sharing partners. I have discovered that they most
generally enjoy working with a partner or in small groups. Many of these Think-Share-Learn methods can effectively ask questions to enhance student interest and knowledge acquisition as the questions set the stage for inferences to be made and for learning to take place once more information is given related to the questions during the think-share-learn tasks.
Harmin and Toth also included Guided Practice and Review as Action Flow Lesson strategies, such as Choral Work, Guided Discovery, Think Aloud, Learning Pairs, Review Test, & Voting Questions. These methods offer opportunities to monitor learning progress to determine when to move on with new material. I like how Think Aloud and Sharing Pairs can benefit struggling students and assist learning. Cushioning-Underexplain-Learning Pairs are additional Action Flow Lesson methods. I love how we can
reassure students that they do not have to fully understand new information and that there will be time for that deeper understanding later. I also really agree that having a friend available to ask for help also alleviates pressure of completely understanding new material. Such effective methods can help enhance the flow of instruction and learning.
The Action Flow Lesson strategies Lecture-Share-Learn offer opportunities for students to acquire knowledge just as some of the Think-Share-Learn methods mentioned earlier. Various methods can be used to ensure active student learning while reinforcing knowledge, methods such as Attentive Lecture, Summarizing/Sharing Pairs, Lecture Summary, Productive Discussion, Outcome Sentences, & Whip Around/Pass Option. These strategies can improve student engagement and interest, which will ultimately improve their learning acquisition.
There were many ideas discussed throughout the chapters that sound effective and interesting. I liked the concept, “Teaching in Layers, Not Lumps” because the idea of flowing lessons avoids too many gaps or overloads of information. It allows for reinforcement of material that has been introduced while keeping students engaged. It assists students so they do not have to grasp too much information at once because it will be addressed again. I also liked the “Quick Pace” concept because if students are given too
much downtime, they can become bored or tuned out during instruction. I enjoyed the idea of “Personal Inspiring Power” as we should all aspire to do our best and I loved the quote by Duke Ellington—“A problem is a chance to do your best.”
I found much insight on creating inspiring settings to promote participation and cooperation in the chapters. I feel many of the ideas insightful and will benefit students as well as teachers. I loved the truth signs shared with students as part of a learning activity, such as “It’s okay to make mistakes. That’s the way we learn.” I also liked the quote from 13-year-old Jennifer: “The more mistakes I make, the smarter I get.” I really appreciated the examples, like with the Cushioning Questions strategy; it helps alleviate pressure on students as it reassures them to build their confidence and calm any fears.
There was much I liked and agreed with throughout the chapters. For instance, I agree with the idea of verbal encouragement and positive praise; students need support. I agree that class meetings and class leaders can help promote responsibility while assisting in the learning process. I especially feel that “Getting to Know You” methods are crucial I getting to know your students and vice-versa. It helps create relationships between teachers and students, as well as help them develop a good rapport. I really liked the Dignifying Acts method as it is pertinent to create a positive atmosphere for classroom settings. Learning takes place more effectively when positive learning settings are created. I plan to create lesson that flow, settings that promote participation & interest, and teach with active learning to the best of my ability.
Harmin and Toth discuss creating lessons and settings that promote active participation, cooperation and learning. Harmin and Toth share numerous ideas and strategies that can benefit both students and teachers through active learning. When students are engaged in their learning, teachers have their attention better than if boredom strikes. Students can benefit from increased learning acquisition, as paying attention and being engaged enables to better retain knowledge.
There are multiple strategies that can inspire student learning in many ways, including the five aspects of DESCA. For
instance, Action Flow Lessons can boredom issues that will ultimately affect levels of learning and participation. Just like writing a paper, it is important to make sure classroom instruction flows smoothly for clarity and for avoiding confusion and distractions for more productive outcomes. Harmin and Toth share many examples and strategies to implement action
flow lessons, such as Think-Share-Learn activities like Question, All Write, Productive Discussion, Sharing Pairs, Productive Discussion/Attentive Lecture, Outcome Sentences, Whip Around/Pass Option, & Sharing Pairs.
In the substitute teaching field, I have found the more engaging activities are also the more productive. I see children actively sharing their thoughts in productive discussion, and enthusiastic about sharing their ideas. The students also get enthusiastic about other activities, like sharing partners. I have discovered that they most
generally enjoy working with a partner or in small groups. Many of these Think-Share-Learn methods can effectively ask questions to enhance student interest and knowledge acquisition as the questions set the stage for inferences to be made and for learning to take place once more information is given related to the questions during the think-share-learn tasks.
Harmin and Toth also included Guided Practice and Review as Action Flow Lesson strategies, such as Choral Work, Guided Discovery, Think Aloud, Learning Pairs, Review Test, & Voting Questions. These methods offer opportunities to monitor learning progress to determine when to move on with new material. I like how Think Aloud and Sharing Pairs can benefit struggling students and assist learning. Cushioning-Underexplain-Learning Pairs are additional Action Flow Lesson methods. I love how we can
reassure students that they do not have to fully understand new information and that there will be time for that deeper understanding later. I also really agree that having a friend available to ask for help also alleviates pressure of completely understanding new material. Such effective methods can help enhance the flow of instruction and learning.
The Action Flow Lesson strategies Lecture-Share-Learn offer opportunities for students to acquire knowledge just as some of the Think-Share-Learn methods mentioned earlier. Various methods can be used to ensure active student learning while reinforcing knowledge, methods such as Attentive Lecture, Summarizing/Sharing Pairs, Lecture Summary, Productive Discussion, Outcome Sentences, & Whip Around/Pass Option. These strategies can improve student engagement and interest, which will ultimately improve their learning acquisition.
There were many ideas discussed throughout the chapters that sound effective and interesting. I liked the concept, “Teaching in Layers, Not Lumps” because the idea of flowing lessons avoids too many gaps or overloads of information. It allows for reinforcement of material that has been introduced while keeping students engaged. It assists students so they do not have to grasp too much information at once because it will be addressed again. I also liked the “Quick Pace” concept because if students are given too
much downtime, they can become bored or tuned out during instruction. I enjoyed the idea of “Personal Inspiring Power” as we should all aspire to do our best and I loved the quote by Duke Ellington—“A problem is a chance to do your best.”
I found much insight on creating inspiring settings to promote participation and cooperation in the chapters. I feel many of the ideas insightful and will benefit students as well as teachers. I loved the truth signs shared with students as part of a learning activity, such as “It’s okay to make mistakes. That’s the way we learn.” I also liked the quote from 13-year-old Jennifer: “The more mistakes I make, the smarter I get.” I really appreciated the examples, like with the Cushioning Questions strategy; it helps alleviate pressure on students as it reassures them to build their confidence and calm any fears.
There was much I liked and agreed with throughout the chapters. For instance, I agree with the idea of verbal encouragement and positive praise; students need support. I agree that class meetings and class leaders can help promote responsibility while assisting in the learning process. I especially feel that “Getting to Know You” methods are crucial I getting to know your students and vice-versa. It helps create relationships between teachers and students, as well as help them develop a good rapport. I really liked the Dignifying Acts method as it is pertinent to create a positive atmosphere for classroom settings. Learning takes place more effectively when positive learning settings are created. I plan to create lesson that flow, settings that promote participation & interest, and teach with active learning to the best of my ability.