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Reflection on Chapters 16-18 of Inspiring Active Learning
The strategies shared by Harmin and Toth in these chapters emphasize helping students master content. The support to assist students in mastering content can take place in a whole class setting, individual & small group settings, and in project processes. Using projects is a method to help them master content while providing assessment for learning content skills. I agree with Harmin and Toth that it is important to help students explore, discuss, practice, and apply text in some way to enable students to reach their learning potential through effective learning strategies.
Key questions are a crucial component to providing instruction. Questions get students thinking about the content presented. It helps students learn from teacher instruction. Another crucial component is effective related discussion.
Harmin and Toth present ideas for improving discussion, such as using it transition or concluding activity, brainstorming for interesting topics, appointing a student discussion leader, using visuals, appointing board writers, giving nods, maximizing eye contact, and using cooperative learning. It is critical that teachers don’t move on from discussion without answering questions when students are confused. I agree with Harmin and Toth when they recommend that students be assessed for readiness prior to moving ahead. Once students are utterly confused over content, they can just quit and
shutdown if they never get an understanding of the material. I also feel that nods and other body language forms are pertinent in showing support to my students. I plan to implement body language to communicate for more productive responses during discussion. Brainstorming is typically an effective way to increase discussion. I use brainstorming often when substitute teaching. Students are usually engaged and active during this strategy.
Another engaging activity for students is game-playing. Students generally find learning games fun. I have used the teams-to-the-board strategy to assist students in review while assessing their content knowledge. The learning games mentioned in the text are effective ways to engage students in learning. The idea of playing a game without keeping score discourages poor sport scenarios while contributing to learning. The face-off game demonstrates a learning game for partner pairs. There are pros and cons to learning games, but the pros often outweigh the cons and can be adapted to meet all student needs. Sometimes, students can be disappointed if they never win, especially if prizes are given out. A simple fix can be to give all students a prize once finished with the game. I’ve been in classrooms where the teacher would plan a BINGO game and students get a prize when the win. It can leave some students upset. This is why the games that are played without score keeping can be best to implement in the
classroom.
Another upsetting factor for students can be when they can’t finish their work or come up with answers fast enough. Think time is crucial for struggling learners; it allows time for thinking to be planned in the lesson to accommodate students with disabilities so they aren’t rushed. Mini-tasks can be used as another method to aid struggling students. They are less likely to become overwhelmed with smaller tasks. Some examples of smaller tasks are listed by Harmin and Toth, such as brainstorming and sorting, creating an outline, interviewing other students, working on study cards, making charts and/or diagrams, etc. An example of a chart could be a graphic organizer like a learning map that connects visuals to the focused topic. Paper exchange and question exchange both provide review of content, as well as social interaction. I found the idea of student self-evaluation as one of the most crucial strategies in reaching one’s goals. I also feel that group collaboration is a critical component in education. This is especially true
when it comes to projects.
Although individual projects play a key role as well, group projects can provide students with opportunities to learn from classmates, especially struggling learners.
Projects allow students to work and learn independently or collaborate on work while learning. Both types can be beneficial. Individual work has been a preference for me, especially with special projects. I often can be more creative when I am planning on my own. In groups, sometimes it is difficult for everyone to have a voice and/or agree on planning. Group work can be helpful when students are confused about projects and alleviate some of the pressure by sharing the work and figuring problems out together.
Depending on objectives, teachers must decide on which are best suited for the current and long-term goals. Teachers must provide guidelines for the project and make sure expectations are clear. Confusion about projects can be overwhelming. It helps to make sure students understand their expectations through explicit instruction and to keep topics relative and engaging. Keeping real life situations in mind is important when planning student projects. Students make connections while sharing their perspective through their projects.
Whether it is an individual or group or classroom project or activity, effective instruction provides strategies and support to aid students in acquiring content skills and
knowledge. Assisting students in this learning process increases their chances to reach their learning potential regarding the content material. Teachers must plan efficiently so that effective responses are achieved from teacher guidance, instruction, and support. Students must investigate and question and apply content in order to find answers and put them to practice effectively. Mastering the content is a goal that teachers must help their students to reach.
The strategies shared by Harmin and Toth in these chapters emphasize helping students master content. The support to assist students in mastering content can take place in a whole class setting, individual & small group settings, and in project processes. Using projects is a method to help them master content while providing assessment for learning content skills. I agree with Harmin and Toth that it is important to help students explore, discuss, practice, and apply text in some way to enable students to reach their learning potential through effective learning strategies.
Key questions are a crucial component to providing instruction. Questions get students thinking about the content presented. It helps students learn from teacher instruction. Another crucial component is effective related discussion.
Harmin and Toth present ideas for improving discussion, such as using it transition or concluding activity, brainstorming for interesting topics, appointing a student discussion leader, using visuals, appointing board writers, giving nods, maximizing eye contact, and using cooperative learning. It is critical that teachers don’t move on from discussion without answering questions when students are confused. I agree with Harmin and Toth when they recommend that students be assessed for readiness prior to moving ahead. Once students are utterly confused over content, they can just quit and
shutdown if they never get an understanding of the material. I also feel that nods and other body language forms are pertinent in showing support to my students. I plan to implement body language to communicate for more productive responses during discussion. Brainstorming is typically an effective way to increase discussion. I use brainstorming often when substitute teaching. Students are usually engaged and active during this strategy.
Another engaging activity for students is game-playing. Students generally find learning games fun. I have used the teams-to-the-board strategy to assist students in review while assessing their content knowledge. The learning games mentioned in the text are effective ways to engage students in learning. The idea of playing a game without keeping score discourages poor sport scenarios while contributing to learning. The face-off game demonstrates a learning game for partner pairs. There are pros and cons to learning games, but the pros often outweigh the cons and can be adapted to meet all student needs. Sometimes, students can be disappointed if they never win, especially if prizes are given out. A simple fix can be to give all students a prize once finished with the game. I’ve been in classrooms where the teacher would plan a BINGO game and students get a prize when the win. It can leave some students upset. This is why the games that are played without score keeping can be best to implement in the
classroom.
Another upsetting factor for students can be when they can’t finish their work or come up with answers fast enough. Think time is crucial for struggling learners; it allows time for thinking to be planned in the lesson to accommodate students with disabilities so they aren’t rushed. Mini-tasks can be used as another method to aid struggling students. They are less likely to become overwhelmed with smaller tasks. Some examples of smaller tasks are listed by Harmin and Toth, such as brainstorming and sorting, creating an outline, interviewing other students, working on study cards, making charts and/or diagrams, etc. An example of a chart could be a graphic organizer like a learning map that connects visuals to the focused topic. Paper exchange and question exchange both provide review of content, as well as social interaction. I found the idea of student self-evaluation as one of the most crucial strategies in reaching one’s goals. I also feel that group collaboration is a critical component in education. This is especially true
when it comes to projects.
Although individual projects play a key role as well, group projects can provide students with opportunities to learn from classmates, especially struggling learners.
Projects allow students to work and learn independently or collaborate on work while learning. Both types can be beneficial. Individual work has been a preference for me, especially with special projects. I often can be more creative when I am planning on my own. In groups, sometimes it is difficult for everyone to have a voice and/or agree on planning. Group work can be helpful when students are confused about projects and alleviate some of the pressure by sharing the work and figuring problems out together.
Depending on objectives, teachers must decide on which are best suited for the current and long-term goals. Teachers must provide guidelines for the project and make sure expectations are clear. Confusion about projects can be overwhelming. It helps to make sure students understand their expectations through explicit instruction and to keep topics relative and engaging. Keeping real life situations in mind is important when planning student projects. Students make connections while sharing their perspective through their projects.
Whether it is an individual or group or classroom project or activity, effective instruction provides strategies and support to aid students in acquiring content skills and
knowledge. Assisting students in this learning process increases their chances to reach their learning potential regarding the content material. Teachers must plan efficiently so that effective responses are achieved from teacher guidance, instruction, and support. Students must investigate and question and apply content in order to find answers and put them to practice effectively. Mastering the content is a goal that teachers must help their students to reach.