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Reflection on Chapters 19-20 of Inspiring Active Learning
In Chapter 19, Harmin and Toth focus on higher level thinking strategies to increase student learning. “Thinking” questions benefit all students, including struggling learners. Some effective strategies include compare/contrast tasks, graphic organizer tasks, cause-and-effect tasks, summarization tasks, categorization tasks, problem-solving tasks, brainstorming tasks, evaluating tasks, and critical-thinking tasks. There are so many tools that can be used in a variety of content areas. For example, a Venn diagram, a brainstorming web, or matrix comparison graphic organizer all can be used in language arts, science, or social studies. Problem-solving is a key aspect to all content areas and learning. Critical thinking is another crucial component to acquiring knowledge.
Many of the effective strategies incorporate critical thinking, and I have experienced the effectiveness of particular methods. For example, I have assigned Venn diagrams for various learning tasks, such as comparing/contrasting characters, historical events, books, and so much more. It has gotten both me and
my students thinking about the targeted concepts in a deeper way. Learning happens when one is deep in thought. Brainstorming is another great way to stir up ideas, thoughts, and solutions. I love it because it is like journal tasks—just as Harmin and Toth stated…accepted “without judgment” which alleviates pressure to allow for learning. Also—it generates ideas quickly as they are written as soon as they are thought or mentioned. They are great for
independent, group, or classwork.
They have been beneficial to me in many ways. I have used brainstorming webs in my own personal writing and other various aspects of my life at home. I implemented brainstorming webs into classroom activities, and my own teachers have implemented brainstorming webs in my education as well. It is an insightful thinking tool that helps people create and organize their ideas. I love graphic organizer tools; I feel they help struggling students by guiding their thoughts through structured templates. Some students are confused and lost without guidance; they need that extra support and clarification in order to comprehend specific content.
One way to provide that support and clarification is respond to students correctly. In Chapter 20, Harmin and Toth emphasize effective response methods and its relation in affecting student learning. Some effective responses shared in the text are 1) simply confirming correctness without emotion or distraction (correct; yes, that is right, etc.); 2) simply stating incorrectness without emotion or distraction (no, but it’s good that you brought that up because others probably thought that to); 3) acknowledge and appreciate student efforts; 4) encourage group as a whole/avoid slighting anyone; 5) avoid unproductive responses; 6) ask “can you tell me” questions; 7) providing
support/presence; 8) motivate/inspire potential learning; 9) expressing delight; 10) being attentive and encouraging. I somewhat agree with the last one—be slow to say no so they know you listened to them. I agree that they could see it as you not caring about them. At the same time, there are certain things that should be declined—depending on the situation.
In my own experience with being slow to saying no, I have found that some kids occasional come up with some ludicrous requests or solutions and it is not
always easy maintaining an unemotional response. Yet, it is important to hear out the request before responding so students know that you consider what they say. Some situations may need additional finesse. I do feel that avoiding distracting dramatic responses can be one of the defining moments in classroom management. Once off task, it is
usually more difficult to redirect students back to work once they are off task. I loved all the helpful options on giving attention and care without making students dependent on
praise.
I have used recommended strategies, such as a pat on the arm/shoulder, stimulating questions, time to listen when appropriate, displays of concern, etc.
I feel that building relationships with students contributes to an effective learning environment. I have stated things like, “I really like this drawing.” I remember appreciating praise from my teachers. I was shy, and did not seek it attention or praise. One of my favorite people in junior high was the librarian. She made me feel good about myself for loving to read. She made comments about the types of books that I would check out; she would praise me for checking out books that others overlooked. We shared a common bond, a love for a good story. We were like kindred spirits. I will always treasure her influence on my life. Praise can make a difference in a child’s life; it did in mine.
I am called to action to influence my students through praise without distracting them from learning or making them dependent on praise. I must research for the best strategies to benefit the learning environment, and make any necessary adjustments. I plan on implementing more thinking strategies that will effectively enhance learning. I am called upon to incorporate better critical thinking methods that will aid students in their learning development.
In Chapter 19, Harmin and Toth focus on higher level thinking strategies to increase student learning. “Thinking” questions benefit all students, including struggling learners. Some effective strategies include compare/contrast tasks, graphic organizer tasks, cause-and-effect tasks, summarization tasks, categorization tasks, problem-solving tasks, brainstorming tasks, evaluating tasks, and critical-thinking tasks. There are so many tools that can be used in a variety of content areas. For example, a Venn diagram, a brainstorming web, or matrix comparison graphic organizer all can be used in language arts, science, or social studies. Problem-solving is a key aspect to all content areas and learning. Critical thinking is another crucial component to acquiring knowledge.
Many of the effective strategies incorporate critical thinking, and I have experienced the effectiveness of particular methods. For example, I have assigned Venn diagrams for various learning tasks, such as comparing/contrasting characters, historical events, books, and so much more. It has gotten both me and
my students thinking about the targeted concepts in a deeper way. Learning happens when one is deep in thought. Brainstorming is another great way to stir up ideas, thoughts, and solutions. I love it because it is like journal tasks—just as Harmin and Toth stated…accepted “without judgment” which alleviates pressure to allow for learning. Also—it generates ideas quickly as they are written as soon as they are thought or mentioned. They are great for
independent, group, or classwork.
They have been beneficial to me in many ways. I have used brainstorming webs in my own personal writing and other various aspects of my life at home. I implemented brainstorming webs into classroom activities, and my own teachers have implemented brainstorming webs in my education as well. It is an insightful thinking tool that helps people create and organize their ideas. I love graphic organizer tools; I feel they help struggling students by guiding their thoughts through structured templates. Some students are confused and lost without guidance; they need that extra support and clarification in order to comprehend specific content.
One way to provide that support and clarification is respond to students correctly. In Chapter 20, Harmin and Toth emphasize effective response methods and its relation in affecting student learning. Some effective responses shared in the text are 1) simply confirming correctness without emotion or distraction (correct; yes, that is right, etc.); 2) simply stating incorrectness without emotion or distraction (no, but it’s good that you brought that up because others probably thought that to); 3) acknowledge and appreciate student efforts; 4) encourage group as a whole/avoid slighting anyone; 5) avoid unproductive responses; 6) ask “can you tell me” questions; 7) providing
support/presence; 8) motivate/inspire potential learning; 9) expressing delight; 10) being attentive and encouraging. I somewhat agree with the last one—be slow to say no so they know you listened to them. I agree that they could see it as you not caring about them. At the same time, there are certain things that should be declined—depending on the situation.
In my own experience with being slow to saying no, I have found that some kids occasional come up with some ludicrous requests or solutions and it is not
always easy maintaining an unemotional response. Yet, it is important to hear out the request before responding so students know that you consider what they say. Some situations may need additional finesse. I do feel that avoiding distracting dramatic responses can be one of the defining moments in classroom management. Once off task, it is
usually more difficult to redirect students back to work once they are off task. I loved all the helpful options on giving attention and care without making students dependent on
praise.
I have used recommended strategies, such as a pat on the arm/shoulder, stimulating questions, time to listen when appropriate, displays of concern, etc.
I feel that building relationships with students contributes to an effective learning environment. I have stated things like, “I really like this drawing.” I remember appreciating praise from my teachers. I was shy, and did not seek it attention or praise. One of my favorite people in junior high was the librarian. She made me feel good about myself for loving to read. She made comments about the types of books that I would check out; she would praise me for checking out books that others overlooked. We shared a common bond, a love for a good story. We were like kindred spirits. I will always treasure her influence on my life. Praise can make a difference in a child’s life; it did in mine.
I am called to action to influence my students through praise without distracting them from learning or making them dependent on praise. I must research for the best strategies to benefit the learning environment, and make any necessary adjustments. I plan on implementing more thinking strategies that will effectively enhance learning. I am called upon to incorporate better critical thinking methods that will aid students in their learning development.