![Picture](/uploads/2/5/9/7/25972702/9315026.gif?274)
Reflection on Chapters 21-22 of Inspiring Active Learning
In Chapters 21-22, Harmin and Toth examine strategies for ending classes efficiently; they point out methods for helping students review and summarize a class, as well as methods for providing effective homework assignments. It is important to offer reflection opportunities to increase content comprehension through review and summary activity. Effective homework assignments also increase content knowledge. There are a variety of strategies that can be incorporated in the curriculum that are demonstrated in the chapters.
One of those effective strategies is the Review Test method that was previously mentioned in another chapter. Review tests are noted in the chapter as a strategy for reflection without a grade so it is nonthreatening review. Outcome sentence tasks offer another effective method to summarize and think about content learned with sentence beginnings like demonstrated in a sample chart: I learned…; I was surprised…; I’m beginning to wonder…; I rediscovered…; I feel…; I promise…and adaptations are possible for various grade levels. The sharing of answers can be a strategy to reinforce data learned.
Some students will probably not like this strategy due to lack of content comprehension or shyness or other issues such as a learning disability. The Whip Around, Pass Option is available to alleviate stress for struggling students. Not all students will acquire the same knowledge; some students will need the content readdressed. It is beneficial for students to keep learning logs of outcome sentences. If reading logs are used, read from their logs. This strategy also reinforces content learned by reviewing prior knowledge. The Like/Might Review method teaches students to review constructively and with an open mind in order examine their behavior/performance; they are to write what they liked, as well as what they might do differently in the future. Dewey states that we learn not from our experience, but from thinking about that experience.
Learning logs are a similar concept, as students evaluate their own learning. Students can also write in a journal to document their self-monitoring process. The students do not typically share their notes; it is a reflection strategy. Some learning log suggestions are listed in Chapter 21: 1) To begin a lesson, as a review for prior work; 2) To intensify and clarify learning; 3) For giving grades; and 4) As a basis for discussions with parents. A couple favorite strategies for most students would be the Concluding Whip Around and Mental Picture. With Concluding Whip Around method, many students enjoy sharing what they learned or their own related experiences; it also helps them make real world connections to the content. The Mental Pictures method allows students to visualize context and build on prior knowledge, as well as newly acquired knowledge.
Students like to share their visualizations with the teacher, whether in orally describing the mental picture, finding and sharing pictures via print libraries/online resources/clip art/picture libraries/magazines/newspapers/etc. and/or physically drawing it.
Often, students will be able to see their finished work or accomplishments in some other way when their work is exhibited in the classroom or school and/or at parent/teachers conferences. An effective concluding method is Mini-Celebration which could be implemented to
reward student performance to conclude activities like task, lesson, project, and/or unit completion. Some teachers may offer class rewards, such as parties with pop, pizza, ice cream, etc. Another concluding strategy is Progress Proclamation that can contribute to students appreciating their own progress. Students feel a sense of accomplishment as they have progressed through particular content learning.
Chapter 22 discussed some effective homework assignments to ensure learning takes place so that students do likely accomplish their goals. Part of self-management is having responsible work habits. It is important to offer choices regarding student homework to encourage responsibility. Some suggestions listed in the chapter can increase student responsibility: 1) Give choice in how much to do; 2) Give choice in what to do; 3) Give choice in how much time to spend; and 4) Ask students to create their own assignments. Some homework sample choices pointed out are: 1) For tomorrow, read any story from our class library; 2) Create one or more real-life word problems based on this math problem; 3) For homework, please think back over today’s activities and draw something or write a summary on what we discussed. These suggestions and options can aid students in having individualized learning experiences and self-management opportunities.
Another effective strategy is to make homework differ from classwork so it is more interesting. Students are more likely to be engaged in learning. Stating a Dr. Seuss quote sums it up: “I like nonsense—it wakes up the brain cells. Fantasy is a necessary ingredient in living. It’s a way of looking at life through the wrong end of a telescope and that enables you to laugh at all of life’s realities.” Another fun and interesting method in the text is homework games. Assigning students to create games based on content can aid them in making connections with the content. Students can share their games with others, and continue the learning process as they review content playing each
other’s games. The teacher may have to check for accuracy in content prior to sharing with the class. Students usually love games, and will be engaged so learning likely takes place.
An additional homework strategy is assigning it in layers, not in lumps. Students can get more confused or overwhelmed if they have too much content at once. Breaking it up can be more efficient to meet the needs of all students. Having responsible homework discussions can also help meet student needs. It can lead students to making wise homework discussions and clarify expectations. Students can achieve long-term goals or increase self-management through long-term projects by planning well and achieving those goals. We can aid students in brainstorming for effective ideas to reach their goals. We can have them report on their progress to aid them in accountability and self-management. It is crucial to assist them in avoiding homework overload. Some examples shared are 1) Consider personalizing (individual-based) the amount of homework assigned; 2) Consider what is reasonable and healthy for age and maturity level of students in general; 3) Be open to feedback from students and parents; and 4) Help family
members to find effective ways to support students in completing homework assignments. By helping students review and reflect on content, they reinforce prior knowledge
and newly acquired data as well. When implementing effective methods for providing homework assignments, we can contribute to student learning development.
It is beneficial to students to offer various effective strategies and learning opportunities to increase content comprehension and skills. As teachers, we must support our students with effective instructional methods and teach them how to use effective learning strategies and productive self-management methods. We are called to help our students to reach their learning potential, and must find the best methods available to help us in our instruction. Student responsibility skills increase while enhancing learning acquisition.
In Chapters 21-22, Harmin and Toth examine strategies for ending classes efficiently; they point out methods for helping students review and summarize a class, as well as methods for providing effective homework assignments. It is important to offer reflection opportunities to increase content comprehension through review and summary activity. Effective homework assignments also increase content knowledge. There are a variety of strategies that can be incorporated in the curriculum that are demonstrated in the chapters.
One of those effective strategies is the Review Test method that was previously mentioned in another chapter. Review tests are noted in the chapter as a strategy for reflection without a grade so it is nonthreatening review. Outcome sentence tasks offer another effective method to summarize and think about content learned with sentence beginnings like demonstrated in a sample chart: I learned…; I was surprised…; I’m beginning to wonder…; I rediscovered…; I feel…; I promise…and adaptations are possible for various grade levels. The sharing of answers can be a strategy to reinforce data learned.
Some students will probably not like this strategy due to lack of content comprehension or shyness or other issues such as a learning disability. The Whip Around, Pass Option is available to alleviate stress for struggling students. Not all students will acquire the same knowledge; some students will need the content readdressed. It is beneficial for students to keep learning logs of outcome sentences. If reading logs are used, read from their logs. This strategy also reinforces content learned by reviewing prior knowledge. The Like/Might Review method teaches students to review constructively and with an open mind in order examine their behavior/performance; they are to write what they liked, as well as what they might do differently in the future. Dewey states that we learn not from our experience, but from thinking about that experience.
Learning logs are a similar concept, as students evaluate their own learning. Students can also write in a journal to document their self-monitoring process. The students do not typically share their notes; it is a reflection strategy. Some learning log suggestions are listed in Chapter 21: 1) To begin a lesson, as a review for prior work; 2) To intensify and clarify learning; 3) For giving grades; and 4) As a basis for discussions with parents. A couple favorite strategies for most students would be the Concluding Whip Around and Mental Picture. With Concluding Whip Around method, many students enjoy sharing what they learned or their own related experiences; it also helps them make real world connections to the content. The Mental Pictures method allows students to visualize context and build on prior knowledge, as well as newly acquired knowledge.
Students like to share their visualizations with the teacher, whether in orally describing the mental picture, finding and sharing pictures via print libraries/online resources/clip art/picture libraries/magazines/newspapers/etc. and/or physically drawing it.
Often, students will be able to see their finished work or accomplishments in some other way when their work is exhibited in the classroom or school and/or at parent/teachers conferences. An effective concluding method is Mini-Celebration which could be implemented to
reward student performance to conclude activities like task, lesson, project, and/or unit completion. Some teachers may offer class rewards, such as parties with pop, pizza, ice cream, etc. Another concluding strategy is Progress Proclamation that can contribute to students appreciating their own progress. Students feel a sense of accomplishment as they have progressed through particular content learning.
Chapter 22 discussed some effective homework assignments to ensure learning takes place so that students do likely accomplish their goals. Part of self-management is having responsible work habits. It is important to offer choices regarding student homework to encourage responsibility. Some suggestions listed in the chapter can increase student responsibility: 1) Give choice in how much to do; 2) Give choice in what to do; 3) Give choice in how much time to spend; and 4) Ask students to create their own assignments. Some homework sample choices pointed out are: 1) For tomorrow, read any story from our class library; 2) Create one or more real-life word problems based on this math problem; 3) For homework, please think back over today’s activities and draw something or write a summary on what we discussed. These suggestions and options can aid students in having individualized learning experiences and self-management opportunities.
Another effective strategy is to make homework differ from classwork so it is more interesting. Students are more likely to be engaged in learning. Stating a Dr. Seuss quote sums it up: “I like nonsense—it wakes up the brain cells. Fantasy is a necessary ingredient in living. It’s a way of looking at life through the wrong end of a telescope and that enables you to laugh at all of life’s realities.” Another fun and interesting method in the text is homework games. Assigning students to create games based on content can aid them in making connections with the content. Students can share their games with others, and continue the learning process as they review content playing each
other’s games. The teacher may have to check for accuracy in content prior to sharing with the class. Students usually love games, and will be engaged so learning likely takes place.
An additional homework strategy is assigning it in layers, not in lumps. Students can get more confused or overwhelmed if they have too much content at once. Breaking it up can be more efficient to meet the needs of all students. Having responsible homework discussions can also help meet student needs. It can lead students to making wise homework discussions and clarify expectations. Students can achieve long-term goals or increase self-management through long-term projects by planning well and achieving those goals. We can aid students in brainstorming for effective ideas to reach their goals. We can have them report on their progress to aid them in accountability and self-management. It is crucial to assist them in avoiding homework overload. Some examples shared are 1) Consider personalizing (individual-based) the amount of homework assigned; 2) Consider what is reasonable and healthy for age and maturity level of students in general; 3) Be open to feedback from students and parents; and 4) Help family
members to find effective ways to support students in completing homework assignments. By helping students review and reflect on content, they reinforce prior knowledge
and newly acquired data as well. When implementing effective methods for providing homework assignments, we can contribute to student learning development.
It is beneficial to students to offer various effective strategies and learning opportunities to increase content comprehension and skills. As teachers, we must support our students with effective instructional methods and teach them how to use effective learning strategies and productive self-management methods. We are called to help our students to reach their learning potential, and must find the best methods available to help us in our instruction. Student responsibility skills increase while enhancing learning acquisition.