Reflection
on Chapters 23-26 of Inspiring Active
Learning
In Chapter 23-26, Harmin and Toth discusses increasing students’ learning skills, enhancing students’ real world connections, creating desire to strive for excellence, and improving students’ self-responsibility. In Chapter 23, the focus is on improving students’ learning skills. Teachers instruct with many teaching strategies to improve skills, such as those mentioned in the text: 1) Study Cards 2) Know and Want to Know 3) Think About 4) Plan, Do, Review 5) Outcome Sentences and 6) Like/Might Review. In Chapter 25, students’ motivation is a crucial element in their striving for excellence. There are many other strategies listed in the chapter; for example, one deals with helping students reading better in a variety of ways. Some of those ways are asking questions first; looking at pictures/headings; setting a time limit; reading in parts; and writing a summary of all or part of text. Another method is teaching students note-taking strategies. For instance, notes can be written columns or with symbols. Another suggestion was to share notes with classmates for ideas and feedback on better note-taking. Oral sharing also is a reading strategy that helps students learn more clearly and retain information. Students can become more independent learners through discussing and demonstrating ideas. In Figure 16 & 17, they exhibit examples of teachers demonstrating ideas would be posting expectations in the classroom on posters with advice, directions, and/or expectations. In addition to all these methods for increasing learning skills, it is pertinent to consider grade level and subject matter so students learn more effectively. It is also important to make connections. The text points out that the content of lessons can make a difference in students acquiring these connections and learning. Four levels of content to consider are: 1) specific information 2) concepts and generalizations 3) applications and 4) personal values. Figure 18 shares sample questions for all four levels of content. One of the strategies listed for increasing level of concepts and generalizations emphasizes the process of organizing lessons around the big idea. It is also enhances learning to connect subject matter to student interests. Three steps shared for adding a value discussion to a subject matter lesson are: Step1) Seek a real-life issue that can be connected to the content; Step 2) Ask questions in which the word “you” is central; and Step 3) Structure a safe, thoughtful way to handle the questions. Some value issues that might connect to content are listed in Figure 19, such as money, friends, pets, death, etc. Students can brainstorm ideas regarding concepts to increase their comprehension. They can make deeper connections on topics by relating example to their own lives. In Chapter 26, the text focuses on increasing student motivation. Expecting students to succeed rather than fail can ensure students to do their best. Discussing excellent work criteria and encouraging students to strive for it can motivate students to excel. Explicit instruction on “best work” can provide clarification for students. It provides a guideline for their best work. They can identify “best work” samples and “best work” qualities. Clarification of best work can also be demonstrated in a chart with listed qualities for reference. One of the most effective ways to inspire students is to praise them for doing their best. Another is to challenge them with high expectations: 1) striving 2) risking and 3) persisting. These strategies encourage student motivation and learning. In the Chapter 26, the quote by William James summarizes the important idea on self-responsibility shared in the text: a new position of responsibility will usually show a man to be a far stronger creature than that was supposed.” The strategy allows students to use their common sense, share responsibilities, plan class management, and other opportunities that enhance self-management. Students learn to live responsibly, as they discuss the aspects of class management and connections to responsibility. All strategies in the chapters 23-26 lead to a more productive learning atmosphere and increases knowledge and skill acquisition. The strategies lead me to incorporate the effective methods in my own classroom. I am called to action to research these methods and related ideas to ensure my students receive the best instruction possible to improve their learning development, enhance their motivation for excellence, and increase their self-responsibility/self-management.
In Chapter 23-26, Harmin and Toth discusses increasing students’ learning skills, enhancing students’ real world connections, creating desire to strive for excellence, and improving students’ self-responsibility. In Chapter 23, the focus is on improving students’ learning skills. Teachers instruct with many teaching strategies to improve skills, such as those mentioned in the text: 1) Study Cards 2) Know and Want to Know 3) Think About 4) Plan, Do, Review 5) Outcome Sentences and 6) Like/Might Review. In Chapter 25, students’ motivation is a crucial element in their striving for excellence. There are many other strategies listed in the chapter; for example, one deals with helping students reading better in a variety of ways. Some of those ways are asking questions first; looking at pictures/headings; setting a time limit; reading in parts; and writing a summary of all or part of text. Another method is teaching students note-taking strategies. For instance, notes can be written columns or with symbols. Another suggestion was to share notes with classmates for ideas and feedback on better note-taking. Oral sharing also is a reading strategy that helps students learn more clearly and retain information. Students can become more independent learners through discussing and demonstrating ideas. In Figure 16 & 17, they exhibit examples of teachers demonstrating ideas would be posting expectations in the classroom on posters with advice, directions, and/or expectations. In addition to all these methods for increasing learning skills, it is pertinent to consider grade level and subject matter so students learn more effectively. It is also important to make connections. The text points out that the content of lessons can make a difference in students acquiring these connections and learning. Four levels of content to consider are: 1) specific information 2) concepts and generalizations 3) applications and 4) personal values. Figure 18 shares sample questions for all four levels of content. One of the strategies listed for increasing level of concepts and generalizations emphasizes the process of organizing lessons around the big idea. It is also enhances learning to connect subject matter to student interests. Three steps shared for adding a value discussion to a subject matter lesson are: Step1) Seek a real-life issue that can be connected to the content; Step 2) Ask questions in which the word “you” is central; and Step 3) Structure a safe, thoughtful way to handle the questions. Some value issues that might connect to content are listed in Figure 19, such as money, friends, pets, death, etc. Students can brainstorm ideas regarding concepts to increase their comprehension. They can make deeper connections on topics by relating example to their own lives. In Chapter 26, the text focuses on increasing student motivation. Expecting students to succeed rather than fail can ensure students to do their best. Discussing excellent work criteria and encouraging students to strive for it can motivate students to excel. Explicit instruction on “best work” can provide clarification for students. It provides a guideline for their best work. They can identify “best work” samples and “best work” qualities. Clarification of best work can also be demonstrated in a chart with listed qualities for reference. One of the most effective ways to inspire students is to praise them for doing their best. Another is to challenge them with high expectations: 1) striving 2) risking and 3) persisting. These strategies encourage student motivation and learning. In the Chapter 26, the quote by William James summarizes the important idea on self-responsibility shared in the text: a new position of responsibility will usually show a man to be a far stronger creature than that was supposed.” The strategy allows students to use their common sense, share responsibilities, plan class management, and other opportunities that enhance self-management. Students learn to live responsibly, as they discuss the aspects of class management and connections to responsibility. All strategies in the chapters 23-26 lead to a more productive learning atmosphere and increases knowledge and skill acquisition. The strategies lead me to incorporate the effective methods in my own classroom. I am called to action to research these methods and related ideas to ensure my students receive the best instruction possible to improve their learning development, enhance their motivation for excellence, and increase their self-responsibility/self-management.