The first sentence says it all doesn't it, "tweens think they know it all". They are all experts in something, even procrastination or sleeping. Never really thought of it that way, but it makes sense.
React to the statement "education's job is to not always be there for the student, but to give them the skills to be their own source of education during their life".
Have you done peer teaching in your classroom and how did it go? Did you think of it the way she has descibed it, teaching reinforces the skill for the teacher.
Mrs. Wolpert-Gawron suggest six ways to reinforce teaching skills to students. Which of these would work best in your classroom? Have you used any of them? Success?
Have you made an effort to focus on speaking the academic language in your clasroom and if so what could you share with other teachers? Do you find it valuable?
What are your thoughts after reading about student created rubrics and assessments?
If you are not a classroom teacher please share your thoughts as well. Everyone's ideas are important to this collaborative book study.
Wednesday, July 31, 2013
Friday, July 19, 2013
Chapter Six - Teaching Deeper Thinking
WOW!! This is what it is all about...teaching our students to think on their own and deeply. This chapter really connects to chapter five for me. Thinking deeply won't come without the students seeing the relevance in what is being taught.
Have you noticed how "modeling" is a recurring theme?
Do you, and how often, share personal stories related to the topic of study? Was your purpose as Mrs. Wolpert-Gawron describes? What effect did it appear to have? Did you "drift"?
On page 67 this statement is written, "the next step is to ask them to begin to make their own connections between their prior knowledge, even their present experiences, and their classroom learning. If they begin to do this, they will think less and less of school life as functioning seperately from real life." Wouldn't that be great? Think how much more valuable they will see what we see as valuable. Please comment.
Think alouds are suggested as a method to lead the students to think about their thinking. How would this apply to the subject matter you teach and to your classroom? I like her statement that "thinking is a messy business".
React to her statement that "you can't merely do these kinds of activities once and expect the results of deeper awareness of thought". One trip to the gym will not suffice.
Have you noticed how "modeling" is a recurring theme?
Do you, and how often, share personal stories related to the topic of study? Was your purpose as Mrs. Wolpert-Gawron describes? What effect did it appear to have? Did you "drift"?
On page 67 this statement is written, "the next step is to ask them to begin to make their own connections between their prior knowledge, even their present experiences, and their classroom learning. If they begin to do this, they will think less and less of school life as functioning seperately from real life." Wouldn't that be great? Think how much more valuable they will see what we see as valuable. Please comment.
Think alouds are suggested as a method to lead the students to think about their thinking. How would this apply to the subject matter you teach and to your classroom? I like her statement that "thinking is a messy business".
React to her statement that "you can't merely do these kinds of activities once and expect the results of deeper awareness of thought". One trip to the gym will not suffice.
Tuesday, July 9, 2013
Chapter Five - Keeping Time Meaningful
Not that it would be a revelation to most of use but respond to the comment on page 53, “the most powerful tool in tween classroom management is to avoid having bored middle schoolers”.
What is your reaction when a student suggest the value of what you are teaching isn’t very high, the “why do we have to learn this” question”?
What are your feelings about Ms. Wolpert-Gawron’s list of 13 skills students really need to learn? Notice how they are not subject based.
How could you use or support the use of the strategies listed on page 60 to make lessons more applicable to our tweens?
What is your reaction when a student suggest the value of what you are teaching isn’t very high, the “why do we have to learn this” question”?
What are your feelings about Ms. Wolpert-Gawron’s list of 13 skills students really need to learn? Notice how they are not subject based.
How could you use or support the use of the strategies listed on page 60 to make lessons more applicable to our tweens?
Chapter Four - Using Data
Using data...you know this is one of my favorite chapters!!!
I hear teachers all the time talking about students taking responsibility for their own learning. What do you think of the concept of having students "interact" with their data, setting goals and tracking their progress?
As pointed out on page 42 retakes are a part of normal life, backed by research and show evidence of eventual understanding. Is it your policy to allow for late work and retakes? Either way, how do feel about the concept?
Students reflecting on the data and setting goals based on the data seems productive. Do you have a concept of how this could be done in your or a typical middle school classroom so that the students understand that "learning is an ongoing process".
Reflect on the concept of "lesson trails".
I hear teachers all the time talking about students taking responsibility for their own learning. What do you think of the concept of having students "interact" with their data, setting goals and tracking their progress?
As pointed out on page 42 retakes are a part of normal life, backed by research and show evidence of eventual understanding. Is it your policy to allow for late work and retakes? Either way, how do feel about the concept?
Students reflecting on the data and setting goals based on the data seems productive. Do you have a concept of how this could be done in your or a typical middle school classroom so that the students understand that "learning is an ongoing process".
Reflect on the concept of "lesson trails".
Monday, June 24, 2013
Chapter Three Tweens and Their Brains
Does it surprise anyone that tweens are most interested in themselves?
After reading through the "cliff notes" on the biochemistry of learning on pages 32-36 what did you know already and what important aspects did your learn? With this in mind how will you change your instructional/relationship practice?
How do you feel about the sharing of the complexities of how students learn with the students?
Which of the brain-centric activities sounds most useful to you for your students?
Check out one of the additional resources/further research and comment about it.
After reading through the "cliff notes" on the biochemistry of learning on pages 32-36 what did you know already and what important aspects did your learn? With this in mind how will you change your instructional/relationship practice?
How do you feel about the sharing of the complexities of how students learn with the students?
Which of the brain-centric activities sounds most useful to you for your students?
Check out one of the additional resources/further research and comment about it.
Wednesday, June 19, 2013
Chapter Two Community
Having a great summer still? I bet you are!!
Noting the quote from Kati Delahanty on page 14, have you really realize this or thought in depth about the importance of community for tweens, our students?
Have you made or do you make excuses for not using some of the strategies referred to in this chapter? Have you taught students how to talk to each other and interact in a group?
What do you think of the Courtesy Contract? Could this work for you? How important was it for Heather to do one for herself?
What will you apply from this chapter's information to your practice this year?
Noting the quote from Kati Delahanty on page 14, have you really realize this or thought in depth about the importance of community for tweens, our students?
Have you made or do you make excuses for not using some of the strategies referred to in this chapter? Have you taught students how to talk to each other and interact in a group?
What do you think of the Courtesy Contract? Could this work for you? How important was it for Heather to do one for herself?
What will you apply from this chapter's information to your practice this year?
Tuesday, June 11, 2013
Chapter One Thoughts
Hello MVMS Bloggers. Sorry I am so late to make my second post, I have been in Hawaii. I'll email a picture.
Glad to see so many comments so far. I will lead us through this discussion so we stay focused. So, read at your will and on your own schedule but I will post inquiries for each chapter about once a week or so for you to respond to. So, here goes...
What is your reaction to the statements the author makes about the importance of the classroom arrangements and appearance for the tween? "an engaging room ultimately becomes a variable in the equation of student achievement", "if you don't think of it with pride they won't either", "it is important to rotate their perspective every so often".
Organization is important in the disorganized world of the tween. What are some ways you keep yourself organized? Are they the same as the author suggest?
Glad to see so many comments so far. I will lead us through this discussion so we stay focused. So, read at your will and on your own schedule but I will post inquiries for each chapter about once a week or so for you to respond to. So, here goes...
What is your reaction to the statements the author makes about the importance of the classroom arrangements and appearance for the tween? "an engaging room ultimately becomes a variable in the equation of student achievement", "if you don't think of it with pride they won't either", "it is important to rotate their perspective every so often".
Organization is important in the disorganized world of the tween. What are some ways you keep yourself organized? Are they the same as the author suggest?
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