I think direct instruction has it's place in a classroom, but it needs to be structured so that the students still have a chance to do some thinking and reflecting on their learning. I used Think Alouds in most of my direct teaching, especially when introducing a new concept. If I was still in the classroom I would try to use focusing questions more, especially in ELA instruction to encourage student thinking. The other thing I wish I would have used in my 2nd grade classroom was the checklist (p. 62 3.4) for students to use when they are sharing their thinking. I think it would help guide students with their conversations and give them something to use for self evaluation. I think the thing to remember about direct instruction is that is is necessary, but it can't be the only strategy you use with students. With elementary students you need to be aware of how much time you are spending with direct instruction before you allow them to do some interacting with the lesson. I usually tried to keep it to 15 minutes or less if possible due to attention spans.
I definitely think there is a time and place for direct instruction in a classroom, especially when it's a new concept or idea though with science instruction, that isn't always the case as they may start with an investigation about a concept/idea without much knowledge. Then they'd take what they've observe, data they collected, etc to make decisions about a new idea. I think the Student Think-Aloud checklist is a great resource for students to use. Many students definitely are not great listener, so this could also be a way to evaluate their peers when they first start using this checklist. This will not only make the student speaking aware, but also the listners somewhat engaged in what is being said. I think questioning is key in most classrooms, especially science, as this will help potentially uncover misconceptions and what background knowledge they already have on a concept/idea. I think students still have a hard time excepting I am not always going to tell them an answer or the question is hard because they have to put some thought into it. I often shrug my shoulders and ask them what they think. I think I'm going to start using the saying on pg. 67, " Tell me why you think it's right and I'll listen." This chapter also states having a strong closure is important. I think this is something I need to do a better job on because I'm not always a clock watcher and tend to run short on time to debrief what we've learned for that day. I try to push as much learning into my time frame and know that closure is just as important to stop and take time.
I believe direct instruction has a time and a place. It is especially useful when introducing a new topic, unit or concept. I find that I use think alouds quite often when deciphering tough text. I found it very interesting how the text talked about video taping teachers and how much this practice fostered growth of the teachers. Honestly until reading this information I thought we video taped our teaching so that our coaches would have time to see all of us teach and provide feedback to make us better teachers. I am sure that this is part of it but I am glad to see that the videos serve other purposes. My next aha moment was when the text was talking about IRE where a teacher asks a question, a student provides an answer, and the teacher decides if it is right or wrong and how this type of questioning can actually stop the student's thinking the minute you tell them they are right. When reading this part of the chapter I began thinking about how I sometimes do this very thing. I had no idea I was actually hindering the students learning. Going forward I am going to intentionally change how I answer the students when they ask my if something is right by saying explain why you think this is right. Or if they know that their answer is wrong give them suggestions to point them in the right direction without giving away the answer.
How will you use deliberate teaching/direct instruction in your classroom this year? What were your “aha’s” from the reading? _______________________________________________________________________
This year I've used direct instruction several times. Mostly it's about some basic information that students NEED to know before we can move forward. For example, we did a Think Aloud and wrote class article analysis before students were asked to do one entirely on their own. This was successful in someways and needed some tweaking in others. Some successes we had were that students really absorbed the 'modeling' aspect of the Think Aloud while analyzing a news article for the rhetorical appeals, rhetorical fallacies, effect of structure and organization, etc. Often when they were working on their own analysis the following week I heard them use the same language I had modeled to them, as well as, modeling the way we had taken notes as a group. This success validated the need and effectiveness of direct instruction. One moment that needs some tweaking for next year was the direct instruction I had (key word HAD) planned for the actual writing process of the article analysis. I had planned to have students work in groups to write the whole analysis for the practice article, but, because of that pesky snow/ice/wind we ran out of time and I had to compromise the original plan for a plan that would allow us to be wrapped up with this unit before the long weekend for break. The new plan was to have students bullet the analysis instead of writing it completely out. I had given them a structure for each paragraph and they could 'fill that in' with the notes that we had taken together as a class. This was fine at the time but when it came time to write the solo analysis on their own, students were really hindered by what to *actually* write. In hindsight I could have solved this by having them bullet their solo analysis and then write the analysis from there.
One 'aha' I had from the chapter was when the authors described having questions for students to use to have the language to help them understand. I think that this could easily be added into the article analysis. This way students have a way to communicate and 'trouble shoot' any problems they might have along the way to a deep analysis of an article.
I see the effect size for direct instruction is .59. The effect size for metacognitive strategies is 0.69. So direct instruction is effective, but not as effective as doing things like think alouds. I think the two combined, could be super powerful.
I use direct instruction a lot in my classroom. I have a very clear idea about the learning intentions. I try very hard to show students the criteria for being successful (and being effective and efficient software users); I think I might lack the ability to always "draw" the students into the lesson by making it super appealing, however, I think at the end of the lesson, the students realize the usefulness of knowing that concept; I model often, and explain what/why as I am doing it; the lessons that I assign definitely have scaffolding in place wherein we add a twist here and there, and give them less support; I could be better about having them summarize/reflect; students thrive with independent situations wherein they get to pick the subject matter yet accomplish the same tasks (I have just realized that more and given them more freedom to do this for capstone type assignments)
I like to drive the classroom instruction as if it were a business. I put the students in a position of working in an office. The boss wants this, he wants that, he wants ….. and you are the one who gets to create that. What skills are needed? How can you work more efficiently and effectively?
I like to do ending simulations/projects wherein the students have to apply a lot of what they have learned and/or practiced. I want to see them put it into place.
My aha moment is the thought to incorporate more students to summarize what they have learned. I can easily add that into the mix. I think it will be powerful.
I find that I use direct instruction mostly at the beginning of units to really explain necessary background information, what our goals are, and how we'll reach them. I also like to model what I expect. For example, this year with my Romeo and Juliet unit, we followed a reading protocol to summarize and analyze each of the 5 scenes we read. I modeled this process for them for the first scene, and gradually we worked our way to them completing the last scene entirely on their own. It worked out very well, and I know that's because the learning intentions were clear. This has caused me to alter my other units.
My "aha" moment was when the book talked about Think-Alouds. I've used these multiple times to model what students will eventually complete on their own. However, I feel like I was mostly explaining what I was thinking and not so much on the why or how. I also really liked the idea of having students come up to show their own Think-Aloud. This could be effective as well.
I do communicate with my students what they are learning, why they are learning it, and how these skills will benefit them in the future. I I liked how the teacher in the video had them repeat words and statements about what they were going to learn. My students struggle with focus, and therefore, would not be able to tell me what the learning intention was if I just stated it. Having them repeat it would improve this. In my classroom, I don't always have a lot of time due to having to work on a variety of skills with a variety of students during one period. However, I need to work harder on taking the time and getting the students to understand how they will know when they have met the success criteria. I do believe it is inspiring to the students when they know they have met the criteria or goal they have been working toward.
I find that I use a lot of direct instruction in my classroom. With my young learners we talk about why we are learning what we are. I also model for them exactly what success looks like for the lesson. After I explain and model for them I allow for them to "try it" and practice. Handing five year olds materials without showing them the exact expectations could end in a mess! I have not used think alouds often in my room, but this chapter has me thinking of ways I could add more.
I used direct instruction think alouds in the both the ELA classroom and still in the library. I find that I do not use them as often in the library classes, but then I do not see the students as often or for as long. However, I do like how the gentleman in the video asked the students if he could have time to think. I believe that sometimes, our students expect that we are just going to give the answer to them and that we “know everything”. By showing them that we have to think too can help them to follow along and see how we learn and understand. I plan to use this by doing more direct think alouds while reading and comprehending during stories in the library and also while doing research with the older students.
I know I use a lot of direct instruction with my intervention students. So many of them are still at that stage of working on skills they need to actually read. I do model what fluency looks like for the little guys. I have used think alouds in my class before but have gotten away from them - reading this chapter reminded me of their importatance. I need to bring them back into my lessons. I also need to be more aware of how I ask questions and make sure I use more of a focus question (an open question) rather than a funneling (closed) question.
It was a useful reminder to read about the impact that think alouds can have if done correctly. I do use think alouds, and although they can sound a bit canned, they are helpful. What I have never done though is have the students model their thinking. I found the checklist to be something that might be beneficial in helping students move forward towards explaining their own thoughts and thinking. A big take away from me from chapter 3 was the reading related to questioning. I find that I often ask a question, get that response and I do then determine if it is right or wrong. I am then the ONE to correct their thinking and often times I am the one who seems to be working harder at that point. That being said, I downloaded a list of open prompts that will hopefully elicit deeper thinking and more meaningful connections.
I use a lot of direct instruction in my preschool classroom as my students are beginning learners with not a lot of background knowledge or skills to draw from. I model both the skill as well as what success will look like for them. That being said, I think in the lower elementary you have to be aware of how much time you are spending on direct instruction. My students need time to explore, practice, and work with the skills themselves in order to feel successful with them. I do use think alouds especially when I want them to understand why I am doing what I am as I introduce a skill or use it. I believe it is important for them to know that there is more than one way to complete a task. This is an area I need to work on. I need to find a way to help my little ones explain their thinking and share it with the group more often. The questioning part of this chapter was also interesting to me. I agree that you cannot find out where your students are at without really going beyond the surface with your questions. I find that I can really find out misconceptions my students have through the questioning process. It is also a great way to work on vocabulary at this level. Questioning can lead to finding out what they know/don't now about a word, introducing new words and allowing them to practice using them.
After reading from the 6-12 Visible Learning book I had some new Aha moments. Direct instruction is a necessity in the classroom, but it is imperative that it is linked to learning intentions and it is not the ONLY instruction that occurs in the classroom. Direct instruction can be a short part of the instruction or a longer part, but either way direct instruction provides an avenue to address the relevance of the learning. Relevance doesn't always have to make a connection to the real world, but could be how it is relevant in the classroom to the current learning and future learning. I realized how useful teaching students to do think alouds could be in a classroom. It helps the students share their thinking in ways that support listening and thinking standards. It also gives the teacher formative assessment data to gauge where their students are at in understanding at that given time. The think aloud checklist in figure 3.5 is a useful tool to guide students through the process.
I use direct instruction in my classroom mostly at the beginning of a unit, or as needed when questions or misconceptions arise. I am careful not to do too much direct instruction in my classroom, because it has a unique consequence in art. Direct instruction does set the expectations, techniques and processes BUT too much direct instruction in my room can stifle creativity. Most students want to know EXACTLY what is expected so they can regurgitate it back to the teacher, get the grade, and move on. Too much direct instruction in the art room creates cookie cutter replicas of the teacher example, instead of original ideas using desired techniques/ processes to achieve mastery level of a standard or concept. Direct instruction has a place at the beginning of a unit or repeated when needed for students as they journey through the creative process. When students ask for my help with artwork I am careful with my response. I first ask what they have tried to so far to solve the problem. I will explain that "if this were my artwork I would try..., but there are endless ways to solve this problem." I may even suggest 1 or 2 other options. I explain that if they ask 5 other artists the same question, they will likely get 5 completely different answers. I want students to become motivated problem solvers. My students sit at tables, which allows for peer collaboration. As I discuss different approaches to a problem with a student, other students often offer ideas as well. I love the concept of the classroom becoming more student driven than teacher driven. To me, that should be our goal. We are preparing students to be problem solvers and thinkers for a lifetime, not just within our classrooms.
Sarah, you have hit the nail on the head with the "regurgitation" comment. I find your idea of "what I would do is..." as well as a couple of other ways to draw is quite effective. Sometimes I wish I had the "do over" super power; that would help me out with days when I say "I wish I had..." at the end of the day.
I also use direct instruction more at the beginning of a unit then at the end. Students usually have to apply their knowledge/skills into some sort of project at the end. It is interesting though about how to divide up the DI with the work/application time. I had thought that students would rather have a bit of instruction + a bit of work/application time. I partially cleared up my misconception after I asked the juniors how they would like to divide up a week. Many stated that they would rather "get all of the DI out of the way first" and then have uninterrupted work time. Others like the step by step process. At least, all sides heard the reasoning for why we are processing as we are.
I feel like a few years ago we were to put the standard on the board and one other statement. I don't think it was called the purpose statement...something about read, write, speak, listen....Anyway, I've strayed from that, but I am going to get back in that habit. I also always use "we" statements, which is strange when I hear myself say them aloud. I'm going to try to use more "I" statements in my think alouds. I love the "read like a detective" idea! I also like the thought of connecting to previously read texts. English 3 is the perfect place to do this as our units build on each other. My "aha moment" was within the very first section of the chapter about reading Ayn Rand. I struggle to get my students to read critically of Into the Wild because the author is clearly a fan of Chris McCandless (as I am), so I feel like positive opinions of Chris's plan run rampant through my teaching. I need to work on removing myself from discussions and let the kids think against the text. -Rachel
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ReplyDeleteI think direct instruction has it's place in a classroom, but it needs to be structured so that the students still have a chance to do some thinking and reflecting on their learning. I used Think Alouds in most of my direct teaching, especially when introducing a new concept. If I was still in the classroom I would try to use focusing questions more, especially in ELA instruction to encourage student thinking. The other thing I wish I would have used in my 2nd grade classroom was the checklist (p. 62 3.4) for students to use when they are sharing their thinking. I think it would help guide students with their conversations and give them something to use for self evaluation. I think the thing to remember about direct instruction is that is is necessary, but it can't be the only strategy you use with students. With elementary students you need to be aware of how much time you are spending with direct instruction before you allow them to do some interacting with the lesson. I usually tried to keep it to 15 minutes or less if possible due to attention spans.
ReplyDeleteSammie,
DeleteI very much agree with the majority of your post. Even at 5th grade, I try to keep the direct instruction to a minimum.
I definitely think there is a time and place for direct instruction in a classroom, especially when it's a new concept or idea though with science instruction, that isn't always the case as they may start with an investigation about a concept/idea without much knowledge. Then they'd take what they've observe, data they collected, etc to make decisions about a new idea. I think the Student Think-Aloud checklist is a great resource for students to use. Many students definitely are not great listener, so this could also be a way to evaluate their peers when they first start using this checklist. This will not only make the student speaking aware, but also the listners somewhat engaged in what is being said.
ReplyDeleteI think questioning is key in most classrooms, especially science, as this will help potentially uncover misconceptions and what background knowledge they already have on a concept/idea. I think students still have a hard time excepting I am not always going to tell them an answer or the question is hard because they have to put some thought into it. I often shrug my shoulders and ask them what they think. I think I'm going to start using the saying on pg. 67, " Tell me why you think it's right and I'll listen."
This chapter also states having a strong closure is important. I think this is something I need to do a better job on because I'm not always a clock watcher and tend to run short on time to debrief what we've learned for that day. I try to push as much learning into my time frame and know that closure is just as important to stop and take time.
I believe direct instruction has a time and a place. It is especially useful when introducing a new topic, unit or concept. I find that I use think alouds quite often when deciphering tough text. I found it very interesting how the text talked about video taping teachers and how much this practice fostered growth of the teachers. Honestly until reading this information I thought we video taped our teaching so that our coaches would have time to see all of us teach and provide feedback to make us better teachers. I am sure that this is part of it but I am glad to see that the videos serve other purposes. My next aha moment was when the text was talking about IRE where a teacher asks a question, a student provides an answer, and the teacher decides if it is right or wrong and how this type of questioning can actually stop the student's thinking the minute you tell them they are right. When reading this part of the chapter I began thinking about how I sometimes do this very thing. I had no idea I was actually hindering the students learning. Going forward I am going to intentionally change how I answer the students when they ask my if something is right by saying explain why you think this is right. Or if they know that their answer is wrong give them suggestions to point them in the right direction without giving away the answer.
ReplyDeleteHow will you use deliberate teaching/direct instruction in your
ReplyDeleteclassroom this year? What were your “aha’s” from the reading?
_______________________________________________________________________
This year I've used direct instruction several times. Mostly it's about some basic information that students NEED to know before we can move forward. For example, we did a Think Aloud and wrote class article analysis before students were asked to do one entirely on their own. This was successful in someways and needed some tweaking in others.
Some successes we had were that students really absorbed the 'modeling' aspect of the Think Aloud while analyzing a news article for the rhetorical appeals, rhetorical fallacies, effect of structure and organization, etc. Often when they were working on their own analysis the following week I heard them use the same language I had modeled to them, as well as, modeling the way we had taken notes as a group. This success validated the need and effectiveness of direct instruction.
One moment that needs some tweaking for next year was the direct instruction I had (key word HAD) planned for the actual writing process of the article analysis. I had planned to have students work in groups to write the whole analysis for the practice article, but, because of that pesky snow/ice/wind we ran out of time and I had to compromise the original plan for a plan that would allow us to be wrapped up with this unit before the long weekend for break. The new plan was to have students bullet the analysis instead of writing it completely out. I had given them a structure for each paragraph and they could 'fill that in' with the notes that we had taken together as a class. This was fine at the time but when it came time to write the solo analysis on their own, students were really hindered by what to *actually* write. In hindsight I could have solved this by having them bullet their solo analysis and then write the analysis from there.
One 'aha' I had from the chapter was when the authors described having questions for students to use to have the language to help them understand. I think that this could easily be added into the article analysis. This way students have a way to communicate and 'trouble shoot' any problems they might have along the way to a deep analysis of an article.
I see the effect size for direct instruction is .59. The effect size for metacognitive strategies is 0.69. So direct instruction is effective, but not as effective as doing things like think alouds. I think the two combined, could be super powerful.
ReplyDeleteI use direct instruction a lot in my classroom. I have a very clear idea about the learning intentions. I try very hard to show students the criteria for being successful (and being effective and efficient software users); I think I might lack the ability to always "draw" the students into the lesson by making it super appealing, however, I think at the end of the lesson, the students realize the usefulness of knowing that concept; I model often, and explain what/why as I am doing it; the lessons that I assign definitely have scaffolding in place wherein we add a twist here and there, and give them less support; I could be better about having them summarize/reflect; students thrive with independent situations wherein they get to pick the subject matter yet accomplish the same tasks (I have just realized that more and given them more freedom to do this for capstone type assignments)
I like to drive the classroom instruction as if it were a business. I put the students in a position of working in an office. The boss wants this, he wants that, he wants ….. and you are the one who gets to create that. What skills are needed? How can you work more efficiently and effectively?
I like to do ending simulations/projects wherein the students have to apply a lot of what they have learned and/or practiced. I want to see them put it into place.
My aha moment is the thought to incorporate more students to summarize what they have learned. I can easily add that into the mix. I think it will be powerful.
I find that I use direct instruction mostly at the beginning of units to really explain necessary background information, what our goals are, and how we'll reach them. I also like to model what I expect. For example, this year with my Romeo and Juliet unit, we followed a reading protocol to summarize and analyze each of the 5 scenes we read. I modeled this process for them for the first scene, and gradually we worked our way to them completing the last scene entirely on their own. It worked out very well, and I know that's because the learning intentions were clear. This has caused me to alter my other units.
ReplyDeleteMy "aha" moment was when the book talked about Think-Alouds. I've used these multiple times to model what students will eventually complete on their own. However, I feel like I was mostly explaining what I was thinking and not so much on the why or how. I also really liked the idea of having students come up to show their own Think-Aloud. This could be effective as well.
Have you tried the reading protocol in the English 3 classes as well? Have you written and/or implemented protocols for writing, etc.?
DeleteI do communicate with my students what they are learning, why they are learning it, and how these skills will benefit them in the future. I I liked how the teacher in the video had them repeat words and statements about what they were going to learn. My students struggle with focus, and therefore, would not be able to tell me what the learning intention was if I just stated it. Having them repeat it would improve this. In my classroom, I don't always have a lot of time due to having to work on a variety of skills with a variety of students during one period. However, I need to work harder on taking the time and getting the students to understand how they will know when they have met the success criteria. I do believe it is inspiring to the students when they know they have met the criteria or goal they have been working toward.
ReplyDeleteI find that I use a lot of direct instruction in my classroom. With my young learners we talk about why we are learning what we are. I also model for them exactly what success looks like for the lesson. After I explain and model for them I allow for them to "try it" and practice. Handing five year olds materials without showing them the exact expectations could end in a mess! I have not used think alouds often in my room, but this chapter has me thinking of ways I could add more.
ReplyDeleteI used direct instruction think alouds in the both the ELA classroom and still in the library. I find that I do not use them as often in the library classes, but then I do not see the students as often or for as long. However, I do like how the gentleman in the video asked the students if he could have time to think. I believe that sometimes, our students expect that we are just going to give the answer to them and that we “know everything”. By showing them that we have to think too can help them to follow along and see how we learn and understand. I plan to use this by doing more direct think alouds while reading and comprehending during stories in the library and also while doing research with the older students.
ReplyDeleteI know I use a lot of direct instruction with my intervention students. So many of them are still at that stage of working on skills they need to actually read. I do model what fluency looks like for the little guys. I have used think alouds in my class before but have gotten away from them - reading this chapter reminded me of their importatance. I need to bring them back into my lessons. I also need to be more aware of how I ask questions and make sure I use more of a focus question (an open question) rather than a funneling (closed) question.
ReplyDeleteIt was a useful reminder to read about the impact that think alouds can have if done correctly. I do use think alouds, and although they can sound a bit canned, they are helpful. What I have never done though is have the students model their thinking. I found the checklist to be something that might be beneficial in helping students move forward towards explaining their own thoughts and thinking. A big take away from me from chapter 3 was the reading related to questioning. I find that I often ask a question, get that response and I do then determine if it is right or wrong. I am then the ONE to correct their thinking and often times I am the one who seems to be working harder at that point. That being said, I downloaded a list of open prompts that will hopefully elicit deeper thinking and more meaningful connections.
ReplyDeleteI use a lot of direct instruction in my preschool classroom as my students are beginning learners with not a lot of background knowledge or skills to draw from. I model both the skill as well as what success will look like for them. That being said, I think in the lower elementary you have to be aware of how much time you are spending on direct instruction. My students need time to explore, practice, and work with the skills themselves in order to feel successful with them. I do use think alouds especially when I want them to understand why I am doing what I am as I introduce a skill or use it. I believe it is important for them to know that there is more than one way to complete a task. This is an area I need to work on. I need to find a way to help my little ones explain their thinking and share it with the group more often. The questioning part of this chapter was also interesting to me. I agree that you cannot find out where your students are at without really going beyond the surface with your questions. I find that I can really find out misconceptions my students have through the questioning process. It is also a great way to work on vocabulary at this level. Questioning can lead to finding out what they know/don't now about a word, introducing new words and allowing them to practice using them.
ReplyDeleteAfter reading from the 6-12 Visible Learning book I had some new Aha moments. Direct instruction is a necessity in the classroom, but it is imperative that it is linked to learning intentions and it is not the ONLY instruction that occurs in the classroom. Direct instruction can be a short part of the instruction or a longer part, but either way direct instruction provides an avenue to address the relevance of the learning. Relevance doesn't always have to make a connection to the real world, but could be how it is relevant in the classroom to the current learning and future learning. I realized how useful teaching students to do think alouds could be in a classroom. It helps the students share their thinking in ways that support listening and thinking standards. It also gives the teacher formative assessment data to gauge where their students are at in understanding at that given time. The think aloud checklist in figure 3.5 is a useful tool to guide students through the process.
ReplyDeleteI use direct instruction in my classroom mostly at the beginning of a unit, or as needed when questions or misconceptions arise. I am careful not to do too much direct instruction in my classroom, because it has a unique consequence in art. Direct instruction does set the expectations, techniques and processes BUT too much direct instruction in my room can stifle creativity. Most students want to know EXACTLY what is expected so they can regurgitate it back to the teacher, get the grade, and move on. Too much direct instruction in the art room creates cookie cutter replicas of the teacher example, instead of original ideas using desired techniques/ processes to achieve mastery level of a standard or concept. Direct instruction has a place at the beginning of a unit or repeated when needed for students as they journey through the creative process. When students ask for my help with artwork I am careful with my response. I first ask what they have tried to so far to solve the problem. I will explain that "if this were my artwork I would try..., but there are endless ways to solve this problem." I may even suggest 1 or 2 other options. I explain that if they ask 5 other artists the same question, they will likely get 5 completely different answers. I want students to become motivated problem solvers. My students sit at tables, which allows for peer collaboration. As I discuss different approaches to a problem with a student, other students often offer ideas as well. I love the concept of the classroom becoming more student driven than teacher driven. To me, that should be our goal. We are preparing students to be problem solvers and thinkers for a lifetime, not just within our classrooms.
ReplyDeleteSarah, you have hit the nail on the head with the "regurgitation" comment. I find your idea of "what I would do is..." as well as a couple of other ways to draw is quite effective. Sometimes I wish I had the "do over" super power; that would help me out with days when I say "I wish I had..." at the end of the day.
DeleteI also use direct instruction more at the beginning of a unit then at the end. Students usually have to apply their knowledge/skills into some sort of project at the end. It is interesting though about how to divide up the DI with the work/application time. I had thought that students would rather have a bit of instruction + a bit of work/application time. I partially cleared up my misconception after I asked the juniors how they would like to divide up a week. Many stated that they would rather "get all of the DI out of the way first" and then have uninterrupted work time. Others like the step by step process. At least, all sides heard the reasoning for why we are processing as we are.
ReplyDeleteI feel like a few years ago we were to put the standard on the board and one other statement. I don't think it was called the purpose statement...something about read, write, speak, listen....Anyway, I've strayed from that, but I am going to get back in that habit. I also always use "we" statements, which is strange when I hear myself say them aloud. I'm going to try to use more "I" statements in my think alouds. I love the "read like a detective" idea! I also like the thought of connecting to previously read texts. English 3 is the perfect place to do this as our units build on each other.
ReplyDeleteMy "aha moment" was within the very first section of the chapter about reading Ayn Rand. I struggle to get my students to read critically of Into the Wild because the author is clearly a fan of Chris McCandless (as I am), so I feel like positive opinions of Chris's plan run rampant through my teaching. I need to work on removing myself from discussions and let the kids think against the text. -Rachel