Wednesday, March 30, 2011
WebQuest Information
I already have my WebQuest mostly finished, but misread the directions and didn't post my driving question and anchor video here on my blog. My WebQuest is based on the lesson I found on ReadWriteThink called "A Case for Reading," so my driving question is, "Is it fair to students for books to be banned or censored?" I found this anchor video from the American Library Association to explain the concept of censorship to students. Click here to see the video. Finally, click here to view my almost completed WebQuest.
Friday, March 18, 2011
Power Standard
The power standard and accompanying lesson I found do not relate to my struggling student or a current lesson I'm doing with my students. When I came across the following power standard, however, I automatically thought of some fourth grade students I've had in the library who I know would enjoy a project like this, and also thought it would be perfect in the library, since it deals with banned books.
The Power Standard I found for fourth grade is the following:
Students will research, create and present a persuasive composition including either differences and similarities or advantages and disadvantages, from various informational texts using order of importance, proper sentence structure and word choice, and visuals, and present their position before their peers.
I found this lesson, called "A Case for Reading - Examining Challenged and Banned Books," on ReadWriteThink. It involves students using a variety of tools and resources to compare and contrast books banned by the American Library Association and then writing a persuasive piece explaining what they think should happen with the book (if it should be banned or not). Students then share their work with their classmates, as well as with teachers or librarians in their school, to make it more authentic.
The Power Standard I found for fourth grade is the following:
Students will research, create and present a persuasive composition including either differences and similarities or advantages and disadvantages, from various informational texts using order of importance, proper sentence structure and word choice, and visuals, and present their position before their peers.
I found this lesson, called "A Case for Reading - Examining Challenged and Banned Books," on ReadWriteThink. It involves students using a variety of tools and resources to compare and contrast books banned by the American Library Association and then writing a persuasive piece explaining what they think should happen with the book (if it should be banned or not). Students then share their work with their classmates, as well as with teachers or librarians in their school, to make it more authentic.
Wednesday, March 9, 2011
Multiple Intelligences
After taking the Multiple Intelligences Survey, I learned that my three strongest intelligences are musical, logic/math, and self (intrapersonal).
When doing a little research about strategies that serve musical learners best, it became very obvious that strategies to teach students with musical intelligence did not involve just having students sing a song to remember or learn something. These students like rhythms, patterns, and the sound of language. Musical learners can be reached by strategies that can be incorporated in a variety of subjects, like clapping rhythms or patterns in math class, using choral reading to work on fluency in reading, read and study the lyrics of music from a particular time period in social studies, etc. Another musical strategy is the recommendation to listen to classical music while studying, since research has shown that it improves memory and retention of information, as well as the brain's ability to process information.
Researching strategies to engage multiple intelligences in the classroom made me very aware of how important (and fun!) it is to build instruction to reach all learners in the classroom. I feel like I'd learn just as much from using these strategies with my students as my students would!
When doing a little research about strategies that serve musical learners best, it became very obvious that strategies to teach students with musical intelligence did not involve just having students sing a song to remember or learn something. These students like rhythms, patterns, and the sound of language. Musical learners can be reached by strategies that can be incorporated in a variety of subjects, like clapping rhythms or patterns in math class, using choral reading to work on fluency in reading, read and study the lyrics of music from a particular time period in social studies, etc. Another musical strategy is the recommendation to listen to classical music while studying, since research has shown that it improves memory and retention of information, as well as the brain's ability to process information.
Researching strategies to engage multiple intelligences in the classroom made me very aware of how important (and fun!) it is to build instruction to reach all learners in the classroom. I feel like I'd learn just as much from using these strategies with my students as my students would!
Monday, March 7, 2011
Struggling Student
Since I am in the elementary school's library, it's difficult to really 'nail down' one struggling student because I don't see the same students on the days I am in the library (different classes come to the library on Friday afternoons than on Wednesday afternoons). However, through a variety of encounters, when I think of struggling students, I have two particular students who come to mind. One student is a kindergartener, and the other is in second grade. They both have trouble focusing and, because of this, seem to act out or misbehave instead of keeping to themselves.
When I've had the opportunity to work with them one-on-one on projects in the library, reading books, etc., I've recognized a tremendous response from each of them. They seem to be more receptive to one-on-one instruction, or just the attention of knowing that someone cares about them and isn't just yelling at them to behave. (Not that I'm saying anything against the teachers who must sometimes raise their voice at these particular students, because they have to control the whole class somehow.) When I'm not working with these students one-on-one or giving them individualized attention, I can note a distinct difference in their behavior or attitude. This somewhat stresses me out, because I know that I won't always have the opportunity to provide each of my future students with individualized attention and time from me. How will I be able to ensure that they all get the attention and time that they need? It's a little overwhelming.
When I've had the opportunity to work with them one-on-one on projects in the library, reading books, etc., I've recognized a tremendous response from each of them. They seem to be more receptive to one-on-one instruction, or just the attention of knowing that someone cares about them and isn't just yelling at them to behave. (Not that I'm saying anything against the teachers who must sometimes raise their voice at these particular students, because they have to control the whole class somehow.) When I'm not working with these students one-on-one or giving them individualized attention, I can note a distinct difference in their behavior or attitude. This somewhat stresses me out, because I know that I won't always have the opportunity to provide each of my future students with individualized attention and time from me. How will I be able to ensure that they all get the attention and time that they need? It's a little overwhelming.
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