Summary Of Never Say Anything A Kid Can Say Reinhart

I used to think that using one teaching strategy would be most effective in the classroom, otherwise the lesson wouldn’t flow as smooth, but now I think using a variety of teaching strategies in one lesson, is more beneficial as it has allowed me to facilitate student learning and achieve lesson objectives more effectively. I learnt that using discussion and inquiry worked really well in all aspects of the lesson, from beginning, middle to end. Through using inquiry questions in the group discussion on the literacy lesson Drac and the Gremlin after we read the book, I was able to gain a variety of perspectives from the students (Killen, 2013), on what happened in the book and what they picture the characters and setting to look. Through asking

After reading the article Never Say Anything a Kid Can Say I found myself agreeing many times with the author and looking at the ways I use the same strategies with my young leaners. In some aspects, I find teaching preschool for the past nine years has gave me excellent practice on being a facilitator for students learning and not a lecturer. I am use to asking my students open ended questions and helping guide them to discover ways to answer the question on their own.

Ron Ritchhart believes that classrooms can be rich with deep thinking when teachers are able to identify, model and praise the language of thinking with students. He believes it is a learned behavior. The subtle approach of teachers is imperative in building deep thinking skills. Asking students questions through from low level thinking tasks to scaffolding to deeper thinking tasks is what works. As an example, teachers will ask students, what do you see in a picture, what are the specific details you see, make interpretation of what you see, build evidence to support this interpretation, ask yourself is the thinking sound and reasonable, generate other alternative thoughts, provide evidence, make connections, raise questions. These question

This student is often disengaged from the instruction, but I was able to keep him engaged most of the times by having an interaction with the student. This student was somewhat familiar with the scientific terms, therefore, I have defined the scientific words with the student. In addition, I was able to keep him engaged throughout the lesson with the hands-on activity. This student is very shy, so I became his partner for the pair-share. This was very effective because I was able to get a correct answer from this student. After I got him to talk during the pair-share, he gained some confidence and he began to contribute his ideas to his group.

Vella’s chapter 5 focuses on individual learning and small groups. Having small groups takes effort and has a sense of diversity. Not everyone learn the same or at the same pace. Dialogue education is learning for all. Some in the group have strengths and weaknesses, but it is up to the group to help their peer along the way. The teacher job is to give clarification of the learning task. In the next chapter which is 6, the principles and practices are focused on. There are twelve principles and they are learning needs and resources assessment. It explains their uses in dialogue education.

A strategy used to assess the use of talk, is questioning. Questioning comes in many different forms, Blooms taxonomy explains how questioning at different levels, challenges the thinking of pupils (Bloom, Krathwohl and Masia, 1984). Open questions e.g. what, when, why and how help to encourage ideas in depth and closed questions which require a simple yes or no answer, are used to establish facts (Westergaard, 2009). Both questions are useful in gaining information from students, however, Faragher (2014) argues that closed questions are quite limited in the response, whilst open questions offer a choice of answers that may be given. Whilst many argue that open ended questions are the most important, it is misleading to say that closed questions are less important (Grigg, 2010). For this reason, in appendix 1 both open (e.g. Why do we check our pulse rate before and after activity?) and closed questions (e.g. Do you benefit from warming up before exercise?)

Majority of students come in with pre-conceived notions that math is boring or that they are incapable of doing it. Therefore I plan on changing the students’ mindset by planning interactive activities and lessons. I am not sure what exactly that will look like on a day-to-day basis right now. However I see that as having activities that get them up and moving or having an active role in the learning process. I think that my movement about the classroom will allow for me to monitor students staying on task. I have already been practicing the “look” (or eye) and my proximity to students in the classroom. I also think that breaking up lessons that may seem repetitive or mundane will also allow students to be engaged. This may look like them standing up and working problems out, having students come to the board or stations around the room. I am excited to use the many methods we have learned in order to keep students engaged and focused during my

By using open-ended questioning, children are being asked to evoke their imagination and think hard about the answer. Open-ended questioning also encourages children to form their own opinion. Teachers that use open-ended questions are giving children the confidence to think for themselves, offer an opinion to the class and develop thinking skills of developing personal opinions. In this form of questioning there is no right or wrong answer. By using this strategy the teacher is developing a confidence within

“In order for my students to be strong questioners themselves, they have to be a good listeners. We practice listening with peer tutoring. Students will talk with a peer ,and ask questions based on what their partner said Iask students to stand up when they are responding to a question.This action leads the other students to look at the student speaking and helps their voice carry across the class.I might ask a student to repeat what another student said to improving our listening skills. Students always begin with the sentence stem, ‘I heard Hannah say……” Tressy

Students were seen sharing and recording in a large group discussion. The chimer was responsible for providing data while the other members record the findings. As the chimer spoke, all other students listen attentively while some wrote in their notebooks. This process allowed students to learn from each other as they reflect and evaluated the process that was used by their classmates. This teaching strategy showed that when another peer shares information it could change how another student think through casual talk. For example, in order to construct a roller coaster that is safe, students must be able to correctly interpret useful conveyed by another in order to create and build on these ideas to create an exceptional roller coaster. According to Edson (2013), “inquiry requires a classroom culture in which children work together productively and respectfully to make observations, test their theories, and talk about what they have noticed.” (p. 9) Furthermore, this provides opportunities for them to build on the findings of their peers.

A practice all teachers should rehearse, prepare for, and become masters at is quality questioning. When writing our lesson plan, we were prompted to think of questions that would allow for extension, check for understanding, provide differentiation, lead students in developing an understanding of the key ideas included in the lesson, guide students through the lesson by scaffolding their learning, and help to clear up misconceptions that existed. As one can see, planning for the types of questions to ask and anticipating the types of responses that would come in turn, encompassed a large portion of our prepping our

On the other hand, when children are asked to discuss in pairs or groups they might discuss something which is not related to what they are learning (Coles and Mcgrath, 2011). Also, certain children may dominate the conversation leading to other children being less involved or completely withdrawn from the discussion. To prevent this from happening children should be taught to use exploratory talk (critical but constructive engagement with each other’s ideas) as a problem – solving and learning tool. Hence, there will be an improvement to group work which in the end will benefit individual learning outcomes (Dawes, Littleton, Mercer, Wegerif and Warwick, 2012). Whereas, teachers may cut opportunities for discussion short due to time related pressures, including increasing demand to cover curriculum content, meet standards, plan and implement interventions. This results in teachers often taking control of discussion. Thus, opportunities for students to engage in meaningful and extended activities that require them to think, question, reflect, and respond can be limited. Relative absence of discussion and real talk present missed opportunities for both students and teachers. This includes promoting engagement, learning and informing teaching. These challenges can be overcome by carefully planning discussion times in lessons to motivate students in thinking and learning.

There are many strategies and techniques that could be used in the classroom to encourage curiosity in math, but the four I chose to discuss I thought would be the most beneficial. This is due to the way they support auditory, visual, and kinesthetic styles of learning. The four strategies teachers could use to encourage curiosity towards mathematics in a classroom include co-operative learning, guided or discovery learning, simulate real life experiences, and active student learning. These four learning strategies range from group learning to the use of manipulatives to real life experiences and group discussions where students can share their ideas and thinking processes. Therefore, students would be able to learn in a variety of formats

Looking at student’s motivation ratings, it was clear students felt in control when doing number talks with a score of 4.26. This was described in the student script as know what they should be doing and how to do it. As a strength among all grade levels, teachers have instilled the expectations and process to be conducted during number talks so students feel in control of the process of their learning. One data trend present in motivation was that as student’s got older, their interest in number talks decreased. Student engagement was lead with student’s attitudes clearly showing that students truly like number talks. On the statement “I like number talks”, an average of 3.98 showed a clear likeness for the program. This likeness would show an increase in engagement as well as motivation and self-efficacy. In regards to skill transfers, students strongly felt that they were transferring the skills and strategies in number talks to their math class with a score of 4.36. Student survey results are listed in Appendix H.

The group may not fully understand the implications of a particular answer, nor the assumptions that underlie them. Over time, the group begins to understand that it needs to take these criteria into account in considering a proposed answer. Mere unsupported opinion does not suffice. The process of constantly asking for example, explanation or clarity can develop better listening skill and enhance verbal coherency, too. With multiple interactions that are taking place between the teacher and students, or between one student to another, group members must learn to stay focus. All these skills can help students to become better learners. Indirectly, CI provides the scaffolding of a good learning environment and can transform students’ attitude towards knowledge. If done correctly , CI creates the awareness that students are responsible of their own learning. The process of teaching and learning from one to another does not involve the students only, as teacher are also benefiting from it, too (Nowell, 1992, Sharp, 1987,