Blog 4

Unlike most textbooks I must say that this one is quite interesting.  I liked reading about the common text styles and learned that history texts uses a wide variety structures besides the usual chronological and cause and effect format.  It also stated how to build metacognition to develop reading comprehension.  I absolutely love the model that it showed.  Last semester I used that model several times in my lesson plans and I can say that they really work.  When I used this model it was for students that really didn't have a metacognition/comprehension problem.  The question that I have is that I know students need modeling  and scaffolding to achieve this level of independent and effective reading but how long should you use this model if you don't see any improvement? Like what is the next step after this if this fails? I know that each child/learner is different and they all aren't on the same "schedule" but is there an estimated time?

Also another thing that I found interesting was the strategies to develop writing skills.  I love the writing models. I would definitely use the "I Am" poem in my class.  Power writing is pretty cool too.  It's sort of like a free write to me and I love those, especially if it is on a topic that I like.  Another question that I have is about the writing to learn in mathematics part.  There were only two models provided.  I know that majority of math problems can be word problems are the two models that were provided the "only" ways?  I am terrible at math and I can say that it is my least favorite subject.

This past week the class visited the student think center.  It was awesome.  I hate to say that I have NEVER heard of that place!  I love the atmosphere.  From the lighting in the room down to the cool tables with the paper on it for you to write.  Besides all of that the presentation was really good.  Needless to say I learned a lot about myself and what type of learner I am.

My Eleanor Roosevelt Biopoem

Eleanor

Caring, generous, and courageous

Niece of Teddy Roosevelt and wife of cousin Franklin Roosevelt

Loved bringing hope to and helping others

Felt ugly, helpfulness, and faith

No rights for minorities, homeless, young people and Indians, scared for the millions during the Great Depression, worried for our country's soldiers during WWII

Arranged for Marion Anderson to sing in front of the Lincoln Memorial, recognition for the speeches and writings for the poor

Wanted peace and equality for everybody

Former resident of the White House

Roosevelt


.... sorry I just found this awesome app and had to post these pics of my "Love Butt"...Well you can just call him Stewie lol!

                                  Pretty pearly whites!

Blog 3

As I read Betty Ray's Design Thinking piece the part that first grabbed my eye was that the goal was to break through the negative thinking that plagues the big, thorny issues, and to come up with one prototype idea for solving one aspect problem.  Also I liked the "no idea is too stupid" mantra.  I am all for making ideas and situations positive.  I like the fact that this can be used in many situations and that it requires group work.  By having a class do this they are learning another way to work together with peers to solve problems. 

The second article that I read was Content Area Literacy in Elementary Classrooms.  It is a very interesting topic that should be taken very seriously.  It states that it is very important to teach content area literacy instruction at an early age. Out of the three factors that were stated that have converged to create change in the face of content area literacy instruction technology stood out to me.  With today's technology and that the U.S... economy demands a higher level of literacy than ever before these two run hand in hand.  The internet can help one go through information faster than looking through books.  Another main point was making the case for content area literacy and why should teachers give more attention to instruction involving expository text.  Early exposure, motivation from informational text, and the increase of new knowledge domains from informational text are the main points.  I definitely agree that informational texts increase new knowledge domains.  With personal experience I feel that it contributes to schema development in many ways.  By developing new domains at the elementary level it helps ensure the success in upper grades. The article also states how to integrate literacy instruction with content area study.  The activity chosen was learning logs.  I think this is a great idea.  Now to be honest I have never done a learning log until this past week for CIE 302 but from doing it I loved it.  This can definitely be used in any subject.

The article sums up with other ways such as providing access to a multiplicity of text types and providing immersion in content through inquiry-based experiences.  All in all this is an excellent article and very informational.


Questions:
-I see that Design-Thinking is an awesome tool/strategy to use but I am sure that there will be some students who won't think that it all that. How can I get those students to be as excited about it as I am?
-I know that you can begin to teach content area literacy at an early age but how early is too early?