My book ended at Chapter 9, so I'm just making sure I get in all my blogging before starting back to work tomorrow. One thing from the book that I didn't address before was the topic of praise, and how it can have unintended negative consequences. It's counterintuitive at times, and thought provoking. The idea is that praise is a form of reward...and both rewards and consequences are about power and control; therefore they can lead those on the receiving end feeling manipulated. In other cases, praise can become the goal (pleasing us), rather than the self-satisfaction of learning. The alternative recommended in the book is causal process statements. "Causal process statements are at the heart of building agency. They show the consequences of a process, making it into a tool that the child can use again on another occasion to accomplish a similar goal." We can say things like,"Look at how you...," "When you...I understood...," or even just "Thank you." Causal process statements help students to internalize their power, whereas praise is based on the power of whoever is giving it. Interesting....
3-2-1 On a piece of paper write 3 things you learned, 2 things you have a question about, 1 thing you want the instructor to know -Gradual release mentors students to become independent thinkers about unknown tasks -The more teacher talk the better (show the learner what's in my head) -Formative assessment can be embedded in the lesson.
-How fast should gradual release be? -What does a self assessment look like in kindergarten?
-Personal attitudes, experiences, beliefs or knowledge base from the teacher can affect gradual release process.
Make a 4 square (I can't actually make a 4 square on here, so I'm faking it). Use one square for each of the following: Square 1-What you learned Square 2-Why it's important Square 3-A question you have Square 4-Choose a grouping strategy to try.
1-The "Gradual Release" of responsibility provides students an opportunity for deep numerate thinking and allows students to assume responsibility. 2-It's important because teachers are able to offer more targeted, individualized instruction and students will become capable thinkers and learners, through tasks, to develop expertise. 3-How well will Imanage all the steps and strategies with a class of 30 all working at different paces and levels? 4-I would like to try green, yellow, red light as a grouping strategy. I think it would be a great way to have students collaborate as I work with a small group.
3- *Gradual release helps students to go from teacher-dependent to self-initiated learners. *Gradual release makes the teacher more of a facilitator and less of an instructor. *Student self-assessment helps students to be aware of their own strengths and weaknesses, and it helps students to better understand their own learning process.
2- *What are some ways I can rethink my math block to allow for time with leveled groups. *How can I mesh this with the EverydayMath lesson structure?
3-I am interested in using what I have learned to change the structure of my math block.
3 Facts and a Fib The think aloud enables the student to "model their own metacognitive processes." Formative assessment takes place before a test or quiz. Guided Practice can occur in conjunction with independent practice. Learning from mistakes is more beneficial than learning from what they did right.
I also really like using the 3-2-1... 3- * Students cannot learn mathematics effectively by only listening and imitating. * Gradual release requires that the teacher transition from assuming all the responsibility for perfoming a tast to letting the students assume all the responsibility. * Teach students HOW to think, not WHAT to think!
2- * How can I think aloud without sounding scattered and more confusing? * How can I incorporate the process seemlessly into Everyday Math?
1- * My students will learn more and retain more when I am confident in the process. I am excited to use this every day!
My book ended at Chapter 9, so I'm just making sure I get in all my blogging before starting back to work tomorrow. One thing from the book that I didn't address before was the topic of praise, and how it can have unintended negative consequences. It's counterintuitive at times, and thought provoking. The idea is that praise is a form of reward...and both rewards and consequences are about power and control; therefore they can lead those on the receiving end feeling manipulated. In other cases, praise can become the goal (pleasing us), rather than the self-satisfaction of learning. The alternative recommended in the book is causal process statements. "Causal process statements are at the heart of building agency. They show the consequences of a process, making it into a tool that the child can use again on another occasion to accomplish a similar goal." We can say things like,"Look at how you...," "When you...I understood...," or even just "Thank you." Causal process statements help students to internalize their power, whereas praise is based on the power of whoever is giving it. Interesting....
ReplyDelete"The trouble with most of us is that we would rather be ruined by praise than saved by criticism." --Norman Vincent Peale
ReplyDelete3-2-1
ReplyDeleteOn a piece of paper write 3 things you learned, 2 things you have a question about, 1 thing you want the instructor to know
-Gradual release mentors students to become independent thinkers about unknown tasks
-The more teacher talk the better (show the learner what's in my head)
-Formative assessment can be embedded in the lesson.
-How fast should gradual release be?
-What does a self assessment look like in kindergarten?
-Personal attitudes, experiences, beliefs or knowledge base from the teacher can affect gradual release process.
Make a 4 square (I can't actually make a 4 square on here, so I'm faking it). Use one square for each of the following:
ReplyDeleteSquare 1-What you learned
Square 2-Why it's important
Square 3-A question you have
Square 4-Choose a grouping strategy to try.
1-The "Gradual Release" of responsibility provides students an opportunity for deep numerate thinking and allows students to assume responsibility.
2-It's important because teachers are able to offer more targeted, individualized instruction and students will become capable thinkers and learners, through tasks, to develop expertise.
3-How well will Imanage all the steps and strategies with a class of 30 all working at different paces and levels?
4-I would like to try green, yellow, red light as a grouping strategy. I think it would be a great way to have students collaborate as I work with a small group.
I love using the 3-2-1 too, so here's my 3-2-1:
ReplyDelete3-
*Gradual release helps students to go from teacher-dependent to self-initiated learners.
*Gradual release makes the teacher more of a facilitator and less of an instructor.
*Student self-assessment helps students to be aware of their own strengths and weaknesses, and it helps students to better understand their own learning process.
2-
*What are some ways I can rethink my math block to allow for time with leveled groups.
*How can I mesh this with the EverydayMath lesson structure?
3-I am interested in using what I have learned to change the structure of my math block.
3 Facts and a Fib
ReplyDeleteThe think aloud enables the student to "model their own metacognitive processes."
Formative assessment takes place before a test or quiz.
Guided Practice can occur in conjunction with independent practice.
Learning from mistakes is more beneficial than learning from what they did right.
I also really like using the 3-2-1...
ReplyDelete3-
* Students cannot learn mathematics effectively by only listening and imitating.
* Gradual release requires that the teacher transition from assuming all the responsibility for perfoming a tast to letting the students assume all the responsibility.
* Teach students HOW to think, not WHAT to think!
2-
* How can I think aloud without sounding scattered and more confusing?
* How can I incorporate the process seemlessly into Everyday Math?
1-
* My students will learn more and retain more when I am confident in the process. I am excited to use this every day!