Response to participation for 1/23

I thought that we had fun doing the choral reading during the last class, but I didn't really benefit from it. I know the benefits of choral reading and I didn't feel like actually doing it helped me. I felt like we could have spent the time that we devoted to the choral reading activity to something that I am not familiar with. I don't think I am alone in thinking this, because a few of us were discussing this.

Response to 1/23

For the most part, I thought the readings for last week were interesting. The “fishbowl” discussion and these posts provided some helpful insight on the different methods to conduct a classroom discussion. Of the different types of discussions, I like the fishbowl method the most. However, I totally agree with you, Ms. Oswald, in that children should come to understand literature and literary concepts through discovery. In my experiences as well, it often seems like the students do not have enough opportunities to discuss literacy freely so that they can connect ideas and learn new concepts. I really liked that you pointed out that not all students like to write for different reasons, so this method of student led discussion is a way for them to feel more comfortable with their abilities. Once more confidence is established, students may grow more interested and willing to try new things and further their own discoveries.

Say it with me: "Choral Reading Post"

Unlike the some of the other subjects (or strands) we cover in TE 401/402, almost everything in this class is new to me. I have taken some writing courses and literature classes, but I have never focused solely on “literacy” and the methods to teach it. In fact, all I really remember about my elementary literacy classes is how much I disliked the subject. As a result, participating in activities like the “fishbowl discussion” and “choral reading” provide a sampling of interesting teaching methods that I have did not experience as a student. Although I thought our version of the fishbowl was certainly a refreshing way to discuss different readings, I really enjoyed our choral reading activity. Before this course, I had no idea that choral reading could be used as a tool to promote reading fluency. However, it seemed that a lot of elementary classrooms, especially those in the lower grades, were composed of students who frequently made announcements, gave directions, or read cooperatively with each other or with the teacher. Certainly, this behavior must stem from choral reading activities as well as a natural desire on the part of the students. For me, the choral reading activity was fun. I often hear that school should be more about learning than fun, but if the activity is enjoyable, students will feel more engaged and willing to participate. Unlike simple, but popular, activities, such as “popcorn reading,” choral reading allows students to work together and may support social development and confidence reading or speaking. In all, the activity was a lot of fun and helped me learn a new activity for my classroom.

Choral Reading Activity

Although this activity may have been beneficial for those who (a.) didn't know what choral reading was, or (b.) had never experienced it before, I don't think it was the absolute best use of time. Perhaps this can be attributed to Dr. Troia's in-class explinations of the benefits and research-based information surrounding choral reading and the benefits of it, followed by our own experiences chorally reading in CEP 301 (literacy for students with mild impairments). It's really frustrating for me to have the same information presented in MORE than two classes. I feel as though this happens a lot at MSU in the Special Education program (not necessarily the regular ed program). I understand it is necessary information for us to cover, but it just puts me off when I am going over the same kinds of things each semester I am here. Perhaps it may have been more meaningful if we were told (a research-based reasoning behind) why choral reading was used, as oppsed to just 'doing' it.... but i digress.
I realize the benefits of choral reading in a classroom, and although it isnt my favorite thing, i do plan on using it in my classroom at various appropriate times.
i also enjoyed how we did this activity in various ways with various types of books - it made the different types of choral reading stick out in their own ways, and it actually was somewhat enjoyable. i just struggled with having a positive attitude toward it because this material isnt really alll that new to me.

Almasi's New Discussion

As teacher education students, I feel like we utilize the technique of classroom discussion quite a bit more than most fields. In fact, since we first set foot in any TE classroom, it seems that the importance of discussion, specifically viewed as a tool for learning through classroom community building, has been consistently frequently drilled into our minds. However, besides observing our professors, I cannot remember ever learning about how to establish or lead effective classroom discussion. As a result, Janet F. Almasi’s article, “A New View of Discussion,” quickly caught my interest.

Almasi states that discussion is often viewed as something that is static usually led by a small group or single person in order to stimulate thought-provoking conversation. In fact, it seems that the success of a discussion is often viewed in terms of the amount of conversation. Almasi suggests that discussion can be much more powerful, especially in literacy. As people express their ideas and views towards a certain literary piece, the others who are actively engaged will absorb those new ideas and make connections to their own. As a result, an effective discussion may leave those involved thinking about their ideas and challenging others well after the actual conversation has stopped.

According to Almasi, effective discussion is nearly always student-led. Instead of teachers asking questions and searching for specific answers, students should discuss their own interpretations in their own ways in order to avoid recitation. In addition, by assigning student responsibilities and roles in discussion will help foster a sense of responsibility and ownership over the discussion. As seen in Almasi studies, effective discussion can not only lead to more powerful learning situations, but can also help develop confidence one’s inter and intrapersonal intelligences.

Response - Centered Talk, McGee

I read the article by McGee about response centered talk and using it to teach literacy. Response centered talk is "the discovery or construction of new understandings about literature" (McGee). I enjoy the idea of children coming to understand literature through discovery and not having the teacher spell everything out for the children. I also like this idea because it does not focus on the aspects of literature that are often harped on by teachers like vocabulary. I really like the idea of discussing literature with the students. In my experience children do not get to discuss what they read enough. I also think discussion is a good outlet for students to talk about what they have read instead of writing about it. Not all students like to write or are good at it, and this could be a way for the students to feel comfortable with their performance.
The only problem I have with this idea is that it is an approach that is encouraged by teachers of all subjects. We have been taught to teach science, social studies and math as exploration subjects where the students need to discover the knowledge. While I do agree with this I am also a person who needs a lot of structure and a clear path and I think if I had been taught in this manner as a student I would have been extremely irritated. I also can't help but think of students who have learning disabilities who need very clear directions. I think that a healthy balance of both would be ideal, and then students who need more direct instruction can have it.

Article

I read one of the articles for class and its topic was book talks in elementary classrooms.
I really enjoyed this article because it presented research to support something that i want to incorporate in my future classroom.
I really think that it is important for children of all ages to be able to actually discuss books that they read, rather than answering questions on a worksheet about "comprehension" or "vocabulary". through discussion, children are more likely to really understand and be able to recall information, ideas, and other things covered during literacy.
I think what is most important about the benefits of book talks is that they can open the way for discussion of really tough issues. Books help to open up people's minds to think about tougher issues, discussions of these books can [hopefully] provide a segway for teachers to really help to develop students into future citizens that will embrace a spirit of diversity in their world.

Semester Goals

Hey guys! Sorry I'm late with my blog; flying home from Spain was a bit of a nightmare. Anyway, two years ago, I took TE 348, "Reading and Responding to Children's Liturature." Although I went into that class looking at it as just another requirement, I can now say that it was definitely one of the most interesting and enjoyable classes I ever had at MSU. As a result, I am excited to apply what we learned in TE 348 to the topics that we will cover in this class. Specifically, some goals that I have for this course include...

1. learning how to apply state standards to literacy units.
2. learning how children respond differently to literacy based on age, gender, and special needs.
3. learning how to instill an appreciation for literacy among young children.
4. learning how to use literacy to help establish a supportive classroom learning community.
5. understanding myself as a literacy student and teacher.

This Semester's Learning Goals

Last year, I was fortunate enough to take a class with Dr. Gary Troia about some issues in Literacy Education for children with Mild Impairments. In this class, I was able to learn a bit about various aspects of literacy, but there is still much that I want to learn about.
In this class, I would like to:
1. develop my knowledge of various assessments which work on various students.
2. develop my awareness of comprehension strategies and how to teach them to various students.
3. continue in my development as a teacher who encourages a safe and diverse classroom environment.
These are three of my main goals for the semester, and I am sure they will grow, develop, and change throughout the semester.

~Stephanie R.

Learning Goals for the Semester

These are some goals that I have set for myself that I would like to accomplish this semester:

1. Understand myself as a teacher of language arts
2. Gain a better understanding of how students develop as readers and writers.
   
3. Learn how I can support diverse learners in the field of language arts.

~Courtney Oswald