Group discussion is a learning and communicative strategy I believe should be incorporated in some kind of way no matter what grade level. Even if it is kindergarteners discussing what they feel about their day or the weather outside! Our group forums spurred many conversations and I gained insight to many aspects of each group discussion. Honestly, like one of our classmates brought up, I had not even thought about ELL students in my classroom and how difficult it would be if I didn't have training, or there wasn't some kind of program they could take part in.
Something I would have changed with the activity was definitely the way our group presented our article initially. I like to think since we were first we were the guinae pigs (heh). BUT, if I had to detect
and pick apart/explain a complicated article- I would skip all the complicated numbers! Something that could have helped people with each topic was to write down 2 things they found most valuable out of their articles to share with the class. Maybe this could be done by emailing the professor and having her print them out. Yes, it would take more time, and honestly I remember almost all the topics vividly, but if we had to add something it may be something to think about.
Regardless, each group presented information that will be useful in the classroom by recognizing issues such as race and religion in our students, and how we as teachers can incorporate teaching these topics without offending students and being fair.
-For the most part, I reached my goal as to participation in the group discussion. I tend to have an opinion about a lot of things, so my goal was to pose more questions and listen rather than talk to much!
Thursday, April 25, 2013
PLE Barb Rentenbach Response
I really enjoyed attending the session with Barb Rentenbach and Lois the "smiling shrink". I had heard about Barb's disability and how she communicated with people, but obviously it was still a shock seeing as I have never really been in contact with someone with severe autism. I was absolutely amazed by the readings read by us that Barb wrote. Being declared as profoundly "retarded" at 19, and now seeing what she has overcome, and accomplished is amazing. Her vocabulary and knowledge of the outside world is incredible and motivating.
Barb wanted to get across the significance of being facilitators as teachers. She has worked with her facilitator, Lois, for years to become an accomplished writer. They key is as teachers is to discover what our students with disabilities are passionate about, and their strengths. If a child with ADHD is in your class, which is more common, medication is not necessarily always they key. Get them up and moving, and figure out their learning strategies and what works best. Patience is something all teachers must encompass.
When seeing Barb, and hearing her turrets, it is hard not to judge what she is capable of in comparison to "normals" as she calls them. That may sound terrible. But I have come to realize after her writings that she can feel all the same emotions, can understand physical contact, including sexual contact, and wishes to communicate with those she wishes. Imagine how hard it would be to be mute when simply wanting to explain a simple situation and typing painfully slow- but thats what works for Barb. Facilitating takes time, and we have to give those with disabilities a chance to express themselves the way the want.
Barb wanted to get across the significance of being facilitators as teachers. She has worked with her facilitator, Lois, for years to become an accomplished writer. They key is as teachers is to discover what our students with disabilities are passionate about, and their strengths. If a child with ADHD is in your class, which is more common, medication is not necessarily always they key. Get them up and moving, and figure out their learning strategies and what works best. Patience is something all teachers must encompass.
When seeing Barb, and hearing her turrets, it is hard not to judge what she is capable of in comparison to "normals" as she calls them. That may sound terrible. But I have come to realize after her writings that she can feel all the same emotions, can understand physical contact, including sexual contact, and wishes to communicate with those she wishes. Imagine how hard it would be to be mute when simply wanting to explain a simple situation and typing painfully slow- but thats what works for Barb. Facilitating takes time, and we have to give those with disabilities a chance to express themselves the way the want.
Tuesday, April 9, 2013
PLE 10 Language and Cognitive Development
Question: Theories in educational psychology promote the idea that language plays a critical role in cognitive development. Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching. Consider how you might incorporate or adapt the strategies presented for use with your own students.
Language development plays a critical role in each classroom learning environment. Whether it is learning vocab in math, science, visual art, creative writing, or music, students can expand their brains by extensive vocabulary usage as they continue through each grade level. I will be certified K-12, and it is important for me to incorporate appropriate vocabulary usage in the music classroom for all grade levels.
A bulleted point that stood out to me under the "3-5 suggested strategy" was "having students create short stories that they present orally in writing." A recording can be played by the teacher, or a piece on the piano, and the students can narrate a story that ties along with the music. For more advanced students (middle school), students can describe the music using musical terminology such as "piano" for soft, and "forte" for loud. In the same sense, under the "9-12 suggested strategy" in table 2.2 "distinguish between similar words", students can come up with synonyms and antonyms for musical terminology.
Antonyms:
Accelerando- A symbol used in musical notation indicating to gradually quicken tempo.
Ritardando- A symbol used in musical notation indicating to gradually slow down tempo.
Synonyms:
Decrescendo- gradually reducing force or loudness
Diminuendo- gradually reducing force or loudness
Language development plays a critical role in each classroom learning environment. Whether it is learning vocab in math, science, visual art, creative writing, or music, students can expand their brains by extensive vocabulary usage as they continue through each grade level. I will be certified K-12, and it is important for me to incorporate appropriate vocabulary usage in the music classroom for all grade levels.
A bulleted point that stood out to me under the "3-5 suggested strategy" was "having students create short stories that they present orally in writing." A recording can be played by the teacher, or a piece on the piano, and the students can narrate a story that ties along with the music. For more advanced students (middle school), students can describe the music using musical terminology such as "piano" for soft, and "forte" for loud. In the same sense, under the "9-12 suggested strategy" in table 2.2 "distinguish between similar words", students can come up with synonyms and antonyms for musical terminology.
Antonyms:
Accelerando- A symbol used in musical notation indicating to gradually quicken tempo.
Ritardando- A symbol used in musical notation indicating to gradually slow down tempo.
Synonyms:
Decrescendo- gradually reducing force or loudness
Diminuendo- gradually reducing force or loudness
Subscribe to:
Posts (Atom)