Module 2

Learning Theories Power Point:

This power point served as a reminder about how much education has evolved over time. It also made me think how much education is still evolving. As teachers, this is something we need to constantly be aware of and carry into our classrooms. Since we know all students do not learn the same, we need to be careful to take the time and find ways for all of our students to be successful. Also, I had never heard of the 6 A’s approach before. I really enjoyed looking through it and considering ways that I could apply these 6 A’s in my current and future classrooms. Lastly, I like how the end of the power point laid out a simple plan to start using these learning theories in a way that was not too intimidating or overwhelming.

Planning Strategic Reading Lessons:

I liked how the beginning of the power point started with a clear definition of what strategic reading is. This gave me a better idea for what I was about to learn about, who it is used for as well as what it is used for. I also liked how the power point broke down the format of making a lesson using strategic reading. Now that we are familiar with it from the power point and other readings, we can begin to bring it into our classrooms. Much of strategic reading is based on what we have done in the past such as collecting texts, stating objectives and assessing students. The same is true of what happens when reading including pre-reading, initial reading and reflection, Because of this, I feel that it is something I could confidently carry out.

Literacy Content: Reading & Scaffolding:

Again, I liked how this power point began with a clear definition to lead into the material in the slides. Scaffolding is something I have always liked using in my own classrooms. I think the idea of the teacher assisting students at the beginning of learning and providing them with tools they can use on their own is a really great concept. I liked how this power point incorporated how scaffolding can be used with content area texts. The power point did a good job of laying out all teacher responsibilities that must occur in order for this scaffolding to happen. These included taking reading levels, vocabulary and text structures into consideration. I think with careful practice, scaffolding could be a very strong way to teach in our classrooms both in reading and other subjects. Scaffolding at its best is changing instruction from “I do” to “you do”. Lastly, the helpful links and resources at the end of the power point are ones I plan on saving so that I can turn to them later.     

Bloom’s Taxonomy Wheel:

The way this wheel was broken down really allowed me to grasp and understand the Taxonomy in a whole new way. I have previously defeated and intimidated when trying to incorporate it in my lessons. However, I think this is a valuable resource I can come back and turn to often. Part of what makes it so great is the breakdown of verbs and then further break down into student products. This makes it very useable for us as educators and something we can now use time and time again.

Differentiating Instruction Video:

Differentiation is something that we should always be striving to use in our classrooms. After learning much about it in both undergrad and graduate classrooms, this power point video served as a strong reminder. However, it also shed new light on how I can use differentiation in the reading setting. One thing that stuck out to me was the importance of diagnosing students’ needs. It went on to state the importance of coming up with different learning lessons and designs in order for the most effective differentiation to take place. Some of the terms that seemed key to me were striving for learner responsive, teacher facilitated classrooms, learning preferences, scaffolding and matching interests and developmental levels.

The Story of Differentiation Video:

I thought that this video was interesting because it was a raw, real life explanation of what differentiation is at its roots. I really enjoyed hearing what Tomlinson had to say and how she began using what we now called differentiation. When she saw the lack of “middle class” in her classroom she decided to adjust her teaching to fit the needs of all her students whether they were high level or low level. She was able to do this by relying on things such as the background skills and knowledge students came to the classroom with, flexible grouping, addressing diversity and strong classroom management. I like how she admitted it can be hard, especially starting out. Yet, she was sure to note that it is a way of teaching that allows all students to learn and does not leave anyone behind and does not leave anyone bored.