Reading

Peanut Butter chapter 3

I found much of this so basic! For example, in the science lesson they have 7 techniques.
1. Org. around cognitively demanding content--in a science lesson should they just say this is an owl? No, in order to teach science it should be cognitively demanding. The book implied that it would be a carefully thought out plan to teach about owls...it probably fit in the curriculum.
2. Explanation of purpose and attention to understand what is to be done.
If any teacher did not explain why they were teaching something (to the students) and make sure that the S understood; then they should not be allowed in front of a class without a supervisor.
3. Building background-um...really? Museums, stories, movies...they all lead to teaching. If you jump into the technical parts there will be little learning.
4. Careful use of instructional lang (repitition and definition)-OK-more often in an L2 situation, and with younger learners. But one should never use a lot of new vocabulary without helping students understand it.
5. Acting out/paraphrasing-again, I maintain that an instructor who does not do this should never teach!
6. Use of direct experience-in a science class this is great. Many people learn better from hands on. This is more difficult in a class focusing on non-tangibles (literature, psychology, philosophy) but good teachers jump at the opportunity.
7. opportunities for students to help through cooperative group work-duh...the things we know best we've taught to someone else. On the other side, sometimes an explanation from a peer sinks in better than the "all knowing teacher." The key is not to be afraid to let students work in groups.


It was interesting to suggest implementing group work slowly. I would think that if it is part of the class from the beginning students would accept it. Also, with migrant populations would you have to start over every time a new student came in? You'd never get to really use groups. Every time groups are used it's really the first time, because the goal is different. If a teacher is circulating they can hear if the groups are on task, understanding, have the same confusion etc.

Thematic learning seems the most natural. I'd imagine giving students more input (as in a cycle) is difficult. Teachers are so bound to the standards from the government that they have a hard time seeing the freedom they have. To let students help choose what to learn may be difficult for some to see how to reach the standards without having complete control.

I find it difficult to express scaffolding. Because the lessons build on each other it seems redundant to explain how they build. It is obvious.

I think it is important to remember that culture can affect assessment.