Module+1+discussion

1. What does research say? NH- Research says whatever they want it to say. Teachers need to look at research through open eyes and take what they can from it. Research can over many great new ways to teach and best practices to use. As a teacher we need to know about the newest research but we need to be able to look at it discerningly. BM - There is no definitive answer because by the nature of it research is always changing and evolving. We must be aware of current research and how it has been validated but not blindly follow something because it has been labeled "research based". ZL-It really depends on who is doing the research and their purpose. Often the main focus and benefit of research is the one who is doing it. For instance, Research may say that chocolate benefits people's health. If the research is completed by Hershey's that would just make sense, right? You must look through research len very objectively before you take it as the gospel truth.
 * Professor’s Questions**

2. Apply the four dimensions of teaching and learning to your teaching style. Be specific. NH- I am an overplanner. When I plan for a lesson I consult our districts learning objectives for the year. I always try to get the most out of a novel or unit. I use a form of charting with my students that takes a book and over a week gets the most out of that book. All of the learning objectives I plan for have specific purposes. When teaching my students I use explicit teaching when I model new concepts over and over again. Many of the alternative school students have ADHD and I have to be sure to explicitly teach the concepts. When we are reading, I model good reading techniques, we do it together, then I have then do it on their own with coaching. I always ensure they know what they are doing. To teach mindful, I set my students purpose for learning with the daily objective. Alternative kids like most need to know that their is a purpose for what they are doing. I seek out authenticity in my lessons so my students can see the point. I also tell them if I need to. By checking on learning throughout the assignment like how I mentioned the reading steps I take them through I ensure that the lesson is making sense.

BM - I am mindful in my teaching in that I take into account my teaching objectives and then determine connections I think the children can make between what they already know and what I want them to know. In addition to making connections to students' prior knowledge I also consider several different approaches I can take to present the material so that if there are blank faces or questions I have another opportunity to help them make a connection. My lessons connect not only to the students' prior knowledge but also across subjects. For example, when I read to them the book __Vacation Under the Volcano__ we learned about volcanoes, ancient Rome, Pompeii, and how to research a topic you want to learn more about. When I pointed out to them these connections across the curriculum the students started pointing out their own connections as they read.

ZL-Real world application must take place if you are ever going to connect to students. Students must understand, why and how is this relative to me and my world. I am very aware of the learning style prefences in my class as well as the interest of many middle school students. We must focus on where they are and build to that level for academic achievement to be obtained. Students can and should have some degree of choice in their learning. I believe that is very freeing. When this occurs it is not simply a teacher standing in front of a class saying this is what we are doing and how we are doing it, but students taking leadership for some of their learning. This must have supervision, lest the student go off track.

3. What constructivist-like principles can you identify and what are the implementations for the classroom? NH- One principle I can identify with is using the four deminsions of teaching and learning. I feel that if every teacher looked at everything they do in the classroom and ensured that it covered the four demensions that everything they do in the classroom would be worthwhile. As a teacher it is hard to be on that game every minute of everyday but with a lesson plan sheet or a check list for each lesson to ensure all of these deminsions are in the lesson we would have far less ditto work and busy work for students.

BM - Providing math manipulatives for exploration and discovery at all ages and grades provides a constructivist opportunity for discovery and confirmation of math principles. When I was in elementary school we learned an algorithm and memorized math facts. Now children see a multiplication problem as an array before they ever know they are performing multiplication. The class reads the story __The Doorbell Rang__ and students perform division in a context they know before they ever know the term "division".

ZL-Active learning in the classroom is essential. Small group with inquiry based opportunities allows me as a teacher to observe more students on a frequent bases. Thus allowing me to contribute to what they are studying. When this happens, I see students helping students construct knowledge and question their own process of knowledge.

Your Questions: *=professor question to answer NH1. What is an activity you do in your class that you feel really utillized the constructivist theory? Eeg:I really feel that most activities that leave the child more tired than the teacher has achieved that :) Honestly, when children have lots of opportunities to explore their environment. For Instance, if children are learning to write a letter, lots of materials are available for them to put their hands on rather than the teacher "talking" about what to do and expecting all of the children to do the same thing. NH2. The "research based" programs you use in your school, have you ever been offered the research to review or is it just take it and believe it? Eeg: Some of the research is there to review but what you have to watch out for is "who" is conducting the research. Eeg: Unfortunatly, there can't be a definitive number of times. It just depends on the children. BM: I always try to be flexible on this one. If some of the students are ready to work independently or to try independent work after one lesson then they can go get to work but if students still don't feel comfortable then I will generally keep those that are unsure and reteach the lesson or provide more closely monitored practice. Peer scaffolding works really well here too. ZL- I agree with both comments above. There is really not a set number or way that you can say: "I will model a lesson this many times." Perhaps some students get the concepts in a process very quickly, while others may take a much longer time to internalize the information. Don't move on until students understand the concept  BM1- How much of my teaching should be explicit and how much should be implicit? BM2- *How will I know when to use explicit instruction and when to use implicit instruction? BM3- So many programs are presented to classroom teachers to implement and then before it is even implemented another hot program is presented. How much of this curriculum should be seriously considered and implemented? NH- I feel your frustration with this. I worked for TPS for 3 years and all 3 years we had a new and wonderful program. It is troubling because teachers never want to get with the program because they were not involved in selecting it and they are not always consulted. I think teachers will jump on board and support a program as long as they have say and they agree to it. It is really difficult to want to learn a new program when you know that next year a new on will come around. ZL Standard and Benchmarks set before by the state are non-negotiables that can never be swayed from instruction. The teaching style and "bells and whistles" if you will, are always changing. One program may have a technology based emphasis while another more manipulative driven focus. As long as the base curriculum is unchanged it is a preference issue.
 * NH3. How many times do you model a lesson before you have the students do it on their own?

ZL1-What can I do to implement an explicit instruction program in my classroom? ZL 2- Is their one instruction piece that is seen as a "better way" for primary versus secondary classroom? Nh- I hope I understand this correctly but I think the way primary teaches reading should be done in the secondary classroom. The centers approach is so effective for every grade but it is lost in the secondary classroom. Teachers are not taught to teach that way and the time does not allow it much but I have worked with it in secondary and I think it is very successful. ZL 3-How do teachers justify and stay out of hot water when the district standards dictate where students should be but the students aren't there?