As mentioned in my previous blog, I think it is important to use a variety of teaching strategies so that as many learners as possible can benefit from their particular learning style.
Of all listed in the article, I believe that I use drill and practice the least. I have used it, but only when we review states and capitals. A lot of students still prefer to memorize, rather than try to remember the state's corresponding capital city in another manner.
I believe that I use discussion the most as well as cooperative learning. In social studies, it is often beneficial to have students discuss their various ideas together. It is important for students to hear several opinions, as well as their own, when pondering an essential question.
Wednesday, December 30, 2009
Tuesday, December 29, 2009
Pre-Reading "Instructional Strat."
I decided to use a very contemporary approach in Middle School education, and that is "pre-reading." Our school has donated a lot of professional development in studying the impact that pre-reading strategies has on student learning.
Before we read anything in class, we usually do something to guide the level of understanding that students have already about the subject. Perhaps we would do a "K-W-L chart" to see just how much information the group as a whole has about the topic.
In this instance, the topic I am about to read is about "Instructional Strategies." I believe that it is important to vary your instructional strategy, as I mentioned earlier, to reach all learners. For instance, one lesson I may begin with note-taking to help the learners who prefer auditory learning or are more organizational. While other times, I may arrange my class into groups so that they can "solve the puzzle" of the new topic together. This will help the interpersonal, kinesthetic learners who need to be more 'hands-on' with their learning.
Before we read anything in class, we usually do something to guide the level of understanding that students have already about the subject. Perhaps we would do a "K-W-L chart" to see just how much information the group as a whole has about the topic.
In this instance, the topic I am about to read is about "Instructional Strategies." I believe that it is important to vary your instructional strategy, as I mentioned earlier, to reach all learners. For instance, one lesson I may begin with note-taking to help the learners who prefer auditory learning or are more organizational. While other times, I may arrange my class into groups so that they can "solve the puzzle" of the new topic together. This will help the interpersonal, kinesthetic learners who need to be more 'hands-on' with their learning.
Monday, December 28, 2009
What type of learner/teacher are you?
What kind of learner are you?
I will combine several of Gardner’s “Multiple Intelligences” when it comes to me describing my own learning styles.I think that I am a intrapersonal learner, in that I prefer to learn by myself when learning new concepts. I also am a visual learner, in that when I research I like to have all of the topics visible to me so that I can have a large bank of information to use.
What kind of teacher are you?
I believe that all teachers are not affixed to one particular learning style, per se. I would say that I try hard to reach all of the different styles of M.I. by diversifying note-taking. I also do not force my students to research in any particular way, as long as they have the necessary information. Therefore, I try and vary my instructional methods as often as possible.
I will combine several of Gardner’s “Multiple Intelligences” when it comes to me describing my own learning styles.I think that I am a intrapersonal learner, in that I prefer to learn by myself when learning new concepts. I also am a visual learner, in that when I research I like to have all of the topics visible to me so that I can have a large bank of information to use.
What kind of teacher are you?
I believe that all teachers are not affixed to one particular learning style, per se. I would say that I try hard to reach all of the different styles of M.I. by diversifying note-taking. I also do not force my students to research in any particular way, as long as they have the necessary information. Therefore, I try and vary my instructional methods as often as possible.
Sunday, December 27, 2009
Lever-Duffy
I believe that C.C.S.U. does a good job at really stressing Gardner's theory on M.I., and feel that I was well-ahead of my colleagues in that area who had their degrees from other universities.
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