Thinking. Six levels of thought: lowest—recall facts (knowledge); summarize, explain (comprehension); relate to real life (application); compare/contrast (analysis); create something new (synthesis); give an opinion (evaluation). A Paziotopoulos & M Krull. RT (Apr. 04), 673.
Example of using levels of thinking. Knowledge: draw and label the parts of the human heart; comprehension: describe the functions of each part of the heart; application: write a paragraph describing the things you do to keep your heart healthy; analysis: compare and contrast the lifestyles of a person with a healthy heart to a person with heart disease; synthesis: describe the journey of a blood cell through the arteries of an unhealthy heart; evaluation: evaluate a friend or relative’s lifestyle related to what you know about maintaining a healthy heart and make any recommendations for improvement. A Paziotopoulos & M Krull. RT (Apr. 04), 676.
Remedial. Teach students labeled “reluctant,” “alienated,” “disadvantaged,” etc. to learn how to learn. LR Johannessen. JAAL (May 04), 638-647.
The formula for writing nonfiction: 1. Tell them what you’re going to tell them; 2. Tell them; And 3. Tell them what you told them. D Greenburg. Wrt (June 04), 32.
Questions. Preparing students to read: Give students a question, the answer to which is hidden in the text, that contradicts their prior beliefs. VA Ciardiello. JAAL (Nov. 03), 228-239.
Ernest J. Boyer, president of the Carnegie Foundation for the Advancement of Teaching: “Around the fourth grade students stop asking ‘Why?’ and start asking ‘Is this on the test?’ We need to keep ‘Why?’ alive for our students. ” Inq. (Nov. 2, 95), W3.
The teacher should cease to accept the role of fact-peddler and become with the student an investigator, a questioner. C McKowen. EJ (Nov. 65), 702.
What was Marshall McLuhan’s contribution to education? Degree of involvement is key to how much we learn; inquiry is essential; exploration rather than instruction; need to be able to apply what is learned in activities outside of class. EJ (Jan. 93), 55.
Proverb: “I hear and I forget. I see and I remember. I do and I understand.” N Quisenberry & M Willis. LA (Sept. 75), 885.
One of the chief aids to learning is the sense of purpose. Highet, The Art of Teaching, 69.
Profile of eighteenth-century Mennonite school master Christopher Dock reveals that his methods were strikingly modern. He saw the need to motivate students to learn rather than to expect motivation and emphasized treating students as individuals. Inq. (Jan. 20, 96), CC6.
Lewis Perleman: Learning has to do with satisfying curiosity; education is being told things. Inq. (May 18, 95),G1/G6.
Motivation: That which gives both direction and intensity to human behavior. Frymier. EJ (May 69), 709.
Students need explicit demonstration of what good readers do while they read…. Struggling readers must come to know that their job is not just to answer questions, but also to ask them. This may necessitate pointing out that skilled readers question as they read as a way to monitor their understanding and that...raising questions aids comprehension. Ganske, et al. RT (Oct. 03), 123-124.
RT = Reading Teacher. Inq. = Philadelphia Inquirer. JAAL = Journal of Adolescent and Adult Literacy. Wrt = The Writer. EJ = English Journal.
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