An important realization for me relates to daily objectives.  I can put part of the blame on pre-service, but my objectives have largely been content or outcome based.  I focus too much on the product at the expense of the process.  I see now that teaching to a content goal is actually a more difficult method to cover material.  With content there are different interpretations, pov’s, tools, basically a thousand ways to cover content, whereas a focus on thinking skills, such as drawing inferences, lets the learner create there own understanding of the content.

Heady stuff for most of us.

I see so many connections in what we have accomplished over the last four days and what I have explored this summer.  It echoes that change is needed in instructional delivery and not in the student’s attitude toward education.  It is a move to get teachers to teach the thinking and processing skills that will benefit students throughout their lives.  Finally, and if you buy into connectivism most importantly, the group made excellent connections to one another, to the information, and to the world of education.  The next logical step is to connect to and share this with the students. 

I am excited to see the potential of this cohort realized.  I believe it will be a positive change for all parties involved. 

Interactive Small Group vs. Co-op Group

Interactive small group gives a teacher the ability to pull a small group from the larger class and focus on their specific need.  The teacher may be stretching an advanced group or monitoring and catching-up students in need of help.  Using the previous comprehension strategies of making connections, asking questions, visualization, drawing inferences, determining important ideas and synthesizing information, interactive small group has three key elements:  Introduce Text, Reading Text, and Discussion of Text.         

ISM

Flexible

Based on need

Multiple issues can be addresses

Can be advancing or remedial

Teacher involvement or lead

Discussion/Reflection afterward

Co-op

Students driven

Usually single issue

Teachers give all groups equal attention

The word differnetiation is bantered about often, but you get a real sense of how these strategies help a teacher plan for that more effectively.  We all know that you cannot possibly be prepared for everything, but maybe by having tools like this in the bag, one could be comfortable with the unknown.

Looking back at the posts involved in this discussion I realize how difficult it must be to get a good grasp on 3 or 4 days worth of information.  I would be happy to continue the discussion and share what I’ve learned.  Feel free to leave a comment or your email.  If I don’t know the answer, I am sure I can connect you with someone who does.

I was pulled from the workshop several times today.  I was out a few times for a laptop and a projector having a fight and a few times for some administrative issues.  Sadly those interruptions lead to a lack of focus on today’s information and practice.  Never the less, I will push on like I know what I am talking about.  Just be aware that my understanding may not be as comprehensive as the others.

Today started with a review of instructional strategies by grouping and using interactive large group strategies to tell more about ourselves. 

Moving on, the main focus today was on comprehension strategies including:

Making Connections

Asking Questions

Visualization

Drawing Inferences

Determining Importance

Synthesizing Information

and Monitoring Comprehension

It is the opinion of the presenters that if you choose to focus on instructional and comprehension strategies that it would work best with a full district commitment.  That said, if you choose to change your own practice, I think a teacher could do worse than teaching reading comprehension skills to students.   The book recommended here is Strategies that Work by Stephanie Harvey and Anne Goudvis.  

After the instructors modeled large group interactive instruction, focusing on comprehension strategies, (Great method using enlarged text to focus attention where you want it) it was up to us to develop a lesson.  Pairing with a content partner we were to select a passage of text that may pose problems.  My partner and I chose a passage from Poe’s Cask of Amontillado.  Recognizing the descriptive language, we felt comfortable using Visualization as our strategy.   

For tomorrow our plan is increase compression by gaining a visual of what is happening.  We are going to question the student’s mental images and use pictures to identify complicated words or passages.  

I’ll let you know how it goes. 

The presenters used several, if not a dozen, strategies as we discussed what effective strategies we recognize or use.  Using posters and post-its, we organized and sorted the groups ideas of effective strategies in 5 categories. 

1.  Student Performance 

2.  Instructional Delivery 

3.  Environment 

4.  Grouping 

5.  Instructional Content

We were in large, small groups, and pairs to discuss.  We used compare/contrast putting our ideas against an “expert opinion.”  Then we ended using a matrix to identify the strategies and questioning techniques in a video lesson.

All in all, a good day of reflection and a good reminder of the vocabulary behind our practices.  It was clear at the conclusion of the day that objective focus and a variety of effective practices can most certainly increase engagement and retention.  (Especially in a group of teachers

It was a great deal in a short amount of time. I will try by the end of the week to post a list and maybe a break down of the strategies that we continue to use.  

Still keeping an open mind.

Check back, I’ll post.