After reading the first two chapters of "One to One," what ideas stood out to you? What ideas will impact your planning for the fall?
3 comments:
Anonymous
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After reading chapters one and two, I was impressed with how the authors sequenced in very concrete steps, the conference process. For me, this has always been the 'weak link' in my teaching. Thinking about the 4 steps-research, decide, teach, and link- will help me focus my instruction.
Another thought was how systematically they implemented 'positive reinforcement'; pairing specific praise when expected behaviors/skills were demonstrated. I automatically do this for classroom management and will concentrate in the fall in using this technique more systematically during writing. I also like how the authors divided the teaching step into 4 types: demo, guided practice, tell/show, inquiry.
I really appreciated how Lucy, Amanda, and Zoe provided specific words for teachers to use we confer with students. They provide US with the scaffolding we need to make sure that the students are truly aware of what they're working on as writers. I'm guessing that initialy, our students may not be able to articulate their writing goals, so the authors tell us to name what the child is doing "I can tell that you are....". For students who are able to tell us what they're doing, the authors encourage teachers to check to see if the children have a full understanding by asking "Can you show me?".
I can see how this book will be really handy next fall as we actually start to refine our conferences with kids. Once we see how the children respond to our questioning, we'll return to this book again and again to see what we should say next to raise the level of interaction.
Chapter 3 Record Keeping I would like to confer with another teacher (first/second grade) who has more experience in record keeping, drawing on the suggestions in chapter 3. Having fewer students in the LS room, this should be a snap-but I frequently forget about my students’ writing needs, developmentally speaking, and instead focus on them achieving their IEP goals and scoring ‘proficient’ on their writing assessments. I think by being more systematic in using something like the ‘assessment checklist’ on page 39, it will help me concentrate on what’s important in helping my student’s become independent writers, instead of proficient at writing to a prompt. Chapter 4 Research I can’t help but keep going back to chapter 2, Management. I have never had difficulty in keeping students ‘busy’, but there is always at least 1 student who continues to need: ‘one to one assistance for every step in the writing process’, even at the end of third grade. My goal this year, is to find a writing strength in each of my students and utilize them as role models/demonstrators. I want to take the time to observe each student writing before ‘jumping in’. I like the idea of making a ‘cheat sheet’ for me to use when asking questions. Has anyone done this? Chapter 5 Decision Phase This is where I feel I need to ‘be there’, and practice…. I’ve never had difficulty recognizing and being able to offer specific praise for good writing techniques….My problem has been taking over the writing process and demonstrating what I want//OR// asking leading questions that take the student where I want him/her to be. I think it would be helpful for me to view the DVD
3 comments:
After reading chapters one and two, I was impressed with how the authors sequenced in very concrete steps, the conference process.
For me, this has always been the 'weak link' in my teaching. Thinking about the 4 steps-research, decide, teach, and link- will help me focus my instruction.
Another thought was how systematically they implemented 'positive reinforcement'; pairing specific praise when expected behaviors/skills were demonstrated. I automatically do this for classroom management and will concentrate in the fall in using this technique more systematically during writing.
I also like how the authors divided the teaching step into 4 types: demo, guided practice, tell/show, inquiry.
I really appreciated how Lucy, Amanda, and Zoe provided specific words for teachers to use we confer with students. They provide US with the scaffolding we need to make sure that the students are truly aware of what they're working on as writers. I'm guessing that initialy, our students may not be able to articulate their writing goals, so the authors tell us to name what the child is doing "I can tell that you are....". For students who are able to tell us what they're doing, the authors encourage teachers to check to see if the children have a full understanding by asking "Can you show me?".
I can see how this book will be really handy next fall as we actually start to refine our conferences with kids. Once we see how the children respond to our questioning, we'll return to this book again and again to see what we should say next to raise the level of interaction.
Chapter 3 Record Keeping I would like to confer with another teacher (first/second grade) who has more experience in record keeping, drawing on the suggestions in chapter 3. Having fewer students in the LS room, this should be a snap-but I frequently forget about my students’ writing needs, developmentally speaking, and instead focus on them achieving their IEP goals and scoring ‘proficient’ on their writing assessments. I think by being more systematic in using something like the ‘assessment checklist’ on page 39, it will help me concentrate on what’s important in helping my student’s become independent writers, instead of proficient at writing to a prompt.
Chapter 4 Research
I can’t help but keep going back to chapter 2, Management. I have never had difficulty in keeping students ‘busy’, but there is always at least 1 student who continues to need: ‘one to one assistance for every step in the writing process’, even at the end of third grade. My goal this year, is to find a writing strength in each of my students and utilize them as role models/demonstrators. I want to take the time to observe each student writing before ‘jumping in’. I like the idea of making a ‘cheat sheet’ for me to use when asking questions. Has anyone done this?
Chapter 5 Decision Phase
This is where I feel I need to ‘be there’, and practice…. I’ve never had difficulty recognizing and being able to offer specific praise for good writing techniques….My problem has been taking over the writing process and demonstrating what I want//OR// asking leading questions that take the student where I want him/her to be. I think it would be helpful for me to view the DVD
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