We hope to use this thread as a way to record highlights from chapters that we will want to include in our lesson/presentation. Record any quotations, concepts, or examples.
This chapter is all about shifting power from the teacher to the students. It challenges the traditional IRE framework (teacher Initiates, students Respond, teacher Evaluates the response) by asking teachers to allow for students to initiate and change the way that students respond. Johnston suggests that what we want is “conversations, the (unspoken) premise of which is that the students are experienced thinkers who have something to say that is worth listening to” (54). Conversation suggestions— Summarize students extended responses Elicit student generated questions Silence or wait time Invite corrections Allow for other perspectives-even if they seem “far out there” Ask students to make their thought process transparent-how did you get there? Ask students for suggestions on how to solve a problem Check for agreement or disagreement Ask students to clarify conjecture or observation
Overall, help students to see that no authority is infallible and that their input is just as important and meaningful as the teachers. Value their contribution to feel that they also are knowledgeable members of the classroom.
This chapter is about how a teacher allows and helps a student to build a sense of agency within the classroom. I really liked this chapter.
I think if we build a sense of agency within out students they become more independent and will grow more within their education taking on their own self efficacy.
Using phrases such as "How did you figure that out?" (pg. 31), allows the students to see that they make their own choices in though process. That they may come to a conclusion differently than another student. That does not mean it is wrong, we can think critically differently.
I have this issue in social studies. I have student come to me from the elementary school very worried about getting the "right answer". If we can instill in them that the process is the most important part and that answers may be different and still right, this can help them with their sense of efficacy.
I really liked the teacher comment "What problems did you come across today?" This shows the student that, we expect them to hit road blocks. So much of this type of problem based teaching has been taken out of school, it is very important we start teaching students that you do not learn if you do not make a mistake. Building their confidence that failing is good (to a point!),and we learn from them can really build their confidence as a learner.
Again, process should be emphasized (p. 33) "How are you planning to go about this?" This question does not say "did you get the right answer?" It says, what is your process, how are you going to critically think about this problem.
Along with this is the comment (p.34), "What part are you sure about, and what part are you not so sure?" I think this is great! Again you are allowing the student to see wholes, or weaknesses to work on and telling them, it is OK if you do not get this right the first time.
By allowing students to really see their thought processes, you allow them to take on that agency for their education and become stronger learners and critical thinkers.
Chapter 6--Knowing This chapter is all about shifting power from the teacher to the students. It challenges the traditional IRE framework (teacher Initiates, students Respond, teacher Evaluates the response) by asking teachers to allow for students to initiate and change the way that students respond. Johnston suggests that what we want is “conversations, the (unspoken) premise of which is that the students are experienced thinkers who have something to say that is worth listening to” (54). Conversation suggestions— Summarize students extended responses Elicit student generated questions Silence or wait time Invite corrections Allow for other perspectives-even if they seem “far out there” Ask students to make their thought process transparent-how did you get there? Ask students for suggestions on how to solve a problem Check for agreement or disagreement Ask students to clarify conjecture or observation
Overall, help students to see that no authority is infallible and that their input is just as important and meaningful as the teachers. Value their contribution to feel that they also are knowledgeable members of the classroom.
Caitlin couldn't log in, here is her summary:
ReplyDeleteChapter 6--Knowing
This chapter is all about shifting power from the teacher to the students. It challenges the traditional IRE framework (teacher Initiates, students Respond, teacher Evaluates the response) by asking teachers to allow for students to initiate and change the way that students respond. Johnston suggests that what we want is “conversations, the (unspoken) premise of which is that the students are experienced thinkers who have something to say that is worth listening to” (54).
Conversation suggestions—
Summarize students extended responses
Elicit student generated questions
Silence or wait time
Invite corrections
Allow for other perspectives-even if they seem “far out there”
Ask students to make their thought process transparent-how did you get there?
Ask students for suggestions on how to solve a problem
Check for agreement or disagreement
Ask students to clarify conjecture or observation
Overall, help students to see that no authority is infallible and that their input is just as important and meaningful as the teachers. Value their contribution to feel that they also are knowledgeable members of the classroom.
Chapter 4:
ReplyDeleteThis chapter is about how a teacher allows and helps a student to build a sense of agency within the classroom. I really liked this chapter.
I think if we build a sense of agency within out students they become more independent and will grow more within their education taking on their own self efficacy.
Using phrases such as "How did you figure that out?" (pg. 31), allows the students to see that they make their own choices in though process. That they may come to a conclusion differently than another student. That does not mean it is wrong, we can think critically differently.
I have this issue in social studies. I have student come to me from the elementary school very worried about getting the "right answer". If we can instill in them that the process is the most important part and that answers may be different and still right, this can help them with their sense of efficacy.
I really liked the teacher comment "What problems did you come across today?" This shows the student that, we expect them to hit road blocks. So much of this type of problem based teaching has been taken out of school, it is very important we start teaching students that you do not learn if you do not make a mistake. Building their confidence that failing is good (to a point!),and we learn from them can really build their confidence as a learner.
Again, process should be emphasized (p. 33) "How are you planning to go about this?" This question does not say "did you get the right answer?" It says, what is your process, how are you going to critically think about this problem.
Along with this is the comment (p.34), "What part are you sure about, and what part are you not so sure?" I think this is great! Again you are allowing the student to see wholes, or weaknesses to work on and telling them, it is OK if you do not get this right the first time.
By allowing students to really see their thought processes, you allow them to take on that agency for their education and become stronger learners and critical thinkers.
This is what Caitlin couldn't Post
ReplyDeleteChapter 6--Knowing
This chapter is all about shifting power from the teacher to the students. It challenges the traditional IRE framework (teacher Initiates, students Respond, teacher Evaluates the response) by asking teachers to allow for students to initiate and change the way that students respond. Johnston suggests that what we want is “conversations, the (unspoken) premise of which is that the students are experienced thinkers who have something to say that is worth listening to” (54).
Conversation suggestions—
Summarize students extended responses
Elicit student generated questions
Silence or wait time
Invite corrections
Allow for other perspectives-even if they seem “far out there”
Ask students to make their thought process transparent-how did you get there?
Ask students for suggestions on how to solve a problem
Check for agreement or disagreement
Ask students to clarify conjecture or observation
Overall, help students to see that no authority is infallible and that their input is just as important and meaningful as the teachers. Value their contribution to feel that they also are knowledgeable members of the classroom.