M5 Reflection

Fox, E. & Alexander, P. A. (2017). Learning to read. In Mayer, R. E.  & Alexander, P. A.

Handbook of research on learning and instruction (2nd ed.), pp. 8-32. New York:

Routledge.


Main Points:
1. Through a developmental lens, reading is behavior as opposed to a skill or process. 
2. Research from the past 10 years fits within the framework of six broad principles by Gray (1951).
3. These principles are "recognition of the changing role of reading as communication practices evolve; broadening the concept of reading beyond word recognition; an acknowledgment that growth in reading continues throughout the lifespan; consideration of students' developing interests and needs; instruction in domain-specific reading practices; and attention to reader's individual differences" (p. 9).
4. More research and longitudinal studies should be conducted to better understand what children are learning about their reading as they continue through the learning process over the course of their education. 
5. Learners matter, and we must pay attention to who are learners are, what there unique interests and abilities are, and what they think and feel about learning. 

Discussion:

Focusing on reading as behavior that continually develops over a lifetime depending on context and purpose lends practical implications for classroom and school-level practices. I believe that many of these principles and findings relate to challenges I've had in my research unit, as well as to successes I have had building rapport and engaging students in reading when I offer choice and peer collaboration and discussion on a regular basis. The concluding paragraph about knowing out students and not losing sight of the importance and power of reading really motivated me to reconsider each and every intentional and nonintentional decision I make surrounding reading in my classroom. I feel like this would be powerful for students to understand as well, as they are lifelong learners themselves and consistently want to know and take interest in why we do the tasks assigned.


Comments

Post a Comment

Popular posts from this blog

Module 1 Reflection

Darling-Hammond, L., Rosso, J., Austin, K., Orcutt, S., & Martin, D. (2014). Session 1: How people learn: Introduction to learning theory. The Learning Classroom: Theory Into Practice. Annenberg Learner website, www. Learner.org/courses/learningclassroom/session_overviews/intro_home1. Html Main Points: 1. Learning is a continual and complex process, the heart of which is essential to the art of teaching.  2. Four major areas that impact learning are the learner, the environment, the process of teaching and learning, and the interactions of those factors which impact motivation. 3. It is imperative to understanding multiple intelligences of children as well as development.  4. Feelings, culture, and social aspects play important roles in the classroom learning environment.  5. The central ideas important to the process of learning are cognitive apprenticeship, metacognition, and transfer 6. Teaching requires constant reflection and adjustments on the part of the ...
Read more

Module 2 Reflection

Bernard, S. (2010). Neuroplasticity: learning physically changes the brain. Edutopia. Retrieved from https://www.edutopia.org/neuroscience-brain-based-learning-neuroplasticity Main Points: 1. Brains grow and change at any age, adapting to their environments. 2. Repetitive practice or access activates, organizes, and strengthens neural pathways and connections. 3. Neural pathways that aren't used are "pruned" or eliminated. 4. Making students aware of neuroplasticity positively impacts student achievement. 5. Ways to incorporate in the classroom: repetition, contextualize new information to tap into existing pathways, and teach students about how they can change their brains. Discussion: In my experience teaching high school, when students learn about neuroplasticity, it helps to encourage them to try to learn new things. Students feel less defeated, and more engaged in learning when I tell them about the relevance of our work. It also helps to support why we review and re...
Read more

M4 Reflection

Hammond, Z. (2015). Culturally responsive teaching & the brain: promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks: CA: Corwin. Main Points: 1. S chool systems write off the “culture of poverty,” which further perpetuates the achievement gap. 2. Educator l abels and create a “pedagogy of poverty” which dumbs down the cognitive skills, rigor, and engaging work, by underestimating what our “labeled” children are capable of. 3. A growth mindset would foster resilience in our students and can be accomplished through the vehicle of culturally responsive teaching. 4.  The singling out of children, even with the best of intentions, causes them to feel as though they do not belong, and students will, therefore, withdraw from the learning community, perpetuating gaps and stereotypes. 5. T he brain, and especially the amygdala and neocortex, play crucial parts in the detection and minimizing of social and physical threats.   ...
Read more