Blog #7 Chapters 12-15
After skimming Chapters 12-15 in the text (focuses on interventions), write a short paragraph/blog about how each chapter can/should help you with this
unit plan…be specific but brief! Post by Sun. Jan 8th and respond by Tues.
Jan. 10th
Chapter 12 can help me with the unit plan because in this chapter, it gives really great ways to accommodate for students and still be able to teach the rest of the students well. It shows good ways to structure an outline. Chapter 13 can help because it tells how some students that do not have social skills can learn to pick up on some of the things the other kids are doing or some games that can help them learn to develop social skills. So knowing how to incorporate things like role playing and telling the students exactly what to do in a lesson will help. Chapter 14 will help make the outline because it tells us that we need to be constant in what method of punishing that we do as teacher, so set time limits on assignments, test or free time that they get. Chapter 15 is all about organizations and time management. On our plans we can set certain times and have everything already organized so the students know what they are doing. With no organization as a teacher, the students will not have any either. Having a well put together outline will help not only you as a teacher, but the students as well.
ReplyDeleteI really agree with you when you said chapter 12 could help with an outline. It did for sure! I think that chapter 13 was the most important chapter out of the 4 and like you said it was very good on talking about students with poor social skills and how we can help develop them.
DeleteI really like your point about Chapter 15 that if we don't have organization as teachers, then our students won't either. The saying of "failing to plan is a plan to fail", is so true no matter what aspect. I think we need to really stress that to students. Goal setting is important and identifying the steps to achieve those goals is even more important no matter what type of learner.
DeleteChapter 12: This chapter could help with the unit because of the idea it has about having students set goals and plans. When I do the big project at the end of the unit I can have the students set a plan for completing the project so that they are doing a little each night at home. Chapter 13: This chapter talked about how kids can adapt socially and how they can learn from watching what other kids do. Being very specific will be important when teaching this lesson and giving instruction so the students know what they are doing and set good examples and can help the other students during the lessons. Chapter 14: Will help create the rubric and timeline of events for the unit. It talks about punishment, so not finishing things on time, not having a good project that follows the rubric ,and setting dates for the students to complete things but also reinforcing the good behavior. Chapter 15: This chapter was a good reminder of how to help students with their time management and how to stay organized. Always, through the lesson, reminding kids when their homework is due and how to study the material outside of class so that they know it, this chapter was good at talking about that and what we can do as teachers.
ReplyDeleteI do agree with you, that when the students are doing their final project that they can set up a plan, and have something to do every night, but really less in the long run because they are not doing everything in one day. Also, I really like how you said in chapter 15 that we can help them with time management, just telling them when things are due and how to help them study outside of the classroom. I think overall that these chapters really helped me plan out my topic and help put my final project rubric together.
DeleteI liked how you brought out that in Chapter 14 when it speaks of behavior it speaks of punishments as well. Students need to know there is a consequence. You also mentioned reinforcing the good behavior. Consequences can go both ways. It can be good or bad. Students knowing this is important. They have choice with their actions. Holding true to those consequences are important. I think sometimes we don't enforce the bad consequences (like maybe not counting a student tardy when you know they will get ISS if they have one more tardy). There is a reason for the consequences so we should follow through with them.
DeleteChapter 12 addresses primarily the importance of goal setting and breaking a project into smaller parts. It reminded me a lot of the saying, "How do you eat an elephant? One bite at a time." Incorporating this into the classroom for diverse learners should be easy as really all learners benefit from this. This is the essential skill needed for project management which is so sought after in the workplace today. For some students their goals may be the tasks it takes to get to school and for others it may be coordinating a 5k race to raise money for a charity. The processes are still the same regardless of the goal. Utilizing this in our DLU to break a big project into smaller pieces will help all learners. Chapter 13 addresses self confidence both the progression as children age and the areas people hold views of self confidence. The areas are separated into cognitive (academics), physical (sports), and social (friendships). Knowing this information is extremely important for diverse learners. Some learners may not be able to separate the areas of self-confidence for instance, thinking if they are bad a physical tasks, then they can not do academic tasks either. Having confidence to perform tasks allows the students to grow as learners and self-reflect. Chapter 14 discusses behavior and discipline. It speaks specifically of the need for structure. Structure includes boundaries, rules, consequences, routines, limits, and tasks for students to do. If there is no structure, then scientifically speaking there is chaos. I believe that holds true in the classroom too. As adults, we need to be role models in this area. This is important for diverse learners. Just because someone learns differently than others or has an impairment does not give them permission to misbehave. They may have different components to the structure but they need it just as much. Some disabilities call for more structure even than someone without impairments. This should be addressed by the teacher and can be useful in our DLU. For instance, a diabetic may need accommodations to eat at particular times. This requires structure of routine for both the teacher and student. Chapter 15 speaks of guidelines regarding homework, studying, and organizational skills. Regardless of what type of learner they are they will need these skills as they mature. Even if they are seniors in high school. They are about to enter the real world, they need to learn how to learn so they can master just the basic requirements of adulthood and being organized will help. Including these skills in our DLU is vital. This chapter gave numerous ideas of studying methods. Incorporating some of these in the unit and just even knowing alternative methods to suggest to students, will help all diverse learners.
ReplyDeleteI like how you said chapter 12 reminded you of the question, "How do you eat an elephant? One bite at a time". That is such a good way of putting it. For the students to be able to break things down and learn what they need to is such an important part of what will be our jobs, making them understand what we are saying. Like you said for chapter 15, I do think no matter what kind of learner you are, you need to be organized and prepare for the real world. Like you said, even if they are seniors in high school and think they know everything, they don't. Being organized is such a vital thing in today's world.
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