Module 2: Summary

The videos in module 2 focused on differentiating instruction. The video listed several goals of differentiated instruction. Differentiated instruction helps all students become successful. Tomlinson referred to differentiated instruction as just a way to teach to make sure the students learn. Tomlinson suggested looking at the whole class first, and then focusing on the varied needs within the group. I use a strategy like this during my reading centers blocks. Students have work that they should be able to independently work on while I work with small groups or individuals on specifics skills.  

The PowerPoint in module 2 discussed how traditional learning techniques weren’t effective for all learners. We all learn different and tend to respond better to certain learning styles/techniques. I liked how the PowerPoint acknowledged how we use previous experiences to construct meaning during current learning. I have actually noticed myself using my previous teaching experiences frequently while learning during my mater’s courses. The PowerPoint also mentioned the role of technology in this learning process. I feel like technology is an important factor in today’s classrooms, and the use of technology will only continue to increase. Classroom instruction/learning today is more focused on creating students who can problem solve and apply concepts learned rather than just memorize information.   

The strategic reading PowerPoint emphasized the importance of establishing a purpose for reading. Students should know and understand the purpose of reading before any activities or assignments begin. Then, they need to be reminded of the purpose during reading. The PowerPoint also suggested tying motivation to the reading purpose. Motivating students and getting them eager to read helps set the stage for success. The importance of previewing the text was also mentioned which is something I have learned to do more as I have gained experience in teaching. I have also seen the benefit of rereading with my students, which was also mentioned. I encouraging my students to reread text, and I provide fluency passages to reread at home, and I stress the importance of rereading to my parents. I especially encourage those who struggle with reading to reread text.    

EDRD 7718

Module 1: Summary

Module 1 discussed how expository texts are harder for students to understand than narrative texts due to their structure. Expository text structures that should be taught are compare and contrast, problem and solution, descriptive, cause and effect, and sequence. The graphic organizers provided for each of these texts structures could be useful in the classroom. The completed example of each graphic organizer was a good source of information to see what could be expected once a graphic organizer was finished. Incorporating these sources into classroom instruction helps students learn to become successful, independent readers.

   

The video in module 1 provided example activities to do with struggling readers. These activities could be used at home with parents as well as in the classroom. I liked how the teacher in the video related the main idea of a story to an ice cream sundae. I think that comparison will help students understand what main idea really means. Just like you can’t have an ice cream sundae without ice cream, you can’t have a story without a main idea. 

In my experience with first and second graders I have found that they enjoy textbooks. They don’t have to do a lot of independent reading with them though. We read them in small groups or out loud in the whole group and discuss topics and words as we read. In my first grade science textbook I found that the average length of the sentences was 7 or 8 words. This textbook provides many photographs to support the text and keep students interested. The Vacca text offered some insight for things to consider when using textbooks in the classroom. For example, textbooks tend to skim the surface of major historical events; therefore it is beneficial to supplement lessons with trade books and other sources. Using a variety of text and supporting/guiding students throughout their reading in the primary grades will help them develop the reading skills necessary to be effective, independent readers later in school and life.