Module 5: Summary of Opitz Chapters 13 and 14

              Chapter 13 focuses on study skills. The key to performing well on tests is knowing how to study for them. Students must develop good study habits as well as a system that works well for them. The three steps to building good study habits are laid out on p. 317. Students must determine when and where to study and how much time to invest to studying. The SQ3R and PQ4R were techniques explained in the text designed to maximize studying. The scenario of Ms. Mills’ fourth-grade class on p. 323 was helpful. I agree that students need to be taught how to study or breakdown informational text into sections at an early age.  They also need to be taught how to monitor their progress and check for understanding while reading and studying. Answering questions is a way to self-assess what was just read. Many students also think once they complete the reading or the assignment that they are “done.” Reviewing what you have read/studied is also an important skills that must be taught because otherwise most students won’t engage in reviewing the information on their own. I teach my students to go back and review everything they have read or completed to refresh their memory of the most important parts or to check for mistakes in an assignment. When students review what they have read it increases their comprehension of the material. I really liked “Activity 2” on p. 325. I would be interested to see how my first graders would do in a concentration/listening activity like this one.  

Activity #2 p.335: Some teachers in your school system feel that elementary-grade children are too immature to learn study skill techniques. How would you convince these teachers that this is not so?

            Study skill techniques need to be taught at some point, so why not start in elementary school? Elementary school children may not be able to engage in all study skill techniques, but they can at least be introduced to the concept and start slowing understanding how to study effectively. Introducing these skills early will help set the stage for success later on. I definitely think 4^th and 5^th graders should be taught study skills and engage in techniques such as note taking to prepare them for middle school.  

  

            Chapter 14 focuses on parental involvement at school and at home. I would like to expose more parents to the research facts provided on p. 339. I think many parents believe that simply sending their child to school is enough, and they shouldn’t have to “teach” them at home. I believe many parents view learning as the teacher’s job and they shouldn’t have to be responsible for their child’s education. This type of attitude/view only creates a disadvantage for the child. I loved the quote on p. 340 of Ernest Boyer’s statement. He stated, “School is a partnership. If education is in trouble, it’s not the school that has failed. It’s the partnership that has failed.” It is so important for parents to understand this partnership and strive to actively participate in their child’s education. I try to stress this concept to my parents and provide them with numerous ways to assist with their child’s learning. Parent/teacher conferences are a great time to discuss these topics with parents and present ideas for them to use at home to promote their child’s learning. The one-on-one setting of a conference allows the parents an opportunity the ask questions, and it also allows the teacher to provide visuals and strategies specific to each child’s learning needs. Parental involvement is extremely important and this chapter provided helpful suggestions for involving parents both in and out of the school setting.    

Opitz, M., Rubin, D., & Erekson, J. (2011). Reading diagnosis and improvement: Assessment and instruction. (6^th ed.). Boston, MA: Pearson.