Why are we doing this? Why do I have to learn this stuff? When am I ever going to use this in life? These questions are asked by both young and old students from about fourth grade through college. Until then it seems we are sure that the teacher has some purpose or reason for making us do this work. We never thought to question its validity. But here we are, now the prime age of 10 and are sure there is no point to what we are doing sitting here in this class.
On the flip side, there is the teacher. Assured in the fact that the reason for creating this huge amount of work for his/her students is commonly understood. The explanation is unnecessary because this is just “what we learn in fourth grade,” and so on. Through the book, Using Technology with Classroom Instruction that Works, I have come to find that explaining this to your students and being sure they understand the reason for the work is really the first step and is called “Setting Objectives.”
I am formulating a lesson plan that provides both a non-technology and technology component to help me understand the use of technology in the classroom. The four instructional strategies I have chosen to use come from the book referred to above and are as follows:
1. Identifying similarities and differences
2. Homework and practice
3. Nonlinguistic representation
4. Setting objectives and providing feedback.
I chose these four instructional strategies to address the four planning questions also identified in the book on page 10:
1. What will students learn?
I will have them answer a pre-assessment survey which will ask them questions about their current knowledge base and abilities. This is the process of setting objectives.
2. Which strategies will provide evidence of learning?
I will have them answer a post-assessment survey which will assess their standing knowledge and abilities on the same subject and ask them about their growth in the area.
3. Which strategies will help students acquire and integrate learning?
The use of non-linguistic representation will help them acquire skills in this area.
4. Which strategies will help students practice, review and apply learning?
Using homework and practice applying the skills of collage both traditionally and digitally will help reinforce their learning.
Although all these areas are important and essential for acquiring skills in new areas, my focus will be on the non-linguistic representation. Helping students understand and represent knowledge nonlinguistically is the most under-used instructional strategy (Marzano et al., 2001). [i] Since this is one of my strong points, I intend to use this method to bring new learning to these students.
[i] Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
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I couldnt agree more! You would not believe how the "adult" students I teach complain and ask these same questions, out loud of course, while disrupting the class focus. I always try to explain it is required or will protect them etc. I think using technology to change the learning process will help a lot. I really like your idea of using non-linguistic representation. It really seems to fit into your subject matter of Art. Your lesson plan is well put together also by answering what is learned, providing evidence of it, establishing the strategies associated with the lesson, and what reinforces the lesson. Good job!
ReplyDeleteWhy are we doing this? Why do I have to learn this stuff? When am I ever going to use this in life?
ReplyDeleteI face these questions every day. Early in Algebra 1 I relate the class to that of a carpentry class. I say that solving for x and exponent rules are like pounding nails into a board. I say we are gonna pound nails into a board for 72 minutes. We aren't going to build anything, but it is really important that we are good at pounding nails into wood.
It is also like the game tappers and listeners from Made to Stick. They played a game where someone tapped out a tune to a common song like happy birthday. The tapper couldn't believe the listener couldn't guess the song. But the tapper has the tune so it is easy for them. This has helped me in my teaching. Things I teach make sense to me because I know the tune. I have the map. I understand where we are and where we are going. When I am teaching I need to step back and share the "tune" with my students.