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Post by rachelwarzala on Sept 27, 2012 12:23:28 GMT -5
Reading:
Technique 17: Ratio (p. 92-97)
Discussion Questions:
1. Consider the continuum that spans from more teacher-centered to more student-centered. As an educator, which end of the continuum does your class fall on? What opportunities would you like to explore in order to extend student-centered thinking in your classroom?
Note: While it isn't required to answer this discussion question, the chapter on Technique 18: Checking for Understanding (p. 97-104) is very instructive if you are having difficulty guaging student knowledge in your classroom. I would highly recommend it.
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Post by mike on Oct 2, 2012 12:09:30 GMT -5
I would have to say my class is far to slanted to the teacher centered continuum. I find it difficult to get anything out of my students for the most part. Their answers to questions are usually superficial at best so it makes it difficult to let them run with topical conversations. I have been getting better at keeping things moving and like the idea of checking for understanding. I recently gave a test and a few students did really well, but most of them tanked on it.
I'd like to be able to introduce a topic and let the students run with it. I need to find something that interests them. I'm experimenting with different formats, but can't seem to get past the "bad eggs" who make it uncool to do work. I like the "At Bats" technique from page 106. As a sports fan I've read that it takes 10,000 hours on average to become a professional at something. AT Bats is all about repetition. If the basics are sound practice will make perfect.
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Post by Andrea Goodman on Oct 2, 2012 13:39:51 GMT -5
The "Ratio" Technique 17 can be effective. However, it is important to guide students learning and set them up for this learning environment. When the "Ratio" technique has been demonstrated and modeled it works well. As far as calling on students and asking Bloom's questions, it works out well if you have all the students' name writtten on a pop sickle stick, place the names in a cup and then pull out randomly student name to answer a question. The instructor/facilitator should require everyone to be prepared for discussion. The students would not know who's name is going to be called, but the are forewarned to be prepared to respond in the discussion. This is also a great lead in to discussing and demonstrating student lead questions and responses. Again, it must he modeled and practiced so that the students have a clear understanding of what his/her responsibilities are in the discussion.
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Post by jabbaleo on Oct 3, 2012 6:46:41 GMT -5
I believe that my class leans in favor of student centered continuum. However, this did not happen over night. After teaching a few years, you are able to refine lessons, understand your students better, and know what works and does not work. Once you have mastered your content, your students will be able to become more involved in the lessons. History can be very dry, especially if I stood at the front of the room and lectured for 80 mins. I try and run my class as any college based seminar class would be run. My classes are developed to lean on student interaction and their ability to discuss a topic. Comparing much of history to things that are relevant today is also a huge help. Being able to make these comparisons makes it easier for me to discuss topics in history.
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Post by rwaithaka on Oct 3, 2012 13:13:36 GMT -5
Most of my students seem to have a Math phobia and a lot of them luck the necessary pre-requisite skills to execute tasks without help. This situation forces me to be more inclined towards the teacher centered continuum. I have tried the student centered continuum without much success. Whenever I challenge the students to move the wheel, they get frustrated and normally don’t do much.
I however, ask a lot of whys and hows with a hope that with time, the students will be confident enough to carry a discussion without much of my interventions. I think the idea of asking students to complete particular sentences or questions as the instructions are given is a great one. This, in my view would increase participation and alertness in class. The students will also gain confidence to challenge each other on content knowledge. Maintaining rigor and repetition is, to me, the most important tool towards mastery.
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Post by smorant on Oct 3, 2012 20:48:18 GMT -5
Student centered classrooms; I believe is a key factor to success when working towards positive gains in student achievement. Observing students lead content specific discussions in the classroom is a beautiful thing to observe. I had the pleasure of observing Justin's class on Monday where the entire class was analyzing the play Dr.Faus and making phenomenal inferences about the text. Justin essentially was leading the class interpreting the text however students were responding to each other and asking each other questions about the reading.
I encourage you all to work towards student centered discussions and lessons in your classroom. It takes time to establish these routines and rituals but the rewards in your classroom are extremely beneficial.
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Post by rlwilm on Oct 4, 2012 6:32:18 GMT -5
I currently push into other classes, but when working with my students I try to keep it as student centered as possible. I don’t believe in just telling them the material I think it is important to guide them down a path in which they are able to locate the information on their own. Last year, when I was teaching History I liked to do a lot of project based learning and WebQuests. I spend a class period introducing new material and the general concept they were going to be learning about. I would then give the students a project and allowed them to search for the information necessary. I find the students become more invested in the material when the class is designed this way as opposed to a teacher-centered classroom.
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Post by tjtiseo on Oct 4, 2012 6:37:13 GMT -5
Reading:
Technique 17: Ratio (p. 92-97)
Discussion Questions:
1. Consider the continuum that spans from more teacher-centered to more student-centered. As an educator, which end of the continuum does your class fall on? What opportunities would you like to explore in order to extend student-centered thinking in your classroom?
As a person that is still new to teaching, I know I have a tendency to have a more teacher driven classroom. But lately I have been trying to incorporate techniques like “half statement” and “supporting evidence”. Both of these have been working well, and seem to engage the student more often. Eventually I believe this will create a student driven classroom.
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Post by j1devoe on Oct 4, 2012 12:49:04 GMT -5
My class is so student centered these days I feel as though sometimes I don't even have to be there. My fifth block reads and reviews by themselves...they even teach other students that were absent and review notes as well as synthesize questions for each other.
Besides some out loud reading in my block one class, the students hold their own discussion on the play we are reading. They ask each other questions, formulate questions to me, and pick their own parts for the play to reflect on. The quality is reflected on the grades. These classes are showing the highest retention and interaction which makes my job a bit easier and totally rewarding.
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