LL ED 400

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Miller Ch. 4

1. “Thinking about assessment up front - before designing specific lessons and activities - gets us away from ‘covering the curriculum’ with a bunch of set lessons and activities, and moves us toward more thoughtful, intentional teaching and moves children toward more thoughtful, focused learning. ... there’s purpose, motivation, and ownership in our daily work with children”

2. “we’re the ones who get to plan and decide how children will best get there”

3. “ But what will we do with all this great thinking? How can we ‘hold thinking’ - making it both permanent and visible?”

I like this picture, because it reminds me of a brain. I also like that both the start and finish are in the center, just mirrored. I think that this goes along with the quotes because in the classroom we need to keep both the start and the finish in mind while planning lessons. The state and district will dictate the information that needs to be taught, much like the different tunnels in the maze, but the teachers have the opportunity to find the route to the end of the year. The teachers need to be aware of the standards that need to be addressed and how to teach them in a way that is meaningful to the students. Not just a tunnel leading to nowhere. 

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Miller Ch. 6

1. “Experience tells me that the answers to children’s questions about stories like this one are not likely to be found in the text. Nor will they be easy to infer.”

2. “So what do we do when children... are so enamored with a text that they just can’t seem to let it go? I empower them to hang on and hold tight. Why? Because it is in their best interests! ... take advantage of situations like these ... It’s really all about balance, and knowing kids well.” 

3. “it’s the process of children working together to actively construct meaning for themselves that is key. ... there usually isn't just one right answer ... Resist the temptation to jump in and lead the kids to what you believe”

There are always situations where children need open discussions about a text to answer any questions, but other times they will need more. They will need the opportunity to find the answers themselves and use life experiences to do so. They need to find their ‘own unique explanations, or interpretations. The picture is from my brother, Finn, in the cockpit of an airplane. He has read about planes and been on a few, this experience allowed him the opportunity to see firsthand what it takes to fly a plane and what it all looks like from the eyes of the pilot.

When any person finds something they are interested in, being forced to stop never feels good. Why tell children to stop reading or talking about a text that they enjoy? The children can learn more enthusiastically when they are involved with their interests. Having the children continue to always read texts or do work relating to uncommon interests doesn't always allow for a full potential of understanding.

Children have a different perspective than adults on most things in life. They do not have all the life experiences of a teacher, therefore not all the knowledge base. When children can pull together their experiences they double the understanding and knowledge base. It may take longer to figure out the ‘one answer’ you are looking for, but they could find that the ‘one answer’ is not the only answer or that there are many paths to reach that same understanding. 

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Miller Ch 2 and Cambourne

1. “Learning is essentially a process of habit formation” -Cambourne

2. “I want children to know that smart is something you get, and that through hard work, effort, and determination, they can accomplish their goals” -Reading with Meaning p. 29

3. “I want children to understand that learning is for always - it’s ongoing, lifelong, and vital” -Reading with Meaning p. 29

These quotes grabbed my attention because in the teaching profession it is a course of lifelong learning and expansion of understanding or knowledge. The idea to remain current in new information is a day to day necessity. For many years it was taught that our universe had 9 planets. One day scientists believed that Pluto is just one of Neptune’s moons. Now, Pluto has been reinstated as a planet and our knowledge of the universe keeps growing. As we set foundations to learn and make good habits to reach our goals we will have a passion for learning that will last. While we are filled with passion to learn, we can model good habits for our students to pass on the desire and need to keep learning.

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Newkirk and McLure

1. “while there may be situational reasons for pressing children to speak relevantly and to the point, there are developmental and cultural reasons why it may be difficult for children to meet such expectations”

2. “we find it unpleasant to talk to people who must be immediately get down to business, who resist any deviation, who always talk as if they are double-parked” 

3. “a turn does not permanently fix in place the topic (or even the general theme) to be discussed”

I have a special interest in communication and students learning in an environment where communication is foundation of learning. These quotes relate to the classroom discussion. The discussion does not always stay on topic and will go in many different directions. The children need to have the freedom to direct the conversation in their own natural way to deepen their understanding of the information discussed in school. 

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Reading Response

-At least 3 quotes from readings 

-What quote means to me -- connect to other readings -- educational and personal experiences -- class discussions -- contextualize quotes based on contemporary “happenings” in education according to media sources -- implications for educational field -- address issues of bias, discrimination and educational inequilties

Your themes should include:

·      Pre-K & Elementary Reading, Writing, and Literacy curriculum

·      Defining reading

·      Important considerations for pre-K & elementary reading, writing, and literacy curriculum

·      What “good” pre-K & elementary reading, writing, and literacy curriculum looks like.

·     Designing and implementing pre-K & elementary reading, writing, and literacy curricula.

·      Understandings about diversity in teaching and planning curriculum.