Instructor asks...
Will you Mr. Terrill Story, take this student (and every student in the future) to be your lawful wedded student, to teach reading in the content area you have so chosen, or will chose in the future, to create an atmosphere where the student first feels accepted for who he/she is currently, a place where the student feels safe to explore who they want to become, a place where mistakes can be made and learn from them, a place where you are open to discovering new things, even if they are not on the agenda for the day, a place where you can be vulnerable and realize that even adults don't have all the answers and are still learning, a place to celebrate and grow in life and the educational process?
If you so accept this challenge, answer by saying, "I do."
Terrill says...
I DO!
______________________________________________
I have thoroughly enjoyed this class and the challenges tossed my way. I was apprehensive in the beginning, because like most people, I don't have room for one more thing on my plate. I like to eat when I am at the table, so a full plate is common for me. The "virtual" part of this class has allowed me the ability to fit it into my schedule no matter where I was located, hence at one point I was in Kansas, Colorado, and at the hospital with my son (but chose not to log in - thanks Dr. Steffes). There are some really great tools that were added to my toolbox from this class. Dr. Steffes helped tremendously in utilizing those during our class time. I am a visual and hands on learner, so as we reflected on the content in our reading material, and she applied it to the actual classroom (even virtually) it helped solidify several of the things I hope to implement as I am given the great opportunity to help encourage and educate the current and future students coming my way. I already love to read and my three children are readers. Hopefully that's one thing as a parent I did correctly. I read to them a lot! The day each of them individually chose to read the book "by themselves" was a great celebration - because they could do it, but also a sad day for me - because I loved reading to them. My heart is warmed when one of them will refer back to a series of books, or a specific book that we have read together. The BFG is one of those we read, and my daughter recently discoverd that they are making a movie out of it. She said, "Dad, remember when you read those to me? We have to go see the movie together!" (OF COURSE I SAID YES!) I realize however, that every child has not been read to, or like reading. Every child has not had a good experience with books or education. There are many reasons for that. (a different blog) We are then left with the challenge to work around or through that reading content with them. We have to discover how to "awaken" their minds to "engage" in the process, while also keeping the "readers" alive. This course Teaching Reading has helped me discover a few things to hopefully crack open a tiny little space that will open up for some new ideas or concepts to seep into that lovely soul.
Thanks for walking this journey with me. Blessings to your journey!
-Terrill
Saturday, December 12, 2015
Assessment Reflection
Assessments, Assessment, Assessment...Testing, Testing, Testing...Stressing, Stressing, Stressing!
Okay so it is probably a necessary evil, but I remember "back-in-the-day" when Achievement Tests were given in my school, I so despised those days. Number 2 pencils sharpened, palms sweating, loss of sleep due to worry, fidgeting in my seat, stomach growling from hunger or something else, always needing to go to the bathroom at the most inconvenient time, brain racing through all the subject material that I was supposed to know, and feeling like scrambled eggs! Yeah...I probably have a little test anxiety, but there is a sneak peak into a little bit of my wounded past. Hooray! I live on.
I do see a lot of the same symptoms in several students that are either preparing or taking these assessment exams. I know it exists. I also realize that all assessments are not as grueling as I have painted, and that not all students experience the anxiety I just described, but it is present and I know it affects the outcomes.
A few things I did take away from Ruddell, Chapter 9 reading...
...good standards-based reform can happen only when we (1) develop worthy standards, (2) teach the way children learn, and (3) assess to inform and support learning. (p.333)
Principles of Assessment / Assessment should...
1. Focus on learning
2. Be equitable
3. Be congruent with the aims of the system, school, and curriculum
4. Recognize the limitations of assessment methods
5. Reduce competition and increase cooperation in the classroom
6. Include participation by students
7. Include consistent and meaningful reporting
Observation as an Assessment Tool
Observation is probably the single most useful means available for getting information about students' reading and writing abilities (or any other abilities, for that matter).
Structured vs. Unstructured
Structured - the clearly defined times when you are looking for specified information.
Unstructured - the times when you are open to any information that may come your way.
Generally, structured observation yields more systematic information but unstructured observation may be equally productive - we often learn the most important things about students when we least expect to. (p.347)
Wednesday, December 9, 2015
Going with the FLOW...Last Week Reflection
Well here I am on class day realizing I did the BioPoem, but forgot to comment on the wonderful class session we had.
Jumping into the comments, here we go!!!
FLOW... (p.240, Ruddell) Fully engaged in the lesson or activity that is taking place. Being in the "groove" and lost in space and time. Focused and present in the moment. Shutting out all outside activities and potential distractions. Active in the process.
This flow process is what every teacher desires to have happen in their class. Building on the students strengths and interests is key to making this dream a reality. We have to REALY know something about our students in order for this process to work.
The applications we used in class was really helpful for me to "see it in action."
TPRC - Think Predict Read Connect
I loved hearing the different things that were prompted from the first process of thinking about "Climate Change." It was cool to see how many of the words we started with really did make a connection to the article we read. I felt like I truly had a better grasp overall of the article because I was already thinking about the topic before I even knew what I was going to read. A strange connection that I made with this process was how in the winter, it is really important and nice to start the car a few minutes before you take off driving. This process allows the engine to warm up, the frost on the windows to clear, the heat in the car to be more comfortable, and the seats to warm up, if you have one of those. Either way, it seems to make the journey more enjoyable for everyone.
VSS - Vocabulary Self-Collection Strategy
My words from the article...warming planet, World Bank, prosperity scenario, poverty scenario, CO2 emissions...
GMA - Group Mapping Activity
Drawing from memory all the things we discussed in a bubble map. This was a nice process to reinforce the things we discussed.
Some other things shared...by Stacy I think...
CSI - (Color, Symbol, Image) from "Make Thinking Visible"
Cornell Notes
Tug-of-War
There were 3 amazing lesson plans from 3 wonderful people.
Jumping into the comments, here we go!!!
FLOW... (p.240, Ruddell) Fully engaged in the lesson or activity that is taking place. Being in the "groove" and lost in space and time. Focused and present in the moment. Shutting out all outside activities and potential distractions. Active in the process.
This flow process is what every teacher desires to have happen in their class. Building on the students strengths and interests is key to making this dream a reality. We have to REALY know something about our students in order for this process to work.
The applications we used in class was really helpful for me to "see it in action."
TPRC - Think Predict Read Connect
I loved hearing the different things that were prompted from the first process of thinking about "Climate Change." It was cool to see how many of the words we started with really did make a connection to the article we read. I felt like I truly had a better grasp overall of the article because I was already thinking about the topic before I even knew what I was going to read. A strange connection that I made with this process was how in the winter, it is really important and nice to start the car a few minutes before you take off driving. This process allows the engine to warm up, the frost on the windows to clear, the heat in the car to be more comfortable, and the seats to warm up, if you have one of those. Either way, it seems to make the journey more enjoyable for everyone.
VSS - Vocabulary Self-Collection Strategy
My words from the article...warming planet, World Bank, prosperity scenario, poverty scenario, CO2 emissions...
GMA - Group Mapping Activity
Drawing from memory all the things we discussed in a bubble map. This was a nice process to reinforce the things we discussed.
Some other things shared...by Stacy I think...
CSI - (Color, Symbol, Image) from "Make Thinking Visible"
Cornell Notes
Tug-of-War
There were 3 amazing lesson plans from 3 wonderful people.
Thursday, December 3, 2015
StoryBioPoem
BioPoem / Terrill Story
Terrill
Energetic, optimistic, encouraging, weird
Son of Kenny, husband of Tamara, father of Hayden, Hunter, and Halee
Lover of warm sunny beaches, cool snowy mountain ridges, and exhilarating bike rides
Who feels that everyone deserves a chance, deserves grace, and deserves love
Who fears rejection, failure, and not fulfilling his real purpose in life
Who established a volunteer program for youth, who renovated a home, who has changed
Who would like to see the Grand Canyon, and sail in the ocean breeze
Arrived in Birch Tree, Missouri a “few years” prior, and eventually journeyed to St. James, Missouri to raise a lovely family
StoryTuesday, December 1, 2015
Krashen and Cummins Homework
I reviewed Chapter 2 pages 41-43 regarding 1) The Input Hypothesis, 2) The Affective Filter Hypothesis, 3) Cognitive Demand/Contextual Support.
1) The Input Hypothesis
- Learning just a little more beyond our current level of competence
- Adding to our ability by understanding the content of the communication and acquire more
as we "understand" the meaning and context
- Less about the structure, more about absorbing an understanding
2) Affective Filter Hypothesis
- Mental blocks - anxiety, lack of motivation, lack of self-confidence
- Open for learning when we feel comfortable and safe
- Open for learning when we see ourselves as capable learners
- "People acquire second languages when they obtain comprehensible input and when their
affective filters are low enough to allow the input in." - Ruddell, page 43
3) Cummins - Cognitive Demand/Contextual Support
Context Embedded
- easy negotiated messages (social conversations, friends talking, famous books re-read)
Context Reduced
- rely on previous knowledge (classrooms, new vocab, writing reports, informational text)
Cognitively Undemanding
- lots of given background information, redundancy, repeated scenarios and outcomes
Cognitively Demanding
- learning new concepts, abstract information
1) The Input Hypothesis
- Learning just a little more beyond our current level of competence
- Adding to our ability by understanding the content of the communication and acquire more
as we "understand" the meaning and context
- Less about the structure, more about absorbing an understanding
2) Affective Filter Hypothesis
- Mental blocks - anxiety, lack of motivation, lack of self-confidence
- Open for learning when we feel comfortable and safe
- Open for learning when we see ourselves as capable learners
- "People acquire second languages when they obtain comprehensible input and when their
affective filters are low enough to allow the input in." - Ruddell, page 43
3) Cummins - Cognitive Demand/Contextual Support
Context Embedded
- easy negotiated messages (social conversations, friends talking, famous books re-read)
Context Reduced
- rely on previous knowledge (classrooms, new vocab, writing reports, informational text)
Cognitively Undemanding
- lots of given background information, redundancy, repeated scenarios and outcomes
Cognitively Demanding
- learning new concepts, abstract information
to P-O-R-T, or not to P-O-R-T
Okay so...I was totally thinking I would be dePORTed when I saw the email to check in for Wednesday's session. Why? Because it was Tuesday of the following week. Prior to that I was so excited that I had read the chapters, and started my lesson plans. POOF! POW! KABAAAM! Time to deflate me head a little. So I just got me some PORTwine and sang...
Gloom, Despair, & Agony...
https://www.youtube.com/watch?v=ZAAKPJEq1Ew
TransPORTing on...
I have a PORTion of the assignment complete, and will be completing the other imPORTant part tonight.
The p-o-r-t exercise works for me because I am a visual repetitive learner. I doodle, draw, and rewrite in order to retain information.
p-o-r-t / teleport p-o-r-t / portage
to carry / move or carry across space to carry / carry a boat
p-o-r-t / transport p-o-r-t / airport
to carry / move from one place to another to carry / a place to land or take off
p-o-r-t / important p-o-r-t / transportable
to carry / of great value, well connected to carry / able to be carried
p-o-r-t / report p-o-r-t / porter
to carry / give a spoken word, written account to carry / a person to carry items
p-o-r-t / deport p-o-r-t / rapport
to carry / expel or remove from to carry / relationship, bring back (French)
The CSSR (content, structure, sound, reference) seems to be a great way to work through some tougher reads. I tested this one out a little on my daughter. She is currently assigned to read Notes from the Underground By Fyodor Dostoevsky. She is not really enjoying the read, so I launched into a monologue style reading from various parts of the book, trying to get a feel for the book, and encourage her to find something she liked about it. What I found were a ton of descriptive words that I actually enjoyed, but realized that possibly only advanced readers would really grasp the meaning, and enjoy it. She is advanced, but still hasn't found the enjoyment in this particular read. I did however see how the CSSR could be beneficial in working through a read. From my daughters perspective, she did feel like the CSSR process was something she did already utilize, but did not recall having any formal teaching on that process.
TelePORTing now into the future where I hopefully have a good rePORT, since I have an excellent rapPORT so far with our amazing imPORTer of information, PORTer Steffes. (too much?)
See you in class!
https://www.youtube.com/watch?v=ZAAKPJEq1Ew
TransPORTing on...
I have a PORTion of the assignment complete, and will be completing the other imPORTant part tonight.
The p-o-r-t exercise works for me because I am a visual repetitive learner. I doodle, draw, and rewrite in order to retain information.
p-o-r-t / teleport p-o-r-t / portage
to carry / move or carry across space to carry / carry a boat
p-o-r-t / transport p-o-r-t / airport
to carry / move from one place to another to carry / a place to land or take off
p-o-r-t / important p-o-r-t / transportable
to carry / of great value, well connected to carry / able to be carried
p-o-r-t / report p-o-r-t / porter
to carry / give a spoken word, written account to carry / a person to carry items
p-o-r-t / deport p-o-r-t / rapport
to carry / expel or remove from to carry / relationship, bring back (French)
The CSSR (content, structure, sound, reference) seems to be a great way to work through some tougher reads. I tested this one out a little on my daughter. She is currently assigned to read Notes from the Underground By Fyodor Dostoevsky. She is not really enjoying the read, so I launched into a monologue style reading from various parts of the book, trying to get a feel for the book, and encourage her to find something she liked about it. What I found were a ton of descriptive words that I actually enjoyed, but realized that possibly only advanced readers would really grasp the meaning, and enjoy it. She is advanced, but still hasn't found the enjoyment in this particular read. I did however see how the CSSR could be beneficial in working through a read. From my daughters perspective, she did feel like the CSSR process was something she did already utilize, but did not recall having any formal teaching on that process.
TelePORTing now into the future where I hopefully have a good rePORT, since I have an excellent rapPORT so far with our amazing imPORTer of information, PORTer Steffes. (too much?)
See you in class!
Saturday, November 21, 2015
Bedside Manners
What a week! I go to practice my bedside manners at the hospital.
I missed class this week due to the fact that one of my sons was hospitalized after hydroplaning, tail spinning, and flipping his car. He is alive! No one else was involved in the accident. No broken bones. Fractured sternum (healed), severed right ear (reattached and healing, hopeful for no hearing loss), very sore and bruised, totaled car, interrupted his military plans (Navy) of leaving for basics this Tuesday...but did I say ALIVE! Yes. Thankful. We will manage to walk through the healing process and interruptions. Dr. Steffes, thank you so much for your understanding, and encouraging me to be the good parent, and stay beside him this week.
Speaking of parenting, I read over the article "Effects of Parenting Styles on Children's Behavior," and was really wishing I had read that article 20 years ago! I think that my wife and I are fairly great parents, but unfortunately I fear some of the early years were partially Authoritarian Parenting. I would like to re-parent my eldest because of that. I followed a pattern set in front of me, that I didn't recognize needed to change until a few years into parenting. I am a much different parent today, than I was then. Very thankful. So, I think my two eldest got a little authoritarian, with a final DASH of authoritative. My lovely daughter, whom the boys probably think is "spoiled" is getting mostly a large serving of authoritative parenting (I hope!). My boys have been gracious, as we have discussed the changes made during their lives. I am so blessed that we get to talk about it, and they too acknowledge to changes we/I have worked toward.
The Ruddell chapter readings (3-4) were "full" and sometimes hard for me to grasp everything they were attempting to toss my way, but in general I found the "How to..." parts very helpful in determining how to use each of the recommended activities. I think I would lean mostly toward utilizing ReQuest and DR-TA. I do like interaction with others and having open-ended discussion. I may lean a little too far to the open-ended side, with a slight possibility of forgetting where I was going, or what point we were really trying to arrive at with the discussion. I believe the class activity would have been helpful for me to solidify some of the processes to walk through to keep it clean and on target. If anyone has a portion of their activity to share with me from this week, that would be appreciated.
I look forward to a very boring, non-eventful weekend/week...
"I think I can, I think I can, I think I can." - The Little Engine that Could
I missed class this week due to the fact that one of my sons was hospitalized after hydroplaning, tail spinning, and flipping his car. He is alive! No one else was involved in the accident. No broken bones. Fractured sternum (healed), severed right ear (reattached and healing, hopeful for no hearing loss), very sore and bruised, totaled car, interrupted his military plans (Navy) of leaving for basics this Tuesday...but did I say ALIVE! Yes. Thankful. We will manage to walk through the healing process and interruptions. Dr. Steffes, thank you so much for your understanding, and encouraging me to be the good parent, and stay beside him this week.
Speaking of parenting, I read over the article "Effects of Parenting Styles on Children's Behavior," and was really wishing I had read that article 20 years ago! I think that my wife and I are fairly great parents, but unfortunately I fear some of the early years were partially Authoritarian Parenting. I would like to re-parent my eldest because of that. I followed a pattern set in front of me, that I didn't recognize needed to change until a few years into parenting. I am a much different parent today, than I was then. Very thankful. So, I think my two eldest got a little authoritarian, with a final DASH of authoritative. My lovely daughter, whom the boys probably think is "spoiled" is getting mostly a large serving of authoritative parenting (I hope!). My boys have been gracious, as we have discussed the changes made during their lives. I am so blessed that we get to talk about it, and they too acknowledge to changes we/I have worked toward.
The Ruddell chapter readings (3-4) were "full" and sometimes hard for me to grasp everything they were attempting to toss my way, but in general I found the "How to..." parts very helpful in determining how to use each of the recommended activities. I think I would lean mostly toward utilizing ReQuest and DR-TA. I do like interaction with others and having open-ended discussion. I may lean a little too far to the open-ended side, with a slight possibility of forgetting where I was going, or what point we were really trying to arrive at with the discussion. I believe the class activity would have been helpful for me to solidify some of the processes to walk through to keep it clean and on target. If anyone has a portion of their activity to share with me from this week, that would be appreciated.
I look forward to a very boring, non-eventful weekend/week...
"I think I can, I think I can, I think I can." - The Little Engine that Could
Subscribe to:
Comments (Atom)