Well, starting this semester I was not sure how I was going to evolve my driving question. Now towards the end of the second semester I am still not sure how to word my driving question. I know that I want to focus on getting my 3rd grade Spanish dual Immersion students at grade level in reading comprehension in both languages. If not all at grade level, I want my students that are below grade level to improve their scores. Going through all the readings this semester I am learning new information that is very helpful for my action research. I am learning to take the learners view and make it the overall central focus of my project. From Baggio I am learning that the learner will retain information better if there are meaningful visuals to make connections to. This has made me think of the way I present information to my students. I have to make sure there are meaningful visual in my lessons. I am focusing on reading the text to the students and then they read it and I give a test on Friday. I need to present the information in a way that gets students attention and have the information imprint in their brain so they can make connections. Even the SITE model shares similar views of making connections between the learner and the context being learned. The learner is in the center of the model with informational sub context, technical sub context, and sociocultural sub context surrounding the learner. To me this means that everything the learner is accessing he/she has to make connections with to truly understand it and be able to apply it. As far as how SITE applies to me as a learner my literacy( Informational sub context) is the books we are reading, Baggio, Clark, Derven. This is where I am getting information to build my action research and how to best support my students. The opportunity( technical sub context) is all the time we have in class to explore and research new technology that will ultimately help my teaching by helping my students achieve their learning goals. Finally my motives (Sociocultural sub context) are my students and getting them to achieve at grade level reading comprehension scores.
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Ultimately I want to address my students by finding a bilingual tool that can help them improve reading comprehension from their texts. However, teachers are the ones that will look at this and might want to adopt my idea if it works so the can possibly also help their own students if they are having the same problem. My school has been working a lot with GLAD and I am leaning towards using some of those strategies, since they are bilingual. I want to see if they have a positive impact on student reading comprehension. I have to incorporate visuals to keep students engaged and connected to the lesson. Baggio also talks about accessing prior knowledge so that students can make meaningful connections and better retain the information.
Baggio: What I drew from Baggio this week was her "Trilogy of the Mind". That there are three domains that the brain needs to learn, affective domain (emotions), cognitive domain( how you think), and conative domain ( how you instinctively do what you do) (Baggio pg.30). There is a lot that goes into learning and the according to Baggio the affective domain is the most important. I agree because emotions play an important part in our life and if we are upset we might not like something, but if we are having a good day and are in a good mood we might really enjoy that same thing we hated yesterday because we are looking at it with new eyes. It is the affective domain that I see most common in my students. When they are happy and know that they have to work hard through math so they can get that free time they give it their all and finish the lesson without complaints. On the other hand when they have not been on task and they have to owe me recess after math they complain about the lesson and we don't get to finish the lesson. Another key point I took from Baggio was the fact that prior knowledge is very important to help make connections and help make sense of new information. " Taking advantage of prior knowledge helps the visual system resolve this ambiguity" (Baggio pg 43). Thinking about my driving question I have to make sure I somehow access my student's prior knowledge and take that to connect to the new information.
Clark: There was a lot of information in these chapters, but what I understood was that in every lesson there must be key elements: Needs assessment, task analysis, learning objectives, assessment, development, course evaluation, and implementation. As I was reading about all these elements I couldn't help but picture my paper from last semester. My paper included these elements and my action research also followed some of these steps. What I took from the reading was that to be a good teacher then all the instruction must be explicit and students must be clear what the goals are. The teacher must provide appropriate materials, resources, and activate prior knowledge to facilitate learning. Dervin: Dervin talked about bridging the gap. As a teacher we must provide the appropriate tools to get our students to bridge the unknown material and make sense of the new information. As a teacher I need to be asking my students more why questions to get them thinking about the overall picture. Helping my students understand and make connections to the new material is what I need to strive to everyday in my teaching. I think that my driving question is something like " What strategy will help improve bilingual student reading comprehension, while keeping them interested/engaged?" My new need to knows are to find out what strategies are out there that are both in English and Spanish that will help my students with comprehension in reading. |
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May 2018
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