If there has
ever been a year when a “sense of urgency” is more evident, I can’t remember
it. With the Read to Succeed
initiatives, SLO goals, and other requirements, teachers across this state
certainly understand the concept. There
is much our students need to know, and we are quite urgent and even overwhelmed
at the height of how far some must go to reach the desired outcomes. How we prepare and what we actually do in the
classroom predetermine our ability to attain these goals. Not only this, how
effective we are has a direct correlation with what we believe about how our
children learn to read and read well.
Miller’s optimal learning model is a good
place to start for teachers who want to create a sense of urgency in our students
like that of which we are experiencing.
As mentioned in her model, most implicit should be a collaborative
learning environment where students and teachers agree that the material they
are learning has value as well as enjoyment.
With those two elements along with shared responsibility through
scaffolding, lesson engagement is achieved. Understanding this model allows teachers to
make decisions that best direct students.
In so doing, not only are students’ interests and approximations valued,
but they lead to optimal growth and the established high expectations.
Most
beneficial to me in this chapter was the section on writing activities. In particular was the class-generated text
that students used to move toward independence, something I believe is essential
if we are to reach high standards. I
also found the word-solving activities helpful and can incorporate these into
the Word Work station of our Daily Five literacy block.
Promoting a
sense of urgency in our students begins and ends with how we value not only what
we are teaching, but who the learner is and the potential each has. For instruction to be effective, it must be
compelling to that learner. Teachers
have the critical role in guiding students to levels of deep engagement that
involves both purpose and exuberance.
You bring up a great point. For learning to be valuable to our students, we must get to know our learners first. From here, we can guide them in finding the value in the curriculum taught each day. A concern I've always had in the classroom is the idea that we don't have time to go deeper to allow students to really grasp concepts. With the focus on inquiry and how students learn, it's my hope that this will open the door for more deep engagement.
ReplyDeleteHi Paula,
ReplyDeleteI definitely feel that this year we have all felt a sense of urgency related to our teaching. I agree with you that even in the midst of all of the outside pressures and demands placed upon us, it is even more important that we place them first and value who they are, what they offer, what their specific interests and needs are, and use that to guide our instruction. I like her optimal learning model which advocates the use of a gradual release of responsibility that helps us increase student engagement and application. I am glad that you found her writing suggestions helpful as well. Thank you! Dawn