Richard, your summaries of the readings are accurate, and your right that belonging, dedication and rigor are important concepts that, if used well, will generate student interest in completing assignments.
Another very well stated summary! What do you think it means to "authentically engage" a student? What are some ways to foster intrinsic motivation, or "engagement by commitment"? I also think that you hit on a HUGE aspect in chapter 10, where they talked about aligning assignments/ projects to actual objectives, or "the big picture".
It seems like more often than not teachers put objectives on the board and don't follow them. I think if teachers made assignments/projects more aligned with the stated objective that the students would be more eager to become involved in the subject.
Your blog discussed given students roles and a place in the class. As the authors speaks to various goals in the class I think that “commitment vs. compliance”, it is important to find materials to encourage engagement not because they have to come to school and expected to pass but because they find information approachable and related to them socially, culturally, etc.
Although you address the perspective of commitment, engagement, and compliance of the student in obtaining literacy instruction, and I agree with you; but, what about the student who's not interested in learning literacy instruction and feels isolated from the class, does this process allow for inclusion?
Part 3 covered many tools teachers could adapt in their planning to prevent unnecessary practices that leads to nothing. For example, chapter 10 discusses releasing students from busy work and given them something more meaningful. If it is busy work for students then it must be busy work for teachers as well because time is spent grading and preparing the work. The outcome is that teachers must use efficiency in the classroom to effectively get students to use their minds without interference or cumbersome tasks.
I agree that one way of engaging students’ learning is to peak their interest by presenting materials that can relate to. Thus, the educator should consider the student’s environment and activities when considering classroom text.
I also agree with you teachers should follow their objective in content literacy if time permits and students are activley engaged. I feel that you summarized the chapter quite well.
Richard, your summaries of the readings are accurate, and your right that belonging, dedication and rigor are important concepts that, if used well, will generate student interest in completing assignments.
ReplyDeleteAnother very well stated summary! What do you think it means to "authentically engage" a student? What are some ways to foster intrinsic motivation, or "engagement by commitment"? I also think that you hit on a HUGE aspect in chapter 10, where they talked about aligning assignments/ projects to actual objectives, or "the big picture".
ReplyDeleteIt seems like more often than not teachers put objectives on the board and don't follow them. I think if teachers made assignments/projects more aligned with the stated objective that the students would be more eager to become involved in the subject.
ReplyDeleteYour blog discussed given students roles and a place in the class. As the authors speaks to various goals in the class I think that “commitment vs. compliance”, it is important to find materials to encourage engagement not because they have to come to school and expected to pass but because they find information approachable and related to them socially, culturally, etc.
ReplyDeleteAlthough you address the perspective of commitment, engagement, and compliance of the student in obtaining literacy instruction, and I agree with you; but, what about the student who's not interested in learning literacy instruction and feels isolated from the class, does this process allow for inclusion?
ReplyDeletePart 3 covered many tools teachers could adapt in their planning to prevent unnecessary practices that leads to nothing. For example, chapter 10 discusses releasing students from busy work and given them something more meaningful. If it is busy work for students then it must be busy work for teachers as well because time is spent grading and preparing the work. The outcome is that teachers must use efficiency in the classroom to effectively get students to use their minds without interference or cumbersome tasks.
ReplyDeleteI agree that one way of engaging students’ learning is to peak their interest by presenting materials that can relate to. Thus, the educator should consider the student’s environment and activities when considering classroom text.
ReplyDeleteI also agree with you teachers should follow their objective in content literacy if time permits and students are activley engaged. I feel that you summarized the chapter quite well.
ReplyDelete