Friday, July 9, 2010

Chapter 4: Focus on meaning first

'If we focus on meaning and content first..., we can't help but succeed and teach all the necessary skills.' Regie tells us we must rely on a whole-part-whole teaching approach, making sure students are clear about why you are doing something. Their activities and assignments should have purpose that makes sense to them. And most of the daily reading time should be spent actually reading what they choose. When we plan, we should give priority to what we want the learner to know and be able to do. She stresses that this does not mean having a narrow focus of mastering a skill or standard. Our plan should start with "what matters most to this child". And we should encourage our students to work as independently as possible, with the teacher alongside, guiding. Our curriculum needs to be interesting and relevant to them, and ever changing. And at the heart of our instruction must be teaching for understanding. Using techniques such as the teacher reading aloud, taking time to relay her thoughts to explain unfamiliar vocabulary, and encouraging questions are also important.
Reading this chapter emphasizes for me the importance of resource teachers, assistants, and coaches. This is an overwhelming task for the classroom teacher alone, and she needs encouragement and support. It is also important for the struggling students to have more individualized attention. I hope that our district gives these teaching positions the importance they deserve.

1 comment:

  1. Focus on Meaning First: Have you ever noticed that until something is revelant to you that you have a hard time learning it? Our students really need to understand why they are learning a new skill and how it is revelant to them.

    I haven't been in the classroom for a long time but I can understand why you said that teachers
    need assistants and coaches. It is very hard to give individual attention when you are just one person and you have many students.

    I liked when Regie said,"Start with the student and not, Not with the Startdard." We can use what the children are interested in to teach the startdards.

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