Tag Archives: Purpose

Repeated Reading: Part 2


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If . . . 

I were to engage in Repeated Reading for whole class Tier 1 instruction, what would that look like?

Which of these would signal the beginning of quality instruction? 

A. “Read the passage. Record your time. Reread the passage. Record your time. Read a third time. Record your time. Turn in your passage and your scores.”

 

B. “Listen as I read this poem that I have put on the screen. Watch and listen especially for the ‘goal’ for my reading.  Class, today I am sharing one of my favorite poems because I want you to listen for both the rhyme and rhythm in this poem because – it’s almost like a song!  . . .”

 

C. “Today, I am going to demonstrate one way that readers read fluently and with prosody. Remember we have been talking about prosody which means sounding like ‘talk’ and your goals may be: volume, expression, accuracy, or phrasing. Listen carefully to be ready to tell your partner which you think is my goal focus as I read the first stanza . . .”

What are you thinking? 

Which one is the best choice? 

Of course, it depends . . .

It’s hard to tell from just a few sentences, BUT:

A. Telling. No instruction. NO!

B. Rhyme and rhythm are important, but what is the driving WHY?

C. Student goals sound like they are individualized and the talk about fluency and prosody sounds connected to student goals.

Focus

Continue to Study

Focus

Study the Students

What do they need? 

What’s your purpose?

 

(In case you missed it, Part 1 Here)

#DigiLitSunday: Purpose


digilit-buttonCheck out other #DigiLit Sunday posts at Margaret Simon’s Reflections on the Teche here. 

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Purpose:  The End or the Beginning?

In the process of getting ready for #NCTE16, I was considering not blogging about this topic today.  And yet, here I am because of three different conversations this week.  I vacillated between:

What’s the “purpose” for assessment?

What’s the “purpose” for instruction?

What’s the “purpose” for digital tools?

  1. What does the research say?

Doug Fisher and John Hattie both shared this effect size for “Teacher Clarity” in Iowa in separate October, 2016 professional development sessions.  That’s well about the “.40” that is touted as a “cut score” and is almost the equivalent of TWO YEARS of learning for students. Therefore, Teacher Clarity is important in instruction, and equally important in assessment  aligned with instruction and perhaps has the greatest importance in the selection of digital tools for students.

Hattie Teacher Clarity .75.jpg

2.  What do teachers need to consider in the planning process?

Teachers spend hours poring over lesson plans and planning for instruction that will meet ALL students’ needs. Searching for the right resources, planning that delivery that will empower students and most of all trying to make learning purposeful and engaging.  That’s not easy as some content is hard for students to really “grapple with” for real understanding ans not just rote memorization.  However, if the goal is “LEARNING” and is focused on Teacher Clarity, won’t that require the teacher to BEGIN with “What will the students know and be able to Do after they complete this learning?  So the teacher process might include some or all of these steps depending on the curriculum that exists and the expectations of any given curriculum.

planning-one

Retrieved from  ict/lesson plan

Each step in the process above has ideas for “possible tools” to use during the planning and / or learning process.

3. But what about the learning environment?

Which classroom promote accelerated learning for students?  How and where are students preparing for today, tomorrow and life “after school”?

What should classrooms look like?

 

4. What tools should the teacher and the students use? 

The learning purpose should determine the possible range of tools that both the teacher and the students will use.  Will the students ALWAYS have a voice in selecting the tools?  Probably not, YET. Should the students have a bigger voice in selecting the tools that will showcase their learning?  YES!  Students should be allowed encouraged to showcase their learning in a variety of ways.  Learning should not always look like “cookie cutter” factory models.

As I’ve thought about purpose and its role in learning, this is the way that I have viewed it . . . with “purpose” as a critical factor at each level.

purpose-for-learning

But now I wonder if “PURPOSE” should be the circle that houses the other four circles.  Maybe purpose really is all encompassing and is the “driver” behind all decisions. So are the learning targets the center and purpose the frame for all learning?

Where do you believe “Purpose” lives in the daily decision-making processes involved in instruction?

 

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