Final Blog

First Question - I had already written down some strategies I wanted to try in the next few weeks, so this was an easy one to answer. I teach 6th grade Language Arts, and the first strategy I am going to try is the RAFT (role/audience/format/topic strategy) on p.66. I think this model will give the students a more realistic and interesting reason to write. I also want to ulilize the 'sample points of view' chart on p.103 as a writing tool. I think that by having students write from the different points of view, they will find the assignment more meaningful and relevant to the real world. I feel it is often hard to get students interested in writing, and these two activities add some meaningful reasons into why we write. I also like the 'vocabulary chart' on p. 72. I am always trying to come up with different ways to teach vocabulary and make it interesting. I have several different activities I currently do with vocabulary, but this would be another good activity to add. I also found the Tic-Tac-Toe model on p.107 to be interesting. One of my daughter's teachers (11th grade) is using a similar model this sememter in her class. My daughter is finding it difficult to do (probably because it is something totally new to her), but it seems interesting to me. It is definately making her more responsible for her own learning.

Second Question -- I found it very interesting what Ms. Blackburn says on p. 121 about "requiring students to complete something means you also provide a sturcture and support to ensure they finish" and "allowing students to take a zero reflects lower expectations." While I agree with what she says, I have such a hard time implementing it. I try to only assign work that I feel is necessary and valuable; therefore, I really want the work to be completed. However, when students do not complete their work, I have a hard time finding the opportunity to 'make' them get the work done. I wish there was a time in our day where we could require students to work on missed work, yet not have to delay other students' learning to wait on them to catch up.