I have enjoyed the book and value the chance to reflect upon my teaching practices. I have utilized the new Bloom's Taxonomy to incorporate varied cognitive dimensions and increase rigor as my students learn, but I have not utilized Ciardiello's Four Types of Questions. My students create a chart at the beginning of the year using Bloom's and sample quality questions on varied levels so that they can refer to this chart when asked to create classroom discussion questions. However, I think that Ciardiello's chart would be easy for them to understand.
In response to the "It's Your Turn" application on pg. 42, I do feel as though I have to carefully watch not to get caught up in the amount of standards and just cover information without valuing depth and the quality of learning. I fear that sometimes the amount of information that is covered in each grade level via the standards is causing our students to be "jacks of all trades and masters of none" unless the quality and depth of learning are present as well. I would also like to comment on the thoughts presented on pg. 31 of the text. The type of work and rigor that we set forth for our students communicates respect and value for them. Students do recognize non-valuable work for what it is, and they often respond to that level. However, authentic, high level work that is engaging will reflect our belief in their ability. In turn, the students will respond to that level.
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I am very excited about the information I have thus far gleaned from the book. I teach 5th grade and I am constantly reflecting on how to extend the lesson and ask those higher order thinking questions. Page 34: I've been teaching photosynthesis this week and have been reflecting at the end of each day on how to make the lesson challenging. So many of my students are so focused on memorizing facts it has been a battle to engage them in thinking/analyzing instead of rote memorization of vocabulary terms. I've included kinesthetic learning, visuals, flash cards and other hands on activities this week [quick experiments and online interactive games]. Yesterday, my class and I had a breakthrough! They collaborated in groups answering critical thinking skills questions. These questions aks the students to use what they know to analyze situations. We had 13 questions and my students answered all 13! I thought YES!! They really do comprehend. In past years I sometimes fell back on memorization of terms for assessment because so many students simply couldn't take the concept and apply. I have found ways to help my students master key concepts with modeling of the thought process and providing authentic learning opportunities in the classroom. There is no more: read the text, complete the workbook page and then assess. When a student can take the concept and use it-then I think this is a way to have "rigor" within the classroom/curriculum. Challenging the students while providing scaffolding at their ability level allows all students to succeed and feel confident. In addition, these critical thinking questions allow for so many teachable moments
ReplyDeleteI agree with the book definition of rigor on page 19---it starts with your classroom environment and extends to the support you give to each student.
Well said, Amber!
ReplyDeleteShelena, congrats on your success! I think we all get stuck in the 'trap' of teaching vocabulary as memorization/regurgitation. By eighth grade, most of my students come to class expecting for me to assign terms and definitions for each Chapter. They are almost leery of me when that's not what they get... I try to teach it in class discussion and activities instead. Kinda sad when that is what they expect when they get to Social Studies class. Keep up the good work!
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