Decision Framework Introduction
I will be teaching Title 1 Reading for the first time next year. I’ll be working with kids from Kindergarten through 6th grade who need extra help with reading. My room will also house many books for all of the kids in the school to check out. Working with small groups of kids will allow me to use more of the tools-based technology and give extra guidance to kids when they need it.
I have a strong belief that kids should be allowed to choose their own books, and learning about the other aspects of literacy can be done through the books they are reading. Students will be motivated to read if they can make their own choices and read things they are interested in. I focus a lot on comprehension when I am working with kids, so I have always used different mediums to encourage them to think and make meaning from what is being presented. I have used short video clips, art, poems, and other things to talk about all of the different ways to convey meaning. These reasons are what led me to choose psycholinguistic, sociocognitive, and engaged/semiotic theories. I want kids to make their own choices, be motivated, be an active part of their learning, and broaden their thinking about literacy.
The literature-based approach is important to me because I want kids making decisions and having an active part in their learning. I like to base my own teaching off of what they are interested in and let them take the lead in deciding on a topic for investigation. This also goes along with the unit/inquiry approach and I like to have students write about what they have learned. I think it’s important for them to share their work with others in the class.
I don’t integrate technology into everything I do, however I do use it to strengthen what the students are learning. For this reason, I would classify myself as utilitarian. I believe there are outstanding benefits to using technology to increase learning. I also classify myself as having an aesthetic stance toward technology because I often use the tools-based software to organize information. Sometimes I create something to help a student understand a concept, and other times I will let students create something to organize what they have learned.
My framework seems to be student centered and geared toward giving them options to think more deeply about what they are reading and to organize their thoughts. My goal is to encourage them to share their thoughts with others and to reflect more on their own learning.
I will be teaching Title 1 Reading for the first time next year. I’ll be working with kids from Kindergarten through 6th grade who need extra help with reading. My room will also house many books for all of the kids in the school to check out. Working with small groups of kids will allow me to use more of the tools-based technology and give extra guidance to kids when they need it.
I have a strong belief that kids should be allowed to choose their own books, and learning about the other aspects of literacy can be done through the books they are reading. Students will be motivated to read if they can make their own choices and read things they are interested in. I focus a lot on comprehension when I am working with kids, so I have always used different mediums to encourage them to think and make meaning from what is being presented. I have used short video clips, art, poems, and other things to talk about all of the different ways to convey meaning. These reasons are what led me to choose psycholinguistic, sociocognitive, and engaged/semiotic theories. I want kids to make their own choices, be motivated, be an active part of their learning, and broaden their thinking about literacy.
The literature-based approach is important to me because I want kids making decisions and having an active part in their learning. I like to base my own teaching off of what they are interested in and let them take the lead in deciding on a topic for investigation. This also goes along with the unit/inquiry approach and I like to have students write about what they have learned. I think it’s important for them to share their work with others in the class.
I don’t integrate technology into everything I do, however I do use it to strengthen what the students are learning. For this reason, I would classify myself as utilitarian. I believe there are outstanding benefits to using technology to increase learning. I also classify myself as having an aesthetic stance toward technology because I often use the tools-based software to organize information. Sometimes I create something to help a student understand a concept, and other times I will let students create something to organize what they have learned.
My framework seems to be student centered and geared toward giving them options to think more deeply about what they are reading and to organize their thoughts. My goal is to encourage them to share their thoughts with others and to reflect more on their own learning.