In chapter 10, I found a lot of new information about recitations and how to use them in a classroom. The strategies for managing the recitations I thought was especially helpful in seeing what the recitations were and how they differed from instructional conversations. It seems that the recitations are not as drawn out as the ICs are because the questions asked do not require an at length discussion. The main points of the managing techniques were to make sure that students have a fair chance in participating, provide enough time for students to think about the question asked, keep students interested, provide feedback, have opportunities for students to respond chorally, use a "steering group," and support the diverse learners. A couple of these strategies were new to me: the manipulatives suggested in letting student respond chorally (not just vocally) and the steering group. When letting students answer questions together, I think of everyone saying the answer without ever thinking that there are other ways. Some suggestions and examples given by other teachers are cards with thumbs up/down, numbers, and faces that students can hold up so the teacher can get a better sense of the majority or who still doesn't understand (because the ones that don't understand are ones that you won't hear when students respond verbally). The use of a steering group, a new concept to me, is carefully selecting students to pick to answer to gauge how the lesson is going and who may still need help. When you have students who are around the same level, this is useful because chances are if one student in a lower or higher level group doesn't understand, their peers in that group may not as well.
The other techniques that I thought were insightful were suggestions in getting students to participate and about the awkward silence after asking your class a question that you are expecting them to answer. Making sure that all the students are able to participate is a pretty common suggestion, the use of number sticks, etc. were suggested and I think that those are one of the better ways of getting students to participate as well as hold their attention because they are not sure when they may be called on; so that one can do double duty. The awkward situation of silence is uncomfortable even in TE classes; however, allowing for a pause and being comfortable with the silence is key in letting the question sink in for students and help them create better answers.
These strategies are helpful and the ideas and suggestions will be useful in group recitations and lessons I will use in my field placement.
Subscribe to:
Post Comments (Atom)
I think it is incredibly important for students to think for themselves and formulate answers on their own. There are, of course, exceptions to this idea. However, unless the teacher is asking a question every student in the classroom should know from repetition, shouting out answers can interfere with powerful learning. I am also an advocate of the thumbs-up-thumbs-down, it is very useful in a classroom as it serves multiple purposes. It's a great gauge for majority votes of understanding, and it can inform the teacher what the students have learned and what the next move should be on a subject. (it serves many other little not directly related to learning purposes too!). It sounds like you are continuing to learn new information and that you are able to see how it applies to your field placement.
ReplyDelete