Chapter 50: Multiple Intelligencie Strategies

I choose Multiple Intelligence strategy because I believe that every child learns differently. Having been an aide in Special Education for five years taught me that children just learn in different manners. However, different is what makes each child special, so why not adapt teaching to fit each of your children's individual needs? Multiple Intelligence strategy does just that.

As outlined in the book, I would explain the idea to my students. Since this concept might be difficult for second language learners or younger students to grasp, I would provide many different activities to observe them in. For example, I would use writing with shaving cream, public speaking, or musical instruments and incorporate these different activities into teaching English concepts. By doing multiple activties, it would give me the opportunity to see in which areas my students thrived.

One potential obstacle could be for the student who uses more than one of the mulitple intelligences. Many students learn with more than one teaching method. For these students, I would just use observation to ascertain which intelligence worked better in a particular situation and then use it. This might mean a bit of extra work in the beginning, but if you have another student learning the same way, it would be simple to add this student to that group.

I look forward to being in the classroom and teaching!!! I know that there may be potential struggles, both for me and the student, but I think the ultimate learning and good it gives to both our lives will be worth the work. I can see myself teaching effectively all learners, including my English Language learners!!! Last post--almost a teacher:)

Chapter 39: Guided Reading

I selected Guided Reading as my teaching strategy. I feel comfortable using this strategy because I was taught how to do running records in Dr. Dean's Pedagogy Class. I also believe that it is effective for students to hear others modeling reading. It helps build pronuciation skills and vocabulary, which would be extremely beneficial to English Language Learners.

In my classroom, I would pair students in the manner the book describes--with common abilities. After reviewing reading or charting improvement, I would modify this idea. I think that it would be helpful to pair students heterogeneously or with differing abilities. For example, if one student was a more proficient reader, a less proficient reader could build reading skills or vocabulary without the pressure of reading to the teacher.

There are potential obstacles to this strategy. If a child lacks proficiency in reading, they may be embarassed to read to their peers. For this student, I would allow some one on one teacher/student time to work on improving their reading skills. Another obstacle (especially for ESL) is lacking the ability to read in English or the comprehension of the test. In this case, I would utilize books on tape or CD in center activities. I would also follow up with one on one teacher/student time.

I believe that this strategy is one of the most effective reading strategies because a majortiy of the concepts children learn are through hearing or modeling what the teacher shows them. I will definitely use this in my classroom.

Chapter 32: Story Reenactment

I choose this as my strategy because I have been a part of this method in a special education classroom and have seen the benefits of it. We as teachers/assistants would find a book to see if it had mulitple characters or objects that could be used. We would have our students ask for turns and then we would make a character hat. For the rest of the week, we used the props and reread the story everyday.

I would definitely use this in any classroom. Part of good reading and story telling is the concept of imagination and involvement in the story. I think you could use this strategy for any grade. In my classroom, my students could further develop this idea by expanding or changing the story. After doing this, they could find props or costumes and act it out.

I really don't forsee any obstacles to using this strategy. By acting out a story, it relieves the stress of reading for second language learners or students with special needs. I think that it would build comprehension of words and their appropriate meanings by putting it in a "real-life" situation. Students learn more when they are actively participating in the learning and this strategy effectively utilizes that idea.  I look forward to acting out stories in my classroom.

Chapter 19: Culture Studies

Culture is a significant and integral part of all my student's lives. Who they are, where they came from and the traditions they follow shape them into the student that I will have in my classroom. I choose Culture Studies as my teaching strategy. I think that using this strategy allows for a student to celebrate their heritage even in the classroom.

For students learning English, this strategy could be a positive motivator because it gives them the ability to share their culture in their native language. An example--if they were showing native dress, they could simply give the name of the attire and then perhaps translate it into English. This could also be a time when parents might be actively involved in showing their culture.

In my classroom, I would have my students make a family tree, then make the links to their different cultures.  Many students, including me, come from a wide variety of cultures, but family is a culture within itself. So I would have them look at what traditions, values, and previous cultures helped shape your family. I think that this could be a great activity in celebrating the student as an individual.

One drawback for my students could be if a child is adopted or lives in foster care. These students might have a difficult time accessing their family history. For these students, I would have them design their "own" culture, researching different traditions and then incorporating them into it. I think this could give them confindence in their ability to help shape and govern their own futures.

Culture Studies will be used in my classroom. I really liked this teaching strategy because it relates to the family dynamic and cultures that will enrich my life as a teacher.

Chapter 12: Shared Reading

I love to read. I literally read consistently and constantly. As a future teacher, I want to give that same joy to others and the ability to enjoy the written word.  I picked shared reading as my teaching strategy due simply to the fact that I have used it and seen it work. I would use this in my classroom setting. I think this would be most effective for the earlier grades as they develop their reading skills. This could also be effective with new language learners. This strategy could be used in whole-group or small-group. Whole-group would allow the introduction of the text, while small-group would allow for me as a teacher to hear the child individually. I think students could practice a text in shared reading and when they master it, use it in a drama setting. I like the idea of making words come alive.  Then I would have my students make costumes using construction paper that depicted the characters in the story. We would then use our reading to have a play or performance. I believe doing this would make them feel like an integral part of the story.

Shared reading might have some obstacles--if a child was a struggling reader or new language learner. However, these obstacles would be helped by using the stages of shared reading. By going step by step, you give the child familiarity with the text and a level of comfort in their own abilities. With students who were struggling, I would set aside more time in small group to focus on this concept individually. If I had a student who really struggled, I would refer them to the counselor to see if there was need for testing for learning disabilities. I really like this strategy and will use it in my classroom. I have seen the benfits of it having worked in a classroom and I know that it is worthwhile.

Skills Group

I chose Chapter 10: Skills Grouping as my academic teaching strategy. I would utilize this method in any grade. I think this strategy is beneficial no matter what classroom setting you are in. I liked that it focuses on the student and what their needs are. In the classroom, I would use this during small group activities. I would have my students read parts of a text out loud to me. This would allow me to hear and also see where a child might need assitance. As I listened, I would be able to garner what the child needed. I would then be able to work one on one or pair them with a partner. If they had a great deal of trouble, I could then refer them to counselor's to see if any testing for disabilities was necessary. The only obstacle I can see is if you have a child who refuses to work or cooperate in this type of activity. To overcome this I would utilize positive reinforcement to involve the student in the activity. For example, if they loved computer time, I would make that my reinforcer to encourage them to be involved. I think this strategy is perhaps one of the most important that can be utilized in a classroom. As a teacher, you will be constantly reevaluating each child to make sure they are able to accomplish the tasks set before them. If you didn't implement this strategy, your children would fall significantly behind. I will definitely use this concept in my classroom.

Chapter 3: Realia Strategies

I choose Chapter 3 which discusses realia or concrete object strategies. I would use this strategy in every grade, but most specifically in the younger grades (Pre-K through 2nd). The book gave great ideas on how to use this strategy. In my classroom, I would like to have a lesson centered around the family unit. For this, my students would bring pictures of their family members. We would make a family tree with their names. Below each name, we would have the English word for their position in the family, i.e. grandfather, mom, dad. Along with the English word, I would like to have the corresponding word in the child's native language. I think this strategy is extremely effective because it gives my students a valuable foundation in connecting concrete objects to their proper words. As a child sees the use of the object, they can build a mental vocabulary of what the object are for or what they have learned as they are taught. I like this strategy because you use a labeling system to integrate words and their objects in a visual space. The one obstacle I see with this strategy is if you had a student who was visually impaired. While they can't see the object, you could still use a Braille labeling system to give them a tactile learning environment. I think that this strategy is not weighed down by time constraints because you could put students in a homogeneous pairing (one strong English speaker, one new English speaker) and have your students learn about their classroom. I would set aside a small group time for discoverey where my students could touch objects and learn. This strategy relies on your daily classroom experience so you are using the space you have. I don't see any true problems with implementing this strategy. I liked this strategy a great deal because of the hands-on and visual idea of learning.

My name is Janet Massey!!! I created this blog for my Reading and Language Arts in Multilingual Classrooms online class!!!