Chapter 6: Picture This Response

"When the purpose of a graphic organizer becomes filling it out correctly, it is nothing more than a worksheet."
I chose this quote from the text because I find so much truth behind it. The role of a graphic organizer is to represent abstract ideas in a concrete and organized manner. When this goal is reached, students are better able to make sense of new ideas, in a more effective way than just jotting notes down on paper the old fashioned way. This is only the case if a student understands the purpose of the organizer. So many teachers get lazy and hand out worksheet after worksheet, so any time a white sheet of paper is passed around, students often subconsciously dismiss it as being potentially interesting or beneficial. If a student simply fills in a graphic organizer for the sole purpose of filling blank spaces, the goal has been completely lost. 

I found graphic organizers helpful all throughout school, but I am a visual learner. What about students who are not visual learners and can't help but to see a graphic organizer as, simply, a worksheet that needs to be filled in? What are some creative ways graphic organizers can be implemented so that they reach all learning types? 

I personally found a connection to the text because I am interested in providing as many methods of learning as possible for my future students. I am interested in thinking creatively when it comes to varying instructional methods and I think that graphic organizers have the potential to spice up the learning process a bit. Also, I hope to use graphic organizers in more than just one subject. I think they can be incorporated in a way that benefits all subjects.

Benefits of read-aloud experiences for young children: Response

Reading  this article exemplified the urgency of talking about text with children. Many teachers hand out books or read stories to a class and feel that, that in itself is a language and comprehension enriching process. It takes so much more. A huge part of comprehension is talking about the text that has been read. I agree with McKeown, in that in order for this to take place, text needs to be conceptually challenging. I think many teachers go wrong when they assume that young children cannot handle being intellectually challenged. The earlier student begin being challenged, the more beneficial it will be in the future. I had never really thought about the fact that, just because a student is not able to read certain types of text yet, many of them  will become more familiar with vocabulary sooner than later, if enriching texts are being read aloud.

The best teachers I remember throughout school were consistently challenging me and always asking that we reflect on what was read. Only when something is reflected upon, can it become relevant to one’s own world. When a student makes connections between text and self or text and world, it begins to make sense. I agree with Dickinson and Smith in that I believe text is most beneficial when “analytic in nature.”

The article states that children tend to respond to stories by using what is easily accessible to them, thus making the reflection process a little difficult. What are some effective ways I, as a teacher, can engage younger students in the reflective thought process of reading a text? 

I found the portion of the article about illustrations intriguing. I have noticed in past observations that, although illustrations initially attract the students, they at the same time, detract from the text itself. What is more important? Should illustrations be kept minimal for a certain age group of children or are they absolutely essential to a child’s construction of meaning?  

Writing to Learn: Article Response

Knipper and Duggan made some very valid points throughout this article. Being a student who has always found writing to be the most helpful form of learning, I was relieved to find out writing to learn is being encouraged through several different types of learning applications. My most negative classroom experiences growing up involved textbook after textbook and slide after slide. Although reading is an important facet of the learning process, writing is equally as, if not more, important. I like that the article stresses that writing is an ongoing, never ending learning process. I wish that i had done more writing throughout school than I was required. While reading this article, I realized that the reason I probably hadn't was the role of assessment. Because extensive student writing can be a pain to grade, many teachers avoided writing assignments. With the help of rubrics, I hope to be a teacher who encourages writing in every aspect of learning. I feel that many students hear the word, 'writing' and subconsciously correlate it with 'research.' Writing does not have to be viewed as a tedious process. It should be taught in a manner in which students can view writing as a fun, creative way to demonstrate self expression. My best English teacher in high school made writing a rewarding process. She allowed us to make our own decisions and mistakes and, in return, provided consistent feedback, examples, and practice.

I like that this article pointed out the different ways writing can be applied in the learning process. Checklists, guided writing, learning lots, etc. can only benefit a student's comprehension. Comprehension and expression lie hand in hand. Having the ability to think about and express new ideas in a critical and creative manner will not only make students feel better prepared, but more creatively connected to what is being learned.