Comment: I LOVE the teaching tactic on p 126 where the teacher put the broom on the floor and after all the students entered the classroom, stepping over it she explained the importance of thinking for yourself or you will become a "victim of society's whims." This is such an important lesson and it was an attention grabbing way to teach it.
It would be a good conversation starter & it would be interesting to see if anyone picked it up. This is one of those activities that the students would remember for a long while.
I just worry that if a student does pick up the broom my entire class opening rant will be derailed before it even gets started. I will need a backup rant.
Question: p134/135 when reading this list factors that indicate critical thinking it made me think about the art assignments that are frequently given in art classrooms. How important do you think it is to have projects that incorporate student experience/thoughts into project assignments versus focusing on having students refine their skills? (sorry, another predominately artfolk question)
I think it should be integrated into your lesson plans, but obviously can't revolve around that. I think you need to refine skills first, and then after that you can give the students more freedom to incorporate their own interests... or there are some projects that could do both at the same time... So, basically, I think they are both important, but they need to learn the basic skills first and foremost.
I know its from the first paragraph, but I completely agree with this; “Some instructional approaches focused solely on repetition of decontextualized bits may ‘work’ temporarily to raise test scores for children in urban settings, but if the children’s minds are not engaged, then the programs are failures”. This and the whole idea that worksheets and busy work are not teaching children anything, is something I completely agree with for any child in school.
This is a question that I’m sure the answer will very depending on the student and the situation, but in this chapter she discusses several different teaching styles and techniques to get kids engaged and using their brain instead of mindless busy work. However there are always those kids who don’t want to participate, how do you guys plan on trying to engage that student and bring them into the discussion? Or do you think that it entirely depends on the student and the situation?
My host teacher has a "sneaky" way of getting everyone to participate. He has the students stand up & then he'll ask them to describe a character from the book we're reading, Walk Two Moons. Each student will have to say a characteristic or give an inference from the book & once they answer, they can sit down. It give students an incentive to go first because they get to sit down quicker. The longer you wait, the longer you remain standing. Surprisingly, this tactic works & keeps the students engaged in the activity. It also serves as a review for all the students & they can fill in their "character caption" chart as they go. It's a win, win, win, win situation. :) Also, since everyone has to do it, no one refuses to participate. This is a great method of getting everyone involved in the discussion & helps them to focus on the task at hand. Oh & he allows other students to help one another out, so it can tie in collaborative efforts as well. Then, at the end he asks, "who taught today's class?" They all say, "we did!" This goes along with "we're all teachers & we're all learners."
Jess, that is a good tactic! My host teacher is big on one-on-one conversations. When she asks them questions or is even just explaining things, she'll directly address one student. For example- "Ty, what was the good trick to remember prepositional phrases that I taught you last week?" She uses this to keep their attention and to keep them on their toes. It seems to work well for the majority and they all definitely come more prepared. (If they don't know something that they should, she'll give them silent lunch for not doing their homework.)
Its different for me, being in an art room, so a lot of these tactics don't apply. I have a student who refuses to put any effort into his project. He basically drew a giant smiley face with hands and has been sitting around since. I have repeatedly made comments to him, saying that he needed to work and informing him that he wouldn't get credit for the assignment based on what he had, because he hadn't met any of the requirements. He simply doesn't care. My host teacher seems to have given up on him. Anyone have any ideas for what I can do in these types of situations?
I most definitely think that critical thinking is highly important in the classroom. It seems like a better option than letting your students sleep or color worksheets of turkeys. It IS crucial that "Students must defend their choices with references to both the direct text & the implied meaning. What does work, whether using the arts as a basis or not, is having kids read, write, & discuss text," (129-130). I agree. My question is -- have you guys witnessed a lot of discussion based off of texts in your placements? How are your students developing these skills? I'd like to know (especially from those of you in high school placements). I would also like to hear about how your host teachers are implementing critical thinking activities into the curriculum.
Generally, we have Reading Workshop on Mondays & Wednesdays & Writing Workshop Tuesday & Thursdays, but of course are not limiting those things to just those days. But, I do like how there is time allotted for reading & writing every week. It not only offers the students structure, but a routine (which I think is important at this age --8th grade). The students come in knowing they are going to have to read & write & interpret & infer & offer citations. It's interesting to see incorporated into the classroom. I have heard that GCEC had a 100% passing for the 8th grade writing test last year. So, seeing where my students are beginning this year & knowing there's going to be a huge transformation between now & January is extremely exciting! The preparation they are going through because of these critical thinking activities may be the difference between them passing or not passing the writing test.
Me and my host teacher have discussed this and we both feel that a lot of art projects do involve higher order thinking... I'm sure many disagree but students have to figure out for themselves what composition, colors, etc would create a successful work of art. While there are of course some students who don't put in the thought and effort they should, it at least opens up the opportunity for higher order thinking. We also incorporate other subjects into art and the students have to make the connection
I feel like I keep ranting. I apologize for this. BUT... One of the very first thing this chapter mentions is the brutality and damage of simple tasks like worksheets. Delpit says, " There are times when students, overexposed to worksheets and minimal thinking, resist being pushed to think." Worksheets have their limitations. They ask you to think in one certain way and don't expand on any other form of cognitive process. The things we have learned so far in the program have all been instruments of teaching that involve deep and involving thought. Teachers that ignore the power of different, evoking styles of education limit and hinder their students.
Question: Do you remember any classes where you only ever had worksheet assignments? Do remember ever actually learning anything from them or do you just remember completing your work to get the grade?
I would mostly agree that worksheets don't cultivate understanding. An exception for me personally may have been math. We completed worksheets that made us repetitively solve problems that increased in difficulty and for some reason this worked with my brain. Doing them over and over like that and running into obstacles somehow helped me understand the concepts.
Question: What kind of "excellence-level goals" will you have in your classroom like Shabazz had on pg. 133?
Comment: I thought it was quite shocking that only .05% of classrooms used academic dialogue and discussion. After being in our July class, I know that these environments are key to having students grasp concepts and understandings by having their peers guide them in things they might not understand from a simple lecture. By having deep discussions in the classroom, students can connect things to their lives. They can also use this information to connect to other things they read. Discussions are a major key in having students grasp and understand new things every day.
A quote that struck me in this chapter was, “When people of color are taught to accept uncritically texts and histories that reinforce their marginalized position in society, they easily learn never to question their position” (128). I feel like the education field is all about teaching students to think critically, but I like that Delpit points out the reason why it is so important to do so.
I love the section that discusses the goals that one teacher had for his Math classes. What are some underlying goals for English and Art?
Side note: I also like Shabazz's motto, "Give me your worst ones and I will teach them" (133). This quote reminded me that what society or the school system may deem as "worst" and unable to learn is a false, fabricated idea.
I think that, yes, we need to teach our students critical thinking skills not just for the purpose of a class, but for them to critically think about the decisions they make in life (the choices they make outside the walls of the classroom). They will always encounter situations in which they will need to use this skill. And, by choosing not to use mindless worksheets, this requires that I, too, think critically. This means that I have to create lessons that truly challenge the students to think outside the box & has them questioning everything (to an extent).
I like this... "...not accepting anything as a given, understanding one's own agency in the process of education, & connecting teaching & learning to the students' own worlds," (133). I think this is nice to keep in mind as I embark on learning the ins & outs of developing my own teaching methodology/philosophy.
That's a great point about the teacher thinking critically as well as the students. Sometimes it's easy to get lost in pondering what we should do for the students while sometimes forgetting one of our best tools may be teaching by example. If we, as teachers, can't display critical thinking, how can we expect our students to understand and value it?
I thought it was very interesting that the Native Alaskan teacher used the "broom technique." (126) We all need to think for ourselves and I think this is a great message for each and every one of us.
Delpit discusses that arts should be taught in conjunction with the subject at hand and that reading and writing should be the main focus. Would you say that this is the way your placement is being run?
I've noticed that in my placements there has been a bunch of cross subject teaching going on which is something that I really like. English and History go well together and one needs to be good at writing to handle both subjects; subjects are not exclusive from one another.
Comment: I love the bulleted list at the end! It is interesting that one of them suggests that if "heterogenous groups" are active then good teaching is going on--I am not sure I follow her on that... Also, all I was thinking was ACTION STRATEGIES Question: Do you think that heterogenous groups mean good teaching? And how will you apply action strategies in classes like math and foreign language?
I particularly like the following quote from Carter G. Woodson that was printed in this chapter. "When you control a man's thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his "proper place" and will stay in it." I think that is very important to remember that we don't want a bunch of sheep, we want thinking and critically thinking individuals who will not just do as they're told, but will break new ground and give the world new innovations, expanding on what was already known. Instead of game players, we should teach game changers.
That was quotable too, Noel: "Instead of game players, we should teach game changers." Awesome. I totally agree, and in art this is important. Teaching students the rules (perspective, elements and principles of design etc) is vital and then telling them that they are breakable, as long as it's done consciously and for a purpose.
I was wondering as I read this chapter, say you did try and do as much to promote critical thinking as suggested, which includes questioning the material presented and its validity. Now, suppose your students proceed to do this in another class where the teacher simply views that as insubordination, as they were taught to simply present material. How would you approach such a situation? Would you discuss it with the other teacher? Would you simply explain to students that questioning things may be difficult, but should be done regardless? Or would you go another route? What if the majority of teachers in the school disagree with the viewpoint of teaching critical thinking and resent the 'rocking of the boat?'
I would try talking to the other teachers and figuring out a solution to their concerns. I feel like many of them believe that critical thinking would strip the students of the memory skills they need to do well on the standardized tests.
Critical thinking skills are my number one thing. I will tell anyone who will listen that I think the ability to think clearly about a multitude of subjects is the single most important thing that we can try to give our students. I never really thought before about how it might be even more important for minority populations.
What are some good ways to encourage a strong vibrant mind that also include some standards that we could teach?
In terms of English, perhaps the exercise where you describe a situation a character will undergo and have the students devise their own solutions/thoughts before reading.
For art, one example could be posing the situation to the class (i.e. There's a war and you want to protest it, but feel the best way would be through art-- what do you choose to do?)
While I agree with Delpit that critical thinking is the primary goal for students to achieve as they're growing up, I can see why teachers are afraid to teach in the manner that this MAT program is trying to get us to teach in. Many teachers have the goal of preparing students to take the standardized tests and so on. After that, teachers usually are too busy to work on other things regarding the students' lives.
Question: Has research shown that teaching in a critical way has students learn things that will significantly help them in life AND has them satisfying their standardized and benchmark tests?
Comment: I LOVE the teaching tactic on p 126 where the teacher put the broom on the floor and after all the students entered the classroom, stepping over it she explained the importance of thinking for yourself or you will become a "victim of society's whims." This is such an important lesson and it was an attention grabbing way to teach it.
ReplyDeleteIt would be a good conversation starter & it would be interesting to see if anyone picked it up. This is one of those activities that the students would remember for a long while.
DeleteI wrote the same thing! (Ignore my double post, I should probably read these before I post my comments!)
DeleteI loved this too! :)
DeleteI just worry that if a student does pick up the broom my entire class opening rant will be derailed before it even gets started. I will need a backup rant.
DeleteI thought this was really interesting too... would be interesting to get a greater insight into the minds of the students based on how they react
DeleteQuestion: p134/135 when reading this list factors that indicate critical thinking it made me think about the art assignments that are frequently given in art classrooms. How important do you think it is to have projects that incorporate student experience/thoughts into project assignments versus focusing on having students refine their skills?
ReplyDelete(sorry, another predominately artfolk question)
I think it should be integrated into your lesson plans, but obviously can't revolve around that. I think you need to refine skills first, and then after that you can give the students more freedom to incorporate their own interests... or there are some projects that could do both at the same time... So, basically, I think they are both important, but they need to learn the basic skills first and foremost.
DeleteI know its from the first paragraph, but I completely agree with this; “Some instructional approaches focused solely on repetition of decontextualized bits may ‘work’ temporarily to raise test scores for children in urban settings, but if the children’s minds are not engaged, then the programs are failures”. This and the whole idea that worksheets and busy work are not teaching children anything, is something I completely agree with for any child in school.
ReplyDeleteThis is a question that I’m sure the answer will very depending on the student and the situation, but in this chapter she discusses several different teaching styles and techniques to get kids engaged and using their brain instead of mindless busy work. However there are always those kids who don’t want to participate, how do you guys plan on trying to engage that student and bring them into the discussion? Or do you think that it entirely depends on the student and the situation?
ReplyDeleteMy host teacher has a "sneaky" way of getting everyone to participate. He has the students stand up & then he'll ask them to describe a character from the book we're reading, Walk Two Moons. Each student will have to say a characteristic or give an inference from the book & once they answer, they can sit down. It give students an incentive to go first because they get to sit down quicker. The longer you wait, the longer you remain standing. Surprisingly, this tactic works & keeps the students engaged in the activity. It also serves as a review for all the students & they can fill in their "character caption" chart as they go. It's a win, win, win, win situation. :) Also, since everyone has to do it, no one refuses to participate. This is a great method of getting everyone involved in the discussion & helps them to focus on the task at hand. Oh & he allows other students to help one another out, so it can tie in collaborative efforts as well. Then, at the end he asks, "who taught today's class?" They all say, "we did!" This goes along with "we're all teachers & we're all learners."
DeleteJess, that is a good tactic! My host teacher is big on one-on-one conversations. When she asks them questions or is even just explaining things, she'll directly address one student. For example- "Ty, what was the good trick to remember prepositional phrases that I taught you last week?" She uses this to keep their attention and to keep them on their toes. It seems to work well for the majority and they all definitely come more prepared. (If they don't know something that they should, she'll give them silent lunch for not doing their homework.)
DeleteIts different for me, being in an art room, so a lot of these tactics don't apply. I have a student who refuses to put any effort into his project. He basically drew a giant smiley face with hands and has been sitting around since. I have repeatedly made comments to him, saying that he needed to work and informing him that he wouldn't get credit for the assignment based on what he had, because he hadn't met any of the requirements. He simply doesn't care. My host teacher seems to have given up on him. Anyone have any ideas for what I can do in these types of situations?
DeleteQuestion:
ReplyDeleteI most definitely think that critical thinking is highly important in the classroom. It seems like a better option than letting your students sleep or color worksheets of turkeys. It IS crucial that "Students must defend their choices with references to both the direct text & the implied meaning. What does work, whether using the arts as a basis or not, is having kids read, write, & discuss text," (129-130). I agree. My question is -- have you guys witnessed a lot of discussion based off of texts in your placements? How are your students developing these skills? I'd like to know (especially from those of you in high school placements). I would also like to hear about how your host teachers are implementing critical thinking activities into the curriculum.
Generally, we have Reading Workshop on Mondays & Wednesdays & Writing Workshop Tuesday & Thursdays, but of course are not limiting those things to just those days. But, I do like how there is time allotted for reading & writing every week. It not only offers the students structure, but a routine (which I think is important at this age --8th grade). The students come in knowing they are going to have to read & write & interpret & infer & offer citations. It's interesting to see incorporated into the classroom. I have heard that GCEC had a 100% passing for the 8th grade writing test last year. So, seeing where my students are beginning this year & knowing there's going to be a huge transformation between now & January is extremely exciting! The preparation they are going through because of these critical thinking activities may be the difference between them passing or not passing the writing test.
Me and my host teacher have discussed this and we both feel that a lot of art projects do involve higher order thinking... I'm sure many disagree but students have to figure out for themselves what composition, colors, etc would create a successful work of art. While there are of course some students who don't put in the thought and effort they should, it at least opens up the opportunity for higher order thinking. We also incorporate other subjects into art and the students have to make the connection
DeleteI feel like I keep ranting. I apologize for this. BUT...
ReplyDeleteOne of the very first thing this chapter mentions is the brutality and damage of simple tasks like worksheets. Delpit says, " There are times when students, overexposed to worksheets and minimal thinking, resist being pushed to think." Worksheets have their limitations. They ask you to think in one certain way and don't expand on any other form of cognitive process. The things we have learned so far in the program have all been instruments of teaching that involve deep and involving thought. Teachers that ignore the power of different, evoking styles of education limit and hinder their students.
Question: Do you remember any classes where you only ever had worksheet assignments? Do remember ever actually learning anything from them or do you just remember completing your work to get the grade?
I would mostly agree that worksheets don't cultivate understanding. An exception for me personally may have been math. We completed worksheets that made us repetitively solve problems that increased in difficulty and for some reason this worked with my brain. Doing them over and over like that and running into obstacles somehow helped me understand the concepts.
DeleteQuestion:
ReplyDeleteWhat kind of "excellence-level goals" will you have in your classroom like Shabazz had on pg. 133?
Comment:
I thought it was quite shocking that only .05% of classrooms used academic dialogue and discussion. After being in our July class, I know that these environments are key to having students grasp concepts and understandings by having their peers guide them in things they might not understand from a simple lecture. By having deep discussions in the classroom, students can connect things to their lives. They can also use this information to connect to other things they read. Discussions are a major key in having students grasp and understand new things every day.
Chapter 7 comment:
ReplyDeleteA quote that struck me in this chapter was, “When people of color are taught to accept uncritically texts and histories that reinforce their marginalized position in society, they easily learn never to question their position” (128). I feel like the education field is all about teaching students to think critically, but I like that Delpit points out the reason why it is so important to do so.
I love the section that discusses the goals that one teacher had for his Math classes. What are some underlying goals for English and Art?
ReplyDeleteSide note: I also like Shabazz's motto, "Give me your worst ones and I will teach them" (133). This quote reminded me that what society or the school system may deem as "worst" and unable to learn is a false, fabricated idea.
Comment:
ReplyDeleteI think that, yes, we need to teach our students critical thinking skills not just for the purpose of a class, but for them to critically think about the decisions they make in life (the choices they make outside the walls of the classroom). They will always encounter situations in which they will need to use this skill. And, by choosing not to use mindless worksheets, this requires that I, too, think critically. This means that I have to create lessons that truly challenge the students to think outside the box & has them questioning everything (to an extent).
I like this...
"...not accepting anything as a given, understanding one's own agency in the process of education, & connecting teaching & learning to the students' own worlds," (133). I think this is nice to keep in mind as I embark on learning the ins & outs of developing my own teaching methodology/philosophy.
That's a great point about the teacher thinking critically as well as the students. Sometimes it's easy to get lost in pondering what we should do for the students while sometimes forgetting one of our best tools may be teaching by example. If we, as teachers, can't display critical thinking, how can we expect our students to understand and value it?
DeleteI thought it was very interesting that the Native Alaskan teacher used the "broom technique." (126) We all need to think for ourselves and I think this is a great message for each and every one of us.
ReplyDeleteDelpit discusses that arts should be taught in conjunction with the subject at hand and that reading and writing should be the main focus. Would you say that this is the way your placement is being run?
ReplyDeleteI've noticed that in my placements there has been a bunch of cross subject teaching going on which is something that I really like. English and History go well together and one needs to be good at writing to handle both subjects; subjects are not exclusive from one another.
DeleteComment: I love the bulleted list at the end! It is interesting that one of them suggests that if "heterogenous groups" are active then good teaching is going on--I am not sure I follow her on that...
ReplyDeleteAlso, all I was thinking was ACTION STRATEGIES
Question: Do you think that heterogenous groups mean good teaching? And how will you apply action strategies in classes like math and foreign language?
I particularly like the following quote from Carter G. Woodson that was printed in this chapter. "When you control a man's thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his "proper place" and will stay in it." I think that is very important to remember that we don't want a bunch of sheep, we want thinking and critically thinking individuals who will not just do as they're told, but will break new ground and give the world new innovations, expanding on what was already known. Instead of game players, we should teach game changers.
ReplyDelete...
No offense to any actual sheep.
That was quotable too, Noel: "Instead of game players, we should teach game changers." Awesome. I totally agree, and in art this is important. Teaching students the rules (perspective, elements and principles of design etc) is vital and then telling them that they are breakable, as long as it's done consciously and for a purpose.
DeleteI was wondering as I read this chapter, say you did try and do as much to promote critical thinking as suggested, which includes questioning the material presented and its validity. Now, suppose your students proceed to do this in another class where the teacher simply views that as insubordination, as they were taught to simply present material. How would you approach such a situation? Would you discuss it with the other teacher? Would you simply explain to students that questioning things may be difficult, but should be done regardless? Or would you go another route? What if the majority of teachers in the school disagree with the viewpoint of teaching critical thinking and resent the 'rocking of the boat?'
ReplyDeleteI would try talking to the other teachers and figuring out a solution to their concerns. I feel like many of them believe that critical thinking would strip the students of the memory skills they need to do well on the standardized tests.
DeleteCritical thinking skills are my number one thing. I will tell anyone who will listen that I think the ability to think clearly about a multitude of subjects is the single most important thing that we can try to give our students. I never really thought before about how it might be even more important for minority populations.
ReplyDeleteWhat are some good ways to encourage a strong vibrant mind that also include some standards that we could teach?
In terms of English, perhaps the exercise where you describe a situation a character will undergo and have the students devise their own solutions/thoughts before reading.
DeleteFor art, one example could be posing the situation to the class (i.e. There's a war and you want to protest it, but feel the best way would be through art-- what do you choose to do?)
This comment has been removed by the author.
ReplyDeleteWhile I agree with Delpit that critical thinking is the primary goal for students to achieve as they're growing up, I can see why teachers are afraid to teach in the manner that this MAT program is trying to get us to teach in. Many teachers have the goal of preparing students to take the standardized tests and so on. After that, teachers usually are too busy to work on other things regarding the students' lives.
ReplyDeleteQuestion: Has research shown that teaching in a critical way has students learn things that will significantly help them in life AND has them satisfying their standardized and benchmark tests?