Evaluate the model's overall strengths and weaknesses. Which steps or aspects make the most sense to you? Which parts seem less practical?
Do your current instructional and content requirements fit into this model? What would you have to adapt to make it fit better?
Overall, I think that many of our teachers already do quite a bit of what is suggested in this book. It gives a lot of good examples and suggestions of things to try in your classroom. I was disappointed in the "Managing The Social Brain" chapter of the book. I was expecting something more in depth about how EBD kids tie into this model. I found the Emotional states section very eye opening. My kids seem to stay in the Fear/Threat state. The problem is trying to figure out how to get them out of it and into another state conducive to learning. Really hard to do with the manipulative EBD kiddo. I will have to be very intentional about priming my social skill lessons this year.....
ReplyDeleteDixie,
ReplyDeleteI completely agree that lots of the suggestions are already happening in various pockets of our school. I am hopeful that with some consistent adaptations and intentionality, we can really push our kids forward!
I can't say that there are really any negatives except that it would be difficult to implement the entire book. Sara said we will start with a few ideas and go fom there. In this particular chapter i have found so much of the material to be highly interesting and helpful.
ReplyDeleteThe part of the model that I find most challenging is "settle." We have way too much to teach to take settling time after each lesson. I think it sounds great, though. I wish we had more settling time.
ReplyDeleteI always try to make connections during the acquisition stage. It does make sense to wait until their knowledge is accurate. I just worry about running out of time. It seems like some days, the acquisition and elaboration stages take longer for some students, especially those with special needs.
I was excited looking at the teaching model. 90% of the model I feel is already happening in most classrooms, with the "settle" portion being the part sometimes missed. I agree with Michelle that ideally, it sounds great, but in reality we just don't have the time to set aside.
ReplyDeleteI liked their analogy of the "frame." This is essentially the "hook" many of us already use to grab our students' attention. I will continue to do this, as I have seen the benefits first hand!
The elaboration step is the part of the model that I personally want to work on this year. On previous posts, teachers expressed how they provide error correction through quick feedback by scoring formative assessments in front of the student. I did this occasionally in the past but when I became crunched for time, this step was the first to go. I believe it is SO crucial for students to get that immediate feedback so they can continue progressing. This idea of error correction during this step helps deepen their learning without students getting in the habit of repeating their mistakes. Instead, they are learning from their mistakes through immediate feedback.