Ensure cognitive readiness and allow students to learn at their own pace
Ms Ara told them that they would have many opportunities to write full essay that are 1 to 2 pages and she was trying to push them there. However, how can they do it if they cannot even write for 2 minutes without stopping? How will they be able to write two pages? She said that she was training them in endurance and her aim was to push them to write without stopping. They practiced with journal because in journal writing, they should not be inhibited by spelling problems, grammatical errors, worry that others may not like it. In addition, it was “ok to ramble in their journal”—Dorothy, classroom observation fieldnotes, Feb 18, 2008, EDCI 6304
This quiz was over problems from page 588 and 591. She picked 7 problems from those pages and the students were allowed to look at their work. During this time, she took the attendance. During this time, I notice that Huang was bobbling his head. Mrs. Fil says “This is three days of work and I am making sure that you guys had worked on it.” “You are just coping down the problems that should have already been completed.” From were I was sitting I could see the panic in the students faces. As the quiz is going on she is circulating around and then Huang made a loud grunt. He was the last one to turn his quiz in.—Emily, Fierros, Feb 15, 2008, EDCI 6304
I used the verb “force “to describe my learning right / left hand turns because of the process that I used to ensure that I do the turning correctly…I am now beginning to be wonder if this is some form of learning disabilities. I think this is a timely reminder that in the classroom, when students for one reason or another, despite much teaching ,find it very difficult to understand the concepts taught , teachers need to be patient and caring enough not to dismiss those students as low-achievers. Depending on the type of learners, students can be taught how to think through the difficulties with strategies such as graphic organizers, mnemonics, or even graphic representation of the concept. —Dorothy, Dorothy, February 26, 2008, EDCI 6304
Break the task into smaller chunks
Ms Ara told the class to make up a sentence, any sentence. She told the class that the sentence needed to be complete with the appropriate sentence structure. She mentioned, “some students had been lazy and their sentences often were phrases or clauses”. Then Ms Ara asked the class “What parts of speech are needed?” Dan answered “a noun”. Ms Ara confirmed the answer and added that a proper sentence needed a pronoun, and more importantly a verb, ‘a strong verb’. In their sentence the students were to write any sentence that is represented by the verb about the mood. The verb would represent the MOOD in the sentence. They could make their sentence better if they use compound / complex sentence although this type of sentence structure was not necessary. That is an interesting comment about students’ not using complete sentences. Ms Ara attributes this to their being lazy. What if the reality is that they really do not know what a complete sentence is? Note that only Dan answers her question about what a good sentence is. Or maybe Ms Ara is not being sensitive about the students’ feelings when she uses the word ‘lazy’.—Dorothy, Classroom observation fieldnotes, February 20, 2008, EDCI 6304
Reduce the amount of information
One other interesting thing I learned tonight was the concept of chunking as it pertains to short-term memory. I was fascinated to find out that we can only store 7 bits of unrelated information at one time. I can see where this information will be very helpful when I plan my lessons from now on. I guess sometimes the problem with students learning is not necessarily the content being taught, but the quantity being taught at one time and whether or not that student is able to relate it to his/her personal experience.—Carlos Moreno, Mar 5, 2008, EDCI 6304
I do not know if I should be ashamed of my ignorance. But, I remember my children having a hard time finishing all of the work that they have to do for reading. During reading we have rotations and the children have a lot of work. At first, it was very hard for them. I would teach them the sound of the week plus 10 spelling words, 5 challenge words, 5 or more vocabulary words and ten TPRI words, plus the skill they had to do for that particular day, and the reading story. It’s a lot!!! It’s amazing but the children actually learned. At first it was very difficult for them. I remember I used to think I was the worst teacher that existed in world. (Sometimes I still do). Now, I understand why it was so difficult for them. But, with the knowledge that I acquired today I can try to create different activities that will help the children store this knowledge in their long-term memory.—Smile, March 4, 2008, EDCI 6304
To read more on easier learning:
Greetings from the Editor/Instructor
Easier learning: Introduction
Easier learning: Instructional strategies-I
Easier learning: Instructional strategies-II
Easier learning: Instructional strategies-III
Easier learning: Instructional strategies-VI
Easier learning: Instructional strategies-V
Easier learning: Instructional strategies-VI
Easier learning: Instructional strategies-VII
Easier learning: Instructional strategies-VIII
Easier learning: Instructional strategies-IX
Easier learning: Instructional strategies-X
Easier learning: Teacher factors
Easier learing: Be a strategic learner
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