One of the main things I found interesting with Chapter two was Gallagher's discussion about the knowledge of the Vice President and Al Queda in his classrooms. Gallagher continues to discuss possible contributions to this lack of knowledge. At one point, the lack of prior knowledge he connected to low socio-economic status families. I find this to be of extreme importance in regards to "real-world" knowledge. Students of poverty more than likely do not have the same resources than students that fall in higher economic statuses. Things like computers, televisions, and the daily newspaper at times are not generally accessible to poverty students. These situations will cause a student to not be knowledgeable of daily newsworthy information.
When I taught at Early College, I experienced students of low socio-economic status. In that class we had the opportunity to bring in a Current events day. This gave the students the ability to experience newsworthy information that they might not normally experience. Some students rebelled from the project, however, the students that took the assignment seriously sincerely benefited. I hope to be able to incorporate this idea in my mathematics classroom as well. Regardless of the content, I believe that this assignment will help my students grow as individuals.
I am still struggling with original literacy ideas for my future classroom. Yet, through some of the reading, I have discovered different strategies that I will include in my class. Such as, notebook organization to increase vocabulary retention. Dr. Webb also gave me a good idea about textbook reading in yesterday's class. She described how I could assist my students in breaking down text. This strategy would normally be utilized in different content fields, but Dr. Webb showed me how to direct the strategy to a mathematical approach. Hopefully, i will continue to find ideas from these resources. In this case, I don't mind stealin...
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I would definitely try to incorporate reading of word problems as a literacy idea. Most students, myself included, struggle with word problems and need tools to help them breakdown problems to make them more manageable. I feel that this is different from breaking down text, because that makes me think of reading the textbook to understand the concept. Whereas breaking down a problem you already know the concept information you just have trouble finding all the information you need because it is lost in the sea of "useless" information. Maybe try to just google math and literacy ideas to see what you get. Google may surprise you. You just have to know what words to search.
ReplyDeleteI can't really relate to the math aspect of your literacy issues, but your last sentence is something I DEFINITELY relate to. I steal ideas from everyone I come in contact with. My dad has taught for 30 years. I am constantly picking his brain. I have several friends who teach around the state. I have visited several of their classrooms, and some of the techniques they use will find a place in my classroom as well. The theft of motivational and educational techniques is not a crime. STEAL AT WILL!!!
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