April 6 Psychology
1. How does this topic fit into what I have learned already in this course?
Both last week’s and this week’s readings had to do with language and how we process it. Last week we read about listening/reading and this week we read about speaking /writing and all the cognitive processes that occur (quickly) in order to be able to speak, read, write, and listen. Common vocabulary often circulates throughout the chapters: background knowledge, schemas, experiences, working memory, phonological loop, visual sketchpad, central executive. Each chapter, no matter what the topic is (language, mental imagery, memory strategies, etc.) –the key ideas keep spiraling around and it is demonstrated how it all links together.
2. What am I still not clear on in this week's reading(s)?
I move my hands a lot when I talk…Motor movements sometimes help us remember a word? Hmmmmm!
This not so much something about what I am not clear on but … Just thinking about my third grade writers and teaching writing, I am amazed third grade students can write after reading this chapter. Writing is such a difficult task for most students (now I can understand why), yet some students are naturals when it comes to writing. Some link good readers to good writers, however I have not found that to always be true. So, do those that seem to have a gift to write…have a more powerful/organized central executive, I guess…
3. Under what conditions would I apply this material to my own teaching/work.
Well, for one the information from this chapter helped me further understand why the task of writing is so difficult. I do use many prewriting activities and a web to help student keep their ideas organized. Students often write a “list” of simple sentences rather than giving one detail and telling more about that detail. I believe I need to do more modeling because some students just need more exposure to using a web to help organize ideas. Revisions…ugh…it is a complex task that, again, I should model for the class over and over before I expect them to do this independently.
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I am really glad that you commented on good readers not always being good writers. I used to see that often when I taught fourth grade. Some of the best readers seemed to get stuck when it was time for writing. They had a blank paper syndrome. My daughter is a fabulous reader, but she is a reluctant writer. She is not a risk taker, and it bothers her to work on something that might not be perfect.
ReplyDeleteI also noticed that you mentioned how difficult writing is. As I read this chapter, I wondered if ISAT administrators knew real way writing is developed. They might change their expectations if they did.
Your modeling comment really rang true to me. My modeling goes in spurts. Sometimes, I think that I do it like crazy, and then others, I need to work on it.
I agree with both you and Penny about the lack of correlation between good readers and good writers. I also agree, as would Dr. Cordova that writing takes a lot of modeling.
ReplyDeleteOne thing the book said, which I think is a good idea, is to have someone else read your paper for errors. After a child has worked on a paper for awhile they begin to read what their brain has thought (and not actually what was written down). Student can be bigger critics than teachers. So I think it is a good idea to have each student have two other students proof their paper before it is turned into the teacher. Must be a good idea because we had to do the same thing with our action research project as graduate students.
I too am baffled about third grade writing abilities. I look at what my students are producing and compare it to what they did when they first entered third grade and I am truly amazed. You are right though, it is a wonder they can perform such a complicated task. I am not so sure good readers make for good writers. I have not always found this to be true. I have two students this year who are not strong readers but they love to write. They do it pretty well too. What I do notice is the revision process sometimes takes a little longer. I think writing is a gift and some have it while others don’t.
ReplyDeleteModeling is what helps my reluctant writiers get started. I fall short with modeling during the revision process yet I expect my students to revise their own work.
I think so, those with writing ability have organized thoughts which leads to effective cognitive abilities. But when it comes to good readers are good writers idea, I think in most cases it might be true especially if the reader has also acquired rich vocabulary from the reading.
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