Ch. 7 reinforcing the learning

July 15^th

As promised in the last blog, I have been trying to ask more open-ended questions to my students. This type of questioning is leading to some interesting dialogue and feedback between me and the students.  It is like trying a new path on a hike you have been doing for years, the senses are more alert, you don’t know what to expect but it is somehow more satisfying.

Speaking of dialogue, Ch. 6 of “From Telling to Teaching” is about partner interaction. Norris believes most students need to connect their learning on a personal level and make meaning that way. She thinks having students connect to another student or in small groups in the classroom is an excellent method for students to personalize their learning, and create good energy in a classroom. Here are a few ways she suggests you can do that:

·       Howdy and quote-give members of small group each a quote on the topic you will be covering. Students then have to introduce themselves and talk about the quote.

·       Partner interview-have students interview one another using questions you developed related to topic to be covered.

·       Verbal list and share-this is an excellent warm up for students with literacy issues. Ask participants to list with a partner for example 5 holiday foods that are important in is/her family and share it with their partner.

·       Partner circle and share-Create an open-ended question, use 2 rows of chairs, teacher plays music at each interval students move to the next chair and talks to the next person about the open-ended question.

Norris references Jane Vella and says the deepest learning takes place in the affective domain and using open-ended questions that relate to that area can be very effective. She also recommends that small groups should include no more than 4 people. 

July 14

The final chapter (7) of part one of “From Telling to Teaching”, is about how to reinforce learning. Norris maintains that new learning needs to be reinforced. The language of that learning needs to be used so it is not lost. Teachers can help reinforce language (new learning) by creating closing and bridging activities that get students reviewing what they have learned.  Here are a couple of ways Norris suggests you can do that:

·       Teacher creates a checklist and student partners mark off what they understand and what needs clarification. Students help each other clarify terms and concepts.

·       Teacher creates “looking back” questions- “What was the most difficult part of this exercise for you?”, What was the highlight of this training for you?”

·       Bridging forward questions “What new writing skill do you think you will put in your next English paper (I just made this up)”.

·       Other closers may be familiar to some of you trainers out there-“What part of the workshop on managing stress made the most sense to you?”

·       Students create 2 columns on a sheet of paper labeled a-m, and n-z. Two learners together fill out the chart and put down any related terms, words, phrases they learned today. Then have students share their results with the class.

I like the techniques Norris is writing about here. They are simple activities that get students involved in what they are learning, and I think they can be adapted to lots of learning environments. I agree with her that getting engagement and personalizing learning is a great way to help students to understand the material. I am curious what my readers think?