Leu 7
This chapter encourages us to use the Internet to teach scientific thinking through reading, writing, observation, collaboration, evaluation, and critical analysis. Science should have hands on experiences as well as mental experiences.
Giving students one small part of a more complex task shows them how to function in the workplace through a distributed learning process. Internet workshops facilitate this function.
The Internet has many valuable resources for the science curriculum. Excellent science resource directories were listed for teachers to access when planning their science lessons.
When using Internet workshop for science study locate a site on the Internet that has the appropriate content for your topic, and develop activities that can be completed on the website. Students may end the unit of study by sharing their knowledge and experiences with others during Internet workshop.
Internet project lets students teach each other important ideas, curricular integration, math concepts, and scientific thinking. Internet project websites were cited.
Internet inquiry is where students question, search, evaluate, compose and share. It provides independent research, opportunities to converse with real scientists, and the development of scientific thinking.
Webquest sites were explored.
The two main goals in science are scientific knowledge, and the development of scientific thinking. Internet resources listed at the end of this chapter help teachers accomplish these goals.
I liked the interactive websites for primary grade children listed in this chapter. I did pick up a couple of new resources to use with my students when we go to the computer lab. However, most of this chapter was too complex for my kids to use.
Xu 6
In Xu, chapter 6, the author wants teachers to find out what interests their students in popular culture texts, and then plan literacy units around those interests so students feel that the topic of study has meaning for them. Since all students won't find every topic relevant, teachers should plan for a commonality among different interests.
One way to share popular culture texts with my Kindergartners would be through show and tell time. Students could bring in trading cards, T shirts, video games, comic books, or movies that show their interests. This is an informal way to assess their popular culture text interests. Students can express why they like their particular genre. Possible connections to curriculum standards were listed.
The author encourages us to use multiple media formats like drawing and writing to convey student ideas. When students create comic strips or trading cards they incorporate both drawing and writing. Summarization skills are enhanced because there is not much room for lengthy discourse.
Students can study popular culture text more in depth by looking at the social and historical background of texts.
Different genres of text should be made available instead of just one genre.
A text set can be related to a popular culture text interest.
Critical literacy practices include problematizing a text, researching language, and exploring minority culture constructions of language and literacy. Critical media literacy frameworks were used to explore popular culture texts.
Exploring the reality and the fantasy of subjects is a way to foster critical thinking in school.
Our Kindergarten has a fairy tale ball in the spring. I can use the websites for different Cinderella fairy tales from around the world and compare and contrast the differences to enhance critical thinking with my class.
We have show and tell time everyday in my schedule so I can change the open forum to a popular culture text forum for one week and see how it goes!
My students would love to write their own comic strips and trading cards! This would be an ideal writing and drawing activity for them because we are in the emerging writing stage.
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2 comments:
This Xu chapter was especially appropriate for the lower grades. I also liked how the survey of popular culture interests could be incorporated right into the daily routine of "Show and Tell". The use of drawing and writing with cartoons and trading cards was also a motivating way to differentiate writing instruction in the lower grade levels.
The possibilities are endless when it comes to show-and-tell! I have also used it with my preschoolers to introduce organization of writing. They first stand up and state what they brought in for show-and-tell (the topic sentence). Then there are three chairs that they sit in one-by-one and tell the class "supporting details" about their item. Lastly, they stand up at the end and restate their "topic sentence". Although the preschoolers did not understand this as part of a writing exercise, as they are ready for writing, this will help them visualie the organization of a paragraph. I also liked your idea of a fairy tale ball. It sounds wonderful!
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