1. Is getting students to understand content an issue for you? If so, what are the typical stumbling blocks you encounter?
2. Most teachers are great at building students' knowledge of labels ("Let's define a tornado"), but developing their understanding of properties, context and meaning is a greater challenge. After reading the chapter, what's your understanding of the term properties? How might you use this concept in your teaching? Outside of taking students on a field trip, how might you increase their understanding through context and meaning?
3. The toughest part of building deep understanding is often ensuring that all students are able to transfer the content to their own lives. How do you currently develop learning transfer in your students? What might you try to improve your results?
I do not think getting students to understand content is an issue for me. If I find that students are struggling to understand a certain topic, I find a different way to present the material to make it more understandable. Finding ways to connect real-life examples to the content is a way that I try to help students understand what they are learning.
ReplyDeleteThe term “properties” includes a range of simply understanding generalizations about a topic to delving deeper into the topic through hands-on engaging activities to gain a full understanding. It is important to use this concept in teaching to help students understand what they are learning. In science, we are studying plants and their environments. Instead of simply understanding the label of “plants” and determining what a plant is and what it needs to survive, we conducted an in-class experiment over a two-week period. Students placed lima beans in different conditions (with soil, without soil, with sun, without sun, darkness, light, room temperature, freezing temperature, etc.) and made predictions if these beans would sprout or not. The students were so eager to observe their lima beans each day and record the data in their science notebooks. We created “Special News Reports” on our experiment findings. Overall, the students were exposed to a deeper understanding that expanded from the simple “plant” label. This unit would not have been as successful without the activities to develop context and meaning for all students. The students generated and tested their own hypotheses, deepened their understanding through writing, and applied their findings to real-life situations by conducting the same experiments at home with their families.
I develop learning transfer into my students’ lives by making the examples realistic and making vivid examples for students to see and to envision. I try to find short videos or pictures to share with my students. While learning the difference between area and perimeter, I showed students a picture of a fence at my house that was build for my pets. The students quickly remember that the fence I showed them keeps the pets inside. P for Pets and P for Perimeter go together, so that results in the space around the outside of a figure. I think transferring the material is all about making real-life examples and connections, so they can have something to relate the material to.
Sarah, I think your ideas are great! I love the P for Pets and P for Perimeter. My biggest challenge is having the time to really go in to the properties of a concept. I try to make lessons relevant to their lives. For example, at the beginning of the year I asked them "What would life be like without art?"
DeleteYes, relevance to personal lives is key.
DeleteWow wish I had thought to show my class the fence for perimeter instead of just telling them what it was.
DeleteI do not feel like I have a problem with getting my students to understand the content I teach. Like Ms. Martin, I try a new strategy if the students do not understand how I present the topic the first time.
ReplyDeleteProperties is defining features of the content being learned, and creating a deeper understanding. I just recently used this concept in our Solar System unit. We talked about all of the planets, then each day we picked one planet and talk about it in depth. I would ask them questions about the planets to ensure that they are getting a deeper understanding of each planet.
I am very similar to Ms. Martin where I relate things in my classrooms to real world examples. We did a unit on elapsed time and I stressed how I still use the same concepts today. We talked about if I was at a movie for 2 and half hours and I was meeting my friend for dinner afterwards. How would I know what time to meet her?
Elizabeth Ross Carpenter, Thanks for sharing chapter 6 about Engaging Students with Poverty in Mind
ReplyDeleteNice Post
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Limited vocabulary makes understanding content difficult for my students. So we work on building their knowledge base by spiraling the old with the new. We make connections by sorting into categories, then use our thinking maps to elaborate the properties "attributes" of the individual word or the group as a whole. In order to deepen understanding and have the knowledge transfer to our students every day activities need to be relevant and meaningful. I like the suggestions in the book to have real world problems to solve. I try to get my students using their new vocabulary in conversation at school and at home; "a word a day keeps the cobwebs away" and keeps those brain connections growing. I especially liked the idea of a 5 minute summary writing activity to get students writing and taking ownership of what they are learning and taking away from the lesson.
ReplyDeleteI also liked the five minute summary writing activity, particularly the peer editing portion of it. Having students assess he selves and others can be an eye opening experience for some kids. It helps them take ownership of their work!
DeleteVocabulary is also a stumbling block for many of the students in my reading groups. Making connections to real life activities makes it more meaningful for my learners is key to helping them get ownership of a word. I also like the five minute writing activity. You could mix it up so that it was more than summaries to keep students excited about writing/sharing with each other.
DeleteI also like the five minute summary idea-might be what I could try with my "whole class" activities.
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ReplyDeleteHi, Elizabeth Ross Carpenter
ReplyDeleteThat's really great plus informative chapter
Thanks for sharing
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Getting students to understand content isn't really an issue. It just may not work the first time around. I just try a different way or learning modality to help kids make a connection in a way that makes sense to them.
ReplyDeleteProperties are what makes a particular concept distinctly different from others. My fourth graders just finished a unit about wall building in which they investigated the properties of different building materials and determined which mixture of materials would make the best mortar for building walls. When studens can have a hands on investigative experience, it helps them understand better.
I like the way the author suggests letting students share personal stories with their classmates to create relevancy with content. Daily exposure to new vocabulary and using visuals to summarize are also helpful because the students have to understand what they are explaining, particularly when they are illustrating it.
I also like having the students share their personal stories. I like to have them share stories when we are talking about background knowledge before getting into our topic.
DeleteSame here..
DeleteI agree, I think letting the students share stories with the class or a partner is a great way for everyone to share something they know but also absorb what others are telling them. It makes it easier for some to relate to the topic.
DeleteI get my students to understand content by doing hands on activities, using the Smart Board and having other visuals available. Understanding the properties of the content I teach comes from solving problems, comparing and critiquing. Students use art vocabulary to describe, analyze and critique artwork. Personal art is an excellent way to have students share their feelings and experiences. It is always interesting to hear the students' stories about their own art.
ReplyDeleteI think that letting students share experiences from their personal lives is a really good idea. It helps other students get engaged with a story from someone else's life but also helps them understand the concept of relating something you are reading to their own lives even if they themselves have never experienced such things.
ReplyDeleteI don't have too much of a problem getting kids to understand content but I usually can change the way I am presenting it (story, video clip, reading, etc.) to reach all students and help them relate. Every student comes from different places in their lives but I want them to understand that everything is in their grasp.
I agree that different ways of presenting information will connect with different students different ways. Some are auditory learners, others are visual, and some may need to hear the information several times before they get it.
DeleteI agree that having students tell stories about how it relates to their lives not only gets them to think about it but makes the students around them begin to relate by hearing an example from a peer.
DeleteThe fifth grade content can really be difficult for some of our students. Particularly, the vocabulary, or their lack of basic vocabulary, holds back a lot of our students. Words and content that you assume most children know, a lot of our students don't. So, if you try to teach and build under the assumption they should "already know that", they will not be successful. We communicate and make connections to material, or I have my students put themselves in that situation.
ReplyDeleteI also tried this year to push students to work on the next level. We might be reading a novel and at the end, go on a Google Lit Trip, which uses Google Earth, questions, synthesis, to walk them through the settings of the novels they read. They really enjoyed seeing "where" the story that we just spent 6 weeks on, really took place.
We also spend time reflecting in journals and writing to Parents as Pals. I think giving studnets the chance to share with their parents what has happened that week, gives them a chance to reflect on what we are doing in class. Plus, that gives parents a little insight to what we are doing each week, and allows them the chance to reply. I think keeping that line of communication is very important, the closer they get to those teenage years.
I have the benefit of seeing from the parent side of school how your many different strategies have helped my fifth grader make deeper connections.
DeleteIn general, I don't think content is the issue for me. I agree with the comments above that getting students to connect their personal lives to the material is key. For example, teaching students about Internet Safety isn't complicated for basic concepts, but it is wonderful to see a student's eyes light up when they are able to connect what we are discussing with something that has happened in their personal lives. I know hands-on, direct interaction with information sticks much better than just by lecture, so I do try to have students do group activities, hands-on activities, and class input as much as possible. I do enjoy having students discuss how information in class connects to their personal lives. It shows they understand the material and I also get to know them a bit better.
ReplyDeleteIn general, I don't think content is the issue for me. I agree with the comments above that getting students to connect their personal lives to the material is key. For example, teaching students about Internet Safety isn't complicated for basic concepts, but it is wonderful to see a student's eyes light up when they are able to connect what we are discussing with something that has happened in their personal lives. I know hands-on, direct interaction with information sticks much better than just by lecture, so I do try to have students do group activities, hands-on activities, and class input as much as possible. I do enjoy having students discuss how information in class connects to their personal lives. It shows they understand the material and I also get to know them a bit better.
ReplyDelete1. In PE, content is not really the issue. I have objectives that have to be accomplished like all teachers, but at the Elementary level its more along the lines of developing physical ability more than mental or cognitive ability. Effort, and attitude are more of my daily challenges.
ReplyDelete2. Properties are the deeper understanding of what makes up the label or how the label is used. Ways to develop properties in PE are to relate the skills that we are working on to things the do in real life or understand which exercises belong to which labels. Ex. learn and discuss ways in which building muscle can relate to everyday life. In class I put up symbols by our various exercises so that students can learn which ones fall under which categories such as Heart Related Fitness, Muscle Related Fitness and Flexibility.
3. We try to relate what we are doing to real world experience. Obviously, sports are relatable to some, but for others we try to provide them examples of how exercise can improve overall quality of life and how physical fitness is actually about being able to accomplish everyday tasks without becoming overly tired or injured, such as climbing the stairs or carrying groceries for mom. Making it personal so to speak. Things I can try are the use of quick you tube videos. I did this with my Creative Line dancing lesson in which we showed a video of various forms of line dancing before we allowed the students to create their own. This helped develop a deeper sense of understanding what line dancing is and how different each one can be based off of the music and culture behind each one.
My students do have an issue with content due to lack of decoding strategies or letter-sound knowledge. The instructional processes and engagement strategies that I use must target specific learning deficits in order for me to be effective and help students make progress and meet grade level specific goals. A stumbling block in this process is retention of information previously covered and recall of necessary words. In particular, sight words that cannot be sounded it. One day they "get them" and the next day they do not know them at all.
ReplyDeleteThe toughest part of building deep understanding is often ensuring that all students are able to transfer the content to their own lives. Making connections to real life experiences is key to understanding new concepts and building deeper understanding. Providing students with a visual aid or thinking map and then moving to a personal story or scenario that supports/teachers more about the concept is a good way to get transfer for students.
I really like the idea of including a personal story into your teaching to provide a transfer to real life.
DeleteThis chapter often reminded me of our book study from last year. I think part of engaging students for a deeper meaning is connecting to a variety of learning types. Getting students to understand concepts is easier with topics of interest to me, but can overall be challenging. I believe that sometimes in the rush to squeeze it all in I try to take a shortcut. This chapter reminded me that shallow teaching leads to shallow learning. Students can't recall what I teach because they have not engaged with the learning enough. I think my challenge in getting students to transfer learning is that as an individual I was motivated simply by the desire to do a good job. I always knew where I wanted to go. i need to remember that students today live in a very different world. They have different tools at their disposal and different goals. I can improve this transfer by understanding better what their world view is and incorporating the technology that is so much a part of their world to make connections.
ReplyDeleteThere are times when you look around the room and there's nothing but blank stares and that's when you know you need to get everyone up and try something different. For example if we are working on some math concepts and the tens rods are not helping the students understand then we will draw pictures or use human models - just anything to change up what we're doing so they can better understand.
ReplyDeleteUsing 'labels' might be a place to start learning about a new topic but once you delve into the properties of the subject that's when things really start to click with students and they become curious, ask questions, or even answer their own questions.
There are times when it's harder to develop learning transfer in a title 1 school because many students haven't had experiences that we may have had as children so they are not able to relate to certain things. Just the other day we were having a discussion about rocks and where the rocks in our driveways originated. I mentioned they were from a rock quarry and some of my students knew what I was talking about and even shared a story of seeing one. On the other hand I knew many students had no clue what I was talking about so we googled some pictures and talked about the machinery and things we saw. This is just one example of how I can connect what the students are learning to real life situations that they can understand and relate to.
That is such a great idea to get them up and doing something different when you see blank stares. I feel as if I get those a lot from certain students and have a hard time dealing with them. Great point!
Delete1.Only when I don't spend enough time on it or don't approach it in several different ways. They can usually get the concepts.
ReplyDelete2. Story-telling, whether made up or real helps to make it relevant. It then leads student to sharing stories. Even kids without their own story can see the relevance when they hear their classmate share.
3.In small groups, at the end, I have them share one way that they will use what we practiced in the coming week. Again it helps that they hear each other's ideas. The following week, we do a follow-up and they give each other feedback. It seems that having a system for self-monitoring during the week, as well as the accountability with peers each meeting, makes a difference in transferring the new behaviors. But I think I need to do more of that in the classroom lessons, too.
1. I think it depends on the content. Generally I do have a tough time with certain things. I think that it is tough for me to follow a logical, broken down, step by step process of presenting information to them at times because I tend to see the big picture and not details.
ReplyDelete2. After reading this chapter, I think that the book is saying “properties” are describers of how something works or what it is useful for, etc. I can use this concept to help me go deeper with my students and to help them know several things about the topic in order to produce true understanding. I could increase their understanding by helping them create several questions to find answers or ask answers to the topic.
3. I have not worked intentionally in this area before so this is a great thing for me to think about. I think that several areas of what I teach naturally lend themselves to be transferred such as singing, but note reading is a much harder area and I think that I could do a better job. I could do something such as having the children try to transcribe some notes of their favorite song from the radio or have them composing more.
There are times when all I get are blank stares from most my kids faces. I find that just changing up the model or moving around in the room helps the students look at the concepts in a different way. I think that this book is saying that properties are the describing of something or how something works. It seems to be a little more than just the simple definition of what something is. There were several suggestions to build a students understanding of properties that make sense and I could see myself using in class.I think that using more physical models and hands on tools will allow the students to build a deeper understanding through context and meaning. This will help some with transferring information to their lives. The more real world problems and examples you provide in class will allow the transfer to happen.
ReplyDeleteI agree Chantel, the more physical models/hands on tools used, the better the understanding!
DeleteI agree Chantel, the more physical models/hands on tools used, the better the understanding!
Deletegetting students to understand content an issue for you? If so, what are the typical stumbling blocks you encounter?
ReplyDeleteWell, with my population of students, this is usually a daily challenge.
Stumbling blocks would be their individual intellectual delays…
2. Most teachers are great at building students' knowledge of labels ("Let's define a tornado"), but developing their understanding of properties, context and meaning is a greater challenge. After reading the chapter, what's your understanding of the term properties? How might you use this concept in your teaching? Outside of taking students on a field trip, how might you increase their understanding through context and meaning?
Hands on items and manipulatives are my friends when it comes to teaching properties!
I use this concept by trying to have concrete items to relate to the idea being taught.
3. The toughest part of building deep understanding is often ensuring that all students are able to transfer the content to their own lives. How do you currently develop learning transfer in your students? What might you try to improve your results?
In teaching my students life skills, I involve the parents to ensure that the transfer of skills is being expected and taught at home.