Culture of Thinking

Structure of Learning Environment and Learning Experiences

1.

Culture of Thinking

Goal Setting

Self-assessment and Reflection Practice for a Culture of Thinking

II.

Lesson: Equivalent Ratios & Proportional Relationships During this lesson students received feedback multiple times. In the beginning of class students completed a “ticket in” where they demonstrated a skill learned in the previous class. During the first ten minutes students corrected any mistakes they made on the “ticket in”. Students participated in an “Agree or Disagree” activity where they held up a red or green card depending on if they agreed or disagreed with the solution given. As a class we immediately went over each problem. It is important that students are given immediate feedback (Goodson & Rohani, 2009). During this activity students explained their reasoning why they agreed or disagreed. One aspect that could have been improved is the amount of support given. I felt as if I provided too much support when students were given their explanation. According to Goodson and Rohani enough support should be given to encourage the student, but not too much support where they do not need to do the thinking on their own (2009). When students were sharing their equivalent ratio models and answering their agree or disagree questions students were required to use support and explain their reasoning. They applied their experience with the models to the agree and disagree questions. The students were using critical thinking for creating the models because it was a problem-solving task where they had use prior knowledge to create the models (Goodson & Rohani, 2009). However, during the agree and disagree slides they were just applying the same rule to new situations, so this activity may not have required the same level of critical thinking (Goodson & Rohani, 2009). The lesson did require the students to work in small groups, and discuss their ratio model findings. Participating in group discussions is one way to promote active thinking (Critical Thinking Community, 2013). Cooperative groups is also a method to promote student motivation (Goodson & Rohani, 2009). In addition to cooperative groups as a means of motivation, I provided the students with clear directions and I provided the students with a “think aloud” (Goodson & Rohani, 2009). One way I could have provided more motivation for the students is to provide additional resources for the students while completing their group investigation (Goodson & Rohani, 2009). Students were only given one set of manipulatives and a chart to complete the activity.

III.

a.) In order for students to feel comfortable in the classroom, and comfortable to take risks they need to feel a sense of safety within the learning environment. Goodson and Rohani list multiple ways to develop a “community of learners” within the classroom (2009). The developing of this safe learning environment relies primarily on the teacher. It is the teacher’s job to create a encouraging, positive, and enjoyable learning experience for the students (Goodson & Rohani 2009).To begin this process of creating an open learning environment the teacher needs to start off by explaining detailed directions and model the desired thinking skills (Goodson & Rohani 2009). Having a model to follow can help the students become motivated to try the assignment or problem, because they are aware of the expectations. This also includes the idea that students are exposed to multiple strategies to reach a variety of learners (Goodson & Rohani 2009). The authors describe the importance of the teacher creating high expectations, which in turn will increase student achievement (Goodson & Rohani 2009). High expectations include insisting on detailed, precise responses (Goodson & Rohani 2009). If the students know there are high expectations they will begin to set high expectations for themselves (Goodson & Rohani 2009). b.) Procedural Knowledge:Goodson and Rohani describe procedural knowledge as, “information learning” and “knowledge of rules and their application” (2009, pg. 12). After reading the section on procedural knowledge, it reminded me of how math is typically taught in the classrooms. Students are taught a rule, for example, how to add decimals, and they apply that rule to other addition problems. The students do not necessarily know why the method works, but they can apply the steps to a new situation. Students practice procedural knowledge by remembering facts or information, it does not require the students to actually think about the information (Bloom’s Taxonomy, 2010). Comprehension:A student learning the material that is being taught is a model of comprehension. Students “construct meaning from information” (Goodson & Rohani, 2009, pg. 13). Comprehension is having the students not only being able to recall the information, but also make sense of the material (Bloom’s Taxonomy, 2010). Comprehension could be having the students summarize a short story or explain a process in science. Metacognition: A person being aware of how they think is an example of metacognition (Goodson & Rohani, 2009). Students being able to monitor and observe their own thinking patterns and strategies demonstrates metacognition (Goodson & Rohani, 2009). Students being able to practice this skill involves the teacher modeling his or her own thinking. This spirals back to the teachers creating a positive learning community where strategies are modeled for the student and the teacher displays confidence within the student (Goodson & Rohani, 2009). Students modeling this skill will increase their achievement because they will be able to interpret the material in a way that will be most understandable for their thinking process. Students will also being able to check for their own understanding without feedback from the teacher (Goodson & Rohani, 2009). c.) Students of different ability levels can benefit from different types of thinking and learning strategies. For example in the scaffolding strategy different learners may need extra support in the beginning, when other students only need minimal support (Goodson & Rohani, 2009). It is important to remember that although the students need to think on their own, they will need enough support to provide a start for their thinking (Goodson & Rohani, 2009). This amount of support varies from student to student. Peer tutoring and cooperative learning groups can benefit all types of learners, in different ways (Goodson & Rohani, 2009). The lower level students can benefit from the support and guidance from their peers, where the higher level students benefit from giving detailed explanations and support to their peers (Goodson & Rohani, 2009). Students that lack self-confidence are going to need additional reinforcement and motivation from the teacher (Goodson & Rohani, 2009).d.) Providing the right amount and correct type of feedback can be an intricate process for the educator. Goodson and Rohani explain the idea that students should receive multiple formative assessments that can provide the teacher with an understanding of student progress (Goodson & Rohani, 2009). Once the teacher has assessed the students, it is imperative that the students receive instant analysis from the teacher (Goodson & Rohani, 2009). Giving students instant feedback allows them to quickly change their misconceptions. I find this strategy very beneficial in my classroom. There also needs to be a clear balance between giving the students too much support and not enough support (Goodson & Rohani, 2009).

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Jen Greer

References

Bloom's Taxonomy. (2010). Retrieved from http://community.wvu.edu/~lsm018/Articulate Blooms Wheel/blooms_wheel.html King, F.J., Goodson, L. & Rohani, F. (2009). Higher order thinking skills: Definition, teaching strategies, and assessment. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf Critical Thinking Community. (2013). Retrieved from http://www.criticalthinking.org/pages/teaching-tactics-that-encourage-active-learning/468