In a previous class we discussed that there are four main ways of constructing a lesson plan and using learning theories. In a perfect educational world, all four of the theories combined in the classroom would create the ideal lesson. It can accommodate each type of learner that could walk in the classroom. However, as the education system rise and fall towards economic standpoints and government decisions, a learning process must be narrowed down. In my mind I see test preparations in one learning theory and using multi-modals in another.
As English language arts is a subject with multiple components, it can be quite difficult for students to grasp. Language as Expression learning theory seems like to most beneficial way to accommodate all students. This type of learning style focuses solely on them, and how they want to focus on the class. Choice is such a strong element for students today, and Language of Expression emphasizes this more than any other theory. Multi-modals can be a major piece in this. Students can choose how they want to learn by using the technology they grew up on. This can be such a strong tool for a teacher simply because multi-modals and choice is already being used as an ally in the classroom to get the students’ attention, but then adding on choice they can immerse themselves fully causing them to learn so much more. Students are much more likely to make themselves more engaged in the topic or book because it is something that they are interested in. If this theory would be taken even further to the grading policy, if students create their own rubric they tend to grade themselves much harder than teachers do. If they fully engage themselves in a project, by creating their own rubric not only do they understand what they are being graded on, they can expand their critical thinking. This theory is very versatile, for any type of writing style or function. Countless lesson plans can be created because students can create their own lessons and use the teachers as guides. Students can express themselves as a learning process individually or as a group effort. Multi-modals can be easily thought about in trying to connect a book with a greater idea, furthermore bringing those idea to life. But when multi-modals can a student’s writing ability, that is when multi-modals are being used to their full extent. Language as Expression incorporates previous models, so teachers can see what students have already learned, what they are learning, and what they need to focus on in the future because of their choices. Furthermore, in my experience, students tend to work better when they are given choices, because it seems that teachers trust them and believe in their intelligence.
Language as Artifact is a learning theory, as a student, I really enjoy. I like to be talked to, where I can take notes and answer homework questions. Multi-modals can be used in this learning theory but not in the same aspect as Language as Expression. In my experience, multi-modals are used in this theory as a resource to prove a point or give examples. But there is no greater thinking that what they are watching. This theory may be beneficial for students who need a bigger push into the written world. Language as Artifact helps students get to a certain point in the English critical thinking. This theory is very formulaic and works towards standardized teaching. As we, as teachers, are told to teach toward a test and with tests there is only one correct answer. This is exactly what the Language of Artifact is; lectures in which there is only one correct answer. The main problem to this theory is that this is the theory that is most commonly used, and in result the reason why students cannot adapt critical thinking skills. Most college freshmen have more problems in College Writing courses because they were not taught how to come up with critical ideas on their own and prove them through text resources. Teachers make writing formulaic for our students to remember to ensure the maximum amount of points for the students in the writing sections. We, as teachers, are fully at the wall when it comes to creative teaching. To prove we are good teachers we much teach towards a test.
For me the challenge is combining test preparation and multi-modals. As stated above, it can be done but personally a teacher needs to think about their students learning styles and how they like to learn. Test preparation is very formulaic, and therefore using multi-modals can be a great tool that teachers use in order to keep the student’s attention. In my classroom I would rather use multi-modals to help the students learn the information and then transfer test preparation as a good test taking skills. When combining the two I would want the students to critique other students in their test taking abilities by watching videos for example. Have the students answer questions such as: What did they do right? What should they have done to help them learn?
I did not see much test preparation at Firestone. They taught for what the students were learning right now, rather than for what the government is looking for in a standardized test. When tutoring my student, it was quite evident that he was taught test taking skills but when I was observing I did not see teachers going over said skills. My student knew about underlining important pieces of text, and he began to learn about reading questions before reading the related text. But if I were his teacher I would have used multi-modals as a way to help him expand his knowledge on thinking critically about the text. I would like to use songs, movies, and TV shows they he (or my students) enjoys that way it will hold their attention but then I as an educator can expand their thinking.
No comments:
Post a Comment