I found the "Profiles in Comprehension" article to depict different types of student comprehension in an interesting way. In the beginning it sort of seems like the authors are generalizing and putting students into categories, but I like how the article later says it is not trying to label students but rather trying to describe the way certain people think so that the teacher can better adjust and assess to the way that their students learn best. I think this can be an effective way to monitor comprehension as long as it is not used to specifically label students in a negative way. The profiles themselves were quite intriguing in the way they described the different learners. It was interesting to read about all of the profiles and the characteristics of the students in each. I also appreciated the 'intervention' section after each profile that gives ways to help students step out of that profile. I'm wondering how you would approach the situation though if students are identified within more than one profile? And also if students in a classroom all fall under different profiles, how do you approach a lesson and meet all of the students needs?
Monday, February 23, 2009
Week 6 Blog Kelsi Vidal
The readings this week about developing comprehension reminded me that students need to be specifically taught strategies. I think comprehension strategies are something I take for granted and don't really think about consciously using because I have been using them for so long that it just kind of comes naturally by now. However, for students who are just beginning to learn and connect comprehension with reading and writing it is important for them to be explicitly taught strategies and be made aware of reader and text factors. I think it is also important to recognize and be aware of the prerequisites for comprehension because without an adequate background knowledge or fluency it is impossible to comprehend materials at a higher level. I found it interesting in the section about purpose that if students are not motivated or do not have a purpose behind their reading that they certainly will not comprehend what they are reading. As a future teacher, I feel this is something important to remember and to always present a purpose behind what is being read.
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2 comments:
Kelsi,
I found two great statements in your blog that I really liked. In the first section you stated, “I found it interesting in the section about purpose that if students are not motivated or do not have a purpose behind their reading that they certainly will not comprehend what they are reading.” I can even relate to this as a college student! I cannot even being to tell you how pointless I feel some of my courses have been. I have seen no purpose in them and there fore became uninterested and detached from the course. Like you said, as future teachers we need to ensure that our teachings/education are applicable to the student’s lives and make sure they understand the information’s usefulness. Here’s to no more busy work! Haha.
In response to the second reading you responded to the author’s statement of, “We’re not trying to label students but rather trying to describe the way certain people think so that the teacher can better adjust and assess to the way that their students learn best.” I completely I agreed with you in your apprehension at first but was also glad to see this statement. It put the article in perspective for me. As future teachers we should always be looking for ways to more effectively reach our students so if that means putting them into groups that may help us teach directly to them as individuals, then why not! However, I am a firm believer in not labeling students in any way so if I were to use a strategy like this I would definitely keep the groupings to myself as to not sway anyone else’s opinion of the student. These groupings would be use to benefit the student, unlike labeling them so they are then viewed from there on out as whichever label the teacher has chosen to appoint to the said student.
I also liked your comment about motivation and students assignments. I know looking back I would have taken many assignments much more seriously if I would have seen their purpose. I feel like so many times motivation is the driving factor in a student's success or failure. This also ties in your point of classifying students in order to teach them more effectively. This is another point I feel can not be stressed enough. Everyone has a preference on how they learn and how lessons are presented. Finding out what students like best can provide the motivation to learn and the meaningfulness to remember.
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