Wednesday, January 18, 2017
Module Three: Peer Mentoring Project Details
Post to the discussion about what you are considering doing for your project, the grade level you are working with and any other information you have at this point so your classmates will have an idea about what you are doing and vice versa. I will try to match you with another classmate with a similar population or age level or strategy choice.
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For my project, I am in an 8th grade math pull out class. The cognitive strategy I would like to implement is self-monitoring strategies in arithmetic. My goal is for students to implement self-monitoring strategies to work through multi-step math procedures in variety of review topics. I won't know the review topics until I distribute the pre-assessment which is the mid semester review my host teacher normally gives about this time of year. In the self-monitoring strategy, students are given a guide in how to solve multi-step problems with prompts on how to do the task. The guide contains a mnemonic, a checklist, and concrete examples. Because this will be a review, I plan to implement my project for the firs 20-30 minutes of class over the course a minimum of 8 visits (I only go to the school on Mondays and Wednesdays).
ReplyDeleteThe class I will work with are 8th graders. There are 7 students in the class, 2 are female and 5 are male. All are Caucasian.
Feel free to ask any questions if I didn't include enough info!
In a small group setting such as your math pull out class, the self-monitoring strategy seems to be a good tool to use in order for your students to gain independence. By eighth grade, I’m sure you would like to see an increase in independence, but I also know that there are times when my students do not strive to be independent learners due to a lack of confidence in their abilities. Perhaps this strategy will increase their confidence level to the point they feel more adequate to complete operations on their own. I’ll be anxious to see how it works for you.
DeleteI am also using my resource classroom for the strategy. I feel that it will help with more one on one assistance and really help me be able to see the changes in the students as they complete it as well as the success throughout. Good luck!
DeleteSounds like a very interesting strategy. I also choose to do something different an implement a math related strategy. I like how the guide shows concrete examples for students to visually see. This sounds like can excellent and beneficial strategy! Best of luck!
DeleteFor this project I will be implementing a reading comprehension strategy, the PARS strategy from the UNL website. I will be using this strategy in my 2nd Block. It is a split Civics/ Contemporary Studies Resource class. In Civics, I have five seniors; all are Caucasian, male, and either 18 or 19 years old. The Contemporary Studies class contains two juniors that are both Caucasian, male, and 17. Reading Comprehension abilities range from appropriate grade level to second grade level.
ReplyDeleteI will be interested to see how the PARS strategy works with your resource students. That strategy is somewhat similar to the strategy I chose as the student must first preview, then ask, read the content and later summarize what they read. Seems like a Civics class would be a great course to implement that useful tool. Good strategy for seniors to definitely develop before they move on to higher education.
DeleteI am doing a reading comprehension strategy as well with my students. I am interested to hear how the strategy goes for you with your seniors. Especially with the large range of appropriate grade levels. Best of luck.
DeleteFor my strategy proposal I will be implementing with my resource setting of seven students in the sixth grade for Reading Language Arts. I will be working on reading comprehension using the RAP (Read the paragraph, Ask questions about the content in the paragraph, and Paraphrase the content that was just read). We have blocked schedules from Reading Language Arts so I will be able to work with my students for 30 to 90 minutes. Depending on how much time we need and if they need extra assistance. All my students in the resource setting really struggle with reading comprehension so they will greatly benefit from this strategy. Most of my students are on 2nd and/or 3rd grade level. Please let me know if you have any others questions and good luck!
ReplyDeleteI think it's great that you have such a long amount of time to work with your students and have the flexibility to spend more of less time on your strategy depending on their progress and motivation. I also think it's really cool that your students are so close in reading levels! When I did my 30 hour clinical in a high school, there were students in the class whose reading levels ranged from 3rd to 7th!
DeleteHello, I am also going to be utilizing the RAP strategy in a block class, In science though. I think this is a good way for students to really look at what they are reading. good luck.
DeleteFor my project I plan to implement the Story Grammar strategy to assist my students in understanding the content they are reading. I will use this strategy in my fourth grade inclusion language arts class that has a mix of learning disabled students as well as general education students. The reading comprehension levels range from on level to approximately two years below. Comprehension seems to be the biggest concern with the majority of these students. I will be anxious to witness the increase in their comprehensive skills after the strategy is in place. This class has a total of 22 students, 6 of which are special education students. Majority are Caucasian, with one Hispanic student.
ReplyDeleteThis strategy sounds very interesting! What are the exceptionalities of the six students on IEPs? I currently teacher 5th grade self-contained reading for one 90 minute class period. My students currently function around 2 to 3 grade reading level. I look forward to reviewing and seeing your strategy implementation and gaining ideas I can use with my students!
DeleteKayla Belt
DeleteI am also doing reading comprehension and I think that this strategy sounds really interesting. I think that it will be very beneficial for the students! I would also like to see how well this strategy works out for these children!!
I wanted to choose a strategy that I could do with my 6th grade math students. This is a self-contained classroom with 8 students who's exceptionalites include MM, OHI, LD and AU. While looking through the strategies I noticed that most of them related to the content area of reading. I finally came across a few math strategies and knew right away I wanted to
ReplyDeleteimplement the strategy of SLOBS. This strategy focuses on helping students to retain the use of subtraction with borrowing. Until teaching math this year, I never really concentrated on how many different areas in math, at some point, involve the use of subtraction with borrowing. Most, if not all, my students struggle with the concept of subtraction with regrouping. The strategy of SLOBS breaks the process down into easy steps for the students to remember. The SLOBS strategy stands for “Smaller, Larger, Off, Borrow, Subtract”. Students are taught to look at the top number on the right side, if the top number is (S)maller: they follow steps, if the number is (L)arger they are taught to leap to subtract. Once students determine that the number is smaller they are taught to follow the steps. The steps focus on the (O)ff, which teaches students to remember the concept of crossing “off” the number in the next column. Students then move on to (B)orrow, which teaches them to remember the concept of taking one ten and adding it to the right column. Lastly, the students (S)ubtract and repeat the steps if applicable.
This was completed by Maria Matheny. Sorry not sure why it put my name as unknown
DeleteKayla Belt
DeleteI love the idea of using the SLOBS strategy. I definitely think that it will help the children break down the material and gain a deeper understanding for math. Hopefully it will help make math less scary for them!!
Maria,
DeleteI am also doing a math strategy! I have never heard of the SLOBS strategy, but I hope the it yields good results! Are you planning on giving students their own individual checklist to work through the steps or posting the steps somewhere in the room for their reference like on a large poster board? Are you doing 2 digit by 1 digit, 2 digit by 2 digit, 3 digit by 2 digit, etc.?
Kayla Belt
ReplyDeleteI am going to be working with a small group of five second graders. They all struggle with reading and reading comprehension. I am going to be doing activities with the children that involve reading comprehension. I have chosen some short stories for them, some are at grade level and some are at a lower level. I am going to be incorporating the use of RAP sheets and story maps for the children. I am hoping that doing these activities will encourage the children to continue using things such as story maps or study guides. I am ultimately hoping to help the children with reading comprehension overall.
I am working with a small group in a self contained ninth grade general science class. The class consist of six students, four male and two female. This class is run on block scheduling, ninety minutes, and is every other day. I will be implementing the RAP strategy to assist the students with reading comprehension. - Jennifer
ReplyDelete