Virtual Field Experience: Read with Activity

An increasing number of culturally and linguistically diverse students enter U.S. schools each year (Stritikus, 2010). As educators, we must meet the needs of all learners. As a middle school English teacher, developing language acquisition is my daily endeavor. This is especially important for English Language Learners (ELLs), students who are still acquiring conversational and/or academic English. To ensure constant development of language skills, I must create rich learning activities that offer students a chance to speak (Tharp, 2010). When students and teachers work together, the amount of learning is limitless.

In the Virtual Field Experience: Read With Activity, Dr. Donald Bear administers an interactive reading lesson, on Pandas, to a small group of fourth graders. First and foremost, Bear exhibits a profound commitment to the students and their learning. Bear created the lesson according to the needs of the students. Bear stated in the video that he gave each student a pretest to determine their language acquisition level. Through the pretest, Bears arranges groups according to student level. He also selects a text which he feels is challenging, yet appropriate for the group. Through this process, Bear meets the students at their instructional level, and then scaffolds the lesson to support those needs (Stritikus, 2010).

In order for students to develop language abilities, they must be able to converse and problem-solve through cooperative learning (Reed & Railsback, 2003). When students work as a group they have many opportunities to speak, enabling them to practice their language skills, this is especially important for ELLs. Cooperative learning also lends itself to more interaction with the teacher, enabling instructional dialogue. One way of assessing student need is through conversations about their learning (Tharp, 2010). Through cooperative learning, Bear creates meaningful learning experiences based on best practices for students. Bear acts as the facilitator during the lesson. He builds his students’ background knowledge, while modeling effective note-taking strategies. During his reflection, Bear stated he creates lessons that ensure more student talk, and less teacher talk. By listening to the thoughts of his students, he can assess student comprehension and extend the lesson to meet their needs appropriately.

Another strategy Bear uses to support students’ needs is through managing and monitoring students’ learning. While the students read the text silently, Bear continuously monitors the students and their behaviors. In the video, Bear states that by assessing the students’ reading behaviors, he can further interpret if the text chosen is well-aligned with the students’ level. Because he viewed minimal lip movement and finger-pointing, he established that the reading was just challenging enough for the students. Bear uses reflection and analytic thought to make informed decisions of what is best for student learning. One suggestion to improve this lesson would have the students eventually read the text aloud to each other. As the text progressed, students could take turns reading a paragraph to the group to practice fluency in academic reading. Students need constant exposure to academic English (Stritikus, 2010).

Bear’s teaching practices exhibited his ability to engage in teaching and learning continuously. As he constructed a graphic organizer on the students’ knowledge of Pandas, Bear created a conversation that allowed for his learning along with the students. He modeled for the students that even as the teacher, he is also a learner. As the group brainstormed information on Pandas, he validated all of their ideas. If the students came across a fact they were unsure about Bear would label it with a question mark, as a reminder to refer to this information later. Bear did not claim to know all the answers; his lesson was not about showing his knowledge of Pandas. His lesson focused on leading the students through their discovery of the knowledge. During the reflection, Bear states, that he continuously probes students with questions so they will problem-solve and think aloud as a group. Effective teachers must challenge students to think (Tharp, 2010). One effective critical-thinking strategy uses higher-level questioning. Throughout the lesson, Bear exhibited his use of questioning skills to model continuous teaching and learning.

During the lesson, Bear also models appropriate and respectful communication. He validates the attempts of all learners to strengthen their confidence and support student learning. He creates a learning environment that values diversity and “funds of knowledge” (Stritikus, 2010), through the creation of a group-knowledge chart. Because all interactions are positive, and all ideas placed on the graphic organizer, Bear fosters an environment that supports students and their well-being. One suggestion for encouraging further validation would have students create an exit card, listing strengths of each group member. Depending on the class size, students may pick just a few students to list strengths. The teacher could then read these at the beginning of the next time they met. This would be a way of building student confidence, and creating a positive learning environment. As educators, we must make students feel valued for their potential as people, and help them to learn how to value each other. Teachers must promote and model positive interactions.

This entire lesson works as an informal assessment of students. Working cooperatively with the students throughout the lesson enables Bear time to evaluate intellectual and social development of his students. He does not leave them to wonder off on their own; he guides them in the direction of discovery. However, after there has been sufficient modeling of this reading strategy, Bear selects a student facilitator and allows students to complete this activity on their own.

Of all the effective strategies exhibited Bear, however, does not connect this lesson to any resources outside the book. As a closing activity, the students could form teams and complete a web-research activity on Pandas and present their findings to the class. Bear did state, however, that he hoped the students would take a further interest in this topic outside of the classroom, but he did not offer them any venues to keep exploring. He could have given them a list of websites to visit, or give them additional reading material. Also, he could have delve further into the issues of extinction and have the students brainstorm ideas on how to solve this problem.

As a whole, Bears lesson exemplified many outstanding teaching practices. The teacher is the most important aspect of an effective learning environment, and Bear exhibited just that. His role as the facilitator allowed the students to take control of their learning. He led them down the path towards knowledge and understanding. Educators and students must work collaboratively to create a rich learning environment that meets the needs of all students.

References

Laureate Education, Inc. (Executive Producer). (2010). Characteristics of effective schools. Enhancing Learning Through Linguistic and Cultural Diversity. Baltimore: Stritikus.

Laureate Education, Inc. (Executive Producer). (2010). Ells in today’s schools. Enhancing Learning Through Linguistic and Cultural Diversity. Baltimore: Stritikus.

Laureate Education, Inc. (Executive Producer). (2010). Crede standards. Enhancing Learning Through Linguistic and Cultural Diversity. Baltimore: Tharp.

Reed, B., & Railsback, J. (2003). Strategies and resources for mainstream teachers of English language learners. Portland: Northwest Regional Educational Laboratory.