Tuesday, January 24, 2012
The Brain
After viewing the different areas of the brain in class last week, I remembered my Curriculum Professor at JSU when I got my masters. She was very unorthodox in her teaching methods and unfortunately one of the only valuable lessons I remember was her discussion and lesson on Right Brain- Left Brain learners. I have a brain test for everyone and a short description of the differences between the two. It came from Scholastic. I have found this article to be very helpful. I hope everyone enjoys finding out if they are in their right mind.
Tuesday, January 10, 2012
DIAGNOSIS;the missing ingredient
"Of course, diagnosis will not make any difference if it does not lead to action."
Questions fo\r my high school:
How will RTI help high school students?
How will we discern which students need the help?
How will funding and staff be provided?
Is it too late for high school students to benefit from such programs?
What a simple but powerful statement. All too often in education we are faced with discerning what a problem is and all too often we do nothing about the problem. After reading the article by Lipson and Chompsky-Higgins, I feel that the majority of our early educational leaders are doing a great job at diagnosing the problems we are facing. Not being in a core class nor ever given a bench mark or reading assessment, it is hard for me to say what we are and are not doing well.However, examples given from Vermont we uplifting, not in that they are burning my soul to try these methods, but we in our county are using these methods of assessment and planning for the individual student.
We as educators know all too well that on program does not fit all, especially in the area of reading and comprehension. I am not sure, as I stated before, the intricacies of teaching a student how to read and comprehend, but I am smart enough to know that we all have to get on board and face the challenge ahead of us through testing, planning and doing what is necessary for the good of our students.
With testing unfortunately comes time and money, things no county seems to have enough of. Research may be pointing to tailored interventions, but how will we be able to fund these interventions that will help prevent reading disabilities and or improve students' abilities during later years?
Questions fo\r my high school:
How will RTI help high school students?
How will we discern which students need the help?
How will funding and staff be provided?
Is it too late for high school students to benefit from such programs?
What a simple but powerful statement. All too often in education we are faced with discerning what a problem is and all too often we do nothing about the problem. After reading the article by Lipson and Chompsky-Higgins, I feel that the majority of our early educational leaders are doing a great job at diagnosing the problems we are facing. Not being in a core class nor ever given a bench mark or reading assessment, it is hard for me to say what we are and are not doing well.However, examples given from Vermont we uplifting, not in that they are burning my soul to try these methods, but we in our county are using these methods of assessment and planning for the individual student.
We as educators know all too well that on program does not fit all, especially in the area of reading and comprehension. I am not sure, as I stated before, the intricacies of teaching a student how to read and comprehend, but I am smart enough to know that we all have to get on board and face the challenge ahead of us through testing, planning and doing what is necessary for the good of our students.
With testing unfortunately comes time and money, things no county seems to have enough of. Research may be pointing to tailored interventions, but how will we be able to fund these interventions that will help prevent reading disabilities and or improve students' abilities during later years?
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