Chapter 6: Accountability for High Standards

Abstract
This chapter is made up of three basic concepts: holding students accountable, holding ourselves accountable, and responding to standards. In the section about holding students accountable, Wormeli discusses th importance of encouraging students to be more responsible in school. For example, he believes that extra credit assignments should never be given. Instead, we should encourage students to revise what they have already done. This will get students thinking about how they can improve this time, and hopefully the next time as well. In the second section, Wormeli discusses our responsibilities as teachers. It is important to teach in a way that meets the needs of everyone. He also suggests giving students a chance to evaluate the teacher. Finally, he tells us what to do if we have a hard time rationalizing our lessons. In the third and final section, Wormeli wraps it all up with a discussion about standards. He provides a list of steps that can help us stay on track when trying to meet state standards.

Reflection

I really liked Wormeli's argument about extra credit work. By allowing students to do extra credit assignments, it only teaches them that they can do something completely unrelated in order to make up for what they should be learning. It is important to give students the chance to revise because most things, if any at all, aren't perfect the first time around. Extra credit work negatively encourages students to toss the original assignment to the side and create something completely different. But when students revise an essay, they are using skills that can be applied to a number of different assignments, not just the one they are working on currently.

Chapter 3: Brain Research Applied to Middle School

Abstract
This chapter provides varied information about how to keep students (and their brains) focused. Wormeli talks about the effects of memory (chunking and practice result in long term memory), emotions (scaring students away from plagiarism), and hydration (making sure they have access to water). He also discusses the importance of reviewing material after a lesson (we're more likely to forget the stuff that happens in the middle), using metaphors and analogies (gets students to think more abstractly), and using Bloom's Taxonomy (something Practicum has made us quite familiar with). In order to teach students how to reason, Wormeli recommends introducing them to logical fallacies, or common misconceptions. He gives several fallacies and explains them with helpful examples. Finally, he talks about student misconceptions and what we, as teachers, can do to avoid them.

Reflection

I really like his idea of letting students analyze logical fallacies. These are interesting to read about because we may be guilty of them without even realizing it. It teaches students to criticize everything they read. It may be especially helpful if students are asked to do research online. Furthermore, it was interesting reading this chapter because I read "Becoming a Wiz at Brain-Based Teaching" for our Book Talks. The ideas presented in each were slightly varied. When I first started the chapter, I was afraid that it was going to be the same information as the book. Thankfully, that wasn't the case. Wormeli focused a lot on keeping students focused and getting them to think analytically, while the author of the book I read focused a lot on the science behind it all.

A Whole New Mind

This presentation was a great introduction to encouraging students to start using their right brains on a more regular basis. As a whole, I enjoyed the presentation. The activities were a lot of fun and it was a great way to encourage interaction with peers. The six characteristics are things that I have heard of before, but have never really taken a close look at them. I really like the Story characteristic because as an English teacher, I could naturally weave it into my units. It shows how much variety can come out of the same line from a novel. Play is also an important characteristic because it promotes movement and it shows that work can still be fun. This presentation has certainly got me thinking in a slightly different way. For the most part, I consider myself to be both left- and right-brained but I tend to lean a little toward the left side. The activities in class have shown me the importance of being creative and also how to implement it in my classroom. Great job!

Student-Oriented Curriculum

This book talk was a great introduction to giving students more choice. I really liked how the group had us answer the questions at the beginning. It got us in the right mindset for student-orientated curriculum. It forced us to think back to our own experiences and whether or not we enjoyed them. The biggest thing that I took out of the presentation is the importance of letting students choose. However, it is also important to provide parameters. In other words, gives students a list of things to choose from, therefore creating a compromise. Students are still allowed to make their own choices but the teacher still holds a good amount of control. Finally, I really liked how they wrapped up the presentation. It was a great idea to put the quotes around the room and have us pick the one that stood out to us the most and write a little blurb about it. It made me think about my own experiences and beliefs and it was also great being able to hear what everyone else thought. Great job ladies!

Chapter 13: Outdoor Adventures

Abstract

This chapter is basically a how-to guide for taking students on overnight camping trips. Wormeli discusses the importance of getting students outside: there is always something new to learn. He believes that there are two things that make being outside worthwhile. First, students grow physically, emotionally, and intellectually. Students who spend more time learning outside feel like they have more control over their lives. Second, personal autonomy increases. Students will be more likely to tend to daily chores without being asked. Also, it creates a sense of gender equality when both boys and girls are participating in the same activities, it becomes easier to ignore the illusion of gender roles in our society. Next, Wormeli provides the reader with a number of different activities that could be done during an overnight camping trip. These activities include learning how to use math in nature, how to use a compass, how to survive in nature, how to write about nature, and many more. Finally, Wormeli gives the reader some ideas in how to convince the parents and also provides a list of things to keep in mind while planning the trip itself.

Reflection

Personally, I think it is a great idea to get kids outside and learning in a very different way than what they are used to in the classroom. Students are still learning and it is possible to integrate core knowledge like measuring, writing, and the like. Students may feel that it is less like school and more fun. Being an English major, I really enjoyed the ideas for writing outdoors. There is a great list of writing prompts about nature. This provides students with a more real-world inspiration and it is also giving them practice with the writing process (prewriting, drafting, and sharing). Also, I think it is very important that Wormeli gave advice for convincing parents. Sometimes it is hard to make such a fun trip also sound educational and meaningful.

Chapter 4: Active Learning

Abstract

Movement is necessary to keep kids focused. If they sit in one place for too long, for more than 10 or 15 minutes, they may get uncomfortable and start moving around. The author gives a great example of how he involved movement in one of his classrooms. It motivated a struggling student to approach a problem in a different way, therefore helping the student to understand it better. It is a great technique for turning abstract concepts into physical experiences. He provides both subject-specific examples and general examples for all classrooms.

Reflection

I think it is very important to keep students moving throughout the day. Personally, I have a hard time sitting for too long so I can't imagine how hormonal adolescents could handle it. I really liked the technique Wormeli used with his struggling student. I have done similar things in my own math classes and I had a ball. It is a great way of getting students involved and excited about the lesson. Of the suggestions at the end of the chapter, I particularly liked the one using the Summary Ball. It's a fun way of reviewing material from class. I also like the idea about having punctuation marks being represented by body movements.