Thinking Aloud With A Chance of Meatballs

During our Literacy class we’ve been talking about how to have more engaging classrooms yada, yada. So, we lately we discussed this whole idea of a Think Aloud in the classroom.  I love the idea because it is kind of like mind reading, which is pretty cool.  You never thought it could be done and then someone came up with this idea for a think aloud.  It is basically a free ticket to the mind of your students, which is what every teacher wants am I right? Sometimes we want this more than others.  You can use strategies like text tagging or even thought bubbles to help your students discover their own thoughts while reading through different text in the classroom. The Think Aloud strategy can be such a powerful tool in the classroom.  Just like any good lesson, you should model, guide them and then gradually let them be in charge of their own “thinking” aloud. Especially when you’re first working on this I think it really helps to have a focus of some sort.  For example, teaching a mini lesson on description or discovering meanings for words based on context, etc.  Basically, reviewing the reading strategies that they already know or teaching them a new one to focus on before doing a Think Aloud would be super helpful.

So, as per my own advice I choose to focus on making connections with the reading.  I decided to do a think aloud in my own classroom with one of the above level readers in the classroom.  Before we performed the mind reading session I reminded her that it is important to make connections when we read.  Thinking back on our own life experiences can help us understand descriptions or how other characters might feel.  Even better it helps us as readers visualize while we read.  I’ve noticed by cooperating teacher stressing the importance of visualizing while we read, especially at the ripe age of first grade. While I was discussing this with her I was thinking about how I really need to practice what I preach more, or maybe I visualize without even thinking about it? It’s been awhile since I have read for my own enjoyment so I am anxious to test this out.  Regardless, I wanted my impressionable student to focus on making connections with what we were going to read.

I choose to have her read the book “Cloudy with a Chance of Meatballs”. How fun right? I absolutely love this book and was sure that she had most likely seen this movie before so she was already set up with some kind of visual.  Seriously though, how fun to picture raining orange juice? Way easier than picturing a “dismal day” or some sort of boring text. This text is fun and fun equals a better chance of coming up with connections I am sure.

Just like with anything, I knew I would need to do the whole gradual release of responsibility. I would have to show her how awesome I am at thinking aloud, let us think aloud together, then I wanted to try the Open Mind think aloud strategy with me as her partner instead of a fellow student. So I reminded her that we were going to try to make connections with the reading and began by reading a couple sentences, and then making a connection, reading a couple sentences, making a connection and so on.  Then, I had her read a couple sentences and I would make a connection. We did this until I thought maybe she was catching on. We were about halfway through the book at this point anyway so I decided it was her turn.  She could handle it.

I modeled by making connections to having my grandparents making me breakfast in the morning. Who doesn’t love this, and thought she might be able to relate to this too.  I also mentioned that it’s crazy to have pancakes fly of course and if orange juice was raining? It would one crazy sticky mess. An orange juice coated backpack would not be ideal. Needless to say when it was her turn to make connections the only original connections she could make were related to what she saw in the movie.  I had to guide her thinking by asking her questions myself.  I think that next time I perform this I need to use a different strategy and maybe more explaining would be helpful.  She was able to connect with my questions as a sort of bridge but no original connections were made.  I thought for sure this would just sort of happen. Turns out it takes more than a good book and focus.  More minilessons and guided think alouds are a must.  Maybe the read-pause-write or sticky note strategy would be more helpful for this think aloud first timer! Both me and the student!

Rote vs. Project Based Learning. The Battle.

“For the things we have to learn before we can do them, we learn by doing them.” 
― Aristotle,

I am very interested in this whole idea of Motivated Learning. I think that to be motivated and to be engaged and to be learning all go hand in hand. What’s the point of teaching something to our students if they will forget it a week later? Did we truly teach them? Did we do them any sort of life favor by getting through the curriculum 100 lectures later while they memorize facts and dates that have no application or relevance or interest? I think motivation and excitement about a topic are a gateway to the deeper critical thinking where true learning occurs.  I am excited to dig deeper and learn more about Project Based Learning.  From what I have gathered it uses this idea of learning through criticial thinking and problem solving.  Students work together to solve a problem and are thus learning together. It seems to be used as an alternative to rote memorization and lecturing that is so often used in the classroom but is only so helpful.  Research has proven time and again that rote memorization learning sticks but generally only for a short time.  Isn't the goal of teaching to teach your students information that they can keep and use then as lifelong wisdom and knowledge as they journey through their individual lives? These are such basic and essential real world tools for students, the idea of cooperation, collaboration, connecting, and problem solving to name a few.

Learning through working together is an absolutely critical life tool.  Almost no matter what you do you have to be able to communicate and collaborate with others.  “Two heads are better than one” is so cliché but so true.  By thinking and learning with other you are able to make more connections that are related to their age, interests, previous knowledge, etc.  By working with others you are not only learning the content but how to be a part of a team in general. As I mentioned before it’s a critical life tool. By working through problems together I think it also makes the learning more meaningful.  If they are problem solving things within their own community it is more meaningful to them.  If they are learning something as a gateway into another project or something else that will excite them it is more meaningful.

            I am very excited to learn more about this.  I want to learn how to incorporate this in multiple subjects.  I want to hear input from other teachers who have used this.  Was it successful for them? Did the students enjoy it? Did they gain the intended learning?  Were they excited and engaged? Did they go beyond expectations? Do they have to be real world problems? Can they be made up problems to incorporate information? I am hopeful about the success of this but also have an open mind in regards to project based learning.