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.

OTSMA

 I performed an over the shoulder miscue analysis with a first grade boy.  We read the book The mouse and the Fox, a short story for on level readers from a previous curriculum the school had used.  It was very repetitive and included many short words that followed the journey of a mouse through the forest as he tried to outrun the fox.  Overall it was very informative to listen to him read.  One on one was a great opportunity to evaluate how he was doing as an individual reader.  I was able to gage what kind of reading strategies he used when he was struggling with a word and watch him work through words he struggled with.  Beyond this I was able to evaluate his reading fluency and his read aloud skills.  Did he pause after a period? Did his voice fluctuate properly with the story? 

            After asking him to retell the story back to me I was able to observe how well he was able to comprehend the story. Was he able to recite back main events? Did he remember details? Did he remember them accurately? From here, as a teacher you can evaluate how well he was able to actually understand what he was reading.  After looking at how many miscues the reader had and what kind of miscues you can better assess the reader and what kind of literature they should be reading and exposed to daily. 

            However, as a flourishing reader it is important to stay motivated.  This particular student was already an excited reader but for those who do not enjoy reading as much it is important to give them choice in their reading and allow them to read about things that they are interested in.  If they are more interested in the selection for the miscue they may be a more or less actively engaged reader than usual.

            Next time I perform an over the shoulder I want to be more prepared with what I will be reading to them.  I think it would be beneficial to have tried to locate difficult words before having him read so that I could be sure to observe how he problem solved.  I think having prepared questions to ask him about what specific reading strategies he thought he was using would be beneficial.  Although it takes time to do this with each student I think that it is a great way to individually assess how your students are progressing as readers.  Some readers can become content with reading their on level books and books that are too easy for them.  Through the over the shoulder you can even quickly evaluate that they perhaps need to be reading more challenging books and then suggest works to them accordingly. 

Classroom Set Up

In my classroom I want them to have many spaces available for reading.  Reading is so important and thus they will need places besides their desk available to them to engage in reading for both academics and enjoyment.  For example, having rugs, rocking chairs, couches, etc. will give them options of places to sit and enjoy reading.  Beyond this it will be essential for them to have individual reading baskets with both on target, challenging and engaging material for them to read.  This way they have a variety of material to explore during free read time.

Secondly, it is so important for students to have ownership of their work in real life ways.  Having their work posted around the room, on the wall, or in the book shelf for everyone to see is a great way for them to be proud of their work.  It will also inspire them to work harder knowing that it will be on display for their peers and fellow teachers.  Allowing your classroom to flow into the hallways and other parts of the school allows for the entire school population to enjoy their work and opinions.

Thirdly, because I believe that group discussion is so important for learning, both small and large.  There should be space set up for students to converse and work together in both settings.  When in large group it will be important for the students to be able to see each other and feel included in order to invite maximum participation. The small group set up should also be similar. It might also be helpful for it to be in one of the corners of the room so that they can feel comfortable to share and not be distracted with everything else that is going on.


Lastly, I think it is so crucial for the room to be well organized.  It is important for students to have structure and routine that might not be received at home. You can do this by having things in order and a routine that they follow everyday day.  Having their daily and weekly schedule displayed allows the students to know what is ahead both short and long term to help them have smoother transitions throughout the day. For example it would make sense for them to put their gym shoes if they know that they have gym class next. Having student jobs displayed on the board is also helpful for students to have ownership of their classroom and perhaps be more respectful of their surroundings.  Having resources and visuals displayed for current learning is also important for differentiation purposes.  Different learners may need visuals, reminders, etc. 

Teaching Beliefs

As a teacher it is important to have a set of beliefs and goals to guide our actions in the classroom.First I believe that there needs to be a safe and comfortable environment in order for learning to take place. It is crucial that students have their basic needs met before they are able to learn.  I want students to be able to feel like they can confide in me and trust me to listen openly to their ideas even if they aren't answers that I perhaps had in mind while asking questions of the class.

Second, it is also important to have an organized classroom with a dependable routine. Students might not receive the dependence of structure at home and thus school is where they will need it.

Third, our beliefs about whats important should grow with us as educators while we gain experience.  We are so young and inexperienced at this point in our career that we are going to be observing conflicts first hand in the months and years to come.

Lastly, we should try to align our beliefs with our practices.  As educators we will be pressured to teach certain content and it is important to stick to our beliefs and teach the content using  methods that engage the majority of the class.

As I am just beginning my journey as a figure in the classroom, I am so excited to explore the many and differing ways to motivate students in the classroom.  We have learned that student engagement and performance directly correlates with their motivation to learn and complete that specific project.  For example in Language Arts you might motivate them as authors to create a poem to be published in a book for their peers to check out from the library for example.  I am excited to explore methods of motivation for not only Language Arts and reading, but for all subjects and differing topics within the classroom.  Finding ways to motivate students will not only keep them engaged in the activity, but can lead to improvement in classroom management, push them towards critical thinking and inspire them as learners to be continually excited to be in the classroom.