Key Point #1
A key point I inferred while reading chapter four was that the success of Integrated literacy instruction, like other comprehension strategies, rests upon the background knowledge of the students. A possible example of this is on page 95, where Sophia explains that her class was losing interest in the ocean unit they were learning about, so she moved on to something else. I have to wonder how many of the children in her class had actually been to the ocean, or had any prior knowledge about this biome and animals before studying the unit. This chapter says that If students do not have a foundational understanding to accompany new concepts, then their ability to functionally explore their new information will be short lived. That is unless, through demonstrations, classroom experiences and some sort of orchestrated interaction, kids are given meaningful, sensorial experiences by which they can …show more content…
Montessori is mainly in the private sector, with its own broad educational goals. I have watch children learn many things, that many would say is beyond them. For example, the life cycle of stars in third grade, cursive in first grade and biological classification in second grade. In a non-grading environment, the students explore and learn an amazing amount of curriculum, because they were excited and their classrooms are packed with resources that were accessible to everyone. My goal, in getting my teachers certificate and working in public schools is to see what I can do with an integrative approach, yet with public school resources and a broader section of students. I realize that I will work with a school which has its own expectations and requirements but, I think that it is possible that I can blend what I know with what I am learning end up with a classroom and educational approach that will be great for
A key point I inferred while reading chapter four was that the success of Integrated literacy instruction, like other comprehension strategies, rests upon the background knowledge of the students. A possible example of this is on page 95, where Sophia explains that her class was losing interest in the ocean unit they were learning about, so she moved on to something else. I have to wonder how many of the children in her class had actually been to the ocean, or had any prior knowledge about this biome and animals before studying the unit. This chapter says that If students do not have a foundational understanding to accompany new concepts, then their ability to functionally explore their new information will be short lived. That is unless, through demonstrations, classroom experiences and some sort of orchestrated interaction, kids are given meaningful, sensorial experiences by which they can …show more content…
Montessori is mainly in the private sector, with its own broad educational goals. I have watch children learn many things, that many would say is beyond them. For example, the life cycle of stars in third grade, cursive in first grade and biological classification in second grade. In a non-grading environment, the students explore and learn an amazing amount of curriculum, because they were excited and their classrooms are packed with resources that were accessible to everyone. My goal, in getting my teachers certificate and working in public schools is to see what I can do with an integrative approach, yet with public school resources and a broader section of students. I realize that I will work with a school which has its own expectations and requirements but, I think that it is possible that I can blend what I know with what I am learning end up with a classroom and educational approach that will be great for