SIM/KLS Learning Strategy Assignment (50 points) The strategy I would like to use for my project is implementing a social
skill, raising your hand and wait to be called on. The reason why I chose this is because I feel in the classroom that I aide in, which consists of students from grades !st through "rd, need this strategy implemented the most. I will gi#e you e$amples why. The !st student will sit %uietly in his seat and raise his hand. &e does not try to do anything on his own after instruction has been gi#en. 'nce I or the teacher e$plains the directions again to him, he may or may not try it on his own. If he doesn(t try it on his own, he will most likely ha#e a meltdown. The )nd student hardly e#er raises his hand. &e will sit there and wait for one of us to ask him if he needs help. *ost of the time his mind will wander off and he does not complete his assignment. The "rd student tries to complete his work on his own. +hen finished he raises his hand and blurts out that he is finished or consistently tries to get the teacher(s attention by saying ,I(m done.The .th student asks %uestions when appropriate. The 5th student hardly e#er asks %uestions and does most of her assignments while being on task and completes them successfully. The /th student rarely asks for help. +hen he does it is when he feels he has the wrong answer, when most of the time it is correct. The
th
student needs most of the assignment read to him and asks for help.
+hat I want the students to learn in this class is how to ask for help when needed. 0asically, I want to teach how to learn independently. *eaning, the students in my class can independently complete their work assignments at their desks. The main reason why I chose this strategy to implement is because I hear from other teachers who are teaching /th1!)th grade are saying that their students struggle with independent work. They know how to complete a problem but they want to guidance along the way. That is fine, but they want them to become self1sufficient adults. 2fter gi#ing instruction, I will say ,teach- and the student(s should know what to do.
Teach stands for3 T think first of what the question is asking you E even heros try A ask for hel ! if nee"e" # $he$k your answers % han" in your assignment& 'Is your name on it() The first step is to complete a pretest. I need to know where my students are with understanding how to complete work independently. This is my chart to follow3 4tudent !st )nd "rd .th 5th /th th 2sks for &elp 5oesn(t 2sk for &elp
*es$ri+e the Strategy3 the strategy that will be implemented is called, ,teach.- I want the students to learn how to complete work independently. The first step is to teach them the ,T- in teach. The ,T- means to think first before gi#ing up, especially when you feel you do not know the material. The ,6- is more for a funny, stating to try your best first, before gi#ing up. The ,2is saying, ask for help is absolutely necessary or after you tried the first ) steps. The ,7- is important to remind students to check their work. 8astly, the ,&- is put into place to remind students to turn in their work in the designated area and also to make sure your name is on the paper. Mo"el, 2fter gi#ing a whole class instruction and I proceed to gi#e the student(s independent work to complete, I will then model the first letter in my strategy, ,T.- ,Think #ery hard and read the %uestion that is being asked. 9ou might e#en need to reread it or break it into sections.- 2fter that, I would model what it is like if you try. ,Trying your best can make you feel good about yourself.- :nowing that you got the right answer on your own will make you feel smart. The ,2- part of my strategy is to demonstrate how to properly ask a %uestion to the teacher. +hen you ha#e a %uestion, raise your hand and wait to be called on. 5emonstrate how distracting it can be if a student who consistently says, *rs. 7ope, *rs. 7ope, *rs. 7ope, while helping another student. 2s far as teaching how to check work is ha#ing the T627& strategy in place to help them remember to check their work. To demonstrate, I would work with my students and then
show them how to look back and make sure they answered all of the %uestions and see if anything needs e$tra attention. 8astly, I will show the students where the inbo$ is to turn in work. ;ight abo#e the bin, I will put a sign that says ,make sure your name is on the paper.This will just be an e$tra boost to help them remember. -se ra i" fire, during practice, we will complete the T627& strategy as a whole class to see how it goes. +hen I say ,T627&- after gi#ing instruction, students should be able to start working independently without guidance. +e can do a test run as a whole group and indi#idual. 0ut mostly this strategy is implemented at the indi#idual le#el. 5ay ! Think ! ) " . 5 /
Try 2sk 7heck 2nswers &and in +ork
.osttest, 4tudent !st )nd "rd .th 5th /th th 2sks for &elp IIII III II I I II III 5oesn(t 2sk for &elp II III IIII IIIII IIIII IIII III
The posttest shows impro#ement with most of the students, especially ones that were struggling with the problem before. I noticed changes in their self1confidence wanting to answer %uestions
during discussions ha#e increased. 2t this age le#el, if pro#ided a learning strategy like this can really help them in the future, as they get older. It is important to implement independence in the classroom at a young age so they can build self1worth and self1confidence. 0eing a teacher is teaching your students how to be thinkers, teaching them how to do their work and to self1 e#aluate. To tea$h an" reinfor$e the T627& strategy, I will need to implement it across the whole curriculum3 !. 8anguage 2rts3 ;ead a story about a little boy who wanted to gi#e up in school. Then, he tried his #ery best and succeeded. &e ended up enjoying school #ery much. ). *ath3 I would ha#e the students calculate e#ery time the remembered to put their name on their paper and when they forgot. This can be done o#er a week period to see if they can remember o#er time. ". 4ocial 4tudies<4cience3 I would gi#e a history lesson on a famous historian who wanted to gi#e up in school, until he tried again and in#ented something, etc. I will keep documents on how well the students are succeeding with this T627& strategy. I want it to co#er the whole curriculum and be able to be used not just in the classroom but at lunch or during recess. I want my students to become independent thinkers and tryers. That may not be a word, ,tryers- but you get the point.
