Discussion Responses: Craft/write a written response to our assigned readings. Around 250 -350 words is the “sweet spot” for length--enough to engage, but not so long that it can’t be read quickly.Wr

Discussion Responses: Craft/write a written response to our assigned readings. 

• Around 250 -350 words is the “sweet spot” for length--enough to engage, but not so long that it can’t be read quickly.
• Write across the assigned readings and resources, rather than just about one reading. (e.g., class discussion, articles, etc.)
• Also include personal and professional connections.
• This includes:
  • Your initial Post &
  • Your response to two other people (about 3-4 sentences) by Monday @ midnight.
• Please refer to the rubric Links to an external site.to ensure that you've addressed each criteria of the assignment.

Discussion Prompt: 

Through their walkthroughs, your principal has noticed how the effective strategies you've implemented when teaching content literacy. They are so impressed that they are pairing YOU up to be a mentor teacher for a new teacher who has joined your team in the middle of the year. In preparation for your first meeting together, you are reviewing what you've been doing so that you can share it with your new colleague in a succinct way. Please respond to at least two of the following topics making at least 3 references to a combination of a) our course slides, b) readings, c) your personal experience,  and d) class discussion. *I put my resources and personal connections in bold so you could see me explicitly addressing them. 

• What do teachers need to know and do when they teach non-fiction texts?
• How can teacher check for comprehension?
• How do you teach content vocabulary?
• What are you learning in practicum that has expanded what we've discussed in class?

Here is my example on another topic:

Hi,

Before we get started today, I wanted to share an overview of how I approach teaching any lesson or new unit. One of the most helpful frameworks for me as a teacher has been thinking and planning with the gradual release of responsibility. As a new teacher, I thought the learning intention was pedantic; it was just something we had to do, but I didn't really see how it was helpful. Then, as I continued in my first several years, it helped me to not over teach and focus my entire lesson on introducing one major standard. I also learned that when I am in a rush teaching or planning my teaching, I skip the modeling. This is just like what Dr. B talked about in class: when we're in a hurry, we forget to model. In my later years in the classroom to meet everyone's needs when it came to independent practice, I would ask students to reflect and let me know if they wanted to work by themselves, with a partner, or with me. This helped me to differentiate and give the "just right" level of support (not too much and not too little), so students could develop confidence to eventually work independently.

From these experiences, I've learned that people never outgrow the gradual release of responsibility--whether it is my students or other adults! I wish education systems gave more space for adults to receive this normal support; it's just a natural part of learning. In relation to the textbook, I especially appreciated the quick tips it pointed out for modeling: focusing on naming it, explaining it, showing it, and pointing out errors. The article also mentioned examples across content areas to show us what it looked it. This is a super helpful mental checklist I can have as a teacher, so I don't "over teach", which is my tendency. 

My Post Highlights

1. My post focuses on TWO of the questions.
2. My post is between 250-350 words.
3. It uses a positive tone and educational vocabulary
4. I gave my reflections based on personal experiences, the textbook, an article, and class discussion.