Hello, My Introduction of Me
My name is Carl Harvin and I m a recent graduate of Coppin State University (CSU) with a B.S. degree in Interdisciplinary Studies with a concentration in Mathematics and Secondary Education. I am now in my second semester in the Masters of Art in Teaching (MAT) here a CSU graduate studies program. I like to travel, spend time with my little brother- I am a volunteer for Big Brother of Baltimore. My hobbies are sports- basketball, football, and baseball yet I mostly watch now that I am older. I have been exposed to Middle and High school students mostly at Coppin Academy. When I was a teacher intern in the Spring 2009 semester I found that some students used calculators and could not remember combining like term in algebraic equations. So I did my Intervention Study on algebraic equation. I found that if a teacher use examples or include a common interest of the students they would learn the concept. My mentor teacher of the 9th grade mathematics class and I decided to use the intials of last names as the variables to combine. The theme of our project was, We are family, to engage the students athis we believed was common knowldge to all about family last names. The results of the project had various outcome-some improved but other did not,or some got the same results. A factor that contribute to this was we had three phases- a pre-test , a lesson, and then a post-test. Some students missed one or two phases. In the classrooms I expect to see concepts in each discipline that will include common interest of the students that will engage and keep the students hooked on the material for the students to learn. The article and Ms. Moje's Podcast focused on literacy for secondary school teachers and for secondary school teachers to be properly trained and ready to include contents literacy in their classrooms. History teachers and many other subject area teachers are using different media and technology to teach especially in secondary schools that content area teachers should be trained profeciently in literacy instruction to teach from the text..
posted by harvinc @ 2:18 PM
5 Comments
5 Comments:
Pre-service training in content literacy is key to improving this situation. I think I am a bit unclear as to what you are trying to say. Do you think teachers should be trained to teach using different technologies or straight from a textbook? Both need to be used together where the resources are available.
Carl,
Are you trying to say that teachers need training in literacy, and alternatives to traditional instruction, or are you trying to say something else? I may have missed your point...
I was also unclear of your viewpoint in response to Dr.Mojes article and podcast. Are you speaking for your specific discipline or are you referring to all subject matter? Should all teacher included media to help enhance their subject or just disciplines that are outside of using mostly literacy tools in their classrooms?
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Sorry for the confusion but what I was saying was that all pre-service teachers should have reading courses that instruct literacy as it pertains to subject. Schools hiring reading coachs to support literacy instruction for all subject area. All courses no matter what the subject has written words and teachers ask students to read course material. This is a time that content area teachers can use literacy to support their subjects. Students can have problems with the written words or problems with the content, or problems with both. In a learning environment all teachers should support correcting both. Math was its own language that teacher must identify to their students, science has analytical reading that reqiures a different approach then math,in history classes there are text organized in chronological sequence, and in art classes there are descriptive reading. Colleges should have prerequisite course for literacy instructions for all teachers, and schools should hire literacy coachs for continued literacy training for all teachers.
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