Inquiry Project Paper
Samantha Meyer
ELED 357
Inquiry project paper
Miller
Towson University
Inquiry project proposal: Checking for comprehension during a lesson
Exploring how teachers check for comprehension. Examine how different teachers at the placement check for comprehension during a lesson.
I. Research Questions
1) What kind of tools does each teacher use to informally or formally check for comprehension (example. Thumbs up, act it out, etc.). Provide a context for your answer.
2) How many times does each teacher check for comprehension in a lesson? Provide a context for your answer.
3) Does a teacher check for comprehension with different students in different ways? (Example. “David, put your hand on your heart if you think that the magnet will pick up …show more content…
212). Total physical response is a technique teachers can use to see if their students understand the lesson and what they are learning. A teacher can check for comprehension by having student’s copy her hand symbols that she uses so her students better understand the lesson. For example, in a math lesson she uses her hands and arms to show and explain the different directions of slope. The teacher can also tell students to repeat what she is saying in order to fully understand the concept. The teacher can require students to talk to a partner to re-describe what they just learned. Teachers use a lot of repetition and mimicking to check for comprehension. I believe total physical response definitely helps students learn. All of these techniques allow the students to understand the lesson more easily. “Total physical response is an active learning approach for supporting comprehension in a low-anxiety atmosphere” (Krashen & Terrell, 1988, pg. 67). Total physical response can be used in a variety of subjects and lessons. “Through active participation, students learn new actions words by watching, imitating and responding to the teacher’s commands” (Shunk cited in Facella, Rampino, and Shea, 2005, pg. …show more content…
It is important for teachers to enter their students culture, a culture and tradition they are passionate to share. “The more people read, the more their reading comprehension will improve and the more capable they will be of finding difficult, academic-style texts more comprehensible. For bilingual children, they best approach is to develop their first language literacy and be sure they have many opportunities to read in both their first and second language” (Cummins, 2000; Krashen, 1996; Thomas & Collier, 2001). The key is to find books that students connect to in some way. In order to teach in a culturally responsive approach it is important to use culturally relevant books. Readers make links and connections when they are reading when they read books that connect to their own experiences. Students are more engaged when the books they read connect to their lives and background and they have more success in reading. When students are involved in assessing the books they read it could help teachers decide whether the books are culturally relevant. “Students are asked to rate each book on several criteria including sociocultural factors, the setting, the time period, the age and sex of the characters, and the language characters use. By discussing the answers with their students, teachers can better judge whether or not a book is culturally relevant for a particular group of students” (Freeman
ELED 357
Inquiry project paper
Miller
Towson University
Inquiry project proposal: Checking for comprehension during a lesson
Exploring how teachers check for comprehension. Examine how different teachers at the placement check for comprehension during a lesson.
I. Research Questions
1) What kind of tools does each teacher use to informally or formally check for comprehension (example. Thumbs up, act it out, etc.). Provide a context for your answer.
2) How many times does each teacher check for comprehension in a lesson? Provide a context for your answer.
3) Does a teacher check for comprehension with different students in different ways? (Example. “David, put your hand on your heart if you think that the magnet will pick up …show more content…
212). Total physical response is a technique teachers can use to see if their students understand the lesson and what they are learning. A teacher can check for comprehension by having student’s copy her hand symbols that she uses so her students better understand the lesson. For example, in a math lesson she uses her hands and arms to show and explain the different directions of slope. The teacher can also tell students to repeat what she is saying in order to fully understand the concept. The teacher can require students to talk to a partner to re-describe what they just learned. Teachers use a lot of repetition and mimicking to check for comprehension. I believe total physical response definitely helps students learn. All of these techniques allow the students to understand the lesson more easily. “Total physical response is an active learning approach for supporting comprehension in a low-anxiety atmosphere” (Krashen & Terrell, 1988, pg. 67). Total physical response can be used in a variety of subjects and lessons. “Through active participation, students learn new actions words by watching, imitating and responding to the teacher’s commands” (Shunk cited in Facella, Rampino, and Shea, 2005, pg. …show more content…
It is important for teachers to enter their students culture, a culture and tradition they are passionate to share. “The more people read, the more their reading comprehension will improve and the more capable they will be of finding difficult, academic-style texts more comprehensible. For bilingual children, they best approach is to develop their first language literacy and be sure they have many opportunities to read in both their first and second language” (Cummins, 2000; Krashen, 1996; Thomas & Collier, 2001). The key is to find books that students connect to in some way. In order to teach in a culturally responsive approach it is important to use culturally relevant books. Readers make links and connections when they are reading when they read books that connect to their own experiences. Students are more engaged when the books they read connect to their lives and background and they have more success in reading. When students are involved in assessing the books they read it could help teachers decide whether the books are culturally relevant. “Students are asked to rate each book on several criteria including sociocultural factors, the setting, the time period, the age and sex of the characters, and the language characters use. By discussing the answers with their students, teachers can better judge whether or not a book is culturally relevant for a particular group of students” (Freeman