I like that you make reference to the "other" types of reading that we've discussed so far. "Problem solving" is a great term for overlooking mistakes.
I still remember someone in an anatomy class I took in college used the mnemonic "Beam Me Up Scotty" to remember some grouping...I think it was a muscle group. But those types of things do stick with you.
I remember things in weird ways too, must of the time it's when I've created my own memory trick. For example, when studying for one of my psych classes in undergrad, I made up tricks to remember the theorist and the theory. Harry Harlow did studiest with monkeys and attachment and maternal separation, etc. I remembered Hairy Monkeys ---> Harry and monkeys. Clearly it's still up there with all this other stuff I've retained.
It's good that you've tapped into what kids CAN do, like memorize lyrics. I was at an IEP meeting for a high schooler with a learning disability. The math teacher stepped in for his portion of the meeting, as each content area teacher had a few minutes in the meeting, and he talked about how this student was doing to her special education advocate, foster parent, myself (caseworker), etc. When the student complained that there was no way she could learn the content in the class, he reminded her of the Lady Gaga song she was singing in class the other day. Good point!
I am going to stick my neck out and claim that those acronyms and keyword methods are not helpful if you already know something. Take for instance, right versus left. One day in high school we were discussing giving directions while driving and someone said "I have to look at my hands and use my thumb and index finger to form a capital L and then I remember which hand is my left." That day, my ability to discern right from left was destroyed, and now I have to stop and sometimes, sadly, look at my hands.
However, I am totally on board with you and SOH CAH TOH. The funny part about that acronym is that my teachers said it out loud many times but did not write it down, so I always heard only the "soak a toe" phrase and could not figure out how on earth it applied to triangles for the life of me! It took me probably an entire year to figure out what was going on, but since then, I have not forgotten it...although I am not positive whether it is used to measure angles or length (time for a refresher!).
I notice and approve of the fact that you mention explaining and even "translating" key terms and concepts in order to help students understand what they should be trying to find. Even if your reading skills are not great, you should be able to identify key terms that will help you determine what you need to be trying.
I can completely picture what Goodman is talking about as far as looking for meaning of the text while you read as opposed to just reading what is there. My mind tends to drift and think a few steps ahead and imagine what may come next, depending on the type of reading I am doing.
I'm Canadian but I have never heard of those acronyms. I googled them and found three acronyms:
Bottom Row Provinces (BASMOQN): Bill and Sally Made One Quart of Nothing(British Columbia, Alberta, Saskechewan, Manitoba, Ontario, Quebec, and Newfoundland)
Top 3 Territories (YNN): You're Not Naked (Yukon Territory, Northwest Territory, and Nunavut)
Last 3 provinces in SE Corner (PEI-NB-NS): Please Excuse It, Nobody Brought NeverSoft (Prince Edward Island, Nova Scotia and New Brunswick)
Let's think about how, in schools, we build curriculum and methodology around having students focus in on the smallest parts as well as have them focus on getting those smallest parts right? For example, we have students memorize vocabulary words/concepts, we have them first memorize rules, we have them define terms, etc. If this is counter to how we comprehend something, why do you think that this is what textbooks and standardized assessment focus on? Do you think there will be any way for you all to bring the "whole" of language and your content to the students first and then move from there to the "bits" or the rules, definitions, etc. to the students?
Jeremy,
ReplyDeleteI like that you make reference to the "other" types of reading that we've discussed so far. "Problem solving" is a great term for overlooking mistakes.
I still remember someone in an anatomy class I took in college used the mnemonic "Beam Me Up Scotty" to remember some grouping...I think it was a muscle group. But those types of things do stick with you.
I remember things in weird ways too, must of the time it's when I've created my own memory trick. For example, when studying for one of my psych classes in undergrad, I made up tricks to remember the theorist and the theory. Harry Harlow did studiest with monkeys and attachment and maternal separation, etc. I remembered Hairy Monkeys ---> Harry and monkeys. Clearly it's still up there with all this other stuff I've retained.
ReplyDeleteIt's good that you've tapped into what kids CAN do, like memorize lyrics. I was at an IEP meeting for a high schooler with a learning disability. The math teacher stepped in for his portion of the meeting, as each content area teacher had a few minutes in the meeting, and he talked about how this student was doing to her special education advocate, foster parent, myself (caseworker), etc. When the student complained that there was no way she could learn the content in the class, he reminded her of the Lady Gaga song she was singing in class the other day. Good point!
I am going to stick my neck out and claim that those acronyms and keyword methods are not helpful if you already know something. Take for instance, right versus left. One day in high school we were discussing giving directions while driving and someone said "I have to look at my hands and use my thumb and index finger to form a capital L and then I remember which hand is my left." That day, my ability to discern right from left was destroyed, and now I have to stop and sometimes, sadly, look at my hands.
ReplyDeleteHowever, I am totally on board with you and SOH CAH TOH. The funny part about that acronym is that my teachers said it out loud many times but did not write it down, so I always heard only the "soak a toe" phrase and could not figure out how on earth it applied to triangles for the life of me! It took me probably an entire year to figure out what was going on, but since then, I have not forgotten it...although I am not positive whether it is used to measure angles or length (time for a refresher!).
I notice and approve of the fact that you mention explaining and even "translating" key terms and concepts in order to help students understand what they should be trying to find. Even if your reading skills are not great, you should be able to identify key terms that will help you determine what you need to be trying.
I can completely picture what Goodman is talking about as far as looking for meaning of the text while you read as opposed to just reading what is there. My mind tends to drift and think a few steps ahead and imagine what may come next, depending on the type of reading I am doing.
ReplyDeleteI'm Canadian but I have never heard of those acronyms. I googled them and found three acronyms:
Bottom Row Provinces (BASMOQN): Bill and Sally Made One Quart of Nothing(British Columbia, Alberta, Saskechewan, Manitoba, Ontario, Quebec, and Newfoundland)
Top 3 Territories (YNN): You're Not Naked (Yukon Territory, Northwest Territory, and Nunavut)
Last 3 provinces in SE Corner (PEI-NB-NS): Please Excuse It, Nobody Brought NeverSoft (Prince Edward Island, Nova Scotia and New Brunswick)
Let's think about how, in schools, we build curriculum and methodology around having students focus in on the smallest parts as well as have them focus on getting those smallest parts right? For example, we have students memorize vocabulary words/concepts, we have them first memorize rules, we have them define terms, etc. If this is counter to how we comprehend something, why do you think that this is what textbooks and standardized assessment focus on? Do you think there will be any way for you all to bring the "whole" of language and your content to the students first and then move from there to the "bits" or the rules, definitions, etc. to the students?
ReplyDelete