I found it to be a fascinating week. The lesson on learning styles encompassed a great deal of uniqueness and compelling ideas. I realized the validity of this when many of the conferences in which I participated used the potential discussion of student learning style and a springboard to conversation about student strength and areas of improvement. I thought this to be powerful. I further realized the magnitude of the lesson when I heard students initiating conversations that strove to analyze how they and their colleagues learn. When a teacher hears students express where they are on the axis of perception, or in what arena of judgment greater success can be found, a note of redemption is heard. My original projection was that while we lost a week of history based instruction, we were going to gain much more in learning a system of analysis and thought that would help to frame our path to scholarship. I believe that such a projection held validity given what I experienced this week.
We now find ourselves in a very challenging time. It is a time where we will have to learn new patterns of recognition in addressing the very tests that will help to define our mettle and our intestinal strength. It is a time where the great ones will differentiate themselves from others. It is a time for great ones, now. While one could sense this as describing the last week of current national political campaigning, I think it has just as much meaning in articulating where 7-1 students are. After an open note learning style quiz this week, students will engage in the domain of the chapter 5 writing tasks. Learning styles will play a prominent role in the composition of these writings. Students are being asked to compose two writings on the intellectual concepts presented in chapter 5 and then prepare two “defense pieces” which explain how each writing task and student writing represents a specific style of learning. In composing four writing samples (two on American History, two on specific learning styles), students will be utilizing the writing process in the hopes of achieving 400 points worth of work. This week students will receive a timeline for completing the tasks with incremental benchmarks that should be reached throughout the work phase. As mentioned at conferences, rough drafts can be submitted at multiple points in order to enhance student composition of work. At any and all points of this process, students are encouraged to “reach out” for help as “I’ll be there” for assistance.
I believe that this will be the most challenging endeavor we would have encountered. I know that our students, emerging scholars, will reach for these heavens in expanding their understanding, their strength, and their intellectual honor.
Happy hunting!
Mr. Kannan
We now find ourselves in a very challenging time. It is a time where we will have to learn new patterns of recognition in addressing the very tests that will help to define our mettle and our intestinal strength. It is a time where the great ones will differentiate themselves from others. It is a time for great ones, now. While one could sense this as describing the last week of current national political campaigning, I think it has just as much meaning in articulating where 7-1 students are. After an open note learning style quiz this week, students will engage in the domain of the chapter 5 writing tasks. Learning styles will play a prominent role in the composition of these writings. Students are being asked to compose two writings on the intellectual concepts presented in chapter 5 and then prepare two “defense pieces” which explain how each writing task and student writing represents a specific style of learning. In composing four writing samples (two on American History, two on specific learning styles), students will be utilizing the writing process in the hopes of achieving 400 points worth of work. This week students will receive a timeline for completing the tasks with incremental benchmarks that should be reached throughout the work phase. As mentioned at conferences, rough drafts can be submitted at multiple points in order to enhance student composition of work. At any and all points of this process, students are encouraged to “reach out” for help as “I’ll be there” for assistance.
I believe that this will be the most challenging endeavor we would have encountered. I know that our students, emerging scholars, will reach for these heavens in expanding their understanding, their strength, and their intellectual honor.
Happy hunting!
Mr. Kannan
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