EDUC 3322 Essay questions

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EDUC 3322 Essay questions
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2011-12-12 15:24:21
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Educ 3322
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  1. Why is it valuable to teach diverse literature?
    • dropout rates are higher for students of other
    • ethnicities

    • -
    • US classrooms are experiencing the largest
    • influx of immigrants since the early 1900s, further increasing the diversity of
    • students.

    • -
    • Children will live and work in a world that is
    • vastly different from the one in which we grew up. Economic, technological, and social changes are connecting
    • us across the globe.

    • -
    • Knowledge of the world and of diverse cultures
    • is no longer a luxury, but a necessity.


    • -
    • Children need understandings of both the diverse
    • cultural groups within their own country and global cultures that cross outside
    • of their borders.
  2. What is the difference between traditional
    reading instruction and inquiry reading instruction?
    • Traditional : mastery of content. Places teacher at the center, the
    • teacher does everything. The goal
    • is for the students to understand the information the teacher gives them.



    • Inquiry approach – focuses on how one
    • learns. Problem-based learning and
    • constructivist learning.

    • -students’ inquiry is guided by their own
    • questions related to a work of literature – questions they honestly care about.

    • -Emphasis is placed on the process of how
    • one gets and makes sense of information about literature so that knowledge
    • gained will have wide application.

    • Teachers operate as facilitators rather than
    • dispensers of knowledge. They ask
    • leading questions rather than tell answers.
  3. Why are information books good for children to
    read and how can we get them to read this genre?
    • Children are naturally curious. They can use these books to nourish
    • that curiosity with lively, intelligent answers, provocative questions, and
    • stimulating books that provide answers and a thirst for further knowledge.



    • -It is only through repeated experience
    • with a specific genre that one learns how to read or write that genre.

    • - All children benefit from learning how to
    • read and enjoy nonfiction, since from middle grades through adulthood, most
    • day-to0day reading demands (textbooks, instructions, etc) are expository

    • -A key factor in comprehending expository
    • text is that readers learn to relate new information found in the text to their
    • own prior knowledge on the topic stored in their minds.



    • -Select excellent works of nonfiction for
    • reading aloud and suggest similar works to parents for at-home reading.

    • -Call attention to student’s prior knowledge on
    • a subject and noting the various text structures while reading will help
    • students learn to read and appreciate this genre.
  4. Explain how a literature circle works.
    • Students share their responses with peers about
    • a book they have read as a group or a book read aloud by the teacher to the
    • whole class.

    • -
    • One of the goals is to have all children learn
    • to work together and to value the opinions and view of others.

    • -
    • Groups can be established by the desire to read
    • the same book, by friendship, by heterogeneous assignment by the teacher, or by
    • random assignments.

    • -
    • Small groups are usually set up with two to six
    • students for optimal functioning.
    • Students who have less skill working in groups often function better in
    • dyads or triads.

    • -
    • The small group discussion is a
    • student-to-student form of communication that permits students more control
    • over the discussion and more roles to perform as group members. For example, students may assume the
    • role of leader, recorder, arbiter, listener, or devil’s advocate.

    • -
    • The advantages of small-group discussions are
    • that students are in control, have more opportunities to express their
    • opinions, and ca become more actively involved. Unless students have been taught to work together, however,
    • groups do not function well.

    • -
    • Small group discussions with the teacher as a
    • participating member and joint planning by teacher and class before groups
    • begin working can enable the group to set rules, goals, and time lines.
  5. What are some ways we can tell if historical
    fiction is “quality”?
    • -Historical fiction must tell an engaging
    • story

    • -Must have rounded, complex characters with
    • which children can identify

    • -Impart a universal theme that is worthy
    • and thought provoking.

    • -Must present historical facts with as much
    • accuracy as possible.

    • -The setting must be described in sufficient
    • detail, as to provide an authentic sense of that time and that place without
    • overwhelming the story. E.g Time,
    • place, hair, clothing, etc must be woven into the story.

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