Audio Transcript Auto-generated
- 00:02 - 00:05
Hey everyone here is my quick little video over chapter
- 00:06 - 00:07
two of the science book.
- 00:07 - 00:08
It was called text books in the classroom.
- 00:10 - 00:11
Um And so yeah, let's jump into it.
- 00:12 - 00:13
So the first thing is just kind of um the
- 00:14 - 00:16
quick summary of the chapter, basically the way I saw
- 00:16 - 00:18
it and read it, the chapter was kind of divided
- 00:19 - 00:22
into two different sections um In the first half was
- 00:22 - 00:25
how to choose a textbook and we'll jump into that
- 00:25 - 00:28
before getting into the second chapter are part of the
- 00:28 - 00:30
chapter, which um I kind of title is like activities
- 00:31 - 00:33
to pair with reading and how to make reading easier
- 00:33 - 00:33
for students.
- 00:35 - 00:37
So the first part of choosing a textbook, um I
- 00:37 - 00:40
kind of thought it kind of split it up into
- 00:40 - 00:42
four main categories and the first one was quality and
- 00:43 - 00:47
appropriateness of the textbook um based on material based on
- 00:47 - 00:50
um kind of how easy it was to access for
- 00:50 - 00:51
kids, that kind of stuff.
- 00:52 - 00:54
Um And then the second uh main point was the
- 00:54 - 00:55
readability of the text.
- 00:56 - 00:59
Um and this had to do with um grade level,
- 01:00 - 01:02
obviously matching it correctly with the grade level that you're
- 01:03 - 01:07
teaching, but also like knowing your students backgrounds, um knowing
- 01:07 - 01:09
your students reading abilities which is the next subject is
- 01:10 - 01:12
kind of kind of flow together, but basically just making
- 01:12 - 01:14
sure that this the text you choose is going to
- 01:14 - 01:19
be um applicable for your students based on their reading
- 01:19 - 01:22
abilities as well as um kind of where they at
- 01:22 - 01:22
with the curriculum.
- 01:23 - 01:26
Um And then the fourth one was matching the text
- 01:26 - 01:28
with the students and this had to do with more
- 01:29 - 01:32
kind of diversifying the text a little bit if you
- 01:32 - 01:33
were going to go into like articles or something.
- 01:34 - 01:38
Um But really making sure that your textbook matches what
- 01:39 - 01:40
your students are going to be able to learn so
- 01:41 - 01:43
that that kind of summarizes all of the previous topics,
- 01:44 - 01:47
making sure that um the appropriateness and the the readability
- 01:48 - 01:50
of the text will fit with your students based on
- 01:50 - 01:51
their their backgrounds.
- 01:52 - 01:54
Um And then getting into the second part the activities
- 01:54 - 01:55
to pair with the reading.
- 01:55 - 01:59
Um So it was um kind of divided into a
- 01:59 - 02:02
lot of different ideas but basically coming up with like
- 02:02 - 02:04
pre reading activities and post reading activities.
- 02:05 - 02:08
Um And these can be handouts that aid in the
- 02:09 - 02:11
reading for the students to kind of give them abilities
- 02:11 - 02:15
to write down their thoughts um or answer questions that
- 02:15 - 02:18
kind of stuff but also said to make sure you
- 02:18 - 02:21
chunk because Giving just like a whole chapter of a
- 02:21 - 02:24
textbook if it's like 30 pages to read um which
- 02:24 - 02:27
is kind of what we had to do, it feels
- 02:27 - 02:27
like a lot.
- 02:27 - 02:29
And so if if you're able to chunk it for
- 02:29 - 02:33
your students especially just give them the meaningful stuff that's
- 02:33 - 02:34
that's really helpful.
- 02:34 - 02:37
It also went into vocabulary development and this was included
- 02:37 - 02:40
with the pre reading and post reading activities and I
- 02:40 - 02:43
thought this was super important um whether it's having your
- 02:43 - 02:46
students look up specific vocabulary that you want them to
- 02:46 - 02:48
know before or maybe just giving them a sheet of
- 02:49 - 02:52
and of what the words mean and not making them
- 02:52 - 02:54
look it up, but somehow looking into that vocabulary especially
- 02:55 - 02:59
for science because words and science are so often confusing,
- 03:00 - 03:02
especially for the kids that we're going to be teaching.
- 03:02 - 03:05
Um And then this was my probably my favorite one
- 03:05 - 03:09
was setting a purpose because I find especially when I'm
- 03:09 - 03:11
reading that sometimes the purpose of the reading is just
- 03:11 - 03:15
so not clear um and that's really frustrating when you
- 03:15 - 03:16
don't really know what you're reading for.
- 03:16 - 03:19
So making sure that like whether you sign reading is
- 03:19 - 03:21
homework or you're going to just do it in class
- 03:22 - 03:24
together out loud, whatever it might be, but defining that
- 03:25 - 03:27
purpose of the reading um that was probably one of
- 03:27 - 03:30
my biggest takeaways and then these I feel like I've
- 03:30 - 03:32
already touched on, but just yeah these activities while reading
- 03:33 - 03:36
whether they're um on paper or maybe it's like getting
- 03:37 - 03:39
up and kind of acting out what you're reading, but
- 03:39 - 03:41
just other modalities to really get your students to understand
- 03:41 - 03:42
what they're reading.
- 03:44 - 03:45
Um And so now I want to go to my
- 03:46 - 03:49
meaningful ideas um sorry about the pictures, I'm still trying
- 03:49 - 03:51
to figure out how to use Prezi and so these
- 03:51 - 03:53
are just the stock pictures, but um these were kind
- 03:54 - 03:56
of my key takeaways um and this one I thought
- 03:56 - 03:58
was really important is that reading should not be the
- 03:58 - 04:02
primary instructional tool especially within the textbook that you choose.
- 04:03 - 04:06
Um I think reading, I mean we talked about it
- 04:06 - 04:06
a little bit.
- 04:06 - 04:08
Reading is hard for some students.
- 04:08 - 04:11
Um I would say most students um reading to understand
- 04:12 - 04:14
is really challenging and so finding other ways that supplement
- 04:15 - 04:16
the reading is really important.
- 04:16 - 04:20
Um Inquiry inquiry and reading are not separate ideas.
- 04:21 - 04:24
Um The idea that you can have an inquiry based
- 04:24 - 04:26
classroom without a textbook, I don't think it's necessarily true
- 04:27 - 04:29
and I don't think that you can have um a
- 04:29 - 04:31
class based around a textbook without inquiry.
- 04:32 - 04:35
And so finding the happy medium of blending these two
- 04:35 - 04:38
I think is really important um vocabulary matters.
- 04:38 - 04:40
That's one of the biggest things that I took away
- 04:40 - 04:45
is that um however you wanna integrate this vocabulary idea
- 04:45 - 04:48
um and and getting your students to understand the vocabulary,
- 04:48 - 04:52
but vocabulary is the biggest thing that matters because if
- 04:52 - 04:54
students don't understand the words they're reading, how can they
- 04:54 - 04:55
understand what they're reading.
- 04:55 - 04:58
Um And this this was my my last meaningful idea
- 04:59 - 05:01
that actually kind of stuck with me is that students
- 05:01 - 05:04
matter or their students backgrounds matter just as much as
- 05:04 - 05:05
their prior knowledge.
- 05:05 - 05:08
So often times I think teachers we think about like
- 05:08 - 05:10
alright my student knows X, Y.
- 05:10 - 05:11
And Z.
- 05:11 - 05:12
So they should be able to figure out A.
- 05:13 - 05:13
B. C.
- 05:13 - 05:14
Based on the reading.
- 05:14 - 05:17
Um But one thing that the book really talked about
- 05:17 - 05:19
was it was talking about these their students backgrounds and
- 05:19 - 05:21
it was, it gave the idea that like a student
- 05:22 - 05:24
with that grew up on a farm, it may better
- 05:24 - 05:25
understand the idea.
- 05:26 - 05:30
Um Some scientific topic that has to do with with
- 05:30 - 05:34
farming. I'm forgetting now exactly what the the specific example
- 05:34 - 05:38
was. Um But but the backgrounds of the students like
- 05:39 - 05:42
that, they may have a better background in um in
- 05:42 - 05:44
science than a student group in the city just because
- 05:45 - 05:46
they've been exposed to it a little bit more.
- 05:46 - 05:49
So being able to come up with activities that allow
- 05:50 - 05:53
us to understand our students background is super important when
- 05:53 - 05:56
we're inside assigning reading or reading in the classroom.
- 05:57 - 05:58
And then the last thing I want to read you
- 05:58 - 06:02
with is leave you with is oh just kidding, I
- 06:02 - 06:03
forgot I had applicable ideas.
- 06:03 - 06:08
Um This was probably my biggest takeaway was the applicable
- 06:09 - 06:12
ideas that I would want to adapt into my classroom.
- 06:12 - 06:17
And um I it talked about like a discovering, not
- 06:17 - 06:20
discovering, having your students know like the latin roots, especially
- 06:20 - 06:23
within science where it's um I had to memorize latin
- 06:23 - 06:25
roots and take a quiz on them in high school.
- 06:25 - 06:27
But I think something even more beneficial would just have
- 06:27 - 06:30
to like like to have this route wall or poster
- 06:31 - 06:32
that students can always go back to.
- 06:32 - 06:34
Um I also while reading this was thinking of this
- 06:34 - 06:38
like spiced article activity where maybe to introduce the article,
- 06:38 - 06:42
you cut it into different paragraphs and have the students
- 06:42 - 06:44
like critically think as to which we want to go
- 06:44 - 06:45
1st, 2nd, 3rd, et cetera.
- 06:45 - 06:47
I'm not, I'm not sure if it would be very
- 06:47 - 06:49
applicable. It was just kind of this idea that I
- 06:49 - 06:51
had while reading this to maybe get them to try
- 06:52 - 06:53
to understand the article.
- 06:53 - 06:55
I think by making them think about where it would
- 06:55 - 06:57
place, it would make them read it for more understanding
- 06:58 - 06:58
a little better.
- 06:59 - 07:01
Um these analysis charge.
- 07:01 - 07:04
So basically um having students just kind of write down
- 07:05 - 07:08
what they learned what they want to know before they
- 07:08 - 07:11
read what questions they have after they read that kind
- 07:11 - 07:11
of stuff.
- 07:12 - 07:14
Um then a cryptogram I thought was really interesting.
- 07:15 - 07:17
It was like probably meant for a little bit younger
- 07:17 - 07:20
students but after they read, giving them like a key
- 07:20 - 07:25
to answer or to decipher like a sentence and that
- 07:25 - 07:30
sentence would be kind of the biggest takeaway from the
- 07:30 - 07:32
reading. Um and then this one I thought was really
- 07:32 - 07:35
interesting. I'm a big um I really believe in trying
- 07:36 - 07:38
to apply what I learned and or what I'm teaching
- 07:39 - 07:41
and other teachers classrooms and then taking what other teachers
- 07:41 - 07:45
um teach and applied in my classroom and so applying
- 07:45 - 07:47
similes and metaphors somehow.
- 07:48 - 07:52
Um so maybe it's saying something like a cell is
- 07:52 - 07:54
is like and then having the students fill in the
- 07:54 - 07:55
blank there.
- 07:55 - 07:59
Um, but just again, just creating other modalities from the
- 07:59 - 08:00
reading for students to take.
- 08:02 - 08:04
And then the last thing is just a quote that
- 08:04 - 08:05
I want to leave you is this is my favorite
- 08:05 - 08:08
quote from the reading and says just in secondary content
- 08:08 - 08:12
areas, teachers are more often often interested in reading to
- 08:12 - 08:13
learn than in learning to read.
- 08:13 - 08:16
So I think it just really highlights that we can't
- 08:17 - 08:19
expect that students know how to read or know how
- 08:19 - 08:19
to read.
- 08:19 - 08:22
Well we have to in addition to teaching them the
- 08:22 - 08:24
content, we have to teach them how to read well
- 08:24 - 08:26
so that they can better understand the content.
- 08:27 - 08:27
Cool. Thanks guys.