In two to three paragraphs select one of the strategies for teaching reading listed in the Popp (2006) readings and analyze it simportance to teaching reading and its relevance to the different age levels. Evaluate how these strategies are based on research and how they will affect classroom practice.
Popp's book (2006) is a unique professional development tool for every teacher. Each chapter helps to explore practical examples of the lessons described, the structure of the strategy, its pros, features, and the research behind it. All of the strategies are good and useful, but I liked the Mini-Lessons strategy the best.
Mini-Lessons differ from traditional lessons in four criteria: 1) the origin of the content, 2) the types of hands-on activities, 3) the purpose of the lesson, and 4) the use of the hands-on activities to further learning.
I noticed that while traditional lessons are about familiarisation, comprehension, consolidation and application of the lesson material and are designed for the whole class, with a small adjustment for the speed of learning, during mini lessons the main focus is onworking on the mistakes that students often make. At the same time, the teacher chooses to practice a single concept or skill.This strategy is suitable for preparation for state or district level achievement tests. The next feature of mini lessons is that the groups of students are formed according to the needs in a particular skill, i.e. the error of all group members is the same.Thus the advantage of a mini lesson is the individual approach to the needs of each student.
Lev Vygotsky (2006) believes that students learn most successfully in the zone of proximal development. Mini-lessons are designed to work within this zone of development, with demonstrations and explanations that build on students' current level of understanding. Each student is given tasks that they can complete with the help of a more experienced person. Both teachers and classmates help students develop their skills by sharing ideas, strategies, and teaching techniques. Vygotsky (2006) also views language as a means of transmitting social experience and as the main tool of thinking. He believes that thinking is an activity that occurs through dialogue in social interactions and that thinking is best developed in a classroom environment that provides opportunities for problem solving and discussion. When teachers use mini-lessons effectively, students often have opportunities to talk and problem solve as they work together to explore new ideas and practice new skills.
Reference
Popp, M. S. (2006). Teaching language and literature in elementary classrooms: a resource book for professional development.Routledge. Retrieved from eBook Central (accessed through LIRN).
