Session+3

=Session 3=

=3.1 Monitoring Understanding=

**How do you monitor students' understanding in your classroom?** There are many techniques that this is accomplished, both informal and formal.

**How might that practice change as you implement more technology?** Technology is only a tool. Monitoring will take place in much the same way, however, the location of such monitoring may change. There does seem to be a way for fellow students to engage in the monitoring as well. It will be interesting to see how that change may take place. I wonder if any of my colleagues have any experience with students engaging in monitoring.

=3.2= __summarize__ The Before, During, and After guide is a clear, simple road map to develop a lesson plan that best supports students in their understanding of their readings. The guide is research based, and supports many best practices already in place in the many classrooms that I get a chance to work in. There are options for teachers to use that might best fit a new reading. It offers a menu of choices to help support the creation of effective lessons that require reading comprehension. __discuss__ //** Activating prior knowledge **// through open ended questions. It is important to also build background knowledge before the student reads. //** Setting purpose **// is often embedded with SWBAT, which is essential if you want students to maximize their learning potential. I always perform better when I know what is expected of me. G//enerating questions// prior to reading helps guide and que students into what they should be looking for. These help with active reading strategies.
 * Before:**

The student who engages with the text will increase their opportunities to comprehend what they are reading. AtMaldenHigh Schoolmany of the students have some proficiency with active reading strategies. How can the student relate to the text? Is their any figurative language in the text? What is the tone of the author, or characters? What is the purpose of the reading? Students will check predictions, write open response, discuss, present and others depending on outcome. They will also ask questions that arise out of the reading or clarifying questions about the reading. =3.3 Wordle as a Before Reading Strategy=
 * During:**
 * After:**

The use of activating prior knowledge and building background knowledge both seem to be happening. There is frontloading to some extent, in that they are being exposed to the words the will be reading. Students can make predictions about the topic, or subject in the reading.
 * What does it seem that Wordle can do for the user?

The Wordle seems to be another vehicle to help that "prior" piece of the learning students need to engage in. All. However, students who lack learning strategies will benefit, students who have SLD in the domain of reading comprehension will benefit because they often need more frontloading than other students.
 * How useful does Wordle seem to be as a before reading strategy for students?
 * What type of learners would benefit from using a Wordle?

media type="custom" key="9830619" What observations and predictions about your article can you make based on this Wordle? The wordle allows me to make guesses about the content of the article. I would guess that it is going to be about proper training of staff in new technology. What connections to your background knowledge can you make? New technology can be intimidating for me, however once I have some familiarity with it I am less anxious about using it. I know how powerful some of these technologies can be in the classroom and would love to be able to incorporate them.

=3.4 Annotated Article - During Reading Strategy=

media type="custom" key="9830973" width="675" height="675" MUTT media type="custom" key="9841249" __summarize__ The article reports that the learning of technology for professors needs to be tailored to their needs, as oppossed to the needs of tech support at the school. The are 4 pieces that need to be followed to allow for staff to stay current with the use of technology as opposed to trying to learn the latest, greatest tech tool.

__comment__ The article was related to the Wordle, in that what was talked about was the training of staff in existing, and emerging technology.

__add some brief thoughts__ on the process of annotating a text and how it can be helpful as a during reading strategy.

There are different practices at work when you annotate; the first being present when you are reading. It should not be a passive activity, and annotating encourages active reading. Secondly, students will become aware of their reading strategies when they annotate. If they don't identify what they are doing they surely will find it increasingly difficult to increase comprehension. Lastly, becoming meta-cognitive about your reading is possible with reviewing how you were thinking when you read the passage the first time around. and then create a list of the 5 most important terms to know from your reading. Please list the terms, and next to each, give a brief definition in your words, which also incorporates the importance of the term to understanding the overall reading **pedagogy-based:** the use of technology in the classroom, and how it supports the teaching and not replace the teaching **constructivist:** building upon knowledge that the student already has and this is how we need to approach learning tech for the classroom. **learner-centered:** the idea that learning is tailored to the learner.
 * 3.5 Top Five Vocabulary - After Reading Activity**
 * perishable:** will spoil and become useless like the technology that is often learned as educators in PD.
 * implement:** to place into or start, to begin to use technology in the classroom, "use it or loose it"