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Using Small Discoveries to Enhance Literacy Learning. ... Building Effective Practice:
Using Small Discoveries to Enhance Literacy Learning. ...
... This is an extremely small part of core values ... Additionally discoveries can be some
of the most meaningful. ... Using teacher feedback to enhance student learning. ...
... to discuss their ideas in small groups • Provide ... research of Kathleen Cotton made
some interesting discoveries. ... calculation 54% 48 Volume using formulae 20 ...
Submitted by pprppr123 on October 22, 2007
Category: Book Reports
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“One of the greatest ways to build effective practice is talking – teacher –to-teacher- about the discoveries we make in our daily work with students.” (p. 546).
Throughout ten years of practitioner research, Margaret Taylor Stewart found that small discoveries in her classroom led to a more effective practice. By observing and listening to her students, she was able to gain a more in depth knowledge of her students which resulted in a positive classroom environment and a deeper, more productive way of learning. Stewart’s discoveries also led to an enhanced relationship between the school and the community, as well as a peer support between other teachers. By conducting this study Stewart (2003) was able to build a body of knowledge to inform successful literacy instruction, engage students in “real” learning and enhance literacy learning.
Looking for the Positives
In a classroom that focus on positives, students are made to feel respected and thought of as important individuals with worthwhile contributions (Allen & Mason, 1989). Ways in which teachers focus on the positives are by having higher expectations, tailoring teaching to student’s needs, being aware of cultural backgrounds and recognizing the strengths in each student. The result of focusing on the “positives” is that students become engaged and benefit from academic learning.
An example Stewart used in focusing on the positives with her students was to look for the “good things” in the classroom. She would engage her students to talk, write, draw, or take pictures of daily events that were good. This led to the class working together and participating in photography and make a class book with the pictures that had been taken of the good things each student did in the classroom. The students would take turns bringing the book home to share with their family which became a public relations tool that improved the relations between the school and the...
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