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by: Kale
This week was all about affective factors that can affect a students ability to learn. Affect is your experience of feelings or emotions toward something. Cognition is the mental processes involved in gaining knowledge and comprehension.
Some affective factors include but are not limited to - attitude, interest, value, self-concept, motivation, engagement, epistemic beliefs, self-efficacy, & metacognition
Some of my biggest takeaways from the affect factors slides -
*When addressing negative attitudes, you can typically ask yourself 3 things - Is the child struggling to decode? Is your material uninteresting? Are your instructional techniques the problem?
*Teaching epistemic beliefs is so important!!! Students need to know that they are just as much critiques as they are learners. All authors have biases.
*When addressing negative attitudes, you can typically ask yourself 3 things - Is the child struggling to decode? Is your material uninteresting? Are your instructional techniques the problem?
*Teaching epistemic beliefs is so important!!! Students need to know that they are just as much critiques as they are learners. All authors have biases.
I chose the 4th grade narrative student sample!
I chose the 6+1 rubric to assess the student sample!
Some benefits of the 6+1 rubric is how specific it is, chunking students writing into 7 parts of writing. You can really focus your lessons to specific areas of writing for individual students. On the flip side, one drawback might be how time consuming they are and that this assessment wouldn't be the best to administer to a whole class.
What instructional techniques would you use to increase students' situational interest when reading?
Knowing your students' interest's of course comes with time, but some examples we discussed in class might be an interest inventory! Asking questions like - What genre of books do you enjoy reading? Where do you enjoy reading? Do you enjoy reading with someone or individually? Even if a student generally likes to read, their situation can keep them being interest in a text. Being aware of your classroom environment and the book topics given to your students are two ways you can actively increase your students situational interest when reading.
Knowing your students' interest's of course comes with time, but some examples we discussed in class might be an interest inventory! Asking questions like - What genre of books do you enjoy reading? Where do you enjoy reading? Do you enjoy reading with someone or individually? Even if a student generally likes to read, their situation can keep them being interest in a text. Being aware of your classroom environment and the book topics given to your students are two ways you can actively increase your students situational interest when reading.
