RTI

After reading a fellow cohort member's blog post, it made me think about RTI in a different way. I think that RTI can be used for any student, not just students we may suspect have a learning disability. Kids who are "fake" readers may be doing that for many different reasons and getting them interested in reading through any means (even through some RTI techniques) will be very beneficial to them.

RTI techniques would also be helpful to ELL students. So many of them exit from the ELL program but still have difficulty reading and writing because they are weak on comprehension. Going through the RTI process with ELL students will get them the help them need without classifying them as Special Ed when they really may not be.

Shared Writing

Writing Essentials Chapter 4:
Consider the optimal learning model Routman introduces in this chapter in terms of teaching and learning writing skills. What do the components of the model mean? What do they look like in practice? How do these connect, compare, and/or contrast to your field experiences or past schooling?

The components of the model explain the different level of involvement for the teacher and the student. It starts out with the teacher being completely in control then gradually releases the control to the student. This model reminds me of a direct instruction lesson. The steps of direct instruction are "I do", "we do", check for understanding, and "you do". The "I do" is when the teacher is in control and is directly teaching the class. There may be some student participation but they are mostly listening. This is the same as the demonstration stage of the optimal learning model. The "we do" of direct instruction matches with shared demonstration. This is when the teacher is still doing most of the work but the students are involved in answering questions or giving suggestions (for example). Checking for understanding coincides with the guided practice piece of the optimal learning model. Is this stage the student is doing most of the work and the teacher is there simply to guide. Students may be asking questions of the teacher to clarify their understanding of the topic but they are not completely on their own yet. Once the teacher feels the students have a good understanding of the topic, they move on to "you do" and independent practice. Students are off working on their own in the classroom. This stage may also where homework assignments come into play. Homework is the ultimate independent practice activity since the teacher is not at home helping the student along. However, just because students are working independently doesn't mean they can't ask for support!