Lady Bugs, Tornadoes and Swirling Galaxies

Chapters 8 -10

SQUARE:

What “squared” with your thinking? That is, what ideas did you encounter in the reading that were consistent with what you already know and/or believe about teaching?

Once again Buhrow and Garcia presents a great read from Ladybugs, Tornadoes, and Swirling Galaxies. These final chapters pull together the stimulating research and observations of curious, enthusiastic, and joyful ELL learners. Now that Buhrow and Garcia have offered ideologies, strategies and connections to incorporate into the classroom to communicate that offer the best possible outcome of engaging students in learning experiences it is time to create and support the learning process by publishing their hard work while maintaining interest and continuously searching for new learning opportunities. “We have been encouraged to continue to reflect on our teaching and to search for new and better ways to make reading, writing, and learning for our ELLs a meaningful experience that they will continue to explore and build on throughout their lives (Buhrow, 2006).” I feel the most important information of this book encourages “reciprocal learning environment” a constant reflection of both lessons and students to continuously revise based on the environment, relationships, ZPD, and interest of the student in order to achieve the highest possible academic engagement that students will be able to not only learn from, yet understand and develop for further knowledge.

TRIANLGE:
What “pointed” you in new directions? What new ideas did you discover in the readings? Discuss the ways in which the readings provided new understandings about teaching and learning.

 Schema, Schema, and more schema! Schema is the framework of learning and making connections to new information for long term knowledge rather than short term memory. ELL students have many opportunities as they learn the English language to make connections with text linguistically, and socially. These connections offer ELL as well as students in general learning opportunities to internalize and remember. Psychologist Jean Piaget describes schema in his stages of cognitive development. Each of his four stages of cognitive development helps to frame learning for the next level. Buhrow states that “fascination grew as he began to learn that there is much more out there.” Schema demonstrates that there is a process in learning which inspires my focus to engage and encourage learners along the way. Through scaffolding and assessments we are able to make important discoveries that will offer exciting, interesting and familiar content to build their schema.

CIRCLE:
What thoughts are still “circling” in your mind? Discuss the ways in which you think you could use the new information to build on what you already know. In addition, you should write about the things that still puzzle you. Write about your concerns. Write questions about things you don’t understand, things that make you think of your own learning, and especially things that you relate to your own teaching.

“In the end, we are all working together and having a lot of fun while also looking critically at what is being introduced in the classroom (Buhrow, 2006).” This quote is an excellent summation of this book as well as this semester. New information was introduced, read, discussed, applied, and reflected upon regularly throughout this semester. As 1^st year graduate students of MAT at GSU, we built relationships that encouraged and supported one another. We learned how repetition of routines, text readings and even assignments help to reflect and refine themes, theories, and ideologies.  I am still anxious of the path ahead and how we will continue to expand our funds of knowledge to further our professional growth as educators.