Chapter 7 Note Taking and Note Making

       After reading chapter 7, there were a few things that stood out to me.  One thing I found interesting is that students learn better when they take notes. Another thing I found interesting, is the number of my peers that were taught how to make notes in high school.  We were just shown how to take them. The teacher would write sentences on the board and we would write them down. When I started college I had to start developing a more organized way to take notes.  Before reading this, I didn't know there was a difference in note taking and note making. Note taking is writing down what someone tells you to where as note making is writing down something in your own words.  When I write notes, I also like to draw pictures (like in figure 7.1 on p. 122.) It helps me process the information better.  The note organizers for different subject areas were also something I found helpful.  As a future math teacher, I'd like to provide my students with ways to take notes on what we learn in math and in the other subject areas (but especially math.) I agree with the chapter. Notemaking leads to student independence, an important study skill.

Chapter 3

            I enjoyed reading chapter three.  It refreshed my memory on vocabulary. Some of the important points that stood out in it were the ways to improve and enrich vocabulary: Be actively involve in word learning, make personal connections, be immersed in vocabulary, and consolidate meaning through multiple information sources.  As a child, I was always curious about the meaning of words, and as soon as I learned a new on, I wanted to use it.  Though I might have used the word in a sentence where it could have fit, sometimes I would not notice the subtle differences in words and the sentence would sound off.  Therefore, I think that teaching students about how to use vocabulary words they learn and teaching them the subtle difference is very important.  A strategy that stood out to me in this chapter was the word walls because that was the first vocabulary strategy I remember learning about in intro. block.  I think it is a great strategy, but I also like the idea of using a self-assessment first so students can get an idea of where they stand.  There are so many ways to connect vocabulary to math through doing the self assessment.  In addition to having them self-assess them selves, I would have students write what they know about a certain vocabulary word that they put a + by and/or show me a problem that gives an example of the vocabulary word.  Though there are many more strategies to use to teach vocabulary, I think that at least having two in the classroom to mix it up a bit is beneficial. It also gives students a chance to look at themselves and work together as opposed to the old way of learning vocabulary: rote memorization.  When I was in elementary school, that was the only way we learned vocabulary. We also had to write a sentence with the word, but none of us knew what the purpose was at that time.I was not surprised to find that vocabulary has a tremendous effect on reading comprehension, but I had never really thought of how much schema could effect this.  One connection I made this week was after reading this chapter.  I noticed that the student I tutor at Sumrall has great comprehension/vocabulary skills when we read passages that interest him or connect to his life.The two questions I want to ask after reading this chapter are: What are some more vocabulary strategies I can use in the classroom? and What can I do for children who do not have the schema to grasp the meaning of some vocabulary words?
       This week we learned about Brain Pop. I thought it was awesome! The school some of us observe at curently uses it (the music and art teachers) and the children really participate this way.  Like we talked about in class on Thursday, the kids become familiar with the characters and it almost becomes an experience of watching a cartoon (an educational one.)  I would love to use this in any subject I teach...