Name:__Ronnie Trimmer______________

Lab Number:_1______________________

Lab Assignment

EDUC 340: Literacy and the Learner

Description of Experience:

0 1 Teacher:_Mr.Shinn__________________________________________________
______________________
School and Room
#:__121_____________________________________________________________
_
Students Names:__Elijah, Riley,
Meagan__________________________________________
Literacy Strategy/Alternate Activity:____KWL
Activity____________________________
______________________________________________________________________
_____________________
*Attach Work Sample

Guiding Questions:

0 1 2 3 What strategy or strategies did you observe or teach

today? If the observed or taught strategy was NOT a
strategy from recitation, please explain in detail and
describe the strategy to the best of your knowledge.

A strategy, which was nearly impossible to miss, that was

demonstrated by Mr. Shinn was his use of the KWL, which was later
discussed and elaborated on in Recitation. What made it so easy to see was
that Mr. Shinn actually wrote out an example of a KWL on his white board
and requested that his students draw their own charts at their table on the
back of an informational paper he had passed out earlier. He wanted them to
know where they stood in terms of prior knowledge so they could appreciate
how far theyre going to go as the unit progresses.
Mr. Shinn used an analogy to help his students understand why they
were participating in certain activates. Earlier he had his students make
posters focusing on a specific new rule that had been enforced in Germany
before World War II officially began. They were to use a mixture of drawings
and words to help show what the law was and how it affected the citizens
they were being imposed on. The posters were hung around the room so his
students could not only see their own work, but they could see everyone
elses pieces. Before allowing his students to get up and go around the room
to gather information from the posters to take notes on he relayed a story of
his time in Sweden, focusing on how when he was visiting art museums he
found himself needing to just look at a picture to appreciate its value. He
 Name:__Ronnie Trimmer______________
Lab Number:_1______________________

advised his students to not be overwhelmed by the posters and to just take a
moment to take in their aesthetic features before looking closer for details.

0 1 2 3 How did the taught/observed strategy go? What were some

highlights and lowlights? Please make sure you include
BOTH highlights and lowlights.

The strategy seemed to go over fairly well in the explanation, and the
students all responded positively to the information and seemed to
understand it with little difficulty. However there was an issue in that the
students didnt really have enough time to actually fill out their KWL charts,
they still had to observe the posters, and make a certain amount of progress
on their work.
The Swedish museum analogy worked very well, it only took a moment
to explain and the students response was visible as for the third of the
allotted 15 minutes the students hardly spoke to one another and actually
gave their undivided attention to the posters. However there may have been
too much time given for this activity as by the end the students had become
very rowdy and needed to consistently be reminded to stay on track and
focus.

0 1 2 3 How might you use the strategy you learned in RECITATION

in your content area?

In recitation we had the chance to find out what exactly a KWL was in
more detail. I can see myself one day using this strategy in a number of
situations. One day I aspire to be teaching English, and this could be used to
introduce different authors, books, and even types of writing to the class. It
would be a great way to gauge where the students were coming from, and
understand where the lesson needs to begin or specifically how to go about
teaching it in the most beneficial way for the students.
 Name:__Ronnie Trimmer______________
Lab Number:_1______________________

TOTAL:____________/10

Exceptional High Quality Satisfactory Unsatisfactory

Quality
3 2 1 0

Exceptional High quality Reflection Does not show

quality in reflection that conveys evidence of
reflection that conveys evidence of reflection or
synthesizes new evidence of some learning.
content and meaningful thought. Description of
conveys evidence thought. Limited experiences not
of deep thought. Good description adequate or
Thorough description of of incomplete.
description of experiences. experiences.
entire experience.