Liz Arizona Eds 190 Fall 2013 November 22 2013 reflections Interactive modeling reflection: The interactive modeling

practice that I did with my third grade students at Balboa Elementary was having students model to the class how they would share their 'research' from their home projects with each other. I had 2 students, a boy and a girl, come up to the front of the class and ask each other a question from their worksheet. The first question was 'what happened', which the student answered in detail about. The second question was 'when did it happen', which the student didn't know the answer to. This was an interesting learning moment for the class. I explained to the student that if she didn't know the answer she could just say 'I don't know, my family did not tell me that'. When I asked students what they observed, students had typical observations about group work- such as they were facing each other, they were listening to each other, etc. However, they also noticed that the student who did not know was being honest about their answer. When I walked around and observed some discussions, I noticed that students were really being honest with each other in the answers and were respecting each other a lot. This interactive modeling practice helped the students to see a positive example of a group discussion, which is something that does not happen often in class. It was very successful and the kids enjoyed the process. Since my CT has adopted interactive modeling with the kids, they are used to the process now. They usually do interactive modeling 3-5 times a day and love it. I think it is very helpful for the kids to see the positive example first. They also really enjoy noticing things and sharing out. The classroom has been a much better place in terms of behavior due to our interactive modeling practices. 3:2:1- Interactive Modeling ch 5&6 Chapters 5 and 6 of Interactive Modeling provide excellent information regarding working with the interactive modeling technique to teach academic and social skills to students. One main idea I noticed is that interactive modeling is useful well beyond the transition/materials/ behavioral management portions of class (pg 105). Also, using this technique to teach concepts like math, reading, and social interaction can help students to internalize theses concepts. This is especially helpful for students who m ay not come from communities that emphasize topics like math in a students daily life. By seeing each other practice and model new academic concepts, students are able to embody or image themselves doing these as well. Lastly, a main idea seen in this text is that interactive learning is a tool that can be quite useful as a tool to accommodate different types of Learners, such as students with special needs, learning disabilities, English Language Learners and students who have not developed strong positive social skills (pgs 121,122,131). Some questions I have from this weeks readings are: how can I use the assertiveness interactive modeling lesson to show students when it is ok to use these skills, and when they should step back instead? Also, I like that the authors talked about using differentiation to adapt these lessons to the classroom. However, I have a very broad range of students in my class. How can I differentiate these lessons for my classroom, specifically for my autistic student? Something I will take from this weeks reading is the lesson adaptation to have students model mistaken assumptions made about each other and correcting the other mistakes.