Wilhelm's "A Theory of Teaching"

Wilhelm’s “A Theory of Teaching” tackles the question, “how will we ever know if students are actually learning the information we are attempting to convey (specifically through text)?” As professionals and experts in our field of study it is easy for us to know what we want students to learn, but how will we know if they are actually learning it? Wilhelm does a great job proposing strategies and techniques. Towards the end of chapter two, on page 54, he shares the “Six Methods for Teaching Reading Strategies.”

The first couple of chapters spoke extensively about terms/strategies/people we have learned about previously such as: scaffolding, learning-centered teaching, social speech, the zone of actual development (ZAD), the zone of proximal development (ZPD), psychologists Lev Vygotsky and Jean Piaget, Hillock’s “environmental teaching,” (etc.)

One important strategy and type of reflective technique I found interesting was the idea of “wide-awake teaching.” This was the first time I have ever heard of this type of teaching. I like it because it seems as though it is reflective. Wilhelm spoke about this strategy on page 5 of his article. The idea is to ask, “Is this working? How do we know? Are we happy with our orientation? How can we change things (Wilhelm, 5)?” It is important that we reflect on these aspects of our lessons and make changes when necessary for success in the future.

I must admit that I became frustrated with this article numerous times, almost leading me to believe that it was beyond my zone of proximal development. However, I was able to connect with the text and make meaning (a portion was actually about creating meaning while reading!), as it brought back vivid memories.

One connection I can make between my own experiences and this reading was the direct instruction lesson we taught last semester in 406. Direct instruction follows a specific sequence: main idea, example, group practice and individual practice. I couldn’t help but make the connection that this pattern is learning-centered teaching, which was spoken about extensively in the article. The idea of “I do, you watch/help” serving as the example portion. The idea of “you do I help” serving as the group practice, and “you do I watch” as the individual practice.

And… here is a second connection: Throughout my last three years of college, I have noticed that almost all of my science classes require you to learn material on your own. Year after year, I find myself sitting down trying to force myself to understand the material from the text. Sometimes I can read a chapter twice, still without much luck. The problem is, I have never seen the material before and cannot be expected to pull out the most important information from the text. This is how I felt taking Human Anatomy my freshman year at URI. This class was HORRIBLE. Everyday, I was working beyond my zone of proximal development. The professor would purposely cancel class so we could stay in and teach ourselves. Once I learned every bone in the body, I had to learn every muscle in the body… oh and let’s throw in the origin, action and insertion of each and every muscle you just learned. Yes, it was difficult. It was not fun. And so, Vygostky would not approve of this style of teaching.

                                                         

It was obvious that my professor has never heard of/never been a fan of Vygotskian theory.

Vygotsky did not believe that the mind grows naturally or without assistance (Wilhelm, 15). Anything that is learned must be actively taught. If it is not being taught in the first place, we should not expect it to be learned. This is important to keep in mind as future educators!

Literacy Profile- Softball

Spring is and always has been my favorite season. Besides the fact that flowers begin to bloom, and the temperature begins to increase, it marks the start of the softball season. Year after year, I laced up my cleats, put on my lucky number nine, grabbed a glove and ran onto the field. The smell of dirt filled the spring air. I would stand at home plate and admire the white chalk lines, the raked brown dirt, and the green outfield. This is, was, and always has been my favorite view. All the stresses and anxieties of the day suddenly vanished, and I was once again playing the game I love.

At six years old, my twin sister and I would have my dad pack up our tricycles and we would take a trip to the baseball fields behind Centerdale School, in North Providence. While we rode our bikes in the small parking lot (with some friends our age), our dad was busy coaching my brother’s little league baseball team. Sometimes, while my friends were busy playing, I would stop to watch the boys play baseball. I began becoming interested in the position of catcher. At some point, I fell in love with the game. Each time I watched, I became more and more anxious to play. It wasn’t until one night my dad and brother came home from practice that I said, “Daddy, can I put on the equipment? I want to play baseball.” My dad and brother helped me put on all of the catcher’s equipment. My little body was floating in the heavy equipment, but I was eager to begin learning the position. I stood in the middle of our dead end street and made my brother pitch to me. At first, a few balls got past me, but day after day I found myself getting better. Besides teaching me how to become a catcher, my brother taught me how to bat and how to throw. We spent endless nights in our yard practicing. I would watch his every move and try to mimic the motions. He would tell me, “You want to keep your eye on the ball and when it comes, bring your arms around but don’t drop your shoulder, rotate your hips, leave your back foot planted and squish the bug.” Squish the bug? Sounds silly, but to my surprise every good coach uses this phrase. The idea is to help you remember that the back foot is supposed to stay planted. All the power in a swing comes from the hips. It doesn’t matter how tall or strong you are, it’s the fundamentals.

The years flew by and over time I became literate in softball. When I went to high school, I was very eager to play and showcase my talents. I tried out my freshman year, and I landed a spot on the varsity softball team. I remained in this spot all four years of high school. Each game, I would stand near the chain-linked fence and take some practice swings. Every time I looked back, I saw my biggest supporter and the man responsible for my softball successes. This man was my brother. He would quickly give me advice like, “if the first pitch looks good, just go for it!” In my mind, he was always right, and so I listened. After all, he is the person who influenced me to play the game.

During my sophomore year, I hit my very first homerun. I remember it like it was yesterday. We were playing Ponagansett High School and were down 7-5 in the last inning. It was our last chance to score any runs. I stepped up to the plate, with everything in my head my brother taught me when I was little, and I took a swing. I began running, and as I rounded first base, I watched the ball sail over the centerfield fence that read 205 ft. My heart almost beat right out of my chest. I had just won the game for my team by hitting a walk-off home run! It was truly the most uplifting moment of my career. My brother couldn’t make it to that game to witness the homerun, but you bet he was the first person I called with the good news. I got to keep the game ball, and it remains on display in my bedroom. It serves not only as a keepsake, but also as a reminder that I was able to become skilled and literate in an area outside of school.

Softball has had such a positive impact on my life. I was able to form relationships with others that share the same passion for the sport. Also, as captain of my team, I learned how to become a more confident leader. Furthermore, (and oddly enough), through softball, I learned how to teach. I began to understand that fundamental aspects of the game were difficult for others to grasp, and so I took it upon myself to help those players succeed and become better. These teaching experiences taught me to look at things from different perspectives. Although the game comes easy to me, it may not seem so easy to others. I learned that sometimes you have to explain things in different ways in order for someone to grasp a concept in its entirety. I will take these experiences with me not only as a future teacher, but also as a future coach. I have always dreamed of coaching the softball team at my future high school. If all goes well, I will be able to show students that they can be literate in areas outside of school. If they struggle in school, I will ensure they excel on the field, for purposes of sell-fulfillment and confidence. I hope to pass down the knowledge I gained from my brother to help my future students and athletes. So, everything I have learned through my own experiences is important to keep in mind as a future teacher and coach.

 

Here are a few pictures that basically sum up my softball career! All the way to the left is a picture of me at age 5, when I first started playing tee-ball for North Providence West. The second picture is a plaque that I earned my senior year of high school. All the coaches in the division vote for whom they believe rank 1^st in the division at each position. I was lucky enough to have earned this ranking as catcher in Division II North. The picture to the right is of another plaque I won my senior year. It is a MVP plaque, which was given to me by my coaches and athletic department.