Sage on the Stage vs. Guide on the Side

Sage on the Stage vs. Guide on the Side

The three strategies I would use in King's article are:

1. Think-Pair-Share

2. Concept Mapping

3. Predicting

Think-Pair-Share is a strategy in which the students are allowed a moment during the lesson to think about the concept or what is being read. They then link up with a student next to/across from/ close by them to talk about what their thoughts are on the lesson. I think this is very helpful because it not only gives a break in the lesson, it gives the students time to think about what is happening during the lesson and absorb the knowledge not only from the teacher but from their peers as well when they share their ideas. 

Concept Mapping is where students create a graphic representation of relationships about the aspects of a concept or principle. I think this is also especially helpful in literary lessons to get deeper into the plot of a book or story and connect all the characters and themes that are going on. It's especially helpful in digging deeper into the story and if the students work in groups, helps them see the story from another point of view that may be different than their own.

Predicting is when students write their own predictions of what may happen in a given lesson. Again, for reading, this could be fun for students to do. Once a piece of literature has begun and there is a general concept and idea in the story, predicting what may happen not only gets the students involved in the process of how a story may be written, but in my experience gets them to want to continue reading to see if their predictions come true. 

Pre-Reading, During, and After reading strategies I could use based on my content area are:

Pre-Reading

     -Learning Walls and Word Walls

     -Book/Chapter/Section Walk

During

     -Learning Logs/Journals

     -Pause during class reading to have students predict

After

     -Collaborate

     -Extend the lesson through writing, projects, or some other enrichment activity

Learning walls and word walls could help with any vocabulary or content I know is coming up in a lesson and it would make it available for all the students as they needed to reference it. Book/chapter/section walks would be helpful during time reading because it could give students a great background on whatever it is they are reading so when they read the text they already have an idea of what it may entail. 

Learning logs and journals throughout a lesson is great because it can really help the students take time to go over what they're learning in their own words and thoughts and solidify what they are learning in their heads. Pauses during class to have students predict is also great because it can be fun for the students to make predictions and see if they turn out to be right. It's also a great way to get them involved in the lesson itself. 

After collaborations can take form not only in discussions amongst peers but also in projects they can do about the material in the lesson. One of my favorite memories of High School English class was having to do an art project based on Dante's Inferno. It actually made me want to read the entire book once class was over and I really remember getting involved in the book more because I liked doing art.