Module 1: Instructional Challenge

1. What are the hocked gems? After reading this passage several times, I was not sure what it was referring to. I was positive that it was symbolizing a “monumental” event. Sitting stumped as to what this passage was about, I decided to search for the phrase hocked gems. Christopher Columbus came up in the search and so after giving it some thought, I realized it was discussing his trip to the new world. I am guessing that the hocked gems are a symbol of the money that people gave Christopher Columbus to discover the new world.

2. What should we think of as an egg and not a table? The egg refers to the earth in that Christopher Columbus said that earth was round and not flat like a table.

3. Who are the three sturdy sisters? I believe that the three sturdy sisters are the three ships that sailed with Christopher Columbus.

4. What kind of winged creatures appeared? While sailing, Christopher Columbus saw birds flying and knew that there must be land close by.

If you were to use this passage with students, what schema would you need to activate with them first?

Before reading this passage with the students, I would provide the students information about Christopher Columbus’ voyage to the new world. It would be beneficial to show a video clip or read them a short story about his discovering of the new world before introducing this passage.

 How can you help teach children whose schema and the text’s content don’t match?

I feel as though it is very important to have a variety of ways to introduce a lesson in order to connect to all students learning styles. Beginning the lesson with a short story about Christopher Columbus as well as a video clip would provide students with background knowledge. I would not have known what this passage was discussing if I did not do some research on my end. This is how students would feel if I were to jump into a lesson without providing appropriate background knowledge. Creating an activity where students are actively involved and engaged would be the most beneficial.

How much time should children spend in texts that don’t match their interests or schema?

If students are not able to understand a text because they were not provided the necessary background information, it is most likely they will lose interest in the reading. I feel as though often time’s it is how the teacher introduces the lesson as to how excited and involved the students will be. When I first began reading the passage, I was starting to lose interest after the first couple of lines. It wasn’t until I was given the proper background knowledge that I took interest in the passage. I have found that I gain the most knowledge from a lesson when I am actively involved in it. It is important to get to know your students learning styles in order to create lessons based on the needs of your students. This would be a great way to incorporate centers where students are reading, working in groups, and getting involved in an engaging activity.