Kenneth Plont

11/4/18

II. Tasks, Texts, and Learning Goals

Fall 2018

On October 18th, students in my 7th grade classes were given a reading task over treaties,

sanctions and tariffs. The three concepts were grouped together because there was only one

question on the unit test that pertained to all three. However, students in the advanced social

studies class were the only students who ended getting the question about tariffs, the one

question about sanctions, and the one question about treaties correct. One reading where all the

concepts and terms were grouped together in one big block of text proved largely ineffectual in

teaching the students or introducing them to the material. My claim here is that the reading

worksheet was largely ineffectual and could have been implemented into my instruction

regarding these three concepts more effectively, especially for the lower-performing classes that

tend to need concepts taught individually instead of together.

The evidence in which that I have that supports this claim is just the sheer fact that the

worksheet was printed and handed out as one gigantic block of text. Even if there was one

separate paragraph for sanctions, a separate paragraph for tariffs, and a separate paragraph for

treaties, that would’ve proved more effective than large block of text. Students find such a thing

daunting and challenging to sift through to get the information that is essential to what they’re

supposed to get from the reading assignment. Otherwise, the assignment is pretty much rendered

useless and nothing is stored in their collective memories to retain or understand the information

being presented to them. There is no way to effectively organize the information and therefore
the reading task needed to be developed more effectively and efficiently for the students to

comprehend the information better. Students who are several grades behind their reading level

also need cohesive and limited esoteric text to comprehend material and have it be more

accessible to them.

Evidence of my growth since fall 2017, and even throughout fall 2018 is when I adjusted

my instruction and design of worksheets to more effectively present content to students.

Attached is a worksheet on China’s socialist government, used in late October to teach students

about an example of a modern-day socialist government and economy. The information

presented is separated into different paragraphs, and focuses on mainly how the government

exercises a lot of control over basic industry and commerce. It highlights and points out what is

essential to remembering what differences between a socialist government in today’s world and

other types of governments that exist today. What is crucial and italicized for students is that

high taxes exist in a socialist economy and that the government is very involved in basic industry

and commerce. By bolding, italicizing, highlighting and pointing out key words, students will

hopefully pay more attention and retain key information needed to answer the questions for that

assignment and for future recall. Beyond that, hopefully the exposure and visual aid of pointing

out essential information in a reading context will help them further understand the material at

hand. Organizing the information more effectively as an educator will ideally help students

understand how to organize the information themselves.