Reading Response Journal

Jennifer Alonso
Ivy Tech Community















INTASC Standard, Description and Rationale

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic
local and global issues.
Name of Artifact: Reading Response Journal
Date: September 2013
Course: EDUC 224: Scientific Inquiry
Brief Description: For this assignment, I wrote a reading response to the reading we were
assigned for that week which focused on covered putting together a unit, working with concept
maps, conducting activities, and having discussions in the classroom.
Rationale: To document my understanding of Standard #5, Application of Content, I have
selected to include my Reading Response Journal, because it shows my knowledge about
connecting concepts and engaging students in the learning and discussions. I also learned how to
conduct activities that are inclusive and helping students make connections.




READING RESPONSE JOURNAL
Write 2-3 questions that you developed as you read through the text for this week. Either answer
the questions or tell me how you are going to get to the answer in the upcoming weeks during
class.
1. Should you create a flow chart for every unit?
2. How do you know how much will be allowed for this process, or do you edit or modify
as you go along?
Make a connection. (text to text, text to self, or text to world). Tell what type of connection you
made (TT, TS, or TW) and then tell what that connection is and describe how you can relate the
reading to that connection.
I made a text to world connection. The example of the unit given in the book starting with
beginning questions and ideas, are very similar to our class. Barb always introduces a topic and
then asks questions about it, she starts a discussion. She doesnt give us the information right
away she wants to know how much we know.
What are three important facts, words, concepts, etc.. that you want to remember from this
chapter. Why do you want to remember them? Why are they significant?
Dialogical Interaction: Student need time to think critically. Also have discussions with their
peers and come up with new ideas and concepts.
Connection: Teachers need to ask conceptual questions that will require students to connect
knowledge, explain, and justify.
Matrix: Made to help identify any areas that need help with and require improvement. Examine
our teaching practices.
Summarize your entire reading into one well-written statement.
Throughout the reading I learned about starting an SWH unit. Putting together a unit, starting
with concept maps, activities, discussions, etc. It also talked about examining and resources for
implementation of the unit. Using good time management. The use of the Matrix system in order
to evaluate your strengths and weaknesses. Making connections and also having effective
scientific arguments.

Jennifer Alonso