RELFECTION OF READ 440 LEARNING STRATEGY DEMO

Reflection of READ 440 Learning Strategy

Demonstration: The Word Game
Megan S. Miller
James Madison University

RELFECTION OF READ 440 LEARNING STRATEGY DEMO

Reflection of READ 440 Learning Strategy

Demonstration: The Word Game
Context and Goals of Learning Strategy Demonstration
The Word Game Learning Strategy demonstration presented to READ 440 was purposed
to practice and reflect upon a learning strategy, which may be repurposed and utilized effectively
in a classroom to aid in student learning. The goal of Word Game was to encourage deeper
analysis and understanding of a text utilizing focus words important to a given text. Participants
were expected to read a short text focusing on the connection and importance of a given focus
word to the specific text. Following discussion with their peer group, each student wrote their
individual insight on a 3x5 index card provided to encourage an organized and concise response.
The Word Game would not only provided practice of analyzing a text, but provided practice of
constructing clear and direct insights supported with the most important textual evidence, all the
while avoiding wordiness or ambiguity.
Reflection of Presentation
The learning strategy demonstration was effective, but presentation requires refinement
and clarity of description and directions. Explanations were repetitive at times, while vocal fillers
plagued my speech. Another quirk noted in presentation was continual clasping of hands, a
nervous habit that causes presenter to appear to be pleading with participants to understand and
comply. More purposeful language and motions should be utilized, allowing my presentation to
invigorate participation rather than evoke confusion or concern.

RELFECTION OF READ 440 LEARNING STRATEGY DEMO

Positive Aspects
Word Game is an excellent way to emphasize key characters, concepts, or events in a text
to which students have been exposed. By having students reflect and analyze on a text with a
given focus in mind, the teacher scaffolds their learning and provides direction for deeper
understanding. Word Game opens a text to scrutiny and invites students to investigate meanings
and inference obscured information or insights not highlighted in a text.
In the READ 440 demonstration, classmates were able to explore and analyze a new text
in light of their focus word. Because the activity requested a short writing, participants narrowed
their thoughts and clearly defined the importance and connection between the focus word and
text. Such a requirement aided in refining writing skills and communication, demanding clear,
to-the-point answers rather than wordy yet vague responses.
Negative Aspect
Writing tasks are often met with resistance if time consuming or confusing. The Word
Game demonstration fared well in its short writing requirement, but instructions may have been
unclear, particularly for the math group. Because not every student had a handout of their
specific text and undetailed directions were offered (in a students perspective), participants of
the math group were unable to delve deeply into their text and focus word connection. In order to
have formed grounds for deeper thinking and connections, expectations should have been clearly
presented for each group and accessible to assure guidance during discussions.
Success of the Learning Strategy Demonstration
The Word Game literacy demonstration succeeded in directing students thoughts about a
text to encourage deeper thinking and analysis of texts. The flexibility of the strategy amongst
the content areas allows teachers to mold the activity to emphasize understanding and thoughts

RELFECTION OF READ 440 LEARNING STRATEGY DEMO

of important lesson topics and/or concepts. Participants were able to effectively note how a given
focus word appeared and was applied to their specific text, some approaching on a surface level
and others in depth.
Audience Response and Engagement
Classmates of READ 440 were engaged yet lacked eagerness for participating in the
demonstration. As collegial students, they participated in the Word Game discussion with their
peers and contemplated the importance of their given word to the provided text despite lacking in
personal interest. Their written paragraphs were insightful and reflected desired connections.
However, engagement was professional, which many middle and high school students struggle to
exude when personal interests remain un-sparked. In order to engage students and encourage
personal interest in the learning strategy, the Word Game should be routine, so that students are
familiar and comfortable analyzing texts with a specific focus. Also, choice of text and focus
words should be carefully chosen to assure sparked interest and discussion, not easilyrecognized-and-regurgitated insights of a text.
Clarity and Interaction with Students
My presentation of the Word Game learning strategy required increased clarity, planned
and purposeful questions for each group according to their text, and available directions
emphasizing specific expectations for each group. My explanations were occasionally repetitive
and unorganized, so that participants seemed slightly unsure of what I required of them. By
practicing presenting material and providing an example of what I specifically desire to see from
each group, I will be better prepared and mentally organized to guide participants toward certain
insights and thoughts I desire them to consider and note.