Literacy Journal Response

The optimal learning model that Routman introduces begins with demonstration where “the teacher or expert shows precisely ‘how to do it’ by initiating, modeling, explaining, thinking aloud, and writing aloud” (Routman, p. 71). Demonstration then becomes shared demonstration in which the child continues to be guided by the teacher and the teacher “holds their hand.” At guided practice the student is in charge of their learning and writing, while “the teacher or mentor is close by to validate, support, teach, and give feedback” (Routman, p.72). Then when the child is in independent practice “learners have developed enough competence and confidence to be able to choose their own topics, problem-solve, and monitor and set goals for themselves with minimal assistance” (Routman, p. 72).

These concepts presented by Routman for the optimal learning model, appear to be effective in helping children learn to write. Upon closer examination, it is interesting that the optimal learning model closely resembles two successful models. The first is that of the direct instruction model where there includes the I (teacher) do it, we (teacher & students) do it, you (students) do it method of learning. The second is that of the to (teach to the students), with (teach with the students), and by (the students learn by doing themselves) learning model. Therefore, it appears to me that it doesn’t matter what model of learning is applied, as I have discovered the 3 main components of the learning models to be: demonstration, cooperative replication, and independent action.

In practice, I believe that all these models of learning would be successful as they all include the 3 main components that could be easily and realistically intertwined into teaching and learning. From my experience, teaching and observing in the schools I have learned that this model for optimal learning is applied at various grade levels, in various subject areas, and by all teachers with various teaching styles. It is useful to think of the applicability of the 3 main components in these learning models from teaching physics to how to ride a bike. Therefore, it is also possible that teachers may incorporate these learning models more often than is realized to help the success of the students.

Another point that Routman writes of that resonated with me was in believing in a child’s unlimited potential and how much the child can learn and achieve when it is coupled with a teacher’s high expectations and a safe and inclusive learning environment. An equally interesting and often overlooked idea, was what Routman presented as the high expectations for handwriting as this is a reflection to parents of the effectiveness of the teacher. It is amazing how this can be interpreted as so, to be a reflection of the teacher and not the learner. However, expecting and receiving good penmanship can be a positive learning experience for everyone. One question that I do have regarding this, which was not covered in Routman thus far, is at what grade level should excellent penmanship be expected of and reinforced?