Coherence

     The University of New Mexico’s College of Education states that classrooms should be coherent meaning that the, “Learning experiences are organized around the development of concepts and strategies that learners need to participate in other similar situations. Learners are assessed on what they had the opportunity to learn.” (COE). Webster defines coherence in two parts, “systematic or logical connection or consistency” and an, “integration of diverse elements, relationships, or values”. I strive to maintain both parts of this definition as we must integrate different elements while being consistent and making logical connections. I do this with each unit or lesson plan by making sure there is a systematic plan, that integrates applicable knowledge to make a logical connection consistently.

     I demonstrate coherence in my classroom currently in a variety of ways. One example of this demonstration is during our Math unit on number lines. Many students were challenged with using the number line strategy to take away. My objective was to have students successfully label and demonstrate a take away problem using the appropriate jumps. I first showed students some Third graders work so, they could see that they were going to continue using number lines in future grades to highlight the importance of understanding. I then had students practice labeling a number line to help make their jumps more accurate. Once students grasped labeling I introduced a number line game where students raced from one number at one end of the number line to the next number at the other end. Students rolled a dice, gradually taking away the numbers they rolled until they reached the end of the number line! We played this game in partners to help them collaboratively reinforce concepts together. This game was played by using jumps of tens and ones, so the students could gain confidence with both. Students eventually all grasped how to use this strategy to take away. For each unit students are aware of these objectives as they remain posted on the walls for students to check to see if they are meeting their objectives!

     Another example is during our fluency reading groups. These are homogeneous reading groups to build fluency within oral reading. The groups are reading informative texts to reinforce literacy objectives. The students read books and fluency passages that is in their Lexile reading range to work on becoming fluent readers while working with fiction and non-fiction texts.

            Coherence within the classroom is vital to maintaining a systematic approach. A systematic plan while integrating knowledge to make logical connections consistently!