May 27, 2014 Nicole Law Ph.D. Horry County Schools
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Transcript of May 27, 2014 Nicole Law Ph.D. Horry County Schools
May 27, 2014
Nicole Law Ph.D.Horry County Schools
Power Strategies and Writing Across the
Curriculum Increasing Student Engagement
and Achievement
Strategy Sheet
Strategy DescriptionApplication for my
classroom
Page 1
Strategy Sheet
Strategy DescriptionApplication for my
classroom
Page 22
Strategy Sheet
Strategy DescriptionApplication for my
classroom
Page 3
Essential Question and Round Robin but Write!
Essential Question:What is needed to increase student engagement and metacognition in the classroom?
Me:
Partner 1:
Partner 2:
Partner 3:
Page 4
Pick 3 w/ X
Pick 3 Words that Resonate with You from the Reading
Tell Why
Page 5
Gist Statement or Sum It Up Sentence: (Give a summary sentence about the topic
Topic:_________________________________________________
Give and GetPick 3 and Tell Why
Page 6
Mine Peer Info
Initial
Peer Info
Initial
Peer Info
Initial
Pick 3 and the Gist!
Page 7
Topic:_________________________________________________
List 3 Key Phrases about the topic:
1.
2.
3.
Gist Statement or Sum It Up Sentence: (Give a summary sentence about the topic)
Cinquain
Page 8
History
Ancient, Contemporary
Discovering, Debating, Evaluating
History is like an Energizer Battery, it keeps going and going
Life
NameTwo AdjectivesThree Verbs Simile (like or as a)Synonym for the first line
Cinquain
Page 9
Student Engagement
NameTwo AdjectivesThree Verbs Simile (like or as a)Synonym for the first line
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
___________________________________
___________________________________
___________________
Acrostic Poem
Page 10
ENGAGING
CLASSROOM
High 5 and Gist
Page 11
Gist Statement
High 5 and Gist
Page 12
Gist Statement
Partner’s Hand
High 5
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Which parts of the text helped us get this HIGH FIVE?
Who?
What?
When & Where?
How?
Why?
HIGH FIVE!
Think Like A Journalist!
Page 14
Headline
Opening Statement
Closing Statement
Four SquareThinking Cube
Draw a picture: List three key terms:
List three important facts: Sum It Up Sentence:
Page 15
Topic:____________________________________
Cubing
Describe it Compare it with something else
Associate it with something Analyze it
Discuss it applications Argue for it or against it
Page 16
Topic:____________________________________
Minute PaperPartner T-Chart
Final Thoughts:
My Insights My Partner’s Insights
Page 17
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
One Word Summary:__________________________
Why:
Engagement
Page 18
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
What I Think My Evidence
Thinking About Text!
Page 19
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
Topic: __________________________________________
Write About It!
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Draw a picture or write symbols to summarize the topic
List Key Words about the topic o ______________________________________________________ o ______________________________________________________ o ______________________________________________________ o ______________________________________________________
o ______________________________________________________
o ______________________________________________________ o ______________________________________________________ o ______________________________________________________
o ______________________________________________________
o ______________________________________________________
Summarize your ideas by using the key words from above in a paragraph about the topic. Check off the key words as you use them in your paragraph. Then circle the key words in your paragraph.
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
My S.O.S.
Statement:______________________________________________________________________
_______________________________________________________________________________
Meaning:_______________________________________________________________________
_______________________________________________________________________________
Opinion: I agree or I disagree
Support with strong evidence:*
*
*
My Partner’s S.O.S.
Statement:______________________________________________________________________
_______________________________________________________________________________
Meaning:_______________________________________________________________________
_______________________________________________________________________________
Opinion: I agree or I disagree
Support with strong evidence:*
*
*
S.O.S.
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Opinion Journal
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Topic:_______________________________________________
Concept Idea:________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Opinion Stem: (choose one to respond to the concept idea above)
*In my opinion, ______________________ leads to _______________________.*I think ______________________ is important because ___________________.*I believe ______________________ is beneficial/dangerous because _________.*I agree that ____________________ is needed/not needed because _________.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Find Someone Who
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can draw a square can tell the name of this shape can draw an oval
can tell the name of this shape can tell how many sides a triangle has
can tell the name of this shape
can tell the name of this shape can tell the name of this shape can tell the name of this shape
Topic:_________________________________
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
A to Z Activity: Engaging Classroom
Highlight the top 3 that resonate with you and be ready to share why.
A to Z Taxonomy
A NB OC PD QE RF SG TH UI VJ WK XL YM Z
Page 24
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
High Yield Strategies Key Ideas
1.44 Assessment-capable Learners
0.80 Classroom Discussion Socratic Seminar
Philosophical Chair
0.71 Metacognitive
Strategies .3,2,1 Summary
Learning logs
Think Alouds
Thinking Maps
Entrance/exit slips
Think-Write-Share
Round Table Write
KNU – Know, Need to Know,
Understand
Four-Square Reflection
Comparison Essays
Organizers
*T – Chart
*Venn Diagram
*Double-Cell Diagram
0.59 - Cooperative Learning
vs. Individualistic:Round Robin Write
Partner Brainstorm in Writing
Talking Slips Share
Heads Together
Rally Table Sage and Scribe Partner Highlight Partner T-Chart
Power Strategies
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© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
High Yield Strategies Key Ideas
Strategies for Writing Across the Content – Common Core
Journals – Double Entry Journals Word Walls and Labels Vocabulary or ConceptDevelopment *Frayer Model *LINCing Model
Note Taking *Cornell Notes or *Framed Notes
Listing *A-Z - Engagement *Exit Slips *The “Top 3” with X
SummarizingGist Statements One Sentence Summary FramesOne Word Summary
Strengthening Literacy
Strategies
Concept Map
Generate – Sort – Connect
- Elaborate
CEC – Connect – Extend-
Challenge
Chalk Talk
Partner T-Chart
Writing to Learn Strategies
Page 26
© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
A fairly substantial body of research has emerged in the professional literature about the use of writing in the disciplines, not as the final, formal measure of a student’s understanding, but as the informal means to explore that understanding in the first place. These activities help answer the question, “how do I know what I know, until I write about it?” “Writing-to-learn” activities are used as a catalyst to stimulate the process of learning, rather than as a formal demonstration of that learning. While “writing-to-learn” activities undoubtedly can contribute to the improvement of one’s formal writing in a course, in no way are they intended to replace or supplant formal writing.
Write-to-Learn Activities
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© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
Benefits and Reasons: "For a change [students] are owning rather than renting the language of the classroom. . . .For a change they are applying theory and thinking creatively." -Larry Levy
1. WTL promotes active learning. 2. Students use their own language to understand course concepts; they "own" rather than "rent" the language and ideas. 3. WTL stimulates participation and discussion (every student has a response to the question). 4. Teachers discover what students are thinking and learning, what's clear and what isn't. 5. WTL creates opportunity for teacher/student and student/student dialogue. 6. Students can "rehearse" ideas and strategies before tackling formal writing assignments; they can "practice" before the "big game." 7. WTL creates a way for students to reflect upon what they are learning, to think metacognitively and personally about their learning processes in the course. 8. WTL assists students in discovering what they know and what they don't know. 9. WTL gives everyone a stake in the class. 10. WTL can be adapted for whole group or small group activities. 11. WTL creates opportunities to write for audiences other than the teacher. 12. WTL allows for formative (assisting in the process) rather than only summative (evaluating a product) assessments
Writing to Learn Activities
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© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
Students who are engaged in their work are energized by four goals—success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom?
Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others. It was also work at which they were good. As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others.
How, then, would we define engagement? Perhaps the best definition comes from the work of Phil Schlecty (1994), who says students who are engaged exhibit three characteristics:(1) they are attracted to their work(2) they persist in their work despite challenges and
obstacles(3) they take visible delight in accomplishing their
work.
Engagement
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© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com
One significant factor that can stymie students’ efforts and thwart their success is poor metacognition. According to Stephen Chew, professor and chair of psychology at Samford University, metacognition “‘is a person’s awareness of his or her own level of knowledge and thought processes. In education, it has to do with students’ awareness of their actual level of understanding of a topic’“ (quoted in a recent article in The Chronicle of Higher Education). For example, given only introductory engagement with a given topic, students can become overconfident in their level of understanding of it. They then can stop thinking about it or even studying for exams because they feel they have mastered it. Such students will be surprised when they perform poorly on exams or assignments, having thought their answers were correct or their work was at a high level.
In such cases, poor metacognition – lack of self-assessment skills for discerning how much they actually know – prevents students from doing the work necessary to succeed, such as devoting enough time for reading, studying or writing, or engaging in such activities with sufficient focus and purpose. Indeed, to be done adequately, let alone well, work such as writing requires more than “whipping up” a few paragraphs the night before a due date. Work such as reading requires more than haphazard scanning and highlighting right before class. To learn from such activities, beyond mere short-term memorization, requires a more rigorous process of active engagement. We even use terms such as “exploring” or “grappling” to describe this process. Indeed, the traditional notion of “studying” implies it, too. The key here is a thoughtful approach, in which one is more or less aware of what one is doing and how the process is unfolding.
Metacognition
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