Write to be Right?

We teachers may not realize it but for students, their school writing is typically scrutinized. Summative writing tasks are more high-stakes, focused on learning to write. So students tend to write to be right.

Yet creating product is only one purpose for writing. Students also need time to write to explore, to think, to test and try ideas. Writing to learn is valuable too because it helps students activate their own thinking, generate their own ideas, and reflect on their own learning. Not only does it provide much-needed time to practice writing without heavy scrutiny, the generated content can be used for other writing purposes and for small and whole group discussions. So where might low-stakes writing fit into your lessons, and how might it improve student engagement toward writing?

TL;DR? No prob.

SMMRY

Internet slang has a clever word for it: TL;DR (too long; didn't read). We agree. That's why we teachers need options for summarizing digital text. The screen snip explains it all. Check out the link. It's magic!

Time for Words?

In her book Active Literacy, Heidi Hayes Jacobs cites research that "35% of all test errors are reading errors." She specifically links that research to gaps in vocabulary.

To prep for final projects and exams, many teachers are using some time in June for summarization and reflection. Consider focusing on vocabulary. For example, Robert Marzano recommends this simple strategy called "Connect 2." 

1. Develop a list of subject-specific vocabulary.
2. Place students in pairs or small groups.
3. Engage students to choose two vocabulary words from the list and discuss how those two terms are related, then write about those words using a format such as this:  _____________ and ____________ are connected because _____________________.
5. Repeat this process with two more words and so on.

It's a simple strategy, isn't it? Yet, if you've ever tried this, it truly requires thinking and absolutely encourages deeper understanding of words and concepts.

There's a joke about words that goes "at least taste your words before you spit them out." No matter the subject or grade level, students need time to taste, savour, and internalize words. The research says that taking time for this totally pays off.

The Day they Discovered Pi...

It's Pi Day again tomorrow! (In fact, since this is the 3rd month of 2014 doesn't that make this PI MONTH?!)

Sometimes nothing engages students more than a cheesy song about math, right? Especially BECAUSE they know they can create something MUCH, MUCH better! And that's exactly what should happen to push that learning into long term memory:

"They rhythmic repetitions and content-packed nature of music make it a very effective mnemonic device for learning new material...[or summarizing learned material]. Remember that the students' creation of the [song], not it's presentation to the class, is where the greatest learning occurs." Rick Wormeli

For Pi Day and other resources check out Edutopia. Happy Pi Month!

5 Ways to Make Stuff Stick?

At our ATA PD day last week, Rick Smith shared strategies from his presentation 50 Ways to Leave a Lecture.

We appreciated this slide for its use of differentiation and its potential for tiering. It highlights some of those strategies and the five modalities teachers can use to pause the lecture and have students interact with the material presented. In other words, five ways to make stuff stick.

High, medium or low?

Many teachers have strategies intended to elicit deeper thinking. One teacher in our school division was willing to share her high-medium-low strategy.

Maybe this could work for you too? Based on Blooms, the verbs on each poster say it all: moving from red to green students increase their ability to connect, infer, apply, demonstrate and evaluate their learnings. Posted in her classroom, she challenges students to think, question and apply their learning on these three different levels.

It reminds us of a questioning strategy useful for any grade but especially younger ones: thick and thin questions. Click the links for more information or to see a teacher-created poster using thick and thin questions.

HFCRD37 teachers can also search for strategies and resources in our coaching toolbox on the S Drive. Or check out our prezi on questioning.

Minute Earth - A Useful Resource...

Take a minute and explore the fascinating Science and stories of this Earth we call our backyard. The Minute Earth YouTube Channel has various videos that might complement many lessons (and links to other educational YouTube channels as well).

Another Reflection Idea?

source

More end-of-the-year reflection...These competencies will allow for students to be successful no matter their career path. Have your students choose ten of these competencies and provide an example from this year or your course that best demonstrates their ability (and it might just help them set goals too.)

Reflection Idea?

It's almost the end of the school year. Reflection allows for learning to deepen. Choose some key outcomes from this year and have students rate themselves.