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Chapter 9 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. RSQC2 Description Students respond briefly to the prompts: recall, summarize, questions, connect, and comment. Purpose Teachers can compare detailed info on students’ recall and understanding of previous classes with their own Informs teachers of questions and […]
Chapter 6 in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes. “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108. LEARNING STRATEGIES Involve several processes: metacognition: knowing how to monitor one’s misunderstanding self-regulated learning: intentional use of metacognition to learn selecting strategies and environments most conducive to […]
Chapter 4 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. 4 Writing to Learn (WTL) Strategies (for more WTL’s go here or here or here) Nonstop write: students write nonstop in response to a prompt for set time (3-5 min) write in sentences […]
Chapter 4 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. 4 Writing to Learn (WTL) Strategies (for more WTL’s go here or here or here) Written Conversations students process material by passing notes to each other about the material wonder if technology like Twitter, Todaysmeet, […]
Chapter 3 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. 4 More Quick Writes (for 3 other straggles, go here) Brainstorming: coming up with lots of ideas in a short amount of time goal = quantity over quality Possible uses: could be […]
Chapters 2 & 3 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. WTLs (left) vs Public writing (right) short vs substantial spontaneous vs planned exploratory vs authoritative informal vs conventional personal vs audience centered one draft vs drafted unedited vs edited ungraded […]
Chapter 1 in Berger, Ron, Leah Rugen, and Libby Woodfin. Leaders of Their Own Learning: Transforming School through Student-engaged Assessment. Print. Learning target versus objectives: Both: aligned to standards, set goals for lesson plans Objectives: for the teachers Learning targets: written for and owned by students, written in student friendly language, chunked (1 skill […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Vocabulary Tree Focus Building academic vocabulary Description Free form graphic organizer of a tree that shows how concepts and ideas are related Trunk has key concepts Branches has related ideas, information and concepts Why do this? Displays […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Where do you stand? Focus Taking and supporting a position Description Also called: Four Corners, Human Continuum, Living Likert Scale, Barometer, Human Bar graph, Peoplegraph Students represent their opinion by where they stand in the room Facilitate conversations […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Turn and Talk Focus Reading as Thinking Description Think Pair Share Teacher pauses and gives students 1-2 minutes to discuss an issue in pairs Gathers responses from the class Why do this? Draws out wait time so that all students […]