70: Quick Writes (2 of 2)

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 […]

69: Quick Writes (1 of 2)

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 […]

211: Discussion Techniques (1 of 3)

Chapter 7 from Barkley, Elizabeth F., K. Patricia Cross, and Claire Howell.  Collaborative Learning Techniques: A handbook for College Faculty.  San Francisco, CA: Josey-Bass, 2005. Print.     Benefits of Discussions: Students formulate ideas and learn to communicate them effectively Encourage students to think and speak in the habits of the targeted discipline Students develop awareness […]

205: Using Investigative Approaches Year Round

Chapter 7 in Lesh, Bruce A.  “Why Won’t You Just Tell Us the Answer?”: Teaching Historical Thinking in Grades 7-12.  Portland, Me.: Sten house, 2011. Print.        Follow the KISS Principle: Introduce fundamental concepts for investigations in first investigative units and spiral those concepts through successive investigative units Examples: text, context, and subtext – see […]

199: Text, Subtext and Context (Theodore Roosevelt & the Panama Canal)

Chapter 3 in Lesh, Bruce A.  “Why Won’t You Just Tell Us the Answer?”: Teaching Historical Thinking in Grades 7-12.  Portland, Me.: Sten house, 2011. Print.       A Common Language for Investigating the Part: Using content, context and sub-text to summarize and evaluate historical sources can work for all units Need to repeatedly use content, context […]

188: Manage the Process

Chapter 6 in Markham, John Larmer, and Jason Louis.  Ravitz.  Project Based Learning Handbook: A Guide to Standards-focused Project Base Learning for Middle and High School Teachers.  Novato, CA: Buck Institute for Education, 2003.  Print. .       Anticipating Your Role:  Critical tasks include: Orient students into project at the beginning and throughout the project Remind students […]

169: Assessing Academic Behaviors & Skills

Chapter 8 and Angelo, Thomas A., and K. Patricia Cross.  Classroom Assessment Techniques: A Handbook for College Teachers. Print.        Productive Study-Time Logs Description Students keep simple records of how long, what time and how well they study at different times of the day. Purpose Students learn: how much they study for a specific course how […]

167: Assessing Skill in Application & Performance (1 of 2)

Chapter 7 and Angelo, Thomas A., and K. Patricia Cross.  Classroom Assessment Techniques: A Handbook for College Teachers. Print.    Directed Paraphrasing Description Students paraphrase a part of a lesson for a specific audience Purpose Assess student ability to explain concepts in their own words Assess how well students have internalized content Step-by-Step Procedure Select an important concept, topic, […]

162: Before / During / After Reading Activities

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 […]

160: After Reading Activities

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 […]