Write to the Core!
Energize Research
Reading and Writing
Christopher Lehman
July 17, 2013
Wisconsin State Reading Associat...
© CHRISTOPHER LEHMAN
*excerpts from the Common Core State Standards are Copyright 2010. National
Governors Association Cen...
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
@iChrisLehman
#WSRAresearch
© CHRISTOPHER LEHMAN
Why Teach Research
Skills?
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
To be ready for college, workforce training, and life in a technological society,
students need the a...
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
SBAC - Math (Draft)
Christopher Lehman 2012© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
research
vs
© CHRISTOPHER LEHMAN
research
© CHRISTOPHER LEHMAN Image licensed for use under Creative Commons
atryingyouth
© CHRISTOPHER LEHMAN
rch
© CHRISTOPHER LEHMAN
• Plagiarism
• Regurgitation
• No learning, no retention
rch
© CHRISTOPHER LEHMAN
WEDNESDAY, OCTOBER 3, 2012
Study guide or research?
So, I have always considered myself a good teache...
I assigned my normal 2 page study guide on fermentation (alcoholic and lactate)
for them to do. This study guide is as com...
All I could think is...why have I not done this all the time? He spent far more time
and learned WAY more by trying to ans...
PhotoDu.de
Saltygal
hjl
Images licensed for use under Creative Commons© CHRISTOPHER LEHMAN 2013
is a process, not just a product.
The better the process the better the product.
However, the reverse is not necessarily t...
© CHRISTOPHER LEHMAN
INDEPENDENCE
We need to rethink this
© CHRISTOPHER LEHMAN
NOW INSTEAD
• ASSIGNING AND
HAND-OUTS
• COPYING TEXTS
• FACTS SHOVED INTO
PAR...
Start Where Research
Starts
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
FREAKING OUT RESEARCH
© CHRISTOPHER LEHMAN
• TOPIC: BABY!
• GATHERED: EVERYTHING!
• WHERE TO BEGIN?:
EVERYWHERE!
• NARROW ...
© CHRISTOPHER LEHMAN
NOW INSTEAD
• ASSIGNING AND
HAND-OUTS
• START WHERE
RESEARCH
ACTUALLY STARTS
START WITH YOU
© CHRISTOPHER LEHMAN
• KNOW A LOT| SOME | LITTLE
START WITH YOU
© CHRISTOPHER LEHMAN
• KNOW A LOT| SOME | LITTLE
• Test out your knowledge
© CHRISTOPHER LEHMAN
image from Energize Research Reading and Writing
I think I know…
Another example…
I’m not as sure about…
I am really wondering…
© CHRISTOPHER LEHMAN
START WITH YOU
© CHRISTOPHER LEHMAN
• KNOW A LOT| SOME | LITTLE
• Test out your knowledge
• Specific audience matters
LET SOURCES GUIDE YOU
© CHRISTOPHER LEHMAN
• What is Available is What is Available
• Make a Plan for Using Texts
chillihead
Images licensed for use under Creative Commons© CHRISTOPHER LEHMAN
aubergene
-Xv
*USB*
LET SOURCES GUIDE YOU
• What is Available is What is Available
• Make a Plan for Using Texts
• Read first
• Use parts
• Re...
“Text Complexity”
© CHRISTOPHER LEHMAN
image from Common Core State Standards
© CHRISTOPHER LEHMAN
Though in Meat the XXXX XXXX of the XXXX on display does
seem to be XXXX , as the cows and pigs XXXX ...
© CHRISTOPHER LEHMAN
Though in Meat the XXXX character of the species on display does seem
to be fading, as the cows and p...
© CHRISTOPHER LEHMAN
Though in Meat the creaturely character of the species on display does
seem to be fading, as the cows...
© CHRISTOPHER LEHMAN
NOW INSTEAD
• COPYING TEXTS • TAKE NOTES ON
LEARNING, NOT
BOOKS
Now I Have Books,
Now What?:
Informational Reading and
Note-taking
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
Debbiemillman.com also Doug Neil
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
Taking Notes on Learning, Not
Books
© CHRISTOPHER LEHMAN
• Read, Cover and Jot, Reread
Taking Notes on Learning, Not
Books
© CHRISTOPHER LEHMAN
• Read, Cover and Jot, Reread
• Read, Cover and Sketch, Reread
Note-taking Is Informed By Deep
Thinking (Writing Standard 9)
• Read, Cover and Jot, Reread
© CHRISTOPHER LEHMAN
Taking Notes on Learning, Not
Books
© CHRISTOPHER LEHMAN
• Read, Cover and Jot, Reread
• Read, Cover and Sketch, Reread
• ...
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
Taking Notes on Learning, Not
Books
© CHRISTOPHER LEHMAN
• Read, Cover and Jot, Reread
• Read, Cover and Sketch, Reread
• ...
© CHRISTOPHER LEHMAN
IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
“Return To” Page
© CHRISTOPHER LEHMAN
image from Energize Research Reading and Writing
© CHRISTOPHER LEHMAN
NOW INSTEAD
• FACTS SHOVED INTO
PARAGRAPHS
• WRITE TO TEACH
(AND LEARN)
© CHRISTOPHER LEHMAN
Write to Teach (And Learn)
© CHRISTOPHER LEHMAN
TEACHING-THROUGH-
WRITING
© CHRISTOPHER LEHMAN
• Study Mentor Texts for TEACHING
© CHRISTOPHER LEHMAN
IMAGE OF PUBLISHED WORK – NOT FOR DISTRIBUTION ONLINE
© CHRISTOPHER LEHMAN
A Few Ways of “Teaching-Through-Writing”
• Imagined narratives
• anecdotes, “PBS special” narration, ...
TEACHING-THROUGH-
WRITING
© CHRISTOPHER LEHMAN
• Study Mentor Texts for TEACHING
• Experiments with TEACHING
© CHRISTOPHER LEHMAN
image from Energize Research Reading and Writing
© CHRISTOPHER LEHMAN
image from Energize Research Reading and Writing
© CHRISTOPHER LEHMAN
TRY IT - “Teaching-Through-Writing”
• Imagined Narratives
• anecdotes, “PBS special” narration, etc.
...
© CHRISTOPHER LEHMAN
A Few Ways to Organize Sections/Texts
• Sequence
• Causes and effects
• Pros and cons
• Main Topic an...
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
Trade Books
or
iBooks
(“iBook Author” App)
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
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© CHRISTOPHER LEHMAN
It isn’t often that a single man can bring laughter
and joy to people in dark times. Chaplin offered ...
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IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
Arguments,
Speeches
or
Essays
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
V is for Vegetarian
Remember that field trip to the farm in second grade? How you
petted the friendly...
© CHRISTOPHER LEHMAN
Section One: “I Am Not a Nugget!”
One of the big reasons vegetarianism is supported is to save and pr...
© CHRISTOPHER LEHMAN
Some people might argue that it’s natural for animals to die because they can’t
live forever and will...
Guides
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© CHRISTOPHER LEHMAN
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Digital Publication
© CHRISTOPHER LEHMAN
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popcorn.webmaker.org
iMovie or
Windows Movie Maker
Citation Isn’t Scary
© CHRISTOPHER LEHMAN
There is help… if you know
how to use it…
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• To Reference:
• Purdue OWL
• Automatic makers:
• Easybib
...
Habits of citation over
memorization
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• Citation as a Code
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© CHRISTOPHER LEHMAN
Cracking the Code
© CHRISTOPHER LEHMAN
1. Type of information
2. Order
3. How is it formatted?
• Capital/lowercase
• Punct...
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LEHMAN. christopher! (Brown Hair)
brown eyes, Shoes.
Making Students Our
Curriculum
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© CHRISTOPHER LEHMAN
Structures  Habits
Habits  Independence
© CHRISTOPHER LEHMAN
1. Collecting
2. Rehearsing
3. Drafting
4. Revising
5. Editing
6. Publishing/Celebration
Familiar Wri...
© CHRISTOPHER LEHMAN
Writing
Process Steps
1. Collecting
Gather many topics so
you can find the one
with the most potentia...
© CHRISTOPHER LEHMAN
Writing
Process Steps
1. Collecting
Gather many topics so
you can find the one
with the most potentia...
1. Collecting
2. Rehearsing
3. Drafting
4. Revising
5. Editing
6. Publishing/Cel
ebration
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
spablab
Images licensed for use under Creative Commons
Short Studies +
Short Projects
© CHRISTOPHER LEHMAN
Short Studies + Short Projects
• Research habits
students need
more time/practice
developing
• Think ...
© CHRISTOPHER LEHMAN
Short Studies + Short Projects
• Research habits
students need
more time/practice
developing
• Think ...
1. Collecting
2. Rehearsing
3. Drafting
4. Revising
5. Editing
6. Publishing/Cel
ebration
© CHRISTOPHER LEHMAN
Short Study
1. Collecting
2. Rehearsing
3. Drafting
4. Revising
5. Editing
6. Publishing/Cel
ebration
© CHRISTOPHER LEHMAN
Short Study...
© CHRISTOPHER LEHMAN
Short Studies + Short Projects
Teaching-through-
writing
© CHRISTOPHER LEHMAN
Short Studies + Short Projects
Teaching-through-
writing
1 day study in groups
of mentor articles and...
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
Short Studies + Short Projects
Teaching-through-
writing
Using information from
class on Ancient Egyp...
Planning Across Content
Areas
© CHRISTOPHER LEHMAN
Planning Across Contents
Oct/Nov Dec/Jan Feb/Mar
ELA Long: Student
Choice
SS Short: Am
Revolution
Sci Short: Cells
© CHRIS...
Planning Across Contents
Oct/Nov Dec/Jan Feb/Mar
ELA
Long: Student
Choice
• Whole process
SS
Short: Am
Revolution
• Note-t...
© CHRISTOPHER LEHMAN
3. Assessment and
Feedback
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
Student artifacts
Our instruction
Assessment
Habits Qualities
© CHRISTOPHER LEHMAN
Assessment
Habits Qualities
• Note-taking to Learn
• Audience
• Teaching-through-
writing
• Organizing to teach
• Expert v...
Assessment
Habits Qualities
• Note-taking to Learn
• Audience
• Teaching-through-
writing
• Organizing to teach
• Expert v...
© CHRISTOPHER LEHMAN
Units of Study Grade by Grade
Assessing Student Development
“Note-taking to Learn”
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
© CHRISTOPHER LEHMAN
NOW INSTEAD
• ASSIGNING AND
HAND-OUTS
• COPYING TEXTS
• FACTS SHOVED INTO
PARAGRAPHS
• START WHERE
RE...
© CHRISTOPHER LEHMAN
ChristopherLehman.com
Chris@ChristopherLehman.com
@iChrisLehman
“Fall In Love with Close Reading”
Hei...
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WSRA 1-day Institute "Write to the Core: Energize Research" with Christopher Lehman

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Wisconsin State Reading Association 1-day Institute, Wausau, WI. "Write to the Core: Energize Research Reading and Writing" with Christopher Lehman (website: ChristopherLehman.com and twitter: @iChrisLehman)

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  • What’s a topic you have researched?
  • Natural History Notes by John Smith 1888-1896 http://www.nahste.ac.uk/media/gallery5.html
  • Geological cross-section by Sir Charles Lyell 1822-1824http://www.nahste.ac.uk/media/gallery2.html
  • Darwinhttp://darwin-online.org.uk/EditorialIntroductions/vanWyhe_notebooks.html
  • Doug Neil Sketchnotes and Illustrations
  • Transcript of "WSRA 1-day Institute "Write to the Core: Energize Research" with Christopher Lehman"

    1. 1. Write to the Core! Energize Research Reading and Writing Christopher Lehman July 17, 2013 Wisconsin State Reading Association 1-Day Institute – Wausau, WI © CHRISTOPHER LEHMAN
    2. 2. © CHRISTOPHER LEHMAN *excerpts from the Common Core State Standards are Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. *All other visible images are attributed and/or used with permission. *This Slideshare version of the presentation has some slides blacked out due to type of permission granted
    3. 3. © CHRISTOPHER LEHMAN
    4. 4. © CHRISTOPHER LEHMAN
    5. 5. © CHRISTOPHER LEHMAN
    6. 6. © CHRISTOPHER LEHMAN
    7. 7. @iChrisLehman #WSRAresearch © CHRISTOPHER LEHMAN
    8. 8. Why Teach Research Skills? © CHRISTOPHER LEHMAN
    9. 9. © CHRISTOPHER LEHMAN To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.
    10. 10. © CHRISTOPHER LEHMAN
    11. 11. © CHRISTOPHER LEHMAN
    12. 12. © CHRISTOPHER LEHMAN
    13. 13. SBAC - Math (Draft) Christopher Lehman 2012© CHRISTOPHER LEHMAN
    14. 14. © CHRISTOPHER LEHMAN
    15. 15. © CHRISTOPHER LEHMAN
    16. 16. © CHRISTOPHER LEHMAN
    17. 17. research vs © CHRISTOPHER LEHMAN
    18. 18. research © CHRISTOPHER LEHMAN Image licensed for use under Creative Commons atryingyouth
    19. 19. © CHRISTOPHER LEHMAN rch
    20. 20. © CHRISTOPHER LEHMAN • Plagiarism • Regurgitation • No learning, no retention rch
    21. 21. © CHRISTOPHER LEHMAN WEDNESDAY, OCTOBER 3, 2012 Study guide or research? So, I have always considered myself a good teacher. I teach all ages of high school and kids like to take my biology classes. I get along with all kinds of student. I have been doing this for 20 years and it wasn't until THIS year that I realize that I could have been doing SO much better. You see, I now have my son in my classroom taking AP biology. I now see how students view and do the work I assign. I now see that I have been doing it wrong for 20 years (well, if not wrong, then poorly). I usually assign a study guide and reading from the text as homework. Well, last week I read @ichrislehman post on research in education. I thought about it and realized that I was guilty of telling kids what to research. So with my AP class, I tried a bit of a simple experiment, one that I could not do without my son in the class to observe his at-home work actions. Pete VanKempen used with permission of the author
    22. 22. I assigned my normal 2 page study guide on fermentation (alcoholic and lactate) for them to do. This study guide is as comprehensive as I could make it with all of the information they needed to know. I also assigned them to summarize this question: How are muscle contraction, beer and bread making related? I then was able to observe my son as he worked. It took him approximately 15 minutes to complete the study guide. He had his book in front of him but, rather than reading it, he merely looked through the text for the answers or copied down the diagrams as necessary. He then attacked the question. 5 minutes in, he says "this question is dumb." "I can't find the answer anywhere." Being a pretty good student, he spent another 20 minutes poring over the text before slamming it shut. I asked him what the problem was and he said "I have no idea how to answer that question." I then asked him why not? "I can't find the answer in the book." What he meant was: "I am so used to just looking for the correct answer, I have no idea how to RESEARCH and CONNECT to come up with an answer that works." After thinking for a while, he logged on to a computer and managed to come up with a response but then said , "But I have no idea if it is right or not.” © CHRISTOPHER LEHMAN
    23. 23. All I could think is...why have I not done this all the time? He spent far more time and learned WAY more by trying to answer one simple question than he did on the whole 2 page "study guide". AND his answer is not really copyable. In other words, anyone can do the study guide and give it to everyone else...not everyone can come up with an original response to a research question. I think we have been shortchanging kids in education for a long time now. We have been teaching our kids to "use the glossary" and "look it up in the dictionary" and " fill out this study guide (which to students means test review guide) and memorize it and you will get a good grade" when we should be getting them to see connections and answer simple questions with deep meaning. If I can get my students to spend 20 minutes researching a simple question, they will learn more than if they fill out a rote form. I think I taught that way because that is how I was taught. Now I don’t have to teach that way anymore. It is freeing. The trick will be to come up with interesting questions that make the topic researchable. But that is fun! And way less work for me than making a 4 page study guide on anything © CHRISTOPHER LEHMAN
    24. 24. PhotoDu.de Saltygal hjl Images licensed for use under Creative Commons© CHRISTOPHER LEHMAN 2013
    25. 25. is a process, not just a product. The better the process the better the product. However, the reverse is not necessarily true. © CHRISTOPHER LEHMAN
    26. 26. © CHRISTOPHER LEHMAN INDEPENDENCE
    27. 27. We need to rethink this © CHRISTOPHER LEHMAN NOW INSTEAD • ASSIGNING AND HAND-OUTS • COPYING TEXTS • FACTS SHOVED INTO PARAGRAPHS • START WHERE RESEARCH ACTUALLY STARTS • TAKE NOTES ON LEARNING, NOT BOOKS • WRITE TO TEACH (AND LEARN)
    28. 28. Start Where Research Starts © CHRISTOPHER LEHMAN
    29. 29. © CHRISTOPHER LEHMAN
    30. 30. FREAKING OUT RESEARCH © CHRISTOPHER LEHMAN • TOPIC: BABY! • GATHERED: EVERYTHING! • WHERE TO BEGIN?: EVERYWHERE! • NARROW IT DOWN?: THROUGH TRYING OUT SOURCES…
    31. 31. © CHRISTOPHER LEHMAN NOW INSTEAD • ASSIGNING AND HAND-OUTS • START WHERE RESEARCH ACTUALLY STARTS
    32. 32. START WITH YOU © CHRISTOPHER LEHMAN • KNOW A LOT| SOME | LITTLE
    33. 33. START WITH YOU © CHRISTOPHER LEHMAN • KNOW A LOT| SOME | LITTLE • Test out your knowledge
    34. 34. © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
    35. 35. I think I know… Another example… I’m not as sure about… I am really wondering… © CHRISTOPHER LEHMAN
    36. 36. START WITH YOU © CHRISTOPHER LEHMAN • KNOW A LOT| SOME | LITTLE • Test out your knowledge • Specific audience matters
    37. 37. LET SOURCES GUIDE YOU © CHRISTOPHER LEHMAN • What is Available is What is Available • Make a Plan for Using Texts
    38. 38. chillihead Images licensed for use under Creative Commons© CHRISTOPHER LEHMAN aubergene -Xv *USB*
    39. 39. LET SOURCES GUIDE YOU • What is Available is What is Available • Make a Plan for Using Texts • Read first • Use parts • Read last © CHRISTOPHER LEHMAN
    40. 40. “Text Complexity” © CHRISTOPHER LEHMAN image from Common Core State Standards
    41. 41. © CHRISTOPHER LEHMAN Though in Meat the XXXX XXXX of the XXXX on display does seem to be XXXX , as the cows and pigs XXXX come XXXX into XXXX and bloodless XXXX cuts. In recent years some of this supermarket XXXX has XXXX into XXXX , where you’ll now find formerly XXXX potatoes cubed XXXX white, and “baby” carrots XXXX -XXXX into neatly XXXX XXXX . But in general here in XXXX and XXXX you don’t need to be a XXXX , much less a food scientist, to know what XXXX you’re tossing into your cart. XXXX farther, though, and you come to XXXX of the supermarket where the very XXXX of XXXX seems increasingly XXXX : the XXXX of breakfast cereals and condiments; the freezer cases stacked with “home meal XXXX ” and bagged XXXX peas…Plants? Animals?! Though it might not always seem that way, even the XXXX Twinkie is XXXX out of . . . well, XXXX what I don’t know offhand, but XXXX some sort of formerly living creature, i.e., a species. We haven’t yet begun to XXXX our foods from XXXX , at least not directly. http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
    42. 42. © CHRISTOPHER LEHMAN Though in Meat the XXXX character of the species on display does seem to be fading, as the cows and pigs increasingly come XXXX into boneless and bloodless XXXX cuts. In recent years some of this supermarket XXXX has seeped into Produce, where you’ll now find formerly soil-XXXX potatoes cubed XXXX white, and “baby” carrots machine-XXXX into neatly tapered cylinders. But in general here in flora and fauna you don’t need to be a XXXX , much less a food scientist, to know what species you’re tossing into your cart. Venture farther, though, and you come to regions of the supermarket where the very notion of species seems increasingly XXXX : the canyons of breakfast cereals and condiments; the freezer cases stacked with “home meal replacements” and bagged XXXX peas…Plants? Animals?! Though it might not always seem that way, even the deathless Twinkie is constructed out of . . . well, precisely what I don’t know offhand, but ultimately some sort of formerly living creature, i.e., a species. We haven’t yet begun to XXXX our foods from XXXX , at least not directly. http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
    43. 43. © CHRISTOPHER LEHMAN Though in Meat the creaturely character of the species on display does seem to be fading, as the cows and pigs increasingly come subdivided into boneless and bloodless geometrical cuts. In recent years some of this supermarket euphemism has seeped into Produce, where you’ll now find formerly soil-encrusted potatoes cubed pristine white, and “baby” carrots machine-lathed into neatly tapered cylinders. But in general here in flora and fauna you don’t need to be a naturalist, much less a food scientist, to know what species you’re tossing into your cart. Venture farther, though, and you come to regions of the supermarket where the very notion of species seems increasingly obscure: the canyons of breakfast cereals and condiments; the freezer cases stacked with “home meal replacements” and bagged platonic peas…Plants? Animals?! Though it might not always seem that way, even the deathless Twinkie is constructed out of . . . well, precisely what I don’t know offhand, but ultimately some sort of formerly living creature, i.e., a species. We haven’t yet begun to synthesize our foods from petroleum, at least not directly. http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
    44. 44. © CHRISTOPHER LEHMAN NOW INSTEAD • COPYING TEXTS • TAKE NOTES ON LEARNING, NOT BOOKS
    45. 45. Now I Have Books, Now What?: Informational Reading and Note-taking © CHRISTOPHER LEHMAN
    46. 46. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    47. 47. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    48. 48. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    49. 49. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    50. 50. © CHRISTOPHER LEHMAN Debbiemillman.com also Doug Neil IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    51. 51. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    52. 52. © CHRISTOPHER LEHMAN IMAGE OF NOTES – NOT FOR DISTRIBUTION ONLINE
    53. 53. © CHRISTOPHER LEHMAN
    54. 54. © CHRISTOPHER LEHMAN
    55. 55. © CHRISTOPHER LEHMAN
    56. 56. © CHRISTOPHER LEHMAN
    57. 57. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread
    58. 58. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread • Read, Cover and Sketch, Reread
    59. 59. Note-taking Is Informed By Deep Thinking (Writing Standard 9) • Read, Cover and Jot, Reread © CHRISTOPHER LEHMAN
    60. 60. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread • Read, Cover and Sketch, Reread • Let the Text Direct Your Note-taking
    61. 61. © CHRISTOPHER LEHMAN
    62. 62. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    63. 63. Taking Notes on Learning, Not Books © CHRISTOPHER LEHMAN • Read, Cover and Jot, Reread • Read, Cover and Sketch, Reread • Let the Text Direct Your Note-taking • Revise Notes, Like Revising Writing
    64. 64. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    65. 65. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    66. 66. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    67. 67. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    68. 68. “Return To” Page © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
    69. 69. © CHRISTOPHER LEHMAN NOW INSTEAD • FACTS SHOVED INTO PARAGRAPHS • WRITE TO TEACH (AND LEARN)
    70. 70. © CHRISTOPHER LEHMAN
    71. 71. Write to Teach (And Learn) © CHRISTOPHER LEHMAN
    72. 72. TEACHING-THROUGH- WRITING © CHRISTOPHER LEHMAN • Study Mentor Texts for TEACHING
    73. 73. © CHRISTOPHER LEHMAN IMAGE OF PUBLISHED WORK – NOT FOR DISTRIBUTION ONLINE
    74. 74. © CHRISTOPHER LEHMAN A Few Ways of “Teaching-Through-Writing” • Imagined narratives • anecdotes, “PBS special” narration, etc. • Comparisons • Step-by-step explanations • Questions and answers • Previewing, Explaining, Then Reminding • “there are [three main parts to this]… [one]…., [two]…., [three]…, those [three main parts] make up…” • Teaching through text features • graphs, charts, maps, definitions, “Fun Facts” boxes, photos, etc.
    75. 75. TEACHING-THROUGH- WRITING © CHRISTOPHER LEHMAN • Study Mentor Texts for TEACHING • Experiments with TEACHING
    76. 76. © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
    77. 77. © CHRISTOPHER LEHMAN image from Energize Research Reading and Writing
    78. 78. © CHRISTOPHER LEHMAN TRY IT - “Teaching-Through-Writing” • Imagined Narratives • anecdotes, “PBS special” narration, etc. • Comparisons • Step-by-Step Explanations • Questions and Answers • Previewing, Explaining, Then Reminding • “there are [three main parts to this]… [one]…., [two]…., [three]…, those [three main parts] make up…” • Teaching through Text Features • graphs, charts, maps, definitions, “Fun Facts” boxes, photos, etc.
    79. 79. © CHRISTOPHER LEHMAN A Few Ways to Organize Sections/Texts • Sequence • Causes and effects • Pros and cons • Main Topic and subtopics • Controlling Idea and supports
    80. 80. © CHRISTOPHER LEHMAN
    81. 81. © CHRISTOPHER LEHMAN
    82. 82. Trade Books or iBooks (“iBook Author” App) © CHRISTOPHER LEHMAN
    83. 83. © CHRISTOPHER LEHMAN
    84. 84. © CHRISTOPHER LEHMAN
    85. 85. © CHRISTOPHER LEHMAN
    86. 86. © CHRISTOPHER LEHMAN
    87. 87. © CHRISTOPHER LEHMAN
    88. 88. © CHRISTOPHER LEHMAN It isn’t often that a single man can bring laughter and joy to people in dark times. Chaplin offered a place to forget about whatever problems life was throwing at you, and just enjoy your self. In all of his films, the audience left smiling,this is perhaps one of his greatest accomplishments. 3 THE TOP HITS IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    89. 89. © CHRISTOPHER LEHMAN IMAGE OF STUDENT WORK – NOT FOR DISTRIBUTION ONLINE
    90. 90. Arguments, Speeches or Essays © CHRISTOPHER LEHMAN
    91. 91. © CHRISTOPHER LEHMAN V is for Vegetarian Remember that field trip to the farm in second grade? How you petted the friendly lamb, or when you and your friends moo-ed at the silly cow? Yep, those are the same exact animals that might be on your dinner plate tonight. Vegetarianism is the practice of not eating meat, where you eat fruits, vegetables, nuts, and anything not meat related instead. A stricter form of vegetarianism is veganism, where you avoid meat and anything animal related, like honey (which is related to bees) or dairy products (which is related to cows and other animals). I think that more people should become vegetarian. It is eco-friendly, animal- friendly, and health-friendly making it a win-win-win situation. I myself want to go vegetarian, but unfortunately I am not in total control of my life right now and my mom won’t let me. But I’ll show her and all of the meat-eaters of the world, meat doesn’t equal survival!
    92. 92. © CHRISTOPHER LEHMAN Section One: “I Am Not a Nugget!” One of the big reasons vegetarianism is supported is to save and protect animals. Whether it’s a cat purring in your lap or cows grazing in the field, they are still living creatures. Humans are no better than them, we are animals ourselves! It puzzles me as to why people think that they are superior to animals. Can we feel emotions such as joy, fear, anger, or sadness? If we can, then why can’t they? We can also feel physical pain, so why shouldn’t they be able to? No one is beneath or above anybody, we are all equal. When I sit at the dinner table and am about to take a bite out of the pork chop my mom made, I can just picture the big eyes of the poor pig that was living a good life before he was slaughtered and put my fork down.
    93. 93. © CHRISTOPHER LEHMAN Some people might argue that it’s natural for animals to die because they can’t live forever and will eventually die anyways. I agree that it is true, that is the life cycle after all, but the way that people kill animals is cruel and disgusting. The People for the Ethical Treatment of Animals (PETA) says that “ They are neglected, mutilated, genetically manipulated, put on drug regimens that cause chronic pain and crippling, transported through all weather extremes, and killed in gruesome and violent ways”. How would you like it if I dumped you into a tub of boiling hot water while you’re still conscious, Mr. Farmer Man?! The way that people ruthlessly kill these creatures is what makes me and other vegetarians around the world sick. PETA’s statistics also say that more than 16 million animals are killed every year. We are killing way too many animals and eating way too much meat, and the consequences can be devastating.
    94. 94. Guides © CHRISTOPHER LEHMAN
    95. 95. © CHRISTOPHER LEHMAN
    96. 96. © CHRISTOPHER LEHMAN
    97. 97. Digital Publication © CHRISTOPHER LEHMAN
    98. 98. © CHRISTOPHER LEHMAN popcorn.webmaker.org iMovie or Windows Movie Maker
    99. 99. Citation Isn’t Scary © CHRISTOPHER LEHMAN
    100. 100. There is help… if you know how to use it… © CHRISTOPHER LEHMAN • To Reference: • Purdue OWL • Automatic makers: • Easybib • BibMe
    101. 101. Habits of citation over memorization © CHRISTOPHER LEHMAN • Citation as a Code
    102. 102. © CHRISTOPHER LEHMAN
    103. 103. © CHRISTOPHER LEHMAN
    104. 104. Cracking the Code © CHRISTOPHER LEHMAN 1. Type of information 2. Order 3. How is it formatted? • Capital/lowercase • Punctuation • Italics
    105. 105. © CHRISTOPHER LEHMAN LEHMAN. christopher! (Brown Hair) brown eyes, Shoes.
    106. 106. Making Students Our Curriculum © CHRISTOPHER LEHMAN
    107. 107. © CHRISTOPHER LEHMAN Structures  Habits Habits  Independence
    108. 108. © CHRISTOPHER LEHMAN 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Celebration Familiar Writing Process Steps
    109. 109. © CHRISTOPHER LEHMAN Writing Process Steps 1. Collecting Gather many topics so you can find the one with the most potential. Allow one idea to lead you to the next.
    110. 110. © CHRISTOPHER LEHMAN Writing Process Steps 1. Collecting Gather many topics so you can find the one with the most potential. Allow one idea to lead you to the next. Research Process Steps 1. Collecting Instead of being assigned a specific research topic, brainstorm many. Begin reading sources, gathering a variety of notes, even if you do not in the end use them all.
    111. 111. 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Cel ebration © CHRISTOPHER LEHMAN
    112. 112. © CHRISTOPHER LEHMAN spablab Images licensed for use under Creative Commons Short Studies + Short Projects
    113. 113. © CHRISTOPHER LEHMAN Short Studies + Short Projects • Research habits students need more time/practice developing • Think in steps of the process or particular habits
    114. 114. © CHRISTOPHER LEHMAN Short Studies + Short Projects • Research habits students need more time/practice developing • Think in steps of the process or particular habits • Engagement • Think topics, activities
    115. 115. 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Cel ebration © CHRISTOPHER LEHMAN Short Study
    116. 116. 1. Collecting 2. Rehearsing 3. Drafting 4. Revising 5. Editing 6. Publishing/Cel ebration © CHRISTOPHER LEHMAN Short Study Teaching-through-writing
    117. 117. © CHRISTOPHER LEHMAN Short Studies + Short Projects Teaching-through- writing
    118. 118. © CHRISTOPHER LEHMAN Short Studies + Short Projects Teaching-through- writing 1 day study in groups of mentor articles and how they teach- through-writing.
    119. 119. © CHRISTOPHER LEHMAN
    120. 120. © CHRISTOPHER LEHMAN Short Studies + Short Projects Teaching-through- writing Using information from class on Ancient Egypt, flash draft and revise a documentary script
    121. 121. Planning Across Content Areas © CHRISTOPHER LEHMAN
    122. 122. Planning Across Contents Oct/Nov Dec/Jan Feb/Mar ELA Long: Student Choice SS Short: Am Revolution Sci Short: Cells © CHRISTOPHER LEHMAN
    123. 123. Planning Across Contents Oct/Nov Dec/Jan Feb/Mar ELA Long: Student Choice • Whole process SS Short: Am Revolution • Note-taking for learning Sci Short: Cells • Domain-vocab • Teaching- through- writing © CHRISTOPHER LEHMAN
    124. 124. © CHRISTOPHER LEHMAN
    125. 125. 3. Assessment and Feedback © CHRISTOPHER LEHMAN
    126. 126. © CHRISTOPHER LEHMAN Student artifacts Our instruction
    127. 127. Assessment Habits Qualities © CHRISTOPHER LEHMAN
    128. 128. Assessment Habits Qualities • Note-taking to Learn • Audience • Teaching-through- writing • Organizing to teach • Expert vocabulary © CHRISTOPHER LEHMAN
    129. 129. Assessment Habits Qualities • Note-taking to Learn • Audience • Teaching-through- writing • Organizing to teach • Expert vocabulary (Standards help) • Introduce content/context • Grouped information • Variety in elaboration • Transitions © CHRISTOPHER LEHMAN
    130. 130. © CHRISTOPHER LEHMAN Units of Study Grade by Grade Assessing Student Development
    131. 131. “Note-taking to Learn” © CHRISTOPHER LEHMAN
    132. 132. © CHRISTOPHER LEHMAN
    133. 133. © CHRISTOPHER LEHMAN NOW INSTEAD • ASSIGNING AND HAND-OUTS • COPYING TEXTS • FACTS SHOVED INTO PARAGRAPHS • START WHERE RESEARCH ACTUALLY STARTS • TAKE NOTES ON LEARNING, NOT BOOKS • WRITE TO TEACH (AND LEARN)
    134. 134. © CHRISTOPHER LEHMAN ChristopherLehman.com Chris@ChristopherLehman.com @iChrisLehman “Fall In Love with Close Reading” Heinemann 1-Day Workshop Milwaukee area – December 6, 2013

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