4. Pull out sentences 2, 14, and 16… 2. What was the best/most difficult aspect of the learning today? 14. What would you do if you faced this problem? 16. What were the three most important ideas we learned about today—and why?
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6. 2. What was the best/most difficult aspect of the learning today? 14. What would you do if you faced this problem? 16. What were the three most important ideas we learned about today—and why? Metacognition Next logical step
12. Double Entry Journals Characteristics of Teaching for Learner Differences Supportive Learning Environment Continuous Assessment Respectful Task Flexible Grouping Characteristics of Double Entry Journals Personal Provides Insight
13. Double Entry Journals Double Entry Journals Students thinking about their thinking Students use it to reflect and assess their understanding Teachers use it to assess students' understanding Others can provide students with feedback about their responses Assessment for Learning Students thinking-meta-cognitively Used by students and teachers Feedback to students that will improve student achievement
14. Double Entry Journal- Moves Left-hand column students select words, short quotes, or passages from the text that interest them or evoke strong responses. Right hand column invoke some kind of personal response or connection to those items in the left-hand column. Problem-solving Think aloud on right hand side, identifying what about the problem is making it difficult or what might make it easier for me? Problem-solving Solve the problem including diagrams, formulas, etc.
18. Drawing and Illustrating Teaching for Learner Differences Flexible Grouping Options Readiness Style Learning
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23. Writing Frames "Writing frames are structures or overviews that provide learners with the amount of scaffolding they need to complete effective pieces of writing." "Writing Frames may be the only way some students will be able to complete a finished piece of writing that demonstrates an understanding of the content and is written in the proper format." "Writing frames can anchor writers as they navigate the wide range of formal and informal modes of writing." Allen, Janet. More Tools for Teaching Content Literacy
24. Example: Responses to Reading I chose to read __________________ (title of book), which was written by __________________ because ______________________________________________. When I first started reading this book, I thought _________ _______________________________________________ _______________________________________________. After reading further, I discovered ____________________ ________________________________________________ ________________________________________________. The story takes place _____________________________ where the characters ______________________________ _______________________________________________. The main problem occurs when ____________________ ______________________________________. After that, I discovered ....... (Allen, Janet)
25. Writing Frames: Rigor and Relevance Rigor Relevance Level of rigor depends on the amount of teacher writing compared to the amount of student response. It is also influenced by the level of prompt. Release of teacher control increases relevance for the student Is not high on the relevance continuum B D A C
26. Writing Frames: Teaching for Learner Differences The purpose of a writing frame for an adolescent writer is to provide a scaffolding tool to increase success with writing. Supportive learning environment High Quality Curriculum Respectful Task It is intended that the use of the writing frame will be reduced as a student becomes more proficient in writing in that style. Continuous Assessment Flexible Grouping
27. Your Task Read the last section: pp. 161-163 The purpose of your writing assignment will be to summarize what you have read. After reading, complete the writing prompt that has been handed to you. Complete as much as you can before I call time.
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Editor's Notes
We’re going to engage in a new activity to push your learning a bit. On your tables you’ll find envelopes with two sets of sentence strips. Please take out the vanilla colored strips. They’re numbered 1 – 20.
In your envelope are 20 comments or questions that a teacher might say to a student. We’ll call our domain therefore, ‘teacher talk.’ The sentences in your envelope represent the data [sentence prompts] I’ve chosen to share with you. I like to think of the domain as an umbrella under which multiple categories fit. For example, I might use the domain of ‘spices’ and include cinnamon, cayenne pepper, & paprika as labels. The domain is the umbrella under which the individual categories fit. I’d like for you to take out the vanilla colored strips and simply read through them. In a minute I’m going to share with you some of my thinking as I work to organize and categorize them.
I’m going to look for commonalities between these sentence strips and then will group and name them accordingly. Because my domain represents teacher talk or things that a teacher may say to students, my thoughts naturally wander that way as I work to categorize them according to common characteristics. That is my task.
When reading # 2, I find myself thinking about asking this of a student and considering the processes that will follow. When I think about the learning processes of students, I know that when asked this question they will first engage in some basic reflection as they think back to the lesson. Then, when thinking about the levels of difficulty, students would generally think about they way they both struggled with and excelled with the material. This is called metacognition…it’s when individuals think about their thinking. Therefore, I would categorize this sentence strip primarily as metacognition. The second sentence strip would be asking students to consider how they might problem solve a situation. I don’t think it matters whether this would be asked of an algebra, history, or psychology student. Problem solving looks different in different content areas yet the process of tackling a problem generally involves thinking about one’s thinking. Therefore, I would also categorize this sentence strip as metacognitive. I do believe that’s the process involved when students are involved in problem solving and knowing how to face a difficult situation. The third sentence strip asks students to think about the learning they’ve engaged in during a lesson. In my mind, this involves both reflection and metacognition. However, when I think about this, it begins with reflection as students think back through the multiple activities involved in any particular class period and then evolves into the way they group three things as most important. They’d have to use a learning continuum of sorts in their minds which involves thinking about their thinking. Therefore, I would also categorize this as metacognition.
When thinking of these three sentence strips, I would generally categorize them all as metacognition. In order to keep myself organized, I’ve taken a post-it note and written ‘metacognition’ on it so that I don’t forget the label I’ve selected. My next task and logical step is to take the remaining 17 sentences and go through the same process. I will keep my label of ‘metacognition’ active and consider other sentence prompts that may fall under this category. However, I will also actively think about other labels that may be evident in these teacher talk prompts. I would like for you to take about 10 minutes with your partner. Your task is pretty simple. [1] Read through the remaining sentences, [2] Look for commonalities between the prompts, and [3] group them according to common characteristics. Generally, when engaging in this sort of activity, there will be a minimum of two categories. In my mind, one of these categories is ‘metacognition.’ I’ve not read through the other prompts to know or be able to verbalize what the others may be. However, you’ll be looking for other phrases that would qualify under the ‘teacher talk’ umbrella, or domain.
I’d now like to share my thinking with you at this time. The first label I came up with was metacognition. I found a few other sentences that I would also categorize as metacognitive. Does anyone have 6, 7, and 12 also in that grouping? Anyone have anything different? [Total metacognitive data set I’ve identified includes #’s 2, 6, 7, 12, 14, & 16] I identified a second group as reflective. I grouped together sentences 4, 5, 10, 13, 15, 19, and 20. Does anyone have something similar? Something different? Please share your thinking. I grouped the remaining sentences together which include numbers 1, 3, 8, 9, 11, 17, and 18. Does anyone else have these together…or something close? I named these with a phrase and called them ‘ An aid to comprehension.’ It’s important to know that there’s no correct answer when engaging in this sort of activity. The important point is that learners can justify their thinking when grouping things together.
This time you’re a bit more on your own. Take the orange sentence strips from your envelope after replacing the vanilla strips. Read through these 16 prompts and go through the same process Common Attributes Reflection: 1, 5, 11, 13, 15, 6, & 8 Aiding Comprehension: 2, 3, 4, 9, 14, 16, & 7 Meta-Cognition: 10 & 12
Hand out the testimonial from the Australian teacher…
Cedar Falls- Becky Marshalltown- Becky Clear Lake – Kay Double entry journals are a great strategy to see what someone is thinking. They are also very flexible...you can vary the prompts on each column based upon what your purpose (checking for students understanding or asking students to engage deeply with the content). You can use them with text, video, discussions, demonstrations, etc. I want to reflect on how well the use of double entry journals aligns with Rigor and Relevance. I know Rigor can be synonymous with Bloom's taxonomy. After our last webinar we focused on varying the cognitive level of prompts. We talked about how you as a teacher have control over the cognitive level of the prompts. So the use of double entry journals, in and by itself does not automatically mean high levels of rigor. When I reflect on the relevance of using double entry journals, it is not high on the relevance continuum, but I could also argue that the use of a double entry journal replicates a task that they might do in real life and is closer to real life than the extreme end of relevance continuum. (e.g. worksheets)
I also want to reflect on how well the use of double entry aligns with what we understand about Teaching for Learner differences. I believe that when double entry journals are used, most of the characteristics of Teaching for Learner Differences are present. 1. Supportive Learning Environment- a belief that everyone can be successful. 2. Continuous Assessment- a double entry journal is ONE tool that can help you assess where a student currently is in their learning continuum 3. Respectful task- when using a double entry journal, everyone has a chance to be successful because there is no right or wrong answer. You are gaining insight into what the author is thinking. 4. Flexible grouping- an extension could be to take those responses and group students based on their responses (homogeneous or heterogeneous)
The last characteristic that I want to compare the use of double entry journals to is Assessment for Learning. Some (not all) of the characteristics of Assessment for learning is on the right, thinking, teachers and student use and useful feedback...on the left, I have pulled out the characteristics of double entry journals that align with Assessment for learning. As you can see, there is a strong alignment between the two.
What are the essential moves or characteristics that are important to successfully using double entry journals? There is a lot of flexibily when you use double entry journals, when you use them, the type of prompts that you ask and the purpose can vary. Refer back to the Formulating prompts handout from the webinar to help you determine your purpose and develop the prompts. that being said, there are few essential elements, one of them being columns. the second is that there should be a column that ask students to select a portion and either record it verbtim or use their own words to describe what was said. There should also be columns that invoke some kind of personal connection to the medium. the level of rigor of this response and the purpose of this response is up to the teacher. If you are using this to understand the thinking that your students are using to solve problems one side should include a prompt to make students aware of their thinking, such as why am I having difficulty with this problem and how can I make it easier for me?
"We will be using a double entry journal today as you read about the Gradual Release of responsibility We have modified it to fit our needs, but still retains the essential components of a double entry journal. When completed share you responses to each of the columns." When everyone has shared...bring back as a large group and chart or record each of the three columns. Address any questions that they have, (if it is an appropriate time to answer them) When they are providing "answers" to the student friendly definition of GRR, look for the following: students become independent thinkers instructional framework 6 stages moves from student relying heavily on the teacher to students practicing the skill independently
Cedar Falls- Heather Clear Lake- Karen Marshalltown- Heather Before this slide goes up: Close your eyes. Think of your favorite candy. Open your eyes. Stand up. What kind of candy were you thinking of? Now when you thought of your fav. candy, did you see the word spelled out? Did you imagine it's taste alone? No...You probably visualized it. We think in pictures! Our learning supports this, as research shows that 83% of people learn through sight vs. the other 4 senses. Put up slide... This leads us to our second W2L strategy, "drawing and illustrating". When using this strategy, students make quick drawings, sketches, or diagrams to help them better understand and remember complex ideas.
Drawing and illustrating may be used at a variety of points in a lesson for many different purposes. Student time spent drawing offers teachers a great opportunity for formative assessment -- to see what students understand and address misconceptions immediately. Based on assessment for learning, teachers can plan accordingly.
One way teachers can use this information is for differentiating instruction. Flexible grouping is an option. 1. Based on readiness levels (or in this case it may work best to group varying readiness levels together), students may share their illustrations in small groups. 2. There are also those few students who don't learn as well visually, This provides an opportunity for flexible grouping based on learning style. Visual learners may use this strategy, while kinesthetic, auditory, and tactual learners may use another. and sometimes non-artists have a hard time relaxing and focusing on their comprehension instead of their artistic ability. They may not benefit as much from this strategy...so choices could be given to students.
Rigor: The level of rigor depends on what students are asked to draw/illustrate... Relevance: While drawing and illustrating is not high on the relevance continuum, it is a task that students might engage in outside of the classroom. More often, though, people are asked to interpret others' drawings and illustrations--in an instruction book, etc. By doing the drawing themselves and seeing the power in doing those drawings, it will only reinforce the importance of those pieces of information that are presented both in and out of school and so often overlooked.
Let's prepare to use drawing and illustrating ourselves by learning more about the GRR model. You each have a candy bar. Please don't eat them yet... (Put colored dots on candy for teaching groups later (Will need one of each candy in each group!)) Give option of lined/unlined paper to illustrate/take notes as read Have them read/illustrate on own...
Give instructions...If they'd like to include words in their visual, that's fine (labels, cartoons, etc.) Tell each group where to meet (table tents?) Put stage signs up on wall...1-6 While they're working, pass out index cards w/ colored dots to each table (can only do as many grps as ppl in the smallest grp...then double up colors...
Redivide into new groups based on the colored dots on your candy. The color dot indicates at what stage you will start.. Share colors... Don't worry about not starting at stage 1 because the stages of the GRR model may be conducted in any order. At each location, the expert(s) on that stage will teach the rest of the group about his/her topic. As you listen, take notes in your journal to help you remember these stages.
Cedar Falls- Heather Clear Lake- Karen Marshalltown- Karen The next strategy we will be looking at is known as writing frames or paragraph frames. This strategy is designed to support differentiation in writing. Although it can be used with formal pieces of writing, today we will look at it as a means of increasing student success with write to learn strategies. As you can see, paragraph frames are a method of scaffolding...moving from more to less teacher writing. They can be used as an anchor so students are more successful with completing the writing required. Take 5-8 minutes for all the instruction.
This is an example of a response frame created by Janet Allen. She created this for students who were writing only 2 or 3 sentences in response to requests for summaries about what they were reading. She was frustrated because even after explaining the purpose of the summaries and modeling examples of summaries she had written, she was still getting poor results. NOte that theses writing frames
Considering writing frames and rigor and relevance..... My thinking is that the level of rigor will change as the amount of teacher writing is reduced and the amount of student writing is increased. Also the level of rigor will be dependent upon the level of prompt (Bloom's) that is asked. Relevance may be increased as students increase their control indicating that the likelihood that they will be able tor respond outside of the class setting is increased. However, the greater the amount teacher writing, the less relevant it is.
The purpose of a writing frame is to provide a method for scaffolding for students with their writing. It is important to reduce the use of this as students become more proficient in their writing. Considering the elements we discussed this morning regarding Learner Differences It creates a supportive learning environment as it recognizes that not all students are ready to produce the same product at the same time. It contributes to the idea of a high quality curriculum as all students are expected to write for a similar purpose. What differs is the amount of support they receive. The task is respectful in that the "prompts" are parallel, students are asked to respond with the same essential information. The manner in which they respond is different. I'm not sure it is useful as a formative assessment, but it does require the teacher to be continuously assessing in order to push the student write more independently. Writing Frames require the teacher to be flexible and make sure the level of student writing, in most cases, is increased.
Go through the expectations for the tasks.
Cedar Falls- Becky Marshalltown- Becky Clear Lake- Kay We understand that everyone has some different needs for the time that is left. In the center is the required activity of completing the electronic survey. Which is found on our home page for literacy excellence the link is entitled "Session 3 evaluation" The other options are activities that would be appropriate for this time. For example, taking some time to read and respond to the discussion threads. Please feel free to take this time to engage in one of these tasks.
Cedar Falls- Becky Marshalltown- Becky? Clear Lake- Kay Review the expectations for our next session.
