Homework that Makes Students Think
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This document provides teachers with strategies for assigning homework that encourages students to think critically. It recommends teaching students time management and prioritization skills. Specific strategies discussed include using graphic organizers like concept maps for vocabulary and notes. The document also suggests assigning creative homework like creating slideshows or fake social media pages to motivate students. It reminds teachers that homework should allow independent practice and not introduce new content, while utilizing technology when possible.
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Manoucheca Desruisseaux proposes her senior project which involves observing a preschool classroom, creating and teaching original lesson plans, and compiling the students' work into a scrapbook. She plans to connect this project to a career in early childhood education. The project will challenge her to design engaging lessons and teach them effectively. She estimates the project will cost $50 which she and her parents will fund. Her facilitator, Courtney Norris, has over a year of experience working at the preschool where Manoucheca plans to conduct her project.
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This document discusses strategies for teaching content area literacy. It begins by defining content literacy as using reading and writing skills to acquire new knowledge in a subject area. Several prereading strategies are described to activate students' prior knowledge, like anticipation guides and vocabulary exercises. The impact of schema, or background knowledge, on comprehension is explained. Tips are provided for struggling readers and an overview of the components of reading. Sample reading activities like KWL charts, SQ3R, and story impressions are outlined. The document concludes with recommendations for using textbooks and resources for further information.
Understanding Understanding by Design
Deliberate and focused instructional design requires an important shift in our thinking; first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Understanding by Design (UbD) or "backward design" is the practice of looking at expected outcomes before designing curriculum units, performance assessments, and classroom instruction as opposed to the traditional methodology of teach, test, and move one. This session is designed to understand UbD.
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This document discusses using literacy centers for content areas like mathematics, social studies, and science. It introduces centers as an instructional tool and examines various content-focused center ideas. It also discusses assessment strategies for centers. Some center examples provided include vocabulary activities like concept sorts, concept maps, and word detectives. Sample reading strategies presented are KWL, DRTA, sketch-through-text, stop-and-write, and inquiry charts. Visual aids like graphic organizers are also mentioned as supports for comprehension.
Resources for Writing Thematic Units
This document provides tips and resources for teachers to develop thematic unit plans that integrate standards across subjects for CAPA and CST/CMA students. It recommends gathering resources from various sources including textbooks, colleagues, online sites like California Streaming and Core Knowledge. It also shares free educational websites and describes a template for organizing unit plans with sections for objectives, standards, materials, instructional components, and independent practice.
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This document provides an overview of content literacy and learning centers as instructional tools for teaching content areas. It begins by defining content literacy as using reading and writing to acquire new content in a given discipline. It then discusses the impact of schema on content literacy and examines various learning centers focused on vocabulary, reading strategies, visuals and differentiating texts. Examples of learning centers include concept sorts, word detectives and inquiry charts. The document concludes by encouraging teachers to create their own content-specific learning centers and provides resources for additional information.
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This document discusses using technology tools to develop literacy skills. It provides examples of blogs, wikis, and podcasts that teachers have used in the classroom. The presentation explores setting up blogs and wikis, and provides sample student work. It also discusses many digital tools for developing literacy, such as Glogster, Khan Academy, StoryBird and more. Hands-on learning and tips for getting started with these tools to support writing instruction are shared.
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The document discusses differentiated instruction through the use of content literacy centers. It introduces learning centers as an instructional tool for various subjects. It then examines different types of literacy-focused learning centers and discusses assessment strategies. Some key points include that students learn differently, active learning is more effective than passive learning, and centers allow for differentiated instruction to address varied student needs and learning profiles.
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This document discusses how to integrate Common Core State Standards with differentiated instruction. It begins with an agenda that outlines exploring what is known about CCSS, why they were created and their impact, and how differentiated instruction can meet CCSS expectations. A key point is that CCSS focus on developing 21st century skills like problem solving and critical thinking through rigorous and relevant standards. The document emphasizes that CCSS do not prescribe specific strategies and supports for diverse learners are still needed. It also examines how differentiated instruction can help address increased textual complexity and developing literacy across subjects as required by CCSS.
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1. The document discusses transitioning to the Common Core State Standards (CCSS), including what is already known about CCSS, why they were created, and how they impact classrooms.
2. CCSS are intended to create greater consistency in student performance and expectations among states and prepare students for college and careers.
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4. The presentation models how to examine CCSS and assess alignment with curriculum through close reading of standards and group analysis activities. Strategies to support literacy
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This document discusses strategies for helping reluctant readers. It shows that minority students and those in lower grades struggle most with reading proficiency. Differentiation strategies are recommended like allowing extra time or using audio books. Getting books into students' hands is important, with choices that have appealing covers, characters, and plots. Reluctant readers prefer books with role models, problem solving, and realistic themes. Providing choice and discussing books can help motivate reluctant readers.
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Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
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This document provides teachers with strategies for assigning homework that encourages students to think critically. It recommends teaching students time management and prioritization skills. Specific strategies discussed include using graphic organizers like concept maps for vocabulary and notes. The document also suggests assigning creative homework like creating slideshows or fake social media pages to motivate students. It reminds teachers that homework should allow independent practice and not introduce new content, while utilizing technology when possible.
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The document discusses the challenges of using textbooks in the classroom. Textbooks are often difficult for students to read due to superficial content, authoritarian tone, and poor design. The author provides six strategies for using textbooks more effectively: having empathy for students' struggles, front-loading instruction, not leaving students alone with textbooks, being selective in assignments, supplementing textbooks richly, and analyzing textbook features. The document concludes by encouraging teachers to consider the role of textbooks in teaching and how to promote critical thinking through textbook use.
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This document discusses teaching classics in an inclusive classroom. It suggests that teachers draw from multiple sources of knowledge to develop engaging activities for students to interact with texts. There are cultural interpretations due to discussion dynamics shaped by social context. The document also discusses assumptions about what literature should be taught, interpretations of texts, and hints and activities for teaching classics to all students, including pre-reading, during reading, after reading, writing, and vocabulary activities. It emphasizes curriculum differentiation and reaching all students.
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This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs, using wikis for collaborative writing projects, and other digital tools like Google Docs, Glogster, and Twitter that support writing. The goal is to experiment with new technologies and help students develop skills through interactive online writing experiences.
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This document discusses using technology tools like blogs, wikis, and interactive websites to support literacy skills and content area teaching. It provides examples of how teachers can use blogs for class materials, assignments, and student reflections. Wikis are explained as collaborative websites that allow easy editing. Sample teacher wikis are shared. Tips for getting started with blogs and wikis include using sites like Wikispaces and addressing student guidelines. While new technologies require experimenting, they can engage digital native students if integrated thoughtfully into teaching.
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This document discusses 75 classroom apps for grades 6-12. It provides a brief overview of how apps can support differentiation and classroom instruction. It then reviews apps for English/language arts, research, composition, science, mathematics, and social studies. Many apps are recommended for free or low costs. Contact information is provided for the author to learn more about integrating technology and apps in the classroom.
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Homework that Makes Students Think
- 2. B6 Homework That Makes Students Think Katie McKnight, Ph.D. Katie@KatherineMcKnight.com www.KatherineMcKnight.com Twitter: @LiteracyWorld Facebook: Katie McKnight Literacy
- 4. A Few Questions 1. How do your students study? 2. What kinds of homework do you typically assign? 3. How do you teach your students how to study in your content area?
- 5. The Basics Teach students how to organize their time each week. Teach students how to prioritize the tasks that they must complete. Teach students to write it down! – Personal organizers, charts, assignment notebooks. There are some great Web 2.0 organizers like Evernote and Livebinder
- 6. Strategies Remember to “front load” information and support the students’ development of new study skills. Review and Discuss what the students are assigned to study.
- 7. Note Taking ABC Brainstorm: Select a topic and/or a vocabulary term and then summarize what they know. 2-3 Column Notes: Cornell Notes is probably the most used and well known.
- 8. As students brainstorm information, the ABC framework helps them organize their thoughts. Because a fact or point of information must be recorded for each letter of the alphabet, the students must dig more deeply to retrieve information for this kind of brainstorm.
- 11. Sample from Mathematics: Graphing
- 12. Terms and Vocabulary Concept or Definition Map Vocabulary Word Maps
- 13. Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas.Jossey-Bass. 13
- 14. Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas.Jossey-Bass. 14
- 15. Word Detective The importance of encouraging students to study words cannot be emphasized enough. In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
- 16. Creating Slide Shows www.photopeach.com
- 17. What are the instructional possibilities of a Fakebook page?
- 18. Your Turn What super cool homework assignments do you assign your students? Please turn to 3-4 elbow partners and share your very best homework assignment.
- 19. Some Final Reminders About Homework
- 20. Make sure that the homework can be completed independently (Introducing new content is not a good idea.) Homework is an opportunity for students to practice and “play” with the content that they have learned. Use technology when possible---HUGE motivator for our teenagers (Edmodo, Blogs, Wikis, Photo Peach, Garage Band, Animoto, Google Docs) Use strategies that teach students to become more strategic readers and thinkers.