Professional development november 2
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What does the Reading and Writing Workshop look like in the classroom? Review these slides and discover.
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Flip chart ca#1
The document discusses reading strategies that can be used before, during, and after reading to enhance comprehension. Some strategies mentioned for before reading include activating prior knowledge, brainstorming, and making predictions. During reading, students can use techniques like think alouds, note taking, and stopping to check understanding. After reading, students summarize what they learned and reflect on the text through activities like exit slips and timelines. The goal of using these strategies is to develop proficient readers and increase awareness of different texts.
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This document discusses using reflection tools in math lessons to help students develop metacognition skills. It recommends having students highlight important ideas, explain their thinking, and ask themselves questions like "why" and "how do they know". Encouraging reflection helps students make connections to mathematical concepts. The document also describes a "handfuls task" activity where students predict and organize counters, then reflect on their strategies. Finally, it suggests modifying this task and having students take photos of their work to record reflections using digital tools.
The magenta-principles v2
The document discusses "The Magenta Principles", which are a pedagogical approach that believes learning occurs through thinking, language is central to thinking, and learning is an active process. The key principle is that for students to understand information, they must do something with it rather than just receive, retain, and recall it. The Magenta Principles provide examples of having students reduce, connect, arrange, and apply information to make it more likely they will understand it.
The art of lesson planning
- A good lesson plan provides structure and direction for teaching while allowing flexibility to adapt to students. It considers students' needs, level, interests and provides a variety of engaging activities.
- Effective lesson planning involves understanding your students, co-teachers, and school culture. It is important to research these factors and reflect on your own teaching.
- While textbooks can provide guidance, lessons should be adapted creatively to focus on meaningful topics and interactive activities. Ongoing reflection helps teachers improve and avoid routines.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
Write to Learn
The document discusses using "Write to Learn" (WTL) activities in the classroom. It provides examples of WTL activities like exit/entrance slips, writing breaks, and double-entry journals. These short, informal writing activities are meant to help students process new information, develop their understanding, and assess their learning. The document emphasizes that WTL activities should take only 5-10 minutes and focus on quality of thinking rather than quality of writing.
Logo visual thinking
Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.
Improving Instruction, Increasing Literacy...
This document discusses strategies for improving instruction through the use of learning intentions, success criteria, and reflection. It defines learning intentions as describing what is being learned rather than just activities, and gives an example. Success criteria are then tied to learning intentions to help students know if they have been successful. Several reflection strategies are presented, including having students reflect on notes, with graphic organizers, through exit tickets, using metaphors and analogies, examining word relationships, and creating memes. The overall message is that reflection is important for deepening student learning and should be facilitated through various strategies.
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Flip chart ca#1
The document discusses reading strategies that can be used before, during, and after reading to enhance comprehension. Some strategies mentioned for before reading include activating prior knowledge, brainstorming, and making predictions. During reading, students can use techniques like think alouds, note taking, and stopping to check understanding. After reading, students summarize what they learned and reflect on the text through activities like exit slips and timelines. The goal of using these strategies is to develop proficient readers and increase awareness of different texts.
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This document discusses using reflection tools in math lessons to help students develop metacognition skills. It recommends having students highlight important ideas, explain their thinking, and ask themselves questions like "why" and "how do they know". Encouraging reflection helps students make connections to mathematical concepts. The document also describes a "handfuls task" activity where students predict and organize counters, then reflect on their strategies. Finally, it suggests modifying this task and having students take photos of their work to record reflections using digital tools.
The magenta-principles v2
The document discusses "The Magenta Principles", which are a pedagogical approach that believes learning occurs through thinking, language is central to thinking, and learning is an active process. The key principle is that for students to understand information, they must do something with it rather than just receive, retain, and recall it. The Magenta Principles provide examples of having students reduce, connect, arrange, and apply information to make it more likely they will understand it.
The art of lesson planning
- A good lesson plan provides structure and direction for teaching while allowing flexibility to adapt to students. It considers students' needs, level, interests and provides a variety of engaging activities.
- Effective lesson planning involves understanding your students, co-teachers, and school culture. It is important to research these factors and reflect on your own teaching.
- While textbooks can provide guidance, lessons should be adapted creatively to focus on meaningful topics and interactive activities. Ongoing reflection helps teachers improve and avoid routines.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
Write to Learn
The document discusses using "Write to Learn" (WTL) activities in the classroom. It provides examples of WTL activities like exit/entrance slips, writing breaks, and double-entry journals. These short, informal writing activities are meant to help students process new information, develop their understanding, and assess their learning. The document emphasizes that WTL activities should take only 5-10 minutes and focus on quality of thinking rather than quality of writing.
Logo visual thinking
Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.
Improving Instruction, Increasing Literacy...
This document discusses strategies for improving instruction through the use of learning intentions, success criteria, and reflection. It defines learning intentions as describing what is being learned rather than just activities, and gives an example. Success criteria are then tied to learning intentions to help students know if they have been successful. Several reflection strategies are presented, including having students reflect on notes, with graphic organizers, through exit tickets, using metaphors and analogies, examining word relationships, and creating memes. The overall message is that reflection is important for deepening student learning and should be facilitated through various strategies.
Presenting instructional content and reviewing guided reading
1) The document provides guidance for teachers on planning a lesson to apply and evaluate instruction, focusing on modeling effective teaching strategies. It discusses priorities for presenting instructional content, including modeling expectations and using visuals, as well as informal assessment.
2) Teachers are instructed to review descriptors for presenting instructional content, with examples of modeling problem-solving steps and creating semantic webs.
3) The purpose of the apply and evaluate assignment is to deepen student learning through reading, talking and writing in different instructional contexts.
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The document discusses ways to improve numeracy in five key areas:
1. Collaborating with leaders of other subject areas to identify areas of focus for numeracy.
2. Reorganizing modules in the scheme of learning to align with other curriculum areas.
3. Encouraging the use of mathematical vocabulary and identifying types of data and averages.
4. Helping students make connections between numeracy and other subject areas.
5. Finding quick ideas to improve numeracy skills through challenge and enjoyment.
Flip chart
This document provides strategies to help readers at various stages of the reading process - before, during, and after reading. Some key strategies include using KWL charts, skimming texts for bold/italicized words, discussing topics with peers, taking notes, using graphic organizers, and writing summaries. The goal is to equip students with techniques that will help them comprehend texts and become "super readers."
Scaffolding Student Research & Writing in Higher Education
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The document discusses strategies for making learning stick, including interleaving topics to promote better retention, using spaced retrieval practice with regular low-stakes testing to reinforce learning, and embedding learning through repetition and ensuring students understand how topics fit into the bigger picture. It also provides ideas for incorporating these strategies into lessons and revision programs to better prepare students for exams.
Teaching students to write effective revision notes
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
Writing to Learn PowerPoint (Without Graphics)
The document discusses several writing strategies:
1. Write to Learn strategies can help students comprehend content and use writing to demonstrate understanding.
2. The Important Thing strategy has students work with a partner to summarize key ideas from a text using a template.
3. Reflection journals allow students to periodically reflect on their understanding of a concept and track growth over time.
Challenge 101016
Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.
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This document discusses meta-cognition, or thinking about thinking. It consists of monitoring one's progress as they learn and adapting strategies if needed. The document provides examples of how to support meta-cognition through questioning students and scaffolding. Specific questioning strategies are divided into "meta-starters," "meta-main courses," and "meta-desserts." Students should review and reflect on their learning, evaluating successes, mistakes, and setting goals for future learning. Teachers can support meta-cognition by having students evaluate prior knowledge, discuss their thinking, keep records, plan their work, and evaluate their work.
Study skills
The document provides tips for effective study skills and note-taking strategies. It recommends developing a study plan by writing down assignments, setting study times, and taking breaks. The best environment for studying has proper lighting and organization. When studying, one should focus on difficult material first, avoid procrastinating, and take breaks if concentration is lost. Effective note-taking involves attending class prepared, dating notes, including all information like charts and diagrams, and reviewing notes. The document also discusses different learning styles like visual, auditory, tactile, and kinesthetic and appropriate study methods for each style.
Teaching reading in content area revised
This document provides guidance for teaching reading skills in career and technical education (CTE) courses. It discusses the importance of reading skills for career success and recommends experiences to improve student reading scores. Teachers are advised to assess student reading levels, adapt materials appropriately, and incorporate reading instruction into lessons. Specific pre, during, and post-reading strategies are outlined, such as anticipation guides, SQ3R technique, and graphic organizers. The document also provides tips for teaching vocabulary, introducing assignments, and individualizing reading help for students.
Nelson Literacy Pilot Day 4
This document summarizes a literacy pilot day which included:
1) Teachers reflecting on their students' progress in the previous unit and assessing their skills
2) Reviewing the components and timeline of previous units to reach a consensus on how much time each element requires
3) Dividing into grade-level groups to plan the next unit, including considering reading-writing connections and selecting an introduction activity to do with the group
4) Presenting their unit plans and next steps which included online resources for the literacy program
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The document discusses using digital technology like Google Drive to help students improve their writing skills. It outlines common problems students have with writing like lack of ideas, planning, revising, and sense of audience. Google Drive tools like Docs, Forms, and Hangouts can help with generating ideas, planning, multiple drafts with teacher feedback, and collaboration. An example unit plan is provided that uses Drive tools throughout the writing process, from brainstorming to publishing the final work. The document argues the collaborative features of Drive create a better environment for writing instruction compared to traditional methods.
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This document provides information for parents and students about learning in Year 8 at Loreto, including:
- Key skills students will develop like note taking, critical thinking, and using the internet for research.
- An overview of 21st century learning skills like collaboration, communication, creativity and critical thinking.
- Some key terms students will encounter and their definitions.
- Homework expectations of 2-2.5 hours per night, 5 times a week.
- Tips for students on things like asking questions, managing time efficiently, and using marking guidelines.
- Ways parents can help like assisting with organization, encouraging curiosity, and discussing current events.
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This document provides examples of reading sequences for different levels of English language learners. Example 1 is for pre-intermediate students and involves looking at a picture from a magazine and discussing the text. Example 2 is for intermediate students and has them quickly preview a web page about a council changing its mind on an important issue. Example 3 is for intermediate to advanced students and involves a webquest where students visit websites to gather information for a class project on a debate topic. Activities for each example include discussion questions, vocabulary exercises, role-plays, and group work.
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This document provides guidance for teachers on conducting independent reading in the classroom. It discusses establishing an environment conducive to independent reading, with a focus on increasing student reading stamina and practicing comprehension skills. The teacher's role is to provide mini-lessons on reading strategies and confer individually with students to discuss their reading, monitor progress, and identify areas for further instruction. Students are responsible for continuously reading texts of their choice and reflecting on and keeping records of their reading experience. The document also offers suggestions for topics to cover during student conferences and methods for recording anecdotal notes on individual readers.
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1) The document provides tips from several college students on how to effectively take notes.
2) It recommends organizing notes with bullet points, colors, and abbreviations. Highlight important terms and concepts.
3) Students suggest printing out lecture slides, taking notes on printed materials, and typing or writing notes in a consistent format with different colors to categorize information. Handwritten notes are better for remembering than typed notes.
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Presenting instructional content and reviewing guided reading
1) The document provides guidance for teachers on planning a lesson to apply and evaluate instruction, focusing on modeling effective teaching strategies. It discusses priorities for presenting instructional content, including modeling expectations and using visuals, as well as informal assessment.
2) Teachers are instructed to review descriptors for presenting instructional content, with examples of modeling problem-solving steps and creating semantic webs.
3) The purpose of the apply and evaluate assignment is to deepen student learning through reading, talking and writing in different instructional contexts.
Numeracy across the curriculum
The document discusses ways to improve numeracy in five key areas:
1. Collaborating with leaders of other subject areas to identify areas of focus for numeracy.
2. Reorganizing modules in the scheme of learning to align with other curriculum areas.
3. Encouraging the use of mathematical vocabulary and identifying types of data and averages.
4. Helping students make connections between numeracy and other subject areas.
5. Finding quick ideas to improve numeracy skills through challenge and enjoyment.
Flip chart
This document provides strategies to help readers at various stages of the reading process - before, during, and after reading. Some key strategies include using KWL charts, skimming texts for bold/italicized words, discussing topics with peers, taking notes, using graphic organizers, and writing summaries. The goal is to equip students with techniques that will help them comprehend texts and become "super readers."
Scaffolding Student Research & Writing in Higher Education
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The document discusses strategies for making learning stick, including interleaving topics to promote better retention, using spaced retrieval practice with regular low-stakes testing to reinforce learning, and embedding learning through repetition and ensuring students understand how topics fit into the bigger picture. It also provides ideas for incorporating these strategies into lessons and revision programs to better prepare students for exams.
Teaching students to write effective revision notes
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
Writing to Learn PowerPoint (Without Graphics)
The document discusses several writing strategies:
1. Write to Learn strategies can help students comprehend content and use writing to demonstrate understanding.
2. The Important Thing strategy has students work with a partner to summarize key ideas from a text using a template.
3. Reflection journals allow students to periodically reflect on their understanding of a concept and track growth over time.
Challenge 101016
Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.
Metacognition kda
This document discusses meta-cognition, or thinking about thinking. It consists of monitoring one's progress as they learn and adapting strategies if needed. The document provides examples of how to support meta-cognition through questioning students and scaffolding. Specific questioning strategies are divided into "meta-starters," "meta-main courses," and "meta-desserts." Students should review and reflect on their learning, evaluating successes, mistakes, and setting goals for future learning. Teachers can support meta-cognition by having students evaluate prior knowledge, discuss their thinking, keep records, plan their work, and evaluate their work.
Study skills
The document provides tips for effective study skills and note-taking strategies. It recommends developing a study plan by writing down assignments, setting study times, and taking breaks. The best environment for studying has proper lighting and organization. When studying, one should focus on difficult material first, avoid procrastinating, and take breaks if concentration is lost. Effective note-taking involves attending class prepared, dating notes, including all information like charts and diagrams, and reviewing notes. The document also discusses different learning styles like visual, auditory, tactile, and kinesthetic and appropriate study methods for each style.
Teaching reading in content area revised
This document provides guidance for teaching reading skills in career and technical education (CTE) courses. It discusses the importance of reading skills for career success and recommends experiences to improve student reading scores. Teachers are advised to assess student reading levels, adapt materials appropriately, and incorporate reading instruction into lessons. Specific pre, during, and post-reading strategies are outlined, such as anticipation guides, SQ3R technique, and graphic organizers. The document also provides tips for teaching vocabulary, introducing assignments, and individualizing reading help for students.
Nelson Literacy Pilot Day 4
This document summarizes a literacy pilot day which included:
1) Teachers reflecting on their students' progress in the previous unit and assessing their skills
2) Reviewing the components and timeline of previous units to reach a consensus on how much time each element requires
3) Dividing into grade-level groups to plan the next unit, including considering reading-writing connections and selecting an introduction activity to do with the group
4) Presenting their unit plans and next steps which included online resources for the literacy program
Google applications to enhance writing instruction
The document discusses using digital technology like Google Drive to help students improve their writing skills. It outlines common problems students have with writing like lack of ideas, planning, revising, and sense of audience. Google Drive tools like Docs, Forms, and Hangouts can help with generating ideas, planning, multiple drafts with teacher feedback, and collaboration. An example unit plan is provided that uses Drive tools throughout the writing process, from brainstorming to publishing the final work. The document argues the collaborative features of Drive create a better environment for writing instruction compared to traditional methods.
Year 8 learning@loreto
This document provides information for parents and students about learning in Year 8 at Loreto, including:
- Key skills students will develop like note taking, critical thinking, and using the internet for research.
- An overview of 21st century learning skills like collaboration, communication, creativity and critical thinking.
- Some key terms students will encounter and their definitions.
- Homework expectations of 2-2.5 hours per night, 5 times a week.
- Tips for students on things like asking questions, managing time efficiently, and using marking guidelines.
- Ways parents can help like assisting with organization, encouraging curiosity, and discussing current events.
How do I revise sheet
Here is a summary sheet that Charlene Dunlop has designed all about exam technique and how to revise.
Writing Across the Curriculum
Ideas on how to create sessions about writing and finding common ground with other subjects as well. Writing can be truly across curriculum!
Reading sequences- EXAMPLES
This document provides examples of reading sequences for different levels of English language learners. Example 1 is for pre-intermediate students and involves looking at a picture from a magazine and discussing the text. Example 2 is for intermediate students and has them quickly preview a web page about a council changing its mind on an important issue. Example 3 is for intermediate to advanced students and involves a webquest where students visit websites to gather information for a class project on a debate topic. Activities for each example include discussion questions, vocabulary exercises, role-plays, and group work.
Newteacherfirstmeeting
This document provides information and resources for mentoring new teachers, including the roles and responsibilities of mentors, effective and ineffective teaching practices, New York State teaching standards, conducting parent-teacher conferences, implementing the Common Core, goal setting, and reflection. It includes discussion of the ABCs of teaching, a self-evaluation of teaching standard proficiencies, and a ticket out the door for setting goals and sharing useful tips for new teachers.
Independent Reading
This document provides guidance for teachers on conducting independent reading in the classroom. It discusses establishing an environment conducive to independent reading, with a focus on increasing student reading stamina and practicing comprehension skills. The teacher's role is to provide mini-lessons on reading strategies and confer individually with students to discuss their reading, monitor progress, and identify areas for further instruction. Students are responsible for continuously reading texts of their choice and reflecting on and keeping records of their reading experience. The document also offers suggestions for topics to cover during student conferences and methods for recording anecdotal notes on individual readers.
How to take notes like a pro
1) The document provides tips from several college students on how to effectively take notes.
2) It recommends organizing notes with bullet points, colors, and abbreviations. Highlight important terms and concepts.
3) Students suggest printing out lecture slides, taking notes on printed materials, and typing or writing notes in a consistent format with different colors to categorize information. Handwritten notes are better for remembering than typed notes.
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- 1. Erica Zigelman, Principal Middle School 322
- 2. Semi Short Mini Lesson Occurring. Planning lessons, clarity and focus of the lesson, what do you need support with? What skill are you trying to teach them and what strategy are you using? Is conferring with readers and/or small group instruction based on some assessment occurring?
- 3. Example: How are my students able to come up with a ___________ (claim for example or outline of an essay they are going to write). Name it or have a focus (such as details). How are you tracking reading volume? My On? Writing about reading (We are doing this with powerful paragraphs on st. reading). What the flags mean? Use of bookmarks.
- 4. Have process charts with the strategies and skills taught in the room for students to refer to. READ ALOUDS!!! Have they happened and are they happening? At least one time a week the teacher and class are in a text together. Kids need to be able to talk about what they are reading.
- 5. Have students who are really good at something specific teach their peers. They are able to plan what they are going to do with their peers. This also allows for students to take leadership. Post charts (See photos).
- 11. Take a minute to Turn and Talk with someone how can you see this happening in your classroom. If you are an ICT Co- Teacher how can you see this occurring in a content area class?
- 13. Kate Roberts stated, “We need to provide, systems, structures, strategies tools and supports to help students become independent.
- 14. Repeated practice on notetaking. How do our students do this? What is our schoolwide way to do this? Short list of forms which may work: A timeline (notes which capture the main events of a story). Create a web with info around it. “T” Chart. Give students a chance to summarize. Use of boxes and bullets
- 16. Use talking prompts (when necessary to assist students to help with their writing. Such prompts may include but not limited to: ◦ I think (hypothesize) ◦ For example….. ◦ This is important because…… ◦ The reason for this……….
- 17. Checklists BOOKMARKS!!!!! Janet wants to see these out there. Reading and writing progressions Focus on Main Idea and Supporting Details in ELA and the content area.
- 18. Turn and Talk with someone next to you and say one thing you will try out in your room. Be prepared to share out.