Facilitated by Leyton Schnellert, PhD October 4, 2013 SD37 Success for All: Working Together to...

Facilitated by Leyton Schnellert, PhD

October 4, 2013SD37

Success for All: Working Together to Support All Learners

Essential Questions

•What do you notice?

Essential Questions

•What are you doing that’s working?

Essential Questions


• What do you wonder?

Essential Questions


Essential Questions


• What do you wonder?

• What is life like for people here?

Essential Questions


Choose one!

On a stickie write down what you notice

On a stickie write down what you notice

Next !

On a stickie write down something you wonder

On a stickie write down something you wonder

What are some questions that you have about what you are learning?

Next !

What would a powerful conversation look like?

What would a powerful conversation look like?

Essential Information

Using a combination of words, images and diagrams show what you have learned/explored today…

Essential Question

What “big

questions” are we

exploring?

Debrief…

What did the students do?

What did the teachers do?

Connections and applications…

Augustine, MacDowell & Schnellert, 2010

Big Ideas

Learning Outcomes

Essential questionHow are we shaped by our interactions with the environment and other people?

essential understandings

Important skills or processesStudents will be able to…finding relevant information related to an essential question/big idea, make notes showing levels of information

Connecting

Processing

Transforming & Personalizing

Structured talk looking a images of regions Possible questions:

-What do you notice?-What do you wonder?-How people would survive/live given the environment?

Break into small discussion groups (3 - 5 students) where each group discusses the provided text (poem, image, story, 1st person account,...)

-What do you notice? What’s going on here?-What’s important?-What do you wonder?-How are things connected to each other?

Using materials supplied, and a combination of words, images,and diagrams demonstrate what you have learned/explored today.

Share a wondering/question

Return to big idea?

Resources: The 10 Series – Wilhelm Native Poetry in Canada: Chief Dan George’s To a Native Teenager, I Have Known You; Peter Blue Cloud’s Searching for Eagles; Wayne Keon’s Nite; Jeanette Armstrong’s Wind Woman; Lee Maracle’s Razzleberries; George Kinny’s Death Bird; Duncan Mercredi’s Morning Awakening; Armand Garnet’s Ruff- Fish Tale

Brownlie, Feniak & Schnellert, 2006

Big Ideas Student Outcomes

Essential question…

key concepts/essential understandings

Important skills or processes

Students will be able to…

Connecting

Processing

Transforming & Personalizing

Purpose: Engage/Activate prior knowledge/ Predict content/ Focus on a purpose:

Purpose: Construct meaning/Monitor understanding/ Process ideas

Purpose: Synthsize ideas/ Apply knowledge/ Reflect on thinking and learning

Creativecommons.org

taggalaxy.com

Great place for free thematic images

Ecologically valid

curricula teach the

knowledge, skills,

attitudes and values

required by students to

function effectively in

current and future environments

Words that describe me are…

My favorite books/stories are…

Things I like to do with my friends…

Things I like to do when I’m alone…

Things I like to do with my family…

I’m very interested in or good at…

Things I’d like you to know about me…(or need to know…)

My hopes and dreams for myself are…

The easiest way for me to show what I know is:

Things I would like to get better at in school this year are….

Name:

Schnellert, Watson & Widdess

Formative assessment should give information about students’ use of skills,strategies and information

Formative assessment should give information about students’ use of skills,strategies and information

Start with classwideperformance-basedassessment:

Start with classwideperformance-basedassessment:

to support all learners

-students to show what they can with content in context-open-ended task requiring use of key skills and strategies-scored on a rubric that allows for levels of performance

NO PLAN, NO POINT:NO PLAN, NO POINT:

to support all learners

- focus on strengths first- then areas to focus on- set class-wide goals (these apply to ALL students)- some students have personal goals- not too many goals, stay focused- ongoing feedback, reflection and goal setting

Connections and Applications

How are you using school-wide data

to inform teaching and learning of your diverse

learners?

What are your concerns about the class as a whole?

What are your concerns about the class as a whole?

What are your main goals for the class this year?What are your main goals for the class this year?

What are the individual needs in your class?


What are the strengths of the class?What are the strengths of the class?

(Brownlie and King, 2000) (Brownlie and King, 2000)

-Takes into account the ecology of the class

-Strength-based and learning-centered

-Goals set and decisions made with classroom context in mind

-Takes into account the ecology of the class

-Strength-based and learning-centered

-Goals set and decisions made with classroom context in mind

Class Review Learning in Safe Schools

Teacher:Class:

Classroom Strengths Classroom Stretches

Individual Concerns

Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other


-Decisions about individual students focus on supports already in place

-New supports developed are to be used as part of ongoing classroom activity

All adults and students worktoward skill development,application and generalization asa shared goal.




Humanities 9

-outgoing, talkative, visual-friendly-sense of humor-co-operative-enjoy reading-a positive atmosphere in the class-empathic

Humanities 9

-risk-taking-digging deeper to infer and make personal connections-showing what they know-organizing for learning (materials, time, ideas)-focusing, sustaining attention-writing

Humanities 9

-drawing & art-sports-social issues/current events-reading-design

Medical Learning

KellyMattRyan

Kelly - adapt pace, key ideas, modified outcomesPercilla - highlight key ideas, show by drawing, modified out.Aisha - adapt pace, key ideasHarry - choice in showingBrendan - pair talk with visuals

Social- emotional Language

Taylor - loud/dominantRyan - shy, challenging homelifePercilla - oppositionalMay - very shy, reluctantMegan - impatient with othersMax - confrontational

Aisha - receptive/expressiveCici - ESL 2Ryan - receptive/expressiveKirby - ESL 2

Challenge

TessaSarahMarijaChristian

Humanities 9

-build environment in the classroom that supports risk-taking, sharing and self-advocacy

-use students’ interests, experiences and prior knowledge to build their higher level thinking skills

-build social skills

-help students develop planning and self-monitoring strategies

Humanities 9

-Connecting, processing, transforming/personalizing lesson structure

-Targeted, extended embedded strategy development and instruction

-Multimodal representation opportunities (differentiation)

-Planning activities, metacognitive steps in lessons

-Thematic literature circles (SS) with books at a range of reading levels

-Co-teach every second block (when possible) to introduce strategies and multilevel graphic organizers

-Powerful picture books for Percilla and Kelly

-Created modified version of novel with P and K to use in literature circles

to supporting students with special needs…

- Everyone uses accessible texts

- Peers/social supports and ways of working together

- Build in predictability and routine

- Opportunities for student goal-setting and planning

Teaching approaches

that differentiate

Literature, Numeracy and

Information Circles

Open-Ended Teaching

Multiple intelligences

Workshop

Formative Assessment

Inquiry learning

Community-Building &Cooperative Learning

Scanning, Focusing:Whole Class Profile

What are the strengths of the class?

What are the stretches of the class as a whole?

What are your main goals for the class this year?


Teacher:Class:

Classroom Strengths Classroom Stretches

Goals

Class Profile Recording Form

Compiling your assessment information

Reading for Information

What are my students good at? What do they struggle with?

• Strategiespredictionsword skills checks understanding text features

• Comprehensiondetermining and paraphrasing main ideas locating specific, relevant detailsnote-makingmaking and supporting inferences

• Analysismaking connections between new knowledge

and prior knowledge evaluating information and supporting

judgments

Okay class, we are going to get to know each other better. Anything you write down can just be between you and me. You can use words, pictures, charts or diagrams to share your thinking.

Words that describe me are…

My favorite books/stories are…

Things I like to do with my friends…

Things I like to do when I’m alone…

Things I like to do with my family…

I’m very interested in or good at…

Things I’d like you to know about me…(or need to know…)

My hopes and dreams for myself are…

The easiest way for me to show what I know is:

Things I would like to get better at in school this year are….

Name:


Schnellert, Watson & Widdess in Brownlie, Feniak & Schnellert

Teaching approaches

that differentiate

Literature, Numeracy and

Information Circles

Open-Ended Teaching

Multiple intelligences

Workshop

Formative Assessment

Inquiry learning

Community-Building &Cooperative Learning

Teach Content to All

Brownlie & King, 2011

Open-ended strategies:

connect process

personalize/transform

Open-ended strategies:

connect process

personalize/transform

(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)

PLANNING MODEL/GUIDE

WITH STUDENTS

GUIDE INTEGRATION & ORGANIZATION OF MEANING AS A WHOLE

3-2-1Anticipation GuideWhat’s In? What’s Out?Predicting Vocabulary/ PRePRating VocabularyPlacematFour WordsThink of a TimeKWL

Marking/Coding TextPower NotesCornell NotesSkinny/ 3 Column NotesPlacematMagnet StrategyMind MapPossible SentencesThink Alouds

Exit SlipConnect TwoPair AnalysisTwo Column JournalIdeagram/ Visual ClusterCollaborative SummaryFrayer ModelCritical TimelineConcept MapKWL+

Determine essentialconceptsSelect appropriatetext(s)Activate appropriatebackgroundProvide backgroundwhen neededFocus interest andset purposeDiscuss nature oftask

Checking predictionsCompare informationwith prior knowledgeAsking clarification question’sSummarizing segmentsof textIdentifying contradictions and gaps in knowledgeSelf-correctingAsking questions about the content

Use of organizational patterns for restructuring informationAsk students to represent concept(s) in another modeAssess achievement of purposeCorrect misconceptionsProvide opportunities to apply new informationProvide transitions to new learningProvide opportunities for questions and extension

Model/ Guide withStudents:

Previewing content Previewing text

organization

Strategic Teaching in the Content Areas

Connect-Determining essential concepts-Selecting appropriate text(s)-Activating appropriate prior knowledge-Focusing interest and setting purpose-Discussing nature of task-Previewing content-Previewing text organization Rating Vocabulary

PlacematFour Words

Think of a TimeKWL

3-2-1Anticipation GuideWhat’s In? What’s

Out?Predicting

Vocabulary/ PReP

water

ecosystem

bolts

pressure

wave

scared

sharks

tropical

drinking

undercurrent

Iceberg

captain

engine

hurricane

Titanic

rain

dignity

escape

ship

buoyancy

sail

An anticipation guide is a pre reading strategy designed to activate students’ background or prior knowledge surrounding issues or concepts. The guide is a series of statements about a particular text that the students are gong to read. Students indicate whether they agree or disagree with the statements before reading and return to these statements and do the same after reading.

1. Review the text to identify major concepts or main ideas.

2. Choose concepts which support or challenge beliefs.

3. Create four to six simple statements.

4. The statements should be open-ended and allow for a variety of opinions or interpretations, rather than be true/false.

5. Decide on the order of the statements and a presentation mode (paper/overhead)

6. Present statements before students read the text. Students react to each statement by agreeing or disagreeing with it.

7. Poll students and then discuss each statement briefly. Encourage students to share opinions and give reasons. Discuss what the story may be about. Students read the text silently, in pairs, or the teacher may read the text aloud.

8. Students record the author’s opinions regarding the statements in the guide.

9. Students record the author’s opinions regarding the statements in the guide.

10. After reading students return to the statements to agree or disagree.

11. As an extension, students could cluster and write about one of the major concepts as presented in the statements.

ACTIVATIONACTIVATION

33

22

11

THINGS YOU…THINGS YOU…

THINGS YOU…THINGS YOU…

QUESTION YOU HAVE…QUESTION YOU HAVE…

CONNECT TWOCONNECT TWO

OLYMPICSOLYMPICS

SHOCK WAVESSHOCK WAVES

TITLETITLE

CHICAGO BULLSCHICAGO BULLS

HIGH SCHOOLHIGH SCHOOL

CHALLENGESCHALLENGES

FAILUREFAILURE

BASEBALLBASEBALL

GOLD MEDALGOLD MEDAL

CHAMPIONSHIPCHAMPIONSHIP

RETIREMENTRETIREMENT

YOU ARE GOING TO YOU ARE GOING TO WRITE SENTENCES WRITE SENTENCES ABOUT THE PASSAGE WE ABOUT THE PASSAGE WE ARE GOING TO READ. ARE GOING TO READ. EACH SENTENCE SHOULD EACH SENTENCE SHOULD CONNECT TWO OF THE CONNECT TWO OF THE WORDS LISTED HERE. WORDS LISTED HERE. USE THE TWO WORDS IN USE THE TWO WORDS IN A SENTENCE TO SHOW A SENTENCE TO SHOW HOW YOU THINK THE HOW YOU THINK THE AUTHOR MIGHT USE AUTHOR MIGHT USE THEM IN THE TEXT. KEEP THEM IN THE TEXT. KEEP CHOOSING PAIRS OF CHOOSING PAIRS OF WORDS AND WRITING WORDS AND WRITING SENTENCES UNTIL YOU SENTENCES UNTIL YOU HAVE USED EACH WORD HAVE USED EACH WORD AT LEAST ONCE.AT LEAST ONCE.

INSTRUCTIINSTRUCTIONS:ONS:

1. The teacher show the students actual objects from a story, one at a time, and engages the students in a discussion around what the story may be about.

2. For each object the children predict on a piece of paper divided into 4 boxes as follows:

1. As each object is presented the children make connections between the clues building their understanding and predicting the plot

characters

where when

event

Divide a paper into sections with square or circle section in the middle.

Tell the students the topic

Each student records their associations or connections in their section of the placemat

Adapted from B. Bennett/ Carol Rolheiser

Topic:

Students share thinking with the group. They identify and agree on key issues/ attributes of the topic. This information is recorded in the center section.

Each group shares their thinking with the class


The teacher records ideas on board or overhead

Together, the teacher and class set a purpose for reading/ listening

E.g. answering questions, revise initial thinking

Format Examples:


Choose 4 words that represent important concepts or ideas in a text or lesson

Have students write the 4 words in each corner of a blank piece of paper

Adapted from F. Brownlie

Word 1

Word 4

Word 2

Word 3

Students write, draw, diagram or show in another way how they think the 4 words are related.


Word 1

Word 4

Word 2

Word 3

Students share thinking with the class

As selection is read/ taught, student confirm or revise hypothesis

Example for “You and the environment”


organisms

food chains

interactions

ecosystem

3..2..13..2..1

33

22

11

Big Ideas…Big Ideas…

Things I did really wellThings I did really well

Students use their background knowledge to group words into 3 categories:

Adapted from V. Rothstein/ R. Zacker

1. Select a text whose title suggests specific concepts

2. Identify 12-15 words including- Those that reflect main idea- Words obviously not connected to topic- Ambiguous words- A combination of nouns, verbs, adjectives and 2 word phrases- Words familiar and words that may be challenging

3. Include illustrations if you think students will need additional clues



1. Discuss title of selection. Make predictions about the content. Share an illustration if needed to support the prediction process

2. Each student receives the words chosen and sorting sheetIN OUT MAYBE


Example:CRIME SOLVING

SCIENTISTS

Sort these words into the columns below

arsenic bloodhound gastroenteritisSherlock Holmes lab coat milk DNA forensic homicideInternet hair exhumedgenetic finger printing technologies

IN OUT MAYBE


1.Student stop 2 or 3 times while reading.

2.Students check their accuracy of the sorting and make changes based on the new information of the text


1. Student make final changes to their sorting.

2. Have them share their changes and explain their decisions.

3. Students reflect on how this strategy helped them to better understand the text.

Example:

- What helped you most in figuring out the words and predictions?

- What did you learn about the word?

- How did thinking about the words before you read, help you understand it?

Process

Checking PredictionsComparing information with prior knowledgeAsking clarification questionsSummarizing segments of textIdentifying contradictions and gaps in knowledgeSelf correctingAsking questions about the contentMaking inferences

PlacematMagnet strategy

Mind mapPossible sentences

Think alouds

Marking/ Coding textPower notesCornell notes

Skinny/ 3 column notes

HELPFUL HINTS:-don’t use too many codes at once-use sticky notes to give you space for yourcode and thoughts-use different coloured high lighters to underline words/ideas they do/don’t understand

1.

T-S

An inference or a conclusion the reader draws from the text. This can begin with, ”I think…”

Questions the reader has about the text. This can begin with, “I wonder…”

Connections the reader makes between the text,his/her life, the world and other text. This can begin with, “this reminds me of…”

2.

Marking Text

?

!

T-W

T-T

3.

Used to assist students in constructing meaning and monitoring their understanding when reading new text materialAssign codes to types of thinking. As students read

they mark these codes next to the passages in the text that trigger these kinds of thinking.

Model the coding process for your students by thinking it through out loud. Mark your thoughts on a transparency and verbalize your mental processes. Explaining precisely how making these connections, developing questions and drawing conclusions helps you understand the text better.Use accessible text so

they the students can practice the strategy with success.

Three column journal

What? So What? Now What?

Chunk 1

Questions and connections…

What’s Important Why is this Important?

To assist students in

understanding text material

Student and teacher jointly participate in dialogue in an effort to construct meaning from the text in 4 areas:

1.

Summarizing/Paraphrasing

HOW?

Generating Questions:

Predicting:

Clarifying:

demonstrate good understanding when able to predict

students understand that more information is needed

students learn self-questioning techniques

identifying and paraphrasing the main idea

The teacher models each task while discussing a text passage, then students practice and apply strategy with a partner

2.

Reciprocal Teaching

WHY?

Connect

Process

Read the title: Predict what you expect to learn

Read a portion of the text

Summarize

READ

Question

PredictClarify

Personal-ize

Students might write down their ideas and questions on a graphic organizer which creates a set of notes.

To Do: Ask a question about the part of the text you just read.

Summarizing/paraphrasing

To Do: In your own words, tell about the part of the text you just read.

Generating Questions

To Say

To Say

“This part was about…”

“Do you want to add

anything?”

“My question is…”

“It’s an in the text/ in your head question.”

To Do: Tell about something that was difficult to understand

Clarifying

Predicting

To Do: Tell about what you think will happen next

“I didn’t understand…”

“Did you have trouble understanding anything?”

To Say

“I predict that…”

“What is your prediction?”

To Say

Model the coding process for your students by thinking it through out loud. Mark your thoughts on a transparency and verbalize your mental processes. Explaining precisely how making these connections, developing questions and drawing conclusions helps you understand the text better.

Assign codes to types of thinking. As students read they mark these codes next to the passages in the

text that trigger these kinds of thinking.

Used to assist students in constructing meaning and monitoring their understanding when reading new text material1.

T-S

HOW?

An inference or a conclusion the reader draws from the text. This can begin with ,”I think…”

Questions the reader has about the text. This can begin with, “I wonder…”

Connections the reader makes between the text,his/her life, the world and other text.This can begin with, “this reminds me of…”

2.

Marking Text WHY?

?

I

T-WT-T

Use accessible text so they the students can practice the strategy with success.

3.HELPFUL HINTS:-don’t use too many codes at once-use sticky notes to give you space for your code and thoughts

Main idea Details

2 Column Notes

Name: ____________ Date: _____________

1. 2.

3.3.

1. 2.

3.

3. 2.

1. 2. 2.

1. 2.

3.

1. 2.

3.

While students read a section of the text, have them STOP and ask themselves…

+ -

If they have understood have them put a + (plus) in the margin.

If students have 2 minuses in a row, them they must

go back and reread. To move ahead again, they

must turn the minuses into…

Students can demonstrate their understanding by summarizing the

section(s) in question.

ComprehensionA Quick Way to Get Students to Monitor

The (+) and (-) Self-Monitoring Technique

Do I understand what I just read?

YES

If they have not understood what they are reading, have them put a - (minus) in the margin

NO

-+

In the right hand column of the page, students write down their inferential and

critical thinking about the word, sentence, or summary they wrote

in the left column.

In the left hand column, students copy sentences or

words directly from the text. (they can also summarize a

passage) Page #’s will help when making references to

quotations.

Used to assist students in monitoring their understanding and processing ideas when reading text material.

1.

Interesting Facts or details

2. 3.

Confusing parts

Terms/vocabulary

I am confusedbecause…

This is importantbecause…

I infer…

I wonder…

This reminds me of…

I think theauthor is…

What helpedme get unstuck

I thinkthis means…

The picture in my head looks like…

I will helpmyself by…

Prompt options for direct quotesFrom the text and page number

examples Thinking optionsexamples

Double Entry Diaries

Students divide a piece of notebook paper in half lengthwise.

The officer opened the back of Liselotte’s framed picture of her parents stepping deliberately on Bridgette's clean white blouse, which had fallen to the floor. Josef’s prayer shawl was thrown aside. Sophie's doll was grabbed, it’s head twisted off.

Before I read this part, I already knew that something bad was going to happen because of how the officer was treating Marianne’s things, I think that people would feel horrible if their things were being treated like that today. I had an image in my mind of Sophie crying and everyone else in shock. I don’t think its right for people to do these things and I had a big shock when I read the afterward saying that the Nazi’s killed on and on-half million children under the age of fifteen.

Gary

Response

Event

Daniel was going to do an alioop and Daniel got hammered by the other team and had a heart attack.

I think that the other team shouldn’t have rammed Daniel because he can get hurt and Daniel got damaged! On the inside. I think violence in sports should stop because many people get hurt and end up getting in the hospital.

BrandonRespons

eEvent

Transform/Personalize

-Checking Predictions-Restructuring information-Representing concepts in another mode-Assessing achievement of purpose-Correcting misconceptions-Applying new information-Generating new questions and directions for further study

Collaborative Summary

Frayer ModelCritical timeline

Concept MapKWL

Exit slipConnect twoPair analysis

Two column journalIdeagram/ Visual

Cluster

R.A.P

Have students reverse roles, and ask the new reader to read the following paragraph or section of the text.

1.

R

2.

R.A.P

Arrange students in pairs.

3.

Reflecting using… A collaborative strategy where students help each other increase their knowledge and understanding of the text by reading aloud to each other. While one reads, the other listens and then summarizes the main ideas.

Select a passage

Student 1 reads the first paragraph or section out

loud

Student 2 asks

clarifying questions

Student 2 summarizes

the main ideas and supporting

details

4.

5. Continue alternating roles until they have completedthe text.

ead sk araphrase

A Psk

Give some time to write

1.

2.

The Learning Log

Give some, “THINK TIME”

3.

A log reflecting on reading processes and hands-on activities, used to increase student understanding. Students write down their thinking in relation to what is being studied in class. Similar to a journal except focusing on content, rather than personal feelings.

Assign a topic

Engage

Explore

Evaluate

4.

Reflecting using…

Explain

Encourage students to reread their log entries at a later date and reflect on how their ideas have changed.

Evidence would be

in the form of:

Ideagram

To assist students in connecting ideas from new text material with ideas in other texts, current events and/or personal experiences

Quotations from the text

Visual representations

from other sources

Visual Representations from

the text

Students’ own words

Students provide evidence or examples to show how a major theme or concept from one text is also found in another text they are familiar with. Evidence might also include examples from current events.

IdeagramSelect a theme/ main idea that is important in the story/ text and in your life

Today’s reading passage

In the inner circle of the ideagram, connect the theme/ concept you have chosen from today’s reading passage to:

Another familiar text

In the outer circle of the ideagram, connect the theme/ concept you have chosen form today’s reading to:

Current events

Other books read

Own experiences

IdeagramSelect a theme/ main idea that is important in the story/ text and in your life

-visual (pictures/drawing)- quotations- your own words

Show connections by providing evidence or examples such as:

Show an example of a completed ideagram and explain the thinking that went into the development of the example and review criteria

Possible Ideagram Criteria

4 Variety of visual representations, several quotations from the text. Individual voice: personal opinion or reflections of topic/ theme. Connections to other books, new, storiesEmotional, personal connections evident

3 Variety of visual representations. Few quotations from the text Personal opinion or emotions connections apparent, but not fully developed Some connection to other books, news, storied

2 Visual representations not fully explored. Few, if any, quotations from the text. No/minimal personal opinions or emotional connections. Limited connection to other books, news, stories

1 Limited response, few connections

Learning LogAssignmentExamples

EX

PLO

RE

EX

PLA

INEN

GA

GE

- Why do you think flowers are important?- Think of an animal. draw and/or describe the resources and/or habitat it might need.

-Draw a diagram of yourplant and describe howit looks today.-Draw a diagram of yourplant and label it’s parts

-List as many primaryconsumers as you can-If you place an unpeeled orange in a container of water, do you think it will sink or float? On what do you base your prediction?

-What attributes orcharacteristics did you useto classify your objects?-As you read about thesolar system, use thePLAN strategy to organizeyour understandings

-Explain how theexperiment you didyesterday relates to whatyou just read.-Explain why the bulb lights up in this arrangement of batteries, bulbs and wires

-Explain in your own words how energy is transformed from the sun to a green plant-Draw a diagram of the relative positions of the sun, moon & Earth in order to see a full moon from Earth.

WORDSWORDS SAME SAME MEANINGMEANING

OPPOSITEOPPOSITE MEANINGMEANING

GO TOGETHER?GO TOGETHER?

WHYWHY??

NOTNOTUSUALLYUSUALLYRELATEDRELATED

PAIR ANALYSISPAIR ANALYSIS NAME:NAME:

DATE:DATE:

LOOK BACKNAME: DATE:

THINK AHEAD

Key ideas from today:

An action I can take right away…

One question I have is…

My next steps are…

I want you to notice how I…

For next time, I want to…

How I plan to remember the key ideas:

-

-

-

Students use the Cornell method (adapted from Pauk, 1974) to tease out main ideas and details from readings by asking summary questions about the text. Students can use these notes for reviewing and studying.

CORNELL METHOD

STEPS

IN

IMPLEMENTATION

Guide students in a survey of the text to identify topics and subtopics.

Have students convert the topics and subtopics into questions that will give shape to main ideas and probe for details.

As students read, have them stop periodically to fill in the details and main ideas as they emerge. You may want to model this process.

2.

4.

3.

1.

On completion of the reading, allow students time to review and refine their notes.

For review, direct students to cover up their notes and try to answer the questions they created in step 2. Ask them to assess their understanding a set of

symbols such as: √ I know this

? I have a question about this

* I need to review this

Have students assess the note-making method and how effective it was during studying.

5.

6.

Connecting

-

-

-

-

-

-

ProcessingPost-it note #1 Post-it note #2 Post-it note #3

Personalizing/Transforming

Using images, words, charts and or diagrams connect the most important ideas

My thinking

Use regular guided-thinking experiences to introduce key comprehension strategies

Instructional considerationsTry to…

demonstrate response activities, stopping frequently to explain your “moves” as you deal with unfamiliar terms, structures,

and ideas.

repeat instructions

set a purpose

Clearly define assessment tasks so that students, understand the

steps they must take to complete the work.

(West, 2000; Booth, 2002)

Goals

Plan

Rationale

Planning

Goals: What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners?

Rationale: Why are we choosing this focus?

Plan: How will we do this?

Barton, M. & Heidema, C. (2002) Teaching Reading in Mathematics Mid-continent Research for Education and Learning.

Barton, M & Jordan, D. (2001) Teaching Reading in Science ASCD.Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The Artful

Science of Instructional Integration. Bookation.Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How People Learn:

Brain, Mind, Experience, & School. National Academy Press.Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd

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