May 27, 2014 Nicole Law Ph.D. Horry County Schools

May 27, 2014

Nicole Law Ph.D.Horry County Schools

Power Strategies and Writing Across the

Curriculum Increasing Student Engagement

and Achievement

Strategy Sheet

Strategy DescriptionApplication for my

classroom

Page 1

Strategy Sheet


classroom

Page 22

Strategy Sheet


classroom

Page 3

Essential Question and Round Robin but Write!

Essential Question:What is needed to increase student engagement and metacognition in the classroom?

Me:

Partner 1:

Partner 2:

Partner 3:

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Pick 3 w/ X

Pick 3 Words that Resonate with You from the Reading

Tell Why

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Gist Statement or Sum It Up Sentence: (Give a summary sentence about the topic

Topic:_________________________________________________

Give and GetPick 3 and Tell Why

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Mine Peer Info

Initial

Peer Info

Initial

Peer Info

Initial

Pick 3 and the Gist!

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Topic:_________________________________________________

List 3 Key Phrases about the topic:

1.

2.

3.

Gist Statement or Sum It Up Sentence: (Give a summary sentence about the topic)

Cinquain

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History

Ancient, Contemporary

Discovering, Debating, Evaluating

History is like an Energizer Battery, it keeps going and going

Life

NameTwo AdjectivesThree Verbs Simile (like or as a)Synonym for the first line

Cinquain

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Student Engagement

NameTwo AdjectivesThree Verbs Simile (like or as a)Synonym for the first line

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

___________________________________

___________________________________

___________________

Acrostic Poem

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ENGAGING

CLASSROOM

High 5 and Gist

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Gist Statement

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mpv7JY2WqIpFoM&tbnid=lRKvUa7_2_9OQM:&ved=0CAUQjRw&url=http://commons.wikimedia.org/wiki/File:Hand.svg&ei=POCKUr7VJ6fO2gWHi4CQBw&bvm=bv.56643336,d.b2I&psig=AFQjCNE4UJM3xt_W7u1hg5B7yw5X9aE1Hw&ust=1384919454619663


High 5 and Gist

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Gist Statement

Partner’s Hand



High 5

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Which parts of the text helped us get this HIGH FIVE?

Who?

What?

When & Where?

How?

Why?

HIGH FIVE!



Think Like A Journalist!

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Headline

Opening Statement

Closing Statement

Four SquareThinking Cube

Draw a picture: List three key terms:

List three important facts: Sum It Up Sentence:

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Topic:____________________________________

Cubing

Describe it Compare it with something else

Associate it with something Analyze it

Discuss it applications Argue for it or against it

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Topic:____________________________________

Minute PaperPartner T-Chart

Final Thoughts:

My Insights My Partner’s Insights

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© 2012 The Leadership and Learning CenterAll rights reserved. Copy only with permission.www.LeadandLearn.com

One Word Summary:__________________________

Why:

Engagement

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What I Think My Evidence

Thinking About Text!

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Topic: __________________________________________

Write About It!

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Draw a picture or write symbols to summarize the topic

List Key Words about the topic o ______________________________________________________ o ______________________________________________________ o ______________________________________________________ o ______________________________________________________

o ______________________________________________________

o ______________________________________________________ o ______________________________________________________ o ______________________________________________________

o ______________________________________________________

o ______________________________________________________

Summarize your ideas by using the key words from above in a paragraph about the topic. Check off the key words as you use them in your paragraph. Then circle the key words in your paragraph.


My S.O.S.

Statement:______________________________________________________________________

_______________________________________________________________________________

Meaning:_______________________________________________________________________

_______________________________________________________________________________

Opinion: I agree or I disagree

Support with strong evidence:*

*

*

My Partner’s S.O.S.

Statement:______________________________________________________________________

_______________________________________________________________________________

Meaning:_______________________________________________________________________

_______________________________________________________________________________

Opinion: I agree or I disagree

Support with strong evidence:*

*

*

S.O.S.

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Opinion Journal

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Topic:_______________________________________________

Concept Idea:________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Opinion Stem: (choose one to respond to the concept idea above)

*In my opinion, ______________________ leads to _______________________.*I think ______________________ is important because ___________________.*I believe ______________________ is beneficial/dangerous because _________.*I agree that ____________________ is needed/not needed because _________.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Find Someone Who

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can draw a square can tell the name of this shape can draw an oval

can tell the name of this shape can tell how many sides a triangle has

can tell the name of this shape

can tell the name of this shape can tell the name of this shape can tell the name of this shape

Topic:_________________________________


A to Z Activity: Engaging Classroom

Highlight the top 3 that resonate with you and be ready to share why.

A to Z Taxonomy

A NB OC PD QE RF SG TH UI VJ WK XL YM Z

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High Yield Strategies Key Ideas

1.44 Assessment-capable Learners

0.80 Classroom Discussion Socratic Seminar

Philosophical Chair

0.71 Metacognitive

Strategies .3,2,1 Summary

Learning logs

Think Alouds

Thinking Maps

Entrance/exit slips

Think-Write-Share

Round Table Write

KNU – Know, Need to Know,

Understand

Four-Square Reflection

Comparison Essays

Organizers

*T – Chart

*Venn Diagram

*Double-Cell Diagram

0.59 - Cooperative Learning

vs. Individualistic:Round Robin Write

Partner Brainstorm in Writing

Talking Slips Share

Heads Together

Rally Table Sage and Scribe Partner Highlight Partner T-Chart

Power Strategies

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High Yield Strategies Key Ideas

Strategies for Writing Across the Content – Common Core

Journals – Double Entry Journals Word Walls and Labels Vocabulary or ConceptDevelopment *Frayer Model *LINCing Model

Note Taking *Cornell Notes or *Framed Notes

Listing *A-Z - Engagement *Exit Slips *The “Top 3” with X

SummarizingGist Statements One Sentence Summary FramesOne Word Summary

Strengthening Literacy

Strategies

Concept Map

Generate – Sort – Connect

- Elaborate

CEC – Connect – Extend-

Challenge

Chalk Talk

Partner T-Chart

Writing to Learn Strategies

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A fairly substantial body of research has emerged in the professional literature about the use of writing in the disciplines, not as the final, formal measure of a student’s understanding, but as the informal means to explore that understanding in the first place. These activities help answer the question, “how do I know what I know, until I write about it?” “Writing-to-learn” activities are used as a catalyst to stimulate the process of learning, rather than as a formal demonstration of that learning. While “writing-to-learn” activities undoubtedly can contribute to the improvement of one’s formal writing in a course, in no way are they intended to replace or supplant formal writing.

Write-to-Learn Activities

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Benefits and Reasons: "For a change [students] are owning rather than renting the language of the classroom. . . .For a change they are applying theory and thinking creatively." -Larry Levy

1. WTL promotes active learning. 2. Students use their own language to understand course concepts; they "own" rather than "rent" the language and ideas. 3. WTL stimulates participation and discussion (every student has a response to the question). 4. Teachers discover what students are thinking and learning, what's clear and what isn't. 5. WTL creates opportunity for teacher/student and student/student dialogue. 6. Students can "rehearse" ideas and strategies before tackling formal writing assignments; they can "practice" before the "big game." 7. WTL creates a way for students to reflect upon what they are learning, to think metacognitively and personally about their learning processes in the course. 8. WTL assists students in discovering what they know and what they don't know. 9. WTL gives everyone a stake in the class. 10. WTL can be adapted for whole group or small group activities. 11. WTL creates opportunities to write for audiences other than the teacher. 12. WTL allows for formative (assisting in the process) rather than only summative (evaluating a product) assessments

Writing to Learn Activities

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Students who are engaged in their work are energized by four goals—success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom?

Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others. It was also work at which they were good. As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others.

How, then, would we define engagement? Perhaps the best definition comes from the work of Phil Schlecty (1994), who says students who are engaged exhibit three characteristics:(1) they are attracted to their work(2) they persist in their work despite challenges and

obstacles(3) they take visible delight in accomplishing their

work.

Engagement

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One significant factor that can stymie students’ efforts and thwart their success is poor metacognition. According to Stephen Chew, professor and chair of psychology at Samford University, metacognition “‘is a person’s awareness of his or her own level of knowledge and thought processes. In education, it has to do with students’ awareness of their actual level of understanding of a topic’“ (quoted in a recent article in The Chronicle of Higher Education). For example, given only introductory engagement with a given topic, students can become overconfident in their level of understanding of it. They then can stop thinking about it or even studying for exams because they feel they have mastered it. Such students will be surprised when they perform poorly on exams or assignments, having thought their answers were correct or their work was at a high level.

In such cases, poor metacognition – lack of self-assessment skills for discerning how much they actually know – prevents students from doing the work necessary to succeed, such as devoting enough time for reading, studying or writing, or engaging in such activities with sufficient focus and purpose. Indeed, to be done adequately, let alone well, work such as writing requires more than “whipping up” a few paragraphs the night before a due date. Work such as reading requires more than haphazard scanning and highlighting right before class. To learn from such activities, beyond mere short-term memorization, requires a more rigorous process of active engagement. We even use terms such as “exploring” or “grappling” to describe this process. Indeed, the traditional notion of “studying” implies it, too. The key here is a thoughtful approach, in which one is more or less aware of what one is doing and how the process is unfolding.

Metacognition

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http://chronicle.com/article/MetacognitionStudent/130327/

http://www.facultyfocus.com/articles/teaching-professor-blog/developing-student-self-assessment-skills/

May 27, 2014 Nicole Law Ph.D. Horry County Schools

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