Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 12: Engaging Students in Task Design, Cooperative Learning, & Self-Evaluation (pgs. 143-153)
1) Activity Box p. 147: Imagine you are a student in your class going through a specific unit you have taught. Describe an authentic task you would design.
2) Activity Box p. 150: Using the task you designed for the previous activity box, describe how cooperative grouping might be used to help you complete the task.
3) Activity Box p. 152: Which of the suggestions in this section most closely resembles what you have done in your class to enhance students' metacognitive skills? Describe how it is similar to the activities you have used.
I loved using rubrics with my primary aged students. In Kindergarten I was working so hard on the eye, hand coordination with coloring. I made a rubric with samples of their work so they could understand what star work looked like, happy face work looked like, straight face and sad face. Simple but a rubric that changed the way students looked at their work.
ReplyDeleteInterviewing students was something I enjoyed doing with my third graders. When working on a writing task I would "interview" students so that I knew where they were, where they were headed, why they were headed that way and we discussed how they would get there. It was a great way to help students make connections. I also used a peer coaching approach to their writing. If you have read this to three classmates, they have helped you checked the grammar and punctuation and they understand what you are saying then you are ready to make your final copy.
Question 4- Module 12
ReplyDeleteThe section on the use of academic notebooks for data collection and analysis caught my attention. I'm not sure how the AVID notebook will be used, but I could see how students could collect and analyze data relating to their proficiency on AIMS tests. Perhaps fluency scores from Reading Tier time could be collected by students and then analyzed. Using a journal or log in their agenda with a teacher posed question would be useful too. A couple of good generic questions were, "What was the purpose of today's lesson? What problems did you encounter?"
As a class we track our AIMS Data on a chart. Each student is given and number and they place it where they fell. I then do student interviews about what they can do to improve their leaning and make progress for the next benchmark. While we are working towards that goal we have periodic interviews to track how we are progressing to our goals. I like Valerie's idea of putting them in their AVID binders so they have concrete data instead of just an interview.
ReplyDeleteI LOVE LOVE LOVE peer-response groups and think AVID study buddies is going to fit perfectly into this section. Anytime we do any writing activity my class has to find at least 2 peers to look over their papers and converse on the changes they need to make. The peers then have to sign their paper and that is when I look/grade their work. We also do this in math where they have a set of problems that they complete independently and then compare answers and processes. This way they can check their understanding before moving onto homework or a grade assignment.
box 147:What if we had kids, write down, or share verbally an essestial question of sorts that they want to know about, before the lesson begins, or at least give them a question stem centered around details that we know they will be covering, to increase the chances that the information they want to know about is covered. I knew a 5th grade teacher who had her kids come up with a kid friendly ARG rubric for each of the 6 traits. It was amazing. I still have a copy of it somewhere. They took the time to go through and work on it together. It made so much sense to the kids because they understood what was expected.
ReplyDeleteBox 150:sometimes when there is a lot of material to be covered, it's less overwhelming, and it saves time, to have the kids work cooperatively. The jigsaw is great, and engaging, as long as there is something concrete to tie it to, when the cohorts return to the main group.
Box 152: I am a huge fan of sharing data and graphs with the kids. I love to share that personal growth with them. I think it can be very motivating for them. It allows them to compare their previous results to the current, but only for them, not against anyone else. That way they are working towards a personal best. I know that the journals/logs are also very important. The kids need a chance to solidify the information that they are working with. I like things like the 3-2-1, where they can pull out information that was new to them, interesting, and even a question that they have. It could be changed to a prediction-to being a link for the next lesson.