The Who What When Where and How strategy engages students by tapping into youth culture and Hip Hop. Basically, students write a four-beat song to demonstrate their thinking on a particular topic.
Chorus: (all students sing)
Who, What, When, Where and How
Who, What, When, Where and How
Verse: (individuals or groups of students sing--see sample below)
In World Literature I employed this strategy to make their setting brace map come to life. Student groups were assigned a setting in The Handmaid’s Tale. They dissected the setting description to come up with people (cast), props (objects) and infrastructure (scenery). Those were the main brace map parts, and students dissected those main parts into the sub-parts of concrete nouns that would appear in those areas of the brace map if they were directing a play of the book.
From the brace map students easily wrote the Who What When Where and How song. Here’s an example of a verse hanging on my student Hall of Fame from The Handmaid’s Tale for Offred’s bedroom.
WHO: Offred Alone
WHAT: She lives simply
WHEN: Most of the time
WHERE: A Tiny Room
HOW: Forced to Remain
Each line has four beats. I lined up a singing volunteer from each group in front of the room so that the students could sing the story. The entire class sang the chorus between each verse. The chorus is just Who, what, when, where and how repeated twice. The entire class also did a call and response, calling out who, and letting the appropriate singer answer.
This day was met with mixed reviews from "one of the best classes ever" to "I am not going to sing."
Showing posts with label language strategies. Show all posts
Showing posts with label language strategies. Show all posts
Tuesday, March 18, 2008
Thursday, February 28, 2008
Thinking Maps for Independent Reading Project
Jim Hatten developed the following independent unit for students to complete outside of class for a book of their choosing.
Each quarter, English 10 students select one book to read outside of class. Though somewhat structured, the purpose of the outside reading project is to help students develop into independent readers by allowing them to choose a topic or title that is of interest to them.
During the quarter, students are expected to demonstrate proficiency at comprehension, interpretation, and evaluation of reading.
In Quarter 3 of English 10, the category for the outside reading project is a book that has won a significant publishing award such as the ALA, Caldecott Medal, the Pulitzer Prize, the ALA Alex Awards, and many, many others.
A parent must approve the book chosen by the student and needs to sign the cover to this packet signifying their approval and understanding of the project. Students complete projects spread throughout the quarter and hand them in on time or ahead of time to receive full credit.
The following Thinking Map assignments are part of the independent study. The descriptions have been taken right from the student assignment packet.
Circle Map Clue Search
Examine the book before reading and complete a circle map for their "clue search" for this pre-reading, prediction activity. Put the book's title in the middle of the circle map and define the book with words and phrases that you have found through examining the following possible sources of hints:
Dedication
Title
Author
Cover illustration
Back cover/jacket
What others said
A quick glance at a few pages
In the frame of the circle map, write your predictions about the book.
Characterization Tree Map
Characterization is the process of conveying information about characters in a piece of fiction. Characters are usually presented through their actions, dialect, and thoughts, as well as by description. Characterization can regard a variety of aspects of a character, such as appearance, age, gender, educational level, vocation or occupation, financial status, marital status, social status, cultural background, hobbies, sexual orientation, religious beliefs, ambitions, motivations, personality, etc.
After reading one-fifth of your book, you should have a good idea of the development of the main character (or person of central focus in your non-fiction book). The author should be developing the main character – how he/she looks and acts. Complete a tree map using information from the first one-fifth of your book.
Four ways to learn about characters--Look carefully for quotations about the main character’s appearance and personality to collect on the tree map. Character development is done in four ways. The four branches of your tree map need to reflect the following four ways of character developement.
Narrator’s Description--The way the character is described by the narrator (what the author literally says about what a character is like);
Character’s words--what the character says to describe him/herself;
Character’s actions--what the character does (the actions and physical appearance of that character);
Other characters say--what other characters say or do to that character.
Cause/Effect Multi-Flow Map
Create a multi-flow map that analyzes the causes and effects of the central conflict in the book. The causes of the conflict are on the left, and the major effects of that conflict are on the right.
Double Bubble Comparison to Another Text
Using a double bubble map, compare and contrast your book, character or characters, events, issues, topics, motifs or theme to another book, movie, story, play or other work of literature.
--Jim Hatten, English 10
Each quarter, English 10 students select one book to read outside of class. Though somewhat structured, the purpose of the outside reading project is to help students develop into independent readers by allowing them to choose a topic or title that is of interest to them.
During the quarter, students are expected to demonstrate proficiency at comprehension, interpretation, and evaluation of reading.
In Quarter 3 of English 10, the category for the outside reading project is a book that has won a significant publishing award such as the ALA, Caldecott Medal, the Pulitzer Prize, the ALA Alex Awards, and many, many others.
A parent must approve the book chosen by the student and needs to sign the cover to this packet signifying their approval and understanding of the project. Students complete projects spread throughout the quarter and hand them in on time or ahead of time to receive full credit.
The following Thinking Map assignments are part of the independent study. The descriptions have been taken right from the student assignment packet.
Circle Map Clue Search
Examine the book before reading and complete a circle map for their "clue search" for this pre-reading, prediction activity. Put the book's title in the middle of the circle map and define the book with words and phrases that you have found through examining the following possible sources of hints:
Dedication
Title
Author
Cover illustration
Back cover/jacket
What others said
A quick glance at a few pages
In the frame of the circle map, write your predictions about the book.
Characterization Tree Map
Characterization is the process of conveying information about characters in a piece of fiction. Characters are usually presented through their actions, dialect, and thoughts, as well as by description. Characterization can regard a variety of aspects of a character, such as appearance, age, gender, educational level, vocation or occupation, financial status, marital status, social status, cultural background, hobbies, sexual orientation, religious beliefs, ambitions, motivations, personality, etc.
After reading one-fifth of your book, you should have a good idea of the development of the main character (or person of central focus in your non-fiction book). The author should be developing the main character – how he/she looks and acts. Complete a tree map using information from the first one-fifth of your book.
Four ways to learn about characters--Look carefully for quotations about the main character’s appearance and personality to collect on the tree map. Character development is done in four ways. The four branches of your tree map need to reflect the following four ways of character developement.
Narrator’s Description--The way the character is described by the narrator (what the author literally says about what a character is like);
Character’s words--what the character says to describe him/herself;
Character’s actions--what the character does (the actions and physical appearance of that character);
Other characters say--what other characters say or do to that character.
Cause/Effect Multi-Flow Map
Create a multi-flow map that analyzes the causes and effects of the central conflict in the book. The causes of the conflict are on the left, and the major effects of that conflict are on the right.
Double Bubble Comparison to Another Text
Using a double bubble map, compare and contrast your book, character or characters, events, issues, topics, motifs or theme to another book, movie, story, play or other work of literature.
--Jim Hatten, English 10
Tuesday, December 18, 2007
Writing and Thinking
Jane Buckner in David Hyerle's Student Successes with Thinking Maps states that "writing is actually thinking written down." Buckner makes this claim because she believes that many educators feel "writing is just talk written down" (page 78).
That statement equating thinking and writing started me on my quest to explore writing connections in the books that I had received from NUA. Although I had used or seen many of the strategies modeled, I had not scanned the books with a "writing and thinking" lens. I got some great ideas that I could pass on to teachers who had specific questions about teaching writing. Below is a summary of my findings:
Student Successes in Thinking Maps
Buckner's chapter in Student Successes in Thinking Maps called “Empowering Students from Thinking to Writing” specifically addresses how to help students write a non-plagiarized, authentic research paper. Buckner advocates the use of the tree map or flee map for note taking. English 10 teachers had great luck with the flee map last year during the research paper unit to help students organize their research findings before writing their paper.
In addition to tree or flee maps for note taking, Buckner states that teachers can help students with disorganized papers through a process of “reverse mapping.” Basically, students cut apart their paper and try to fit their sentences into a flee map. Reverse mapping also allows students to see any holes that they have in their paper.
Thinking Strategies for Student Achievement
Denise Nessel’s book, Thinking Strategies for Student Achievement, has a wealth of writing strategies. Here is the briefest of summaries of writing-relevant chapters:
Cubing (p. 39): Chapter 5 describes this strategy which allows students to think about a topic from multiple perspectives (describe, compare/contrast, associate, analyze, apply, and argue for/against). This strategy increases students' fluency on a topic and helps them learn the cognitive clues that are often used in essay questions.
Freewriting (p. 67): Chapter 9 discusses a long-time favorite strategy for English teachers that involves students writing for a sustained period of time without stopping. This technique is a great tool for generating ideas and overcoming writer's block.
I-Search Reporting (p. 81): Chapter 12 includes a number of follow-up questions that teachers can ask students to make research paper topics relevant to their lives by having students formulate questions that are related to their concerns and pursuits.
Imitation Writing (p. 87): Chapter 13 outlines this strategy which involves taking a known work or famous quotation and substituting words while maintaining the text's structure.
Journal and Learning Logs (p. 101): Chapter 15 includes a number of journal writing prompts not only for English teachers but also for math, social studies, and science logs.
Key Word Notes (p. 109): Chapter 16 details this strategy that many Edina teachers use for lectures, readings, films and classroom discussions. Key Word Notes is a quick and efficient information gathering strategy if students need to write an essay after a reading selection as part of an exam. To learn about more applications of this strategy, click on "Key Word Notes" under "NUA Topics Discussed on This Blog."
Thinking Maps: Tools for Learning
David Hyerle's Thinking Maps binder has many ideas for prewriting and essay organization. The "Teaching" section of the binder shows how each map can be used for prewriting an essay, and an essay prompt is included. Also, pages 3-17 and 3-24 have writing starter patterns.
If students learn cognitive clues in essay questions, they will be able to select the appropriate Thinking Map for organizing their ideas. For example, Thinking Maps are associated with the following expository text structures:
1) sequence is flow map
2) double bubble is compare and contrast
3) multi-flow is cause and effect
4) circle map or bubble map for describing
5) problem/solution involves multiple maps (circle map to define, double bubble to compare to possible solutions)
Writing as Learning
Andrew Rothstein, Evelyn Rothstein and Gerald Lauber's book Writing as Learning includes a number of strategies to assist with writing across the curriculum. The book discusses how the A to Z Taxonomy can be used both to engage students and to help them organize their ideas for writing. Chapter 7 "Profiles and Frames: Organize Your Writing" and Chapter 9 "Reasons, Causes, Results--The Basis of the Essay" appear to be the most relevant chapters to assist teachers with high school essay writing.
That statement equating thinking and writing started me on my quest to explore writing connections in the books that I had received from NUA. Although I had used or seen many of the strategies modeled, I had not scanned the books with a "writing and thinking" lens. I got some great ideas that I could pass on to teachers who had specific questions about teaching writing. Below is a summary of my findings:
Student Successes in Thinking Maps
Buckner's chapter in Student Successes in Thinking Maps called “Empowering Students from Thinking to Writing” specifically addresses how to help students write a non-plagiarized, authentic research paper. Buckner advocates the use of the tree map or flee map for note taking. English 10 teachers had great luck with the flee map last year during the research paper unit to help students organize their research findings before writing their paper.
In addition to tree or flee maps for note taking, Buckner states that teachers can help students with disorganized papers through a process of “reverse mapping.” Basically, students cut apart their paper and try to fit their sentences into a flee map. Reverse mapping also allows students to see any holes that they have in their paper.
Thinking Strategies for Student Achievement
Denise Nessel’s book, Thinking Strategies for Student Achievement, has a wealth of writing strategies. Here is the briefest of summaries of writing-relevant chapters:
Cubing (p. 39): Chapter 5 describes this strategy which allows students to think about a topic from multiple perspectives (describe, compare/contrast, associate, analyze, apply, and argue for/against). This strategy increases students' fluency on a topic and helps them learn the cognitive clues that are often used in essay questions.
Freewriting (p. 67): Chapter 9 discusses a long-time favorite strategy for English teachers that involves students writing for a sustained period of time without stopping. This technique is a great tool for generating ideas and overcoming writer's block.
I-Search Reporting (p. 81): Chapter 12 includes a number of follow-up questions that teachers can ask students to make research paper topics relevant to their lives by having students formulate questions that are related to their concerns and pursuits.
Imitation Writing (p. 87): Chapter 13 outlines this strategy which involves taking a known work or famous quotation and substituting words while maintaining the text's structure.
Journal and Learning Logs (p. 101): Chapter 15 includes a number of journal writing prompts not only for English teachers but also for math, social studies, and science logs.
Key Word Notes (p. 109): Chapter 16 details this strategy that many Edina teachers use for lectures, readings, films and classroom discussions. Key Word Notes is a quick and efficient information gathering strategy if students need to write an essay after a reading selection as part of an exam. To learn about more applications of this strategy, click on "Key Word Notes" under "NUA Topics Discussed on This Blog."
Paraphrasing (p. 141): Chapter 21 discusses how teachers should start students with paraphrasing of texts that students can’t copy—e.g. videos, the teacher reading aloud. Then students can progress to reading, putting down the text, and taking notes.
Saturation Reporting (p. 171): Chapter 27 discusses this eye witness written report based on intense observations of a certain location and/or event. These reports become detailed, sensory descriptions.
Writing Frames (p. 187): Chapter 30 of Nessel's book summarizes the strategy of using frames (text structures with blanks to be filled in) that is detailed in Writing as Learning by Andrew and Evelyn Rothstein.
Sample Descriptive Writing Lesson: On p. 171, Nessel outlines a writing lesson that incorporates a number of strategies previously mentioned in her book.
Thinking Maps: Tools for Learning
David Hyerle's Thinking Maps binder has many ideas for prewriting and essay organization. The "Teaching" section of the binder shows how each map can be used for prewriting an essay, and an essay prompt is included. Also, pages 3-17 and 3-24 have writing starter patterns.
If students learn cognitive clues in essay questions, they will be able to select the appropriate Thinking Map for organizing their ideas. For example, Thinking Maps are associated with the following expository text structures:
1) sequence is flow map
2) double bubble is compare and contrast
3) multi-flow is cause and effect
4) circle map or bubble map for describing
5) problem/solution involves multiple maps (circle map to define, double bubble to compare to possible solutions)
Writing as Learning
Andrew Rothstein, Evelyn Rothstein and Gerald Lauber's book Writing as Learning includes a number of strategies to assist with writing across the curriculum. The book discusses how the A to Z Taxonomy can be used both to engage students and to help them organize their ideas for writing. Chapter 7 "Profiles and Frames: Organize Your Writing" and Chapter 9 "Reasons, Causes, Results--The Basis of the Essay" appear to be the most relevant chapters to assist teachers with high school essay writing.
Thursday, November 15, 2007
Dancing Definitions
After the first NUA Large Group Sessions, a few teachers in cohorts 4 and 5 decided that they would try the Augusta Mann dancing definitions strategy that was modeled. Claris Springob noted that world language teachers often use similar strategies because they need to bring the vocabulary to life for students.
Here’s the summary of the dancing definitions strategy:
1. Teacher writes a rhythmical definition on a poster to display during the teaching. The poster also includes a tag sentence that uses the word in a way that connects to youth culture. The teacher should also consider adding a differentiation word to the definition for those students who already have a strong vocabulary.
2. Teacher recites the definition (repeating the key words of the definition) and tag sentence. The recitation also involves memorable movement(s).
3. Students recite the definition and tag sentence and do the movement two times with the poster visible.
4. The teacher then puts the poster down, and the students recite, from memory, the definition and tag sentence while doing the movement for the fourth time.
5. The poster should then be hung on the wall. Depending on wall space in your classroom, you may have to rotate words every few days.
Here's an example of a definition of a vocabulary word from The Crucible:
arbitrate: To arbitrate is to judge or decide, judge or decide, a dispute. The umpire will arbitrate the play at first. (motion: the baseball out signal with thumb coming out).
Teacher Responses to the Strategy:
Within a few days of the large group, KC West had incorporated the dancing definitions strategy into her English 10 class. The first time that KC taught a word, she told the students that they may find the strategy funny, but that it would help them learn the definitions of their vocabulary words. KC reported that the students really liked the strategy, and she heard students comment: "Wow, I can't believe that I actually remembered that definition." KC also felt that the activity helped build rapport with her students. She felt that they respected her more for taking a chance on a strategy that took her out of her comfort zone.
Scott Woelber tried a dancing definition with volume in geometry class, and here's his report on how the definition went:
"I actually wrote the definition of volume on poster paper along with an association. Volume is the amount enclosed. Volume is the amount occupied. The volume of the Metrodome is enormous. The volume of an iceberg is enormous. I said it three times like a chant (but within my comfort level!). The students repeated it back once while looking at it, and then again but with the poster covered. Hand movements were included. This activity went well, but it takes a little convincing that chanting a definition isn't just for little kids!
Some American Literature teachers are planning on trying dancing definitions with the vocabulary words from The Crucible.
To read more on the strategy, visit this website:
http://www.successfulteachers.com/strategies/dd/dd.html
Here’s the summary of the dancing definitions strategy:
1. Teacher writes a rhythmical definition on a poster to display during the teaching. The poster also includes a tag sentence that uses the word in a way that connects to youth culture. The teacher should also consider adding a differentiation word to the definition for those students who already have a strong vocabulary.
2. Teacher recites the definition (repeating the key words of the definition) and tag sentence. The recitation also involves memorable movement(s).
3. Students recite the definition and tag sentence and do the movement two times with the poster visible.
4. The teacher then puts the poster down, and the students recite, from memory, the definition and tag sentence while doing the movement for the fourth time.
5. The poster should then be hung on the wall. Depending on wall space in your classroom, you may have to rotate words every few days.
Here's an example of a definition of a vocabulary word from The Crucible:
arbitrate: To arbitrate is to judge or decide, judge or decide, a dispute. The umpire will arbitrate the play at first. (motion: the baseball out signal with thumb coming out).
Teacher Responses to the Strategy:
Within a few days of the large group, KC West had incorporated the dancing definitions strategy into her English 10 class. The first time that KC taught a word, she told the students that they may find the strategy funny, but that it would help them learn the definitions of their vocabulary words. KC reported that the students really liked the strategy, and she heard students comment: "Wow, I can't believe that I actually remembered that definition." KC also felt that the activity helped build rapport with her students. She felt that they respected her more for taking a chance on a strategy that took her out of her comfort zone.
Scott Woelber tried a dancing definition with volume in geometry class, and here's his report on how the definition went:
"I actually wrote the definition of volume on poster paper along with an association. Volume is the amount enclosed. Volume is the amount occupied. The volume of the Metrodome is enormous. The volume of an iceberg is enormous. I said it three times like a chant (but within my comfort level!). The students repeated it back once while looking at it, and then again but with the poster covered. Hand movements were included. This activity went well, but it takes a little convincing that chanting a definition isn't just for little kids!
Some American Literature teachers are planning on trying dancing definitions with the vocabulary words from The Crucible.
To read more on the strategy, visit this website:
http://www.successfulteachers.com/strategies/dd/dd.html
Sunday, November 11, 2007
List Group Label
KC's sophomores completed a list group label activity to analyze the props in Arthur Miller's All My Sons. KC had her students list all of the props that they could find in the play, then the students grouped them into categories on a tree map. Finally, they had to label the categories. The activity got the students thinking about the significance of Miller's props, and they realized that the detailed stage directions are included for a symbolic reason. One of the more interesting tree maps had the categories of positive, negative and unimportant props.
Click here for a full description of the strategy.
Click here for a full description of the strategy.
Sunday, October 28, 2007
Question Stages for Reading
In preparation for the GRAD reading test that all sophomores will take next April, I have begun working with the Chemistry Foundations teachers to add more reading to their sophomore class. If the science teachers use the same reading terms (e.g. literal, inference) when discussing articles read for class as appear on the GRAD reading test, students, hopefully, will have a better grasp of what the test questions are asking.
I developed a sheet for the science teachers that list the three stages of questions. I modeled the sheet after the one English 10 teachers are using for even more consistency across the curriculum when discussing reading. If both classes employ a similar framework with common GRAD test terminology, the students should start seeing connections. Enriched English 10 used a similar three-stage question framework for poetry analysis this week, and I'm confident that standard English 10 will be able to implement the question stages during a poetry unit just prior to the GRAD reading test.
Below are the stages for science that have many of the question stems that are on the Minnesota GRAD reading test.
Science Stage 1 Questions (Literal)
Summarize the article.
Paraphrase the article.
What are the main ideas and supporting details?
What do words mean in context?
What is the text structure?
What is the point of view—first person or third person?
Science Stage 2 Questions (Inference)
What is the purpose of this article?
What tone does the author establish in the article?
What are the connotations of words?
What figurative language, such as metaphor, simile or symbol, is used?
How does the structure enhance the meaning?
What are facts and what are opinions in the piece?
Is there any bias in the text?
Is the information in the article credible, or is it contradicted elsewhere in the text or does it contain logical fallacies?
Is there any satire in the piece?
Science Stage 3 Questions (Constructed Response)
What connections did you make between the article and science class?
What personal connections can you make with the piece?
What connections to the world today are you making?
Compare the ideas from the piece to other books, films and pop culture.
Below is the list of poetry questions by stage with questions that correspond to the wording of the Minnesota GRAD reading test questions.
Poetry Stage 1 Questions (Literal)
Paraphrase the poem.
What are the main ideas?
What do words mean in context? (Denotation)
Who is the narrator?
What is the text structure?
What are facts and what are opinions in the piece?
Poetry Stage 2 Questions (Inference)
What is the theme or life lesson of the poem?
What is the poet’s tone?
What are the connotations of words?
What figurative language, such as personification, metaphor, simile, imagery, and symbol, is used?
How does the rhyme scheme and structure enhance the meaning?
Poetry Stage 3 Questions
What personal connections can you make with the poem?
What connections to the world today are you making?
Compare the poem to other books, films and pop culture.
I developed a sheet for the science teachers that list the three stages of questions. I modeled the sheet after the one English 10 teachers are using for even more consistency across the curriculum when discussing reading. If both classes employ a similar framework with common GRAD test terminology, the students should start seeing connections. Enriched English 10 used a similar three-stage question framework for poetry analysis this week, and I'm confident that standard English 10 will be able to implement the question stages during a poetry unit just prior to the GRAD reading test.
Below are the stages for science that have many of the question stems that are on the Minnesota GRAD reading test.
Science Stage 1 Questions (Literal)
Summarize the article.
Paraphrase the article.
What are the main ideas and supporting details?
What do words mean in context?
What is the text structure?
What is the point of view—first person or third person?
Science Stage 2 Questions (Inference)
What is the purpose of this article?
What tone does the author establish in the article?
What are the connotations of words?
What figurative language, such as metaphor, simile or symbol, is used?
How does the structure enhance the meaning?
What are facts and what are opinions in the piece?
Is there any bias in the text?
Is the information in the article credible, or is it contradicted elsewhere in the text or does it contain logical fallacies?
Is there any satire in the piece?
Science Stage 3 Questions (Constructed Response)
What connections did you make between the article and science class?
What personal connections can you make with the piece?
What connections to the world today are you making?
Compare the ideas from the piece to other books, films and pop culture.
Below is the list of poetry questions by stage with questions that correspond to the wording of the Minnesota GRAD reading test questions.
Poetry Stage 1 Questions (Literal)
Paraphrase the poem.
What are the main ideas?
What do words mean in context? (Denotation)
Who is the narrator?
What is the text structure?
What are facts and what are opinions in the piece?
Poetry Stage 2 Questions (Inference)
What is the theme or life lesson of the poem?
What is the poet’s tone?
What are the connotations of words?
What figurative language, such as personification, metaphor, simile, imagery, and symbol, is used?
How does the rhyme scheme and structure enhance the meaning?
Poetry Stage 3 Questions
What personal connections can you make with the poem?
What connections to the world today are you making?
Compare the poem to other books, films and pop culture.
Friday, October 26, 2007
Final Word Timer
Jim Hatten used the final word protocol twice this past unit with his sophomore English class and felt it went well. His sophomores discussed an article on cheating and then an article on environmental threats. Jim's also planning on using final word with his senior journalism class.
Jim projects a timer on his screen so that students can keep track their talking time.
Click here for a free, classroom timer to use on your computer.
Teachers with Interwrite pads also have a classroom timer as part of their gallery teaching tools. Projecting a classroom timer has a variety of uses to assist with classroom management.
Jim projects a timer on his screen so that students can keep track their talking time.
Click here for a free, classroom timer to use on your computer.
Teachers with Interwrite pads also have a classroom timer as part of their gallery teaching tools. Projecting a classroom timer has a variety of uses to assist with classroom management.
Wednesday, October 24, 2007
Character Development with a Double Bubble Map
English teacher Kristin Benson submitted the following assessment that her eleventh graders in American Literature will complete as the final test on a choice book that they read outside of class.
Outside Reading Quarter 1 -Young Adult Literature
One of the trademarks of young adult literature is that the protagonist or main character is typically a teenager who comes of age. That is, he or she is faced with challenges that result in some sort of change, learning or growth. Here is your chance to show what you’ve learned about your main character.
Part I: Create a Double Bubble Map
Create a double bubble map comparing your character at the beginning of the novel to your character at the end of the novel. (See board for example). Fill the bubbles with phrases or words that describe his or her attitudes, ideas and beliefs. You should offer a minimum of 3 similarities and 3 differences. You may also exceed expectations and do more.
Part II – Explain the ideas in your double bubble map
In a well-organized paragraph, explain how your character grows, matures or comes of age in this novel. You should provide at least two specific examples from the text to support your ideas. If you brought your book to class you may use it to provide direct quotations with page numbers. Remember to include a topic sentence, context for your quotes, examples from the text, analysis that connects to your topic sentence and a concluding sentence that sums up your ideas. (You may write on this sheet or on lined notebook paper, if you prefer)
Outside Reading Quarter 1 -Young Adult Literature
One of the trademarks of young adult literature is that the protagonist or main character is typically a teenager who comes of age. That is, he or she is faced with challenges that result in some sort of change, learning or growth. Here is your chance to show what you’ve learned about your main character.
Part I: Create a Double Bubble Map
Create a double bubble map comparing your character at the beginning of the novel to your character at the end of the novel. (See board for example). Fill the bubbles with phrases or words that describe his or her attitudes, ideas and beliefs. You should offer a minimum of 3 similarities and 3 differences. You may also exceed expectations and do more.
Part II – Explain the ideas in your double bubble map
In a well-organized paragraph, explain how your character grows, matures or comes of age in this novel. You should provide at least two specific examples from the text to support your ideas. If you brought your book to class you may use it to provide direct quotations with page numbers. Remember to include a topic sentence, context for your quotes, examples from the text, analysis that connects to your topic sentence and a concluding sentence that sums up your ideas. (You may write on this sheet or on lined notebook paper, if you prefer)
Tuesday, October 16, 2007
Advanced Placement and Final Word Discussion
Lonni Skrentner, retired AP history teacher, submitted the following information about using the Final Word Discussion with her advanced placement students.
My favorite NUA strategy in Advanced Placement was “Final Word Discussion.” In that strategy, students read an article (something biased or analytical works best). While reading, they highlight sections (no more than two or three lines each) that they think are important, interesting, about which they have questions. I tell them to number the highlights they want to share – 1-2-3, so they have at least two back ups when someone in their group shares their highlight before it is their turn.
Using a deck of cards, “deal” your students into groups of no more than four. You decide which “suit” starts (you’ve culled your deck to include just enough cards for your class – so a class of 12 would only need aces, twos and threes – for an odd number choose a joker and let them pick a group to join). Tell groups their goal is decide on one highlight and a back-up to share with the whole class. Then the strategy works as follows:
My favorite NUA strategy in Advanced Placement was “Final Word Discussion.” In that strategy, students read an article (something biased or analytical works best). While reading, they highlight sections (no more than two or three lines each) that they think are important, interesting, about which they have questions. I tell them to number the highlights they want to share – 1-2-3, so they have at least two back ups when someone in their group shares their highlight before it is their turn.
Using a deck of cards, “deal” your students into groups of no more than four. You decide which “suit” starts (you’ve culled your deck to include just enough cards for your class – so a class of 12 would only need aces, twos and threes – for an odd number choose a joker and let them pick a group to join). Tell groups their goal is decide on one highlight and a back-up to share with the whole class. Then the strategy works as follows:
- First person shares a highlight with their rationale or question
- Each other person in the groups reacts to that person (I don’t get what you mean, I highlighted the same thing but because... etc.)
- The speaker gets the “final word,” a reaction to what their peers have said.
- Next person goes and so on.
- They decide which highlight they want to share in the large group – who will read, who will explain etc.
- Bring the class back together as soon as you realize most groups are finished sharing (with adults this strategy needs a timer because they will go on talking, but teens will probably be able to go twice around the group in 15 minutes or so!)
- Have each group share one highlight (make sure they say page number, column and approximate spot so students can follow along) – as teacher ask some clarifying, analytical or further descriptive questions.
Got questions? Want to brainstorm? Get a coach or colleague to sit down with you. Call Lonni Skrentner, retired EHS social studies teacher (952-946-1173, skrents@aol.com) and she’d be glad to come in on an off day during your prep.
Sunday, September 23, 2007
A to Z Taxonomy
An A to Z taxonomy in the first few days of a unit works well to activate students' prior knowledge and get them excited about the overall theme of the unit. Students love this creative and fun activity.
Strategy steps:
I’ve had equal success with this activity with the word “relationship” with Othello. At the end of the Othello unit, students revisited their A to Z Taxonomies to see if Shakespeare had addressed all of their relationship words. With a little creativity and successful use of synonyms, students found that they could find an example from Othello for each word in their A to Z Taxonomy. Students really learned that Shakespeare is timeless and universal.
I will have students revisit their Brave New World Science and Technology lists too. They will then evaluate just how much of a futurist Aldous Huxley really was.
Strategy steps:
- The teacher gives the unit's theme to the students. The theme needs to be broad enough and real-life enough that students can use their prior knowledge and cultural background to complete the task.
- This tasks works best in groups to really build excitement.
- The group's recorder starts lettering a large sheet of paper with A, B, C, D . . . . X, Y, Z.
- Group members create a list of words that they think are examples of the main theme or illuminate the theme in some way.
- Students do not need to progress sequentially through the alphabet. They just fill in the blanks as they think of words or phrases that start with a given letter.
- If students have difficulty completing the list, the teacher may allow one member per group to wander around the room for one minute and "spy" on other posters being created.
- The teacher may or may not allow the use of a dictionary and a thesaurus.
- Once all groups are completed, then the teacher may have people share their lists with the full class or have the class come up with an agreed-upon word or phrase for each letter.
I’ve had equal success with this activity with the word “relationship” with Othello. At the end of the Othello unit, students revisited their A to Z Taxonomies to see if Shakespeare had addressed all of their relationship words. With a little creativity and successful use of synonyms, students found that they could find an example from Othello for each word in their A to Z Taxonomy. Students really learned that Shakespeare is timeless and universal.
I will have students revisit their Brave New World Science and Technology lists too. They will then evaluate just how much of a futurist Aldous Huxley really was.
Thursday, September 20, 2007
Key Word Notes Update
After Chris, KC and Sarah reported great success with the Key Word Notes strategy, I wanted to try it. I was amazed both times that I have used the strategy this week. The students were able to synthesize the information being learned into high level summary statements.
The first time that students completed Key Word Notes was Monday during setting presentations. Each base group presented information on the details of a different setting in Brave New World. Those presentations also included information regarding Huxley's intent for including such a detailed setting in terms of character development, symbolism or theme.
While a group was presenting, all other members of the class had to listen attentively and come up with a one-word summary of the entire presentation. Not only was I amazed that the audience was practically on the edge of their seats to cue into a key word, but also the words that were chosen were usually at the symbolic or thematic level. Words like sterile, brainwashing, unnatural, inhumane and conformity were captured on the Key Word Notes page of their notebooks. After each presentation, I asked a few students to share their words and reasoning, and again students displayed a high level of thinking during this synthesis activity.
In fact, the summary sentence at the end of the Key Word Notes chart was often a thesis statement for an essay on Huxley's intent regarding setting details.
The second time that I used Key Word Notes this week was during a classroom discussion. The last time that we had a full day of classroom discussion on the novel, I noticed that many students were tuning out, and I was kicking myself for not providing some type of formal reflection activity. So today, which was slated to be another full day of classroom discussion, I had students create a Key Word Notes chart. After about seven minutes of an open forum discussion (where students pose questions for other students to answer), I would say, "Timeout! Summarize the past seven minutes into one word."
After each reflection minute, I had a few students share their word and reasoning. I was disappointed that the words chosen were not as high level as the ones earlier in the week during the setting presentations. There was no unifying theme for the seven minutes prior to reflection time because two or three unrelated questions were posed by the students. I feared then that I had misused the Key Word Notes strategy in this artificial task.
I feared that the words were so disconnected that the summary sentence would not make sense or be too difficult to write. Before I had students write the summary sentence, I told them that this sentence should capture their closing thought of the day; what they had gotten out of today's discussion. I was pleasantly surprised that the sentences shared were as high quality as the setting ones earlier in the week.
I've concluded that the Key Word Notes strategy gives students the framework to make personal meaning out of classroom discussions, even when a number of various topics and questions are raised.
The first time that students completed Key Word Notes was Monday during setting presentations. Each base group presented information on the details of a different setting in Brave New World. Those presentations also included information regarding Huxley's intent for including such a detailed setting in terms of character development, symbolism or theme.
While a group was presenting, all other members of the class had to listen attentively and come up with a one-word summary of the entire presentation. Not only was I amazed that the audience was practically on the edge of their seats to cue into a key word, but also the words that were chosen were usually at the symbolic or thematic level. Words like sterile, brainwashing, unnatural, inhumane and conformity were captured on the Key Word Notes page of their notebooks. After each presentation, I asked a few students to share their words and reasoning, and again students displayed a high level of thinking during this synthesis activity.
In fact, the summary sentence at the end of the Key Word Notes chart was often a thesis statement for an essay on Huxley's intent regarding setting details.
The second time that I used Key Word Notes this week was during a classroom discussion. The last time that we had a full day of classroom discussion on the novel, I noticed that many students were tuning out, and I was kicking myself for not providing some type of formal reflection activity. So today, which was slated to be another full day of classroom discussion, I had students create a Key Word Notes chart. After about seven minutes of an open forum discussion (where students pose questions for other students to answer), I would say, "Timeout! Summarize the past seven minutes into one word."
After each reflection minute, I had a few students share their word and reasoning. I was disappointed that the words chosen were not as high level as the ones earlier in the week during the setting presentations. There was no unifying theme for the seven minutes prior to reflection time because two or three unrelated questions were posed by the students. I feared then that I had misused the Key Word Notes strategy in this artificial task.
I feared that the words were so disconnected that the summary sentence would not make sense or be too difficult to write. Before I had students write the summary sentence, I told them that this sentence should capture their closing thought of the day; what they had gotten out of today's discussion. I was pleasantly surprised that the sentences shared were as high quality as the setting ones earlier in the week.
I've concluded that the Key Word Notes strategy gives students the framework to make personal meaning out of classroom discussions, even when a number of various topics and questions are raised.
Sunday, September 16, 2007
Writing in Math Class
Scott's math students are writing their robot stories on his blog, http://www.woelber.blogspot.com/. I love that students are writing for math classes as part of their homework. Now if only I could figure out how to teach math across the curriculm.
For more information on Scott's work as the EHS Numeracy coach, visit his blog at http://www.ehsnumeracy.blogspot.com/.
For more information on Scott's work as the EHS Numeracy coach, visit his blog at http://www.ehsnumeracy.blogspot.com/.
Levels of Questions
Students in World Literature create their own questions about the novels that they then pose to the class for open forum classroom discussions. To get students beyond simple content questions, I reviewed with them the three levels of questions that I learned both from an NUA session a few years ago and from Augsburg's Paideia Institute.
This is how I worded the types of questions for my students:
Stage 1 Questions: (Re-tell the story.) These are content questions where the answer is right there in black and white. These questions are similar to reading quiz questions. You may ask a stage 1 question when you feel clarification is needed regarding the facts surrounding the plot, settings or characters.
Stage 2 Questions: (Extend the story to themes.) These theme questions uncover the deeper meaning of a text. What is the author's central meaning or life lesson? Theme questions get at eliciting people's opinions that are supported with textual references.
Stage 3 Questions: (Connect the themes to personal experiences or world events.) These questions allow students to express their opinions about personal and world issues that they feel are relevant to their lives. Opinions and debate abound when these questions are posed to the class in an open forum. You will almost hear Socrates whispering, "good job," as you take World Literature: A Senior Seminar to this highest stage of discourse.
This is how I worded the types of questions for my students:
Stage 1 Questions: (Re-tell the story.) These are content questions where the answer is right there in black and white. These questions are similar to reading quiz questions. You may ask a stage 1 question when you feel clarification is needed regarding the facts surrounding the plot, settings or characters.
Stage 2 Questions: (Extend the story to themes.) These theme questions uncover the deeper meaning of a text. What is the author's central meaning or life lesson? Theme questions get at eliciting people's opinions that are supported with textual references.
Stage 3 Questions: (Connect the themes to personal experiences or world events.) These questions allow students to express their opinions about personal and world issues that they feel are relevant to their lives. Opinions and debate abound when these questions are posed to the class in an open forum. You will almost hear Socrates whispering, "good job," as you take World Literature: A Senior Seminar to this highest stage of discourse.
Soundtrack Assignment
As a final project for Catcher in the Rye, American Lit teachers will have students create a soundtrack of the songs that remind them of the books themes or characters. Each soundtrack song is accompanied by one paragraph that explains why the song was chosen. This assignment really allows students to showcase their teen culture.
Here's a full description of the assignment:
Here's a full description of the assignment:
The Catcher in the Rye Soundtrack
Most movies today come with a soundtrack of songs and music heard in the film. These songs sometimes are incidental (i.e., not important) to the film, but other times they add meaning to the plot or highlight the emotional aspects of particular characters.
For this assignment, you must create a soundtrack for The Catcher in the Rye that represents theme, illustrates growth of character, and reflects the plot meaningfully. The soundtrack that you create should be appropriately and respectfully representative of the novel.
Here are specific criteria:
1. You must have a minimum of eight songs. You may choose any kind of music. You may want to think about having a “theme” to your music; that is, have all music be from one genre. (WWHLT? What would Holden listen to?)
2. At least three of these songs must be for specific characters. That is, find a song that best represents each character you choose. In essence, this should be the character’s “theme song.”
3. At least three songs must be meant for specific scenes of the novel. Focus on specific, meaningful scenes. Ask yourself: if this scene were made into a movie, what music would be played in it?
4. At least one song must represent a theme found in the novel overall.
5. Not all the music you choose must have lyrics. Instrumental selections are also appropriate.
6. For each song you choose, you must write a paragraph explaining your choice. Comment on the connection between the music and the novel. The song must fit the character/scene/theme well. For each song, use at least one quotation from the book as support for your choice. Also, you will probably want to quote specific lyrics in your discussion. Make sure you offer insightful reasons to justify your selections and connections.
7. You must either provide lyrics for each song or make a tape/CD with the music on it. You may wish to just present the lyrics that would be heard in the movie, or you may provide the entire lyrics since the full song would appear on your soundtrack.
8. Create the cover jacket for the CD soundtrack jewel case (front and back). The cover should include the name of the CD and at least one visual reference to the novel; the visual(s) should also connect to the characters/scenes/themes that you emphasize on the soundtrack. Other text that you may wish to include on the front or back: a list of the songs/performing artists, credits, recording company information, dedications, lyrics. Push your creativity here.
Most movies today come with a soundtrack of songs and music heard in the film. These songs sometimes are incidental (i.e., not important) to the film, but other times they add meaning to the plot or highlight the emotional aspects of particular characters.
For this assignment, you must create a soundtrack for The Catcher in the Rye that represents theme, illustrates growth of character, and reflects the plot meaningfully. The soundtrack that you create should be appropriately and respectfully representative of the novel.
Here are specific criteria:
1. You must have a minimum of eight songs. You may choose any kind of music. You may want to think about having a “theme” to your music; that is, have all music be from one genre. (WWHLT? What would Holden listen to?)
2. At least three of these songs must be for specific characters. That is, find a song that best represents each character you choose. In essence, this should be the character’s “theme song.”
3. At least three songs must be meant for specific scenes of the novel. Focus on specific, meaningful scenes. Ask yourself: if this scene were made into a movie, what music would be played in it?
4. At least one song must represent a theme found in the novel overall.
5. Not all the music you choose must have lyrics. Instrumental selections are also appropriate.
6. For each song you choose, you must write a paragraph explaining your choice. Comment on the connection between the music and the novel. The song must fit the character/scene/theme well. For each song, use at least one quotation from the book as support for your choice. Also, you will probably want to quote specific lyrics in your discussion. Make sure you offer insightful reasons to justify your selections and connections.
7. You must either provide lyrics for each song or make a tape/CD with the music on it. You may wish to just present the lyrics that would be heard in the movie, or you may provide the entire lyrics since the full song would appear on your soundtrack.
8. Create the cover jacket for the CD soundtrack jewel case (front and back). The cover should include the name of the CD and at least one visual reference to the novel; the visual(s) should also connect to the characters/scenes/themes that you emphasize on the soundtrack. Other text that you may wish to include on the front or back: a list of the songs/performing artists, credits, recording company information, dedications, lyrics. Push your creativity here.
Wednesday, September 12, 2007
Key Word Notes
The Key Word Notes strategy allows students to restate information from readings and lectures in their own words to increase comprehension and retention.
Strategy Step by Step:
- Students make a chart of boxes (see above) in their notebooks.
- The teacher divides the reading into four sections.
- Students read the first section of text and then stop to reflect. During reflection, teachers may want students to discuss the reading with a partner or base group.
- After reflection and/or discussion, students write just a few words in the appropriate box. Alternatively, students could write the key words first and then discuss with a partner about why they wrote those specific words.
- Students repeat the process with the next three sections until the top four boxes all have key words noted in them.
- Then in the bottom box students write a summary sentence (two at the most) about what they learned in the reading. Students may or may not incorporate the key words from the top boxes in this sentence.
The Key Word Notes strategy also works with lectures. Students may be taking detailed notes on one page of their notebooks, but then on another page they have their Key Word Notes chart. This chart will provide for summary and reflection as the teacher pauses four times during the lecture to let students jot down and discuss their key words.
Key Word Notes also works well for students during a research paper or project unit. Students simply record a few key words from each source in a box. In fact, this strategy was devised from a high school teacher concerned with plagiarism during a research paper unit.
The number of boxes can also be varied if a reading or lecture fits logically into 6 sections, etc.
Chris Dalki, KC West and Sarah Burgess (nee Striffler) have all reported great success so far this year with Key Word Notes. Enriched Sociology students used the strategy with a nonfiction piece.
Enriched English 10 students used the strategy to share information from their summer reading journals with a partner. Students wrote down ideas after their partner sharing in a Key Word Notes chart set up with boxes labeled: main character, other characters, images and big ideas. After writing their summary sentences, students then discussed the themes that they saw in the book. KC and Sarah reported that this was an awesome lesson.
I will try this strategy in a few days during a discussion of Brave New World to give students a chance to reflect on the discussion occurring in the classroom and to capture those key ideas.
Sunday, September 2, 2007
NUA Insights and Applications from the CoP
On the last day of the high school NUA CoP, people shared the following summary statements from their key word notes page to provide a quick review of the weeks activities:
In addition, CoP members shared the following specific strategies that they plan on implementing in the classroom in the coming weeks:
- NUA strategies address culture, language and cognition and require students to think about their thinking.
- NUA and Thinking Maps address classroom management by bridging the culture and achievement gaps.
- NUA provides a variety of strategies to assist students in learning with particular attention to culture, language and cognition.
- NUA strategies provide a common language to foster equity in learning that sometimes doesn't occur.
- Thinking Maps connect all disciplines to all cultures.
- I have a better grasp of NUA foundations. The research with Gifted and Talented students has mixed results since 10% of students said their writing skills declined because of Thinking Maps, but students were self reporting.
In addition, CoP members shared the following specific strategies that they plan on implementing in the classroom in the coming weeks:
- Ann will use the multi-flow map with students to discuss the causes and effects of controlling their asthma and the double bubble map to compare and contrast rescue inhalers with preventative inhalers.
- Elizabeth will implement the notebook this year to cut down on photocopying and help students get organized.
- KC, and the other English 10 teachers, are using an anticipation guide for community building in the first few days of school. KC has teacher facts on one anticipation guide. Another one English 10 will use is "High School Anticipation Guide" with questions about academic honesty and high school concerns. Many of the questions will be answered in the syllabus.
- Jim is doing his anticipation guides on surveymonkey.com and linking to his blog.
- Betsy pointed out that blogger just added the poll option so that teachers could do a weekly poll on an issue.
- Jackie has a flow map of the semester units on her bulletin board to build interest. Heidi (not a CoP member but an NUA Cohort member who shared this idea) is building a flow map across her wall as a unit progresses. Scott will consider doing this in his math class on his back white board. He could have each day's outcome summarized with a Thinking Map which flows into the next day's map summary or items learned list.
- Jackie is also adapting many of Baruti Kafele's classroom management ideas. She has a vision statement on the bulletin board, a wall of fame in back, teleflip text messaging for positive comments, student goal setting on a multi-flow map, highlighting students through their Ipods, and putting an essential question of the day and agenda on the white board each day so that students know what they are supposed to get from each day.
Wednesday, August 29, 2007
Technology and NUA: A Perfect Fit
After Scott McLeod's staff presentation, the NUA CoP discussed the connections between Scott's philosophy of technology integration and the culture, language and cognition philosophy of NUA. The CoP decided that the two philosophies mesh well, and teachers working on closing the cultural and achievement gap would be served well by incorporating blogs into their courses.
Here's why . . .
KC West, who just finished her Master's Thesis on blogs in the classroom, stated that the current literature on the topic does not claim that the relationships transfer to face-to-face friendships. KC's article on the new literacies is being published next month, so stay tuned for more information on this topic.
Here's why . . .
- Students are engaged because they are happy to meet teachers in a communication forum very familiar to students, thereby closing the cultural gap between students and teachers.
- Students learn the ethics of the Internet and are able to police themselves.
- Students of all cultures have a voice on the blog, so students are more equal.
- Shy students have a place to express their opinions.
- Students can express opinions that they were afraid to bring up in class.
- Teachers are equipping students with a new literacy (language) for the 22nd Century.
KC West, who just finished her Master's Thesis on blogs in the classroom, stated that the current literature on the topic does not claim that the relationships transfer to face-to-face friendships. KC's article on the new literacies is being published next month, so stay tuned for more information on this topic.
Anticipation Guide
The tree map above was created during the CoP's debrief after the didgeridoo anticipation guide and subsequent reading. Many people are planning to use an anticipation guide early in the year to spark student curiosity for reading from novels to math textbooks.To watch the apnea-free Jeremy flex his neck muscles, click here.
Monday, August 27, 2007
Final Word Strategy Notes
During the debrief the Final Word on Baruti Kafele's "Managing Your Classroom," CoP members came up with the following ideas:
The Final Word strategy allows all students to speak, creating an equality of cultures. The strategy allows all ideas to be affirmed, and the sense of order is a classroom management tool itself.
Discussing Kafele's ideas sparked a lively discussion from "we resist rigid classroom management" to "we still struggle with managing a classroom." KC shared her three classroom rules: Work, Respect, Belong. The group liked the idea of keeping rules vague since teachers can't predict all of the infractions.
Jackie's Note: Although many folks were turned off by some of the specific ideas that Kafele proposes, the animated discussion and comments such as "I've always been afraid to talk about classroom management issues" and "The faculty needs to have a larger discussion of rules for consistency across classes" made the 25 minutes valuable for me. Thanks for your great discussion.
The Final Word strategy allows all students to speak, creating an equality of cultures. The strategy allows all ideas to be affirmed, and the sense of order is a classroom management tool itself.
Discussing Kafele's ideas sparked a lively discussion from "we resist rigid classroom management" to "we still struggle with managing a classroom." KC shared her three classroom rules: Work, Respect, Belong. The group liked the idea of keeping rules vague since teachers can't predict all of the infractions.
Jackie's Note: Although many folks were turned off by some of the specific ideas that Kafele proposes, the animated discussion and comments such as "I've always been afraid to talk about classroom management issues" and "The faculty needs to have a larger discussion of rules for consistency across classes" made the 25 minutes valuable for me. Thanks for your great discussion.
Closing the Gap by Connecting Culture, Language and Cognition
Below is a brief summary of "Closing the Gap by Connecting Culture, Language, and Cognition" from Student Successes with Thinking Maps. Click on "post a comment" at the end of this entry to comment on the full article.
Yvette Jackson, the Executive Director of the National Urban Alliance, hopes to change teacher perceptions about underachieving students. NUA also hopes to bridge the cultural gap between students and teachers. Jackson and NUA believe that a shift needs to occur from what has to be taught (content) to how learning happens (process).
NUA believes in the following equation:
Learning = (Understanding + Motivation) (Competence and Confidence)
NUA believes that Thinking Maps are "essential tools in bridging the cultural gap between teachers and students" because they address the inter-related nature of culture, language and cognition.
NUA does acknowledge that Thinking Maps are one tool to give teachers a language to address the needs of underachieving students because they help eliminate textual blockers, both semantic and structural blockers. This mediation happens because Thinking Maps provide a clear language to discuss metacognition, and the maps become external memory patterns for students.
Thinking Maps are a common language that can be transferred across disciplines and grade levels.
Yvette Jackson, the Executive Director of the National Urban Alliance, hopes to change teacher perceptions about underachieving students. NUA also hopes to bridge the cultural gap between students and teachers. Jackson and NUA believe that a shift needs to occur from what has to be taught (content) to how learning happens (process).
NUA believes in the following equation:
Learning = (Understanding + Motivation) (Competence and Confidence)
NUA believes that Thinking Maps are "essential tools in bridging the cultural gap between teachers and students" because they address the inter-related nature of culture, language and cognition.
NUA does acknowledge that Thinking Maps are one tool to give teachers a language to address the needs of underachieving students because they help eliminate textual blockers, both semantic and structural blockers. This mediation happens because Thinking Maps provide a clear language to discuss metacognition, and the maps become external memory patterns for students.
Thinking Maps are a common language that can be transferred across disciplines and grade levels.
Subscribe to:
Posts (Atom)
