LLED 400 & 401

[guardian]

[ted]

The world’s most viewed TED Talk. In GIFs!

[raindropcollector]

Ken Robinson this man’s the shit!

[katiegrahamcracker]

An aesthetic education occurs during:

seeing

hearing

imagining

selecting

exploring

connecting

creating meaning

writing

enjoying

[katiegrahamcracker]

Maxine Greene (1978) admonishes teachers to realize that in the face of mechanization & controls, they must be concerned with becoming more self-conscious about the multiple schemata needed to interpret phenomena.

McClure & Zitlow p. 29

[katiegrahamcracker]

Knipper & Duggan Notes

Rubric- Reveals the scoring rules & explains to the students the criteria by which their work will be judged. Gives teachers a better sense of qualitative differences in students' writing.

Strategies to help students prepare for reading assignments

Guided writing procedure- brainstorm as a class, organize ideas in groups, write individually on the topic. Students then read the text and revise their writing.

Learning Logs- well structured prompt encourages writing; students make predictions, active prior knowledge etc.

Quick Writes- teacher directed questions

Structured Note-Taking- Main ideas and keywords on one side of the paper, details on the other side, summary at the end.

Listen-Stop-&-Write- 3 minutes of teacher talking; 2 minute writing period

Reviewing & Summarizing Strategies

Microthemes- students draw together main ideas in their own words on a notecard (can be used to study later)

Framed Paragraphs- Skeletal paragraphs with strategically placed transitions or cue words that signal to students a particular way to think about & write about a concept

Text Boxes- boxes of a reading guide correspond with the paragraphs, diagrams, and photos on a particular page of text

Sentence Synthesis- students use 3-4 keywords from the lesson to construct a sentence that summarizes the main point of the lesson

Critical & Creative Writing-to-learn Strategies

Biopoems- requires students to think carefully about the content of the text and make inferences about what a historical figures actions and statements imply

Words maps- Three main questions to investigate new terms; What is it, what is it like, & what are some examples?

ABC List- choose significant words & phrases for each letter of the alphabet

[katiegrahamcracker]

Writing to learn differs from learning to write, because the writing produced is not a process piece that will undergo multiple changes resulting in a published document. Instead, the purpose for writing to learn is meant to be a catalyst for further learning and meaning making.

Knipper & Duggan pg. 462

[brookecharlie]

Standard Miscue Marks

(use for miscue analysis - analyze child’s reading from recording)

[rowanandphoenixfeather]

one of my roommates used to work with 5th graders in a creative writing class thing and they had to write a romance and most of the kids wrote stories about princesses and crap but this one little girl wrote about how a marshmallow fell in love with a mug of cocoa and he loved the cocoa so much that in order to be with her he melted and died like wow kid that’s some shakespearian shit right there

[kyrahnagy]

The child selects the text to read (too hard, too easy, just right).

Sometimes the adult reads a few lines, and then the child takes over reading. The reading is recorded. **Miscue analysis is NOT done while the child is reading.

The adult’s job is to watch and listen.

There are TWO retells at...

[katiegrahamcracker]

Big Ideas 10/17

"The writing workshop puts students on the spot and requires them to be active learners." (F & P, 37)

"Is this something I could try in my writing?" (Ray, 28)

"Children who have been asked to share some smart thing they've tried... bring their work with them to the meeting area instead of putting it away." (Ray, 31)

[brookecharlie]

[katiegrahamcracker]

LLED 400 Tumblr Post 4

The Crafton article really drove home a point I have been thinking about for awhile.  Through an emergent curriculum unit focused on the Iditarod, Linda Crafton is able to help her students ask endless questions, think critically, and explore multiple perspectives. These are AMAZING skills to give your students, and the kind of traits that a life-long learner and open minded individual possesses.

Standards in education do not encourage these things at all. How can you promote multiple perspectives when you teach to a test, and that test has a correct answer? How can you think critically or accept that not every question has a simple answer, when you’re meeting a standard that is straightforward and concrete and there is certain material that must be covered by a deadline? This is exactly why learning needs to come first, and standards need to come second. When we focus on standards, we zap the joy out of learning. 

[imprecise-deactivated20141011]

[katiegrahamcracker]

“Books are the perfect entertainment: no commercials, no batteries, hours of enjoyment for each dollar spent. What I wonder is why everybody doesn’t carry a book around for those inevitable dead spots in life.”

-Stephen King

The Power of Books.

[katiegrahamcracker]

LLED 401 Tumblr Post 3

Let me tell you why I love the workshop model. It can be summed up by one quote: 

“In a writers’ workshop, there are potentially as many teachers as there are members of the class. The teacher, however, is the head teacher, as well as the fellow writer and mentor” (Samway p. 95). 

I like that the playing field is leveled during a writing workshop. The teacher steps back and gives her students autonomy. The students are then free to make meaning in their own way. This really promotes divergent thinking in a way that giving students a standard writing prompt does not. I also love that the teacher is free to conference with students during the workshop and encourage them to share what they have learned to benefit the rest of the class.

All the workshops we have looked at in class seem to be so successful. I think this is largely due to the perception of the classroom teacher and the amazing guidance they offer their students.  My biggest fear is that I will lack the skill needed to help my students build a love for reading and writing through the workshop model.

[kyrahnagy]

"A mini-lesson is not for kids to understand the story you’re reading to them, a mini-lesson—a strategic mini-lesson especially—is meant for kids to walk away with a strategy they can use."

Kortney Sherbine (via kyrahnagy)

[cat5262]

READING BEHAVIORS YO

[katiegrahamcracker]

"Reading behaviors are the observable things that readers do- the deliberate actions we take that connect us to our lives as readers. Think of them as the habits we keep, like keeping a running list of books we want to read, recommending books to friends, participating in book groups, or even marking our places with a paper clip, bookmark, or sticky note." (Miller, pp. 37-39ish)

[katiegrahamcracker]

Do kids in my classroom have choices initiated by their own interests? Are there predictable structures to support their learning and ample time for them to pursue those interests? Do students have opportunities to interact?

Give & Egawa p. 4