This first week of April was the launch of PD and Popcorn, a way to bring instructional strategies across age groups and disciplines into your classroom. Tuesdays at the ES Break (10:39 to 10:54) and again on Fridays during the MS/HS Break (11:30-11:45), come and participate in these informal PD sessions at your convenience.
Topics to include: Math Manipulatives/Games, Oral Language, Cooperative Structures, Reading Strategies, Concept Attainment, Technology for Instruction, and Writing Strategies.
Last Updated on Wednesday, 02 April 2008 12:35
PD & Popcorn Week 6: Del.icio.us
Written by Kili Lay
In this PD & Popcorn, we explored the use of a social bookmarking tool, called del.icio.us (pronounced like the adjective delicious!). The session opened with this you tube video:
In this strategy, students ask questions to support and elaborate on the main ideas from their first draft of a piece of writing. A structure for asking questions is provided.
Purpose
Provide additional specific and supportive detail in the writing.
Payoff
Students will add depth and breadth to writing by including appropriate details.
Tips and Resources
Make sure the paragraph composed for this activity is "bare-bones," leaving out most details and many unanswered questions.
As a next step in the writing process, consider following this activity with Peer Editing.
Further Support
Encourage students to use anecdotes and examples, as well as facts.
What teachers do
What students do
Before
Compose a brief paragraph that explains or describes something you know well, but about which the students are likely to know little. This paragraph can be related to the specific subject content, or a personal anecdote.
Bring a first draft for a writing assignment to class.
During
Begin by reading the paragraph to the class. (Provide them with a visual cop, either on paper or projected.)
Distribute or display the Stretching Ideas handout.
Ask students to reread the paragraph and identify all the places where more information is needed.
Respond to student questions by adding more details, examples or anecdotes.
Guide students in discussion to see how additional supporting detail improves the quality of the writing.
Direct students (individually or in pairs) to use the Stretching Ideas handout to guide revision of their own first drafts.
Read the paragraph and the Stretching Ideas handout and identify places where more information is needed.
Volunteer questions from the handout for the teacher to answer.
Begin revision of own work, using questions from the handout.
After
(Optional) Assign revision of the first draft as homework for a subsequent class.
(Optional) Have students work with the handout and the revised draft to identify further areas for revision.
May complete revision of first draft as homework.
May use the handout and the revised draft (individually or in pairs) to identify further areas for revision.
Students and teachers work together to create a list of rules for discussion etiquette for small and large group discussions
Procedures
Step 1 Teacher prepares chart paper / whiteboard with the heading "In our class discussions we will..."
Step 2 Engage in a brainstorming session with the entire class about appropriate behaviors for class discussions that should be followed by all students.
Step 3 On the whiteboard or chart paper, record those expectations that are agreed upon by the class.
Step 4 Post the discussion etiquette list in the classroom and take opportunities to refer and / or add to it throughout the year.
Prior Knowledge
None
Classroom Management Considerations
Provide numerous opportunities for a range of classroom and small group discussions on a variety of topics
Teacher models the rules for class discussion behavior and the use of inclusive and respectful language at all times during daily instructional practice
Materials
Chart paper or whiteboard and markers
Key Benefits
Effective Uses
Extensions / Modifications
lays the groundwork for respectful and purposeful whole-class and small-group discussions
creates an environment in which students feel their contributions valued
clearly lays out expectations for appropriate behavior
promotes shared ownership of the classroom environment
use to create classroom discussion etiquette early in the year / semester
brainstorm and record specific examples of appropriate and inappropriate language in class discussions on an additional chart
This first week of April was the launch of PD and Popcorn, a way to bring instructional strategies across age groups and disciplines into your classroom. Tuesdays at the ES Break (10:39 to 10:54) and again on Fridays during the MS/HS Break (11:30-11:45), come and participate in these informal PD sessions at your convenience.
Recording Sheet from PD & Popcorn Session #4 (notes)
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