ED347A Fa13Johnson_08_20_13students

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Angela JohnsonAugust 2013

3240 Fort Road Telephone: 509-865-8590Toppenish, WA 98948 Facsimile: 509-865-8649

Website: www.heritage.edu

HERITAGE UNIVERSITY UNDERGRADUATE SYLLABUS

Course Title: ED 347A Differentiated Instruction: Diversity Issues In School Credits 2

Semester and Year: Fall 2013 Campus: CBCInstructors Name:Angela JohnsonTelephone: (480) 399-1405E-mail: [email protected] or [email protected] time and place: Tuesday, 7:30 9:15 p. m.; Room W 144

Required text:Sleeter, Christine. (2005) Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom. NewYork: Teachers College, Columbia University. ISBN 0807746225.

1. Conceptual Framework:

"Knowledge Brings Us Together"Building Community while

Constructing Knowledge to Serve a Pluralistic Society

The facultys conception of what is important to the preparation of educators, and the relationships between the keyelements, is depicted in the above figure. According to this conception, a safe, caring, and diverse community in whicheach is respected allows people to collaboratein the socially mediated process ofconstructing knowledge. This leadsto a sense of individual and collective empowermentallowing one the confidence, courage, and desire to reflecton onesaims and practices, as well as the context in which these occur. This process of critical reflection is essential if one is toimprove the quality and appropriateness of ones future actionsor the context in which those actions will occur.

BUILDING ACOMMUNITY OF

DIVERSE LEARNERS

Collaboration

Empowerment

FACILITATING ACONSTRUCTIVIST VIEW

OF TEACHING/LEARNING/LEADING

Servicetoward

Social Justice

REFLECTINGCRITICALLY

Action


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Angela Johnson August 20132

Educators serve the needs of a pluralistic society by working to meet the needs of all students; they serve the needs of ajustsociety by challenging the inequities of the status quo.

2. Course description and prerequisites:An overview of the diversity of children and families with whom teachers work. Addresses diversity in:

culture, language, socioeconomic status, race, and gender; issues of equity, law and professional ethics. Introducesand models strategies including: anti-bias education, cultural pluralism, multiple intelligences, inclusion, andintegration of linguistic differences.

Critical Questions for ED 3471) How can I build communities of learners in a very heterogeneous society?

2) Multiple perspectives: How can students learn to internalize the necessity for multiple perspectives to be included ininstructional materials and practices?

3) Power structures: How can students learn to recognize power structures and feel personally empowered to makechange?

4) Teacher as advocate: How can we empower teachers to advocate for studentsespecially those who are powerless?

How can teachers teach students to advocate for themselves?

3. Learner Outcomes/WACS, Performance Indicators, and Assessment Methods:

LEARNER

OUTCOMES/WACS

WAC 180-78a-165:Knowledge and Skills

HERITAGE OUTCOMES PERFORMANCEINDICATORS(EVIDENCE)

*ASSESSMENT

METHODS

Effective Teaching

1a. Listen and observe for betterunderstanding

Response Cards Product [ResponseCard Rubric]

2a. Facilitate development of acommunity of learners

Assignment 1Your Story

Assignment 5 DiversityArticle

Product orPresentation[appropriateAssignment 1Rubric]

2b. Be systematically inclusive Assignment 2Their Story Presentation[Group ProjectRubric]

2c. Determine what a studentunderstands and can do

Assessment component oflesson plan

Product[Instructional PlanRubric]

(m) Different studentapproaches to learning forcreating instructionalopportunities adapted tolearners from diverse culturalor linguistic backgrounds.

2e. Address multiple ways of learning Learning experiences fromAssignment 3, instructionalplan

Assignment 6 Portfolio

Product[Instructional PlanRubric]

2f. Use multicultural literatureresources

Assignment 2 Presentation[Group ProjectRubric]


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4. Course guidelines and expectations:A. Attendance and absence policies:

Attendance will be assessed by counting your Response Cards. Please be courteous and come on time.B. Assignments:

Assessment will be based on two assignments that require out-of-class preparation and on three in-class assignments. Allare described below. If there is anything I may do to make this assessment process a safe, comfortable, and stimulatinglearning experience for you, please call me at home or drop into my office. I would be delighted to assist.

Assignment 1 (12 points):Your Story; Choose one of the following options:Please limit your presentation to 10 minutes. You may select your own due datea sign-up sheet will be

provided.

Time Ball: Traditionally, Yakama women sometimes kept a record of their important lifes events by tying amemento to a string. Please prepare a string of some kind, with a remembrance of some of your key life events tiedto it. You will present your Time Ball in class.

Autobiography: 1) Create a family tree, 2) interview at least one family member about your family history and tellthe history of your family to the class.

Presentation on Your Culture:Answer the question,Who am I and how has my culture influenced me? Youmay want to consider questions like, How has the history of my people in this region affected my life? or Whatmakes my culture uniquely precious to me? You may want to consider how you formed your identity as a member ofyour group. How did your cultural identity come to be? For instance, if you are proud to be an American, specifically,

why are you proud? You may use images (e.g. pictures from the internet) to illustrate your points. Childrens Book:Tell the story of your life as a short childrens book.

Assignment 2:Community Diversity Exploration,Group Presentation (15 points)

Working in groups of four or five, decide on a group that is different from yourselves which you would like toresearch. You may select people who have significantly different abilities from you, people who have a different culture,or people who differ from you economically. How might you make your classroom welcoming to the group you havechosen? Find children books written by the group you have chosen. Are there historic events that might be important topresent from their perspective? Are there community resources that might help you in welcoming this group to yourclassroom? Is there art or an art style that offers images that might make your group feel included? Please also thinkabout how the group you have chosen may be currently excluded.

You will conduct a participant observation at an event that involves language-minority communities. The goal is for you to focus on

how language is used as a means of communication and solidarity in the community. After your observation, you will present your

experiences around the following points/questions:

1. What was the event, and how does it apply to language-minority students and/or communities?

2. What languages were used in the event, and who used the languages?

3. What forms of language were present?

4. Was language explicitly discussed/mentioned? How and in what context?

5. How were the languages situated in terms of priority or importance?

6. What was your role as a participant observer?

7. In what ways did you engage the community members? How did your status affect your participation?

8. How might you apply this experience to educating language-minority students in your classroom?


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Select a presentation date on which you group will present your ideas about the group you have selected and how toconnect with them. Each presentation should take no more than 20 minutes.

Assignment 3: (42 points) Transformative Multicultural Lesson Plan/Instructional Planwith Differentiation

***KEY ASSIGNMENT- to be uploaded to Chalk and Wire Online Portfolio***

Due Week 4: Draft of learning target and learning experiences based on Common Core Standards (5points)Due Week 6: Second draft of learning experiences: What other perspective would you like to explore

on the content that you have chosen? Include your plan for how to research that perspective.Due Week 7: Draft of assessment for your learning experience due (5 points):Due Week 9: Draft of plan due (5 points)Due Week 11: Final plan due:

Write a transformative multicultural lesson plan. One way to do that is to write from a specificcultural perspective and write with enough depth that students can understand that culture from an

insiders point of view. Another way is to write about a single event or concept from multipleperspectives. Both ways will be modeled in class. Include the following components in your plan:

Your nameGrade levelSubject

Lesson Title/FocusCommon Core Standard, EALR, GLE, Performance Expectation, and ELD standardLearning Target (aligned with above standard)

Assessment:Diagnostic

FormativeSummative(include the assessment instrument)

Learning ExperiencesDescribe what you will do and what your students will do. Include questions to promote critical thinking.

Instructional MaterialsInclude multicultural resources that relate to your lesson (e.g. ethnic specific literature, pertinent websites, curriculumresources, realia, or other evidence of research into a cultural perspective).

Meeting the Needs of Diverse LearnersIn this section, explain how your lesson is multiculturally transformative, how you will support first languagedevelopment, how you will support English acquisition, how you will respect gender equity, and how you willaccommodate special needs students.

Plan for Two-way Communication with FamiliesSource from which you borrowed the idea for the lesson

Assignment 4: Response Cards (1 point/card x 15 cards = total 15)

Assesses the Outcome: Listen and observe for better understandingAt the end of each class session, select one of the critical questions and reflect on how tonights session helped or

did not help you to improve your answer to that question. Ask questions, clarify issues, or contribute your insights. Theseresponses will be assessed according to the final rubric below.


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Assignment 5: Diversity Article Activity (3 points)

This assignment is due class #6 (10/01/13).Select an article that relates to the topic Diversity in School, read it, take notes on the main ideas and bring both notesand printed article to class (upload a copy to Chalk and Wire before coming to class so that everyone has access to it).The article will be discussed in a class activity. Include this article and your notes (with the feedback given) to yourportfolio.

Assignment 6: - Portfolio (13 points)

You will compile all of your assignments into a course portfolio to be turned in at the end of the semester. Your portfoliowill be returned to you before the last day of class. The final portfolio must contain the original assignments withfeedback on them. The portfolio needs to be arranged according to the following headings and have a decorated coverand side that highlight Diversity in School:

Table of Contents

Your Story (Assignment 1)

Their Story (Assignment 2)

Lesson plan with feedback (Assignment 3)

Response Cards (Assignment 4)

Articles about diversity in school (Assignment 5) Diversity in School chapter notes/representation of the chapters (Sleeter book)

Hands- on Activities/ Strategies

Learning Strategies notes- description of the strategies used and learned in class

Notes (class and home)

The portfolio needs to be compiled in a three-ring binder with dividers according to the headings listed above. Theportfolio is worth 13 total points.

5. Texts and study aids:

Required text:

Sleeter, Christine. (2005) Un-Standardizing Curriculum: Multicultural Teaching in the Standards-

Based Classroom. NewYork: Teachers College, Columbia University. ISBN 0807746225.

Additional text (not required):

Villasenor, Victor Burro. (2004) Genius: A Memoir. New York: Harper Collins Publications

Additional readings (provided by the instructor):

Auerbach, S. (2011). Learning from Latino Families. Educational Leadership, 68(8), 16.

Barbieri, M. (1998) Holding Memories, shaping dreams: Chinese children's writer's notebooks. Voices From the Middle,

National Council of Teachers of English. 6(1), 41-48

Fain, Jeanne G.; Horn, Robin (2006). Family Talk about Language Diversity and Culture. Language Arts, 83 (4), 310-320.

Hubbard, R.S. and Shorey, V. (2003). Worlds beneath the words: Writing workshop with second language learners.

Language Arts. National Council of Teachers of English. 81(1)
https://owa.psd1.org/owa/redir.aspx?C=4b3c35784aa54123b7a310fb8bb4015c&URL=http%3a%2f%2fwww.ecampus.com%2fsearch-results.asp%3fau%3dVillasenor%2bVictorhttps://owa.psd1.org/owa/redir.aspx?C=4b3c35784aa54123b7a310fb8bb4015c&URL=http%3a%2f%2fwww.ecampus.com%2fsearch-results.asp%3fau%3dVillasenor%2bVictor


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Joshi, A., Eberly, J., & Konzal, J. (2005) Dialogue across cultures: Teachers perceptions about communication with diverse

families. Multicultural Education, 13(2), 11-15.

6. Assessment and Grading Procedures:

A. Percentage/weighting of each type of assessment: The six assignments will be weighted equally. Rubrics follow.

B. Grading scale:A 94 100% B- 65 71% D+ 32 39%A- 87 93 C+ 57 64% D 15 31%B+ 80 86% C 49 56% D- 8 14%B 72 79% C- 40 47% F 0 7%

7-* Credit Hour Requirements:Federal regulations require that all courses follow the Heritage University definition of a credit hour as described in HUPolicy. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of studentachievement that is an institutionally established equivalency that reasonably approximates not less than:(1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each weekfor approximately fifteen weeks for one semester, or(2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as

established by the institution, including laboratory work, internships, practica, studio work, and other academic workleading to the award of credit.

8. Attendance:

* Attendance: Attendance and absence policies:1 point will be given for every night in attendance. Please be courteous and come on time.Regular attendance and participation in classes is expected and considered essential for successful academic work.Attendance will be documented every class period. If an unavoidable absence occurs, communication is essential.Contact me in advance to make arrangements, or as soon as possible for emergencies, and take responsibility for theclass work missed. Remember that Heritage University Student Affairs is ready to help solve problems that interfere withattending class. Call them at 509-865-0440, ext. 2001, or email them at [email protected]. However, if I do

not hear from you, the Heritage University Catalog attendance policy states "a faculty member may recommend anadministrative withdrawal [from a course] whenever a student misses two consecutive class sessions and does notcontact the instructor." Prior to any such action, I will submit a Faculty Advocacy request asking Student Affairs to contactyou. Your success in this class is my primary goal, and I look forward to seeing you at every class session.


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Assignment 1: Rubric forMy Story(12 points)

Criteria 0 1 2 3 4

Professionalism Assignmentnot presented

Assignmentincomplete: Autobiography must includepresentation and

written familytree. Time Ballmust includeartifacts andpresentation.

Assignment complete: Written familytree turned in and

Autobiographypresented to class.

OR Time Ballincluded artifacts andpresentation.

Assignment completeand captures the attentionof the audience.

Assignment complete,captures the attention ofthe audience and: Student presentsevidence of having

researched autobiography(e.g. online, talking withrelatives, or organizingexisting artifacts.) Artifacts are carefully

selected.

0 1 2 3 4

Sharing story helpsbuild a communityof diverse learners.

Assignmentnot presented A presentation is

made, but it isinarticulate.

Presenter shares hisor her story withaudience using eitherthe vehicle of thefamily tree or the timeball, but the telling issimply a chronicle of

life events withoutthought to theirmeaning.

Presenter shares hisor her story with audienceusing either the vehicle ofthe family tree or the timeball and Presenter hasreflected on thesignificance of the life

events presented.

Presenter shares hisor her story with audienceusing either the vehicle ofthe family tree or the timeball and

Presenter hasreflected on the

significance of the lifeevents presented in a waythat helps the audiencegain insight into how apersons life experiencescan influence who they areor how they think.

0 1 2 3 4

Presentation Presentationinaudible,incoherent,or inaccurate

Presentationcoherent, butstudent relies on3 x 5 cards orreads fromPowerPoint withhis/her back to

the audience orstands in front ofPowerPoint slidesfor a significantportion of thepresentation

Presentation coherentPresenter directspresentation toaudience and showsevidence of havingrehearse presentationby remembering key

points without relyingheavily on notes orPowerPoint

Presentation coherentPresenter makes eyecontact with audience.

Voice projected well; wordsenunciated clearly

Presentation coherent anddynamicPresenter makes eyecontact with audience,smiling occasionally

Voice projected well andinflected appropriately

Words enunciated clearlyand properly pronounced


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Assignment 2: Community Diversity Exploration Assignment GroupProject Rubric

(15 points)

Criteria Not yet Almost Yes, but Yes Wow!0 2 3 4 5

CommunityObservation:

Effectivelyanalyzes theenvironment

and interactionsthat occurredwith language

minoritystudents orcommunityduring the

event (church,school,

communityareas, etc)

Noobservationswere made.None of thequestionsrelated tothisassignmentwereanswered.

Sketchy descriptionof observationsrelated to thelanguage minoritystudents orcommunity event.

Describes eventthoroughly;describesinteractionsobserved andexperienced bygroup memberswith thecommunity. Lacksconnections andinsights.

Describes eventthoroughly;describesinteractionsobserved andexperienced withthe community;includes culturallyrelevantobservations andcomments;connections withthe languagesused during theevent.

Describes eventthoroughly;describesinteractionsobserved andexperienced with thecommunity; includesculturally relevantobservations andcomments;connections with thelanguages usedduring the event;explicitly describesand suggestsapplications of theexperience toeducating language-minority students inthe classroom.

0 2 3 4 5

Strategy forclassroom

No strategy Strategy weak Group presents astrategy forsupporting diversity.

Group presentsstrategy forsupporting diversity

in the classroomthat researchsuggests will beeffective.

Group presents astrategy for supportingdiversity accompanied

with an argument forwhy it should work.Ideas includesuggestions for ethnicspecific books,activities or lessonsand/ or classroommaterials.

0 2 3 4 5

Presentation Presentationinaudible,incoherent, orinaccurate

Presentation coherent,but student relies on 3x 5 cards or reads fromPowerPoint with his/herback to the audience or

stands in front ofPowerPoint slides for asignificant portion ofthe presentation

Presentation coherentPresenter directspresentation toaudience and showsevidence of having

rehearse presentationby remembering keypoints without relyingheavily on notes orPowerPoint

PresentationcoherentPresenter makeseye contact withaudience.

Voice projectedwell; wordsenunciated clearly

Presentation coherentand dynamicPresenter makes eyecontact with audience,smiling occasionally

Voice projected welland inflectedappropriatelyWords enunciatedclearly and properlypronounced


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Assignment 3: Rubric for Transformative Multicultural Lesson Plan

(42 points)Criteria Almost

(2 pts./cell)Yes, but(4 pts./cell)

Yes(5 pts./cell)

Wow(7 pts./cell)

Plans curricula which facilitateslearning:

Curricula consistent withWashington EALRs or GLEsDefine learning target.Design instruction that isdevelopmentally appropriate.(Include grade levelin lesson plan.)Describe procedure.

EALR or GLE not listedLearning outcome not

definedActivity described in theprocedure does notcorrelate with EALR orwith learning outcome.Lesson is inappropriatefor grade level.

Learning outcomeincluded, but poorly

defined or correlatespoorly with EALR orGLE.Procedure correlatespoorly with the learningoutcomeLesson is appropriatefor grade level.

Learning Outcomecorrelates with some,

but not all EALRs orGLEsProcedure

correlates well withEALR or GLE.

Lesson will facilitatelearning at the gradelevel.

Learning outcome clearly definedand correlates well with all EALRs o

GLEs.Lesson will motivate learning at thegrade level.Procedure correlates well with EALor GLE.Lesson is well paced; sequence isgoodConstructivist methods used (e.g.problem-based math; inquiry-basedscience; students construct theirown understanding)

Content accuracy Lesson turned in, butmajor concepts areflawed

Major concepts areaccurate, but there areminor misunderstandings incontent.

Lessons are conceptuallyaccurate.

Lessons are conceptually accurate andinsightful.

Assessment-Learning OutcomeMatch

Multiple methods

Alignment with learning targets andGLEs, ELDs and Common CoreStandards

Assessment included, butincomplete (not allcomponentsdiagnostic,

formative, and summativeincluded)Assessment not clearlyrelated to learner outcome

All components ofassessment included.Assessment aligned with

some, but not all of targetsand GLEs, ELDs andCommon Core Standards

All components ofassessment included.Assessments well-aligned

with GLEs, ELDs andCommon Core StandardsThe plan includesopportunities for studentsto receive feedback.

All components of assessment includedAssessments well-aligned with GLEs,ELDs and Common Core Standards.

The plan includes opportunities forstudents to receive feedback.Students are provided with a variety ofassessments that measure theirperformance relative to the learningtargets.Summative assessment instrumentincluded.

Organization and Grammar Disorganized; grammar poor;Source not listed

The reader can easily findeach of the requisite lessonparts, but there are multipleerrors.Source listed, but incomplete

Organization is clear andfollows the prescribedformat.A few spelling or grammarerrors.Source listed

Organization and grammarimpeccableSource citation complete

Instructional strategiesCandidate uses a variety ofinstructional strategiesPlan includes transformative

multiculturalknowledge/DifferentiatedInstruction

Only one modality addressedDiverse learners notincluded.Plan not tied to student

experience or to anothercultural experience

Strategies address 2 of:auditory, visual, orkinesthetic learningmodalities

Diverse learners included.Plan connected with studentor other cultural experience,but too general or shallow.

Strategies addressauditory, visual, andkinesthetic learningmodalities

Diverse learners areincluded.Plan clearly connectedwith students or othercultural experience.

Strategies address three learningmodalitiesDiverse learners included.Adaptations for exceptional learners

includedPlan clearly connected with studentsexperience.Plan includes diverse perspective that ispresented in a way that is intentionaland deep (e.g. presented from aninsiders point of view).

Critical thinking no questions included Questions included, butunclear

Questions clear, but onlyat knowledge level

Questions included that promote criticalthinking


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Assignment 4: Response Card Rubric (up to 1 point/card; 15 cards=15 points total)

Criteria 0 0.25 0.5 3 1

Listening andobserving forbetter

understanding

Responsesnot submitted

Responsesinarticulate

Responses arerelated to thepresentation.

Responses buildon ideas ofcolleagues.

Responses buildon ideas ofcolleagues, and

demonstrate insight.

Class Calendar:

Class Class Topics Reading Discussion-share notes with

strategy

Un-Standardizing Curriculum by C.Sleeter

Presentations/Dueassignments

Readings/ Bring toclass

Class #1

08/27

-Who are you?

-Syllabus andexpectations

-What is Culture?-CulturallyResponsiveInstruction

- Sign up for presentations:

Your Story assignment and

Community DiversityExploration assignment

-

Class #2

09/03

Common Core

Standards overview

Who Are Your

Students and WhatAre their Funds of

Knowledge?

- Personal Stories Bring Common Core

Standards and ELDStandards to class(paper copy orelectronically)

Class #3

09/10

Standards

Language objectivesvs. ContentObjectives

Bookmark style notes Bookmark style notes

Personal Stories

Introduction & chapter1- Standards,Multicultural Education,and Central CurriculumQuestions

(pages 1-27)


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Class # 4

09/17

Gender Issues inschool

ELD levels

Foldable style notes Foldable Style Notes

Personal Stories

Community DiversityExploration

Chapter 2- TeachersBeliefs aboutKnowledge (pages 28-40)

Due: Lesson Plan Draftof learning target andlearning experiences (5points)

Class #5

09/24

Curriculum

LinguisticallyResponsiveInstruction

Comic book style notes Comic book style notes

Personal Stories


Chapter 3- DesigningCurriculum around BigIdeas

Class #6

10/01

First and SecondLanguageAcquisition

Assessment Tools

Create a small collage withmain ideas from the chapter

Collage about the reading

Personal Stories


Diversity in School Articles(choose one to bring to classand share)

Lesson Plan: Second draft oflearning experiences

Chapter 4-DemocratizedAssessment

Class #7

10/08

MulticulturalCurriculum

CooperativeLearning methods

and ClassroomLayouts- part 1

LanguageAcquisitionStrategies

Create a chant (groups of 2 or3)

Concepts from chapter 5(main ideas only)

Chant

Personal Stories

Community Diversity

Exploration

Lesson Plan: Draft ofassessment for your learningexperience due (5 points)

Chapter 5-TransformativeIntellectual Knowledgeand Curriculum

Class #8

10/15

Ethnic SpecificLiterature

CooperativeLearning Methodsand ClassroomLayouts- part 2

Final Countdown assignment

Personal Stories


Chapter 6- Students asCurriculum

Class #9

10/22

Writers Workshop

with ELLS

Discussion through online tool Personal Stories


Turn in lesson plan (draft)

Chapter 7- Intellectual

Challenge of Curriculum


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Important Information: If you have a documented disability and anticipate needing accommodations in this course,please contact Student Services to complete an ADA Application Form and receive a notification letter outlining yourapproved accommodations. Student Services is located in the Student Services Building on the Heritage UniversityCampus, Toppenish, WA. If you have any questions or concerns, please call 509-865-853, 1-888-272-6190 or [email protected].

Class #10

10/29

Language, Literacy,and Biliteracy

Choice- You choose yourstrategy for chapter 8 notes

Personal Stories


Chapter 8- CurriculumResources

Class #11

11/05

Bilingual Books forchildren-

MulticulturalLiterature

Family andCommunityInvolvement

Four, two, one assignment

Turn in complete lesson plan

Personal Stories


Lesson presentations

Chapter 9-MulticulturalCurriculum, Democracy,

and VisionaryPragmatism

Due: Load your finalinstructional plan ontoChalk and Wire

Class #12

11/12

Special Educationand BilingualStudents- inclusionin Diverseclassrooms

- Personal Stories


Lesson presentations

Class #13

11/19

DifferentiatedInstruction: content,process and product

Gardners Multiple

Intelligences Theory

Learning Centers forliteracy, math,science and socialstudies

- Lesson presentations


-

Class #14

11/26 Incorporating Fundsof Knowledge in theClassroom

- -Lesson presentations/


-Binders (containing strategynotes, personal notes,chapter representations,articles, hands-on activities,response cards, etc.)

-

Class #15

12/03

After schoolprograms to supportschool community-clubs andcommunityengagement

- Lesson presentations


Evaluations/ Feedback

-


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Examples of Chapter Notes:

Strategy for Chapter Notes1-Bookmark:

Writing to Learn in Content Areas p. 413Activities in which students manipulate information lead to increasedrecall over a longer period of time and to deeper understandingrather than short written answers.

Hands-on activities!Suggested activities:

Comparing, contrasting, or evaluating key concepts in a

chapter;

Writing critical reports on famous people or events-

describe a key event

Interpreting the results of science experiment Writing an essay on a social studies or science topic.

Writing observations about a natural phenomenon

Summarizing and interpreting the results of a classroom

poll

Interviewing older family members

Make use of maps and organizers

Write letters, scripts, historical fiction, childrens book,

editorial, glossary of key terms, creating captions for

photos, and a puzzle with key terms. (Noyce & Christie,

1989)

Learning Logs p. 414They are informal, tentative, first draft, and brief, usually consisting

of no more than ten minutes of focused free writing. The teacherposes questions and situations or sets themes that invite students toobserve, speculate, list, chart, web, brainstorm, roleplay, askquestions, activate prior knowledge, collaborate, correspond,summarize, predict or shift to a new perspective: in short, toparticipate in their own learning. (Atwell, 1990, p. xviii)

Brief writing-to-learn activities p.415At the beginning of a class or as part of homework, students cancompose admit slips. At the end of class, students compose exit slips.Both activities take no more than 5 minutes. In the middle of alesson, you might use a quickwrite, an activity in which studentsrespond to a prompt on what they are learning.

Sheltered English for English Language Learnersp.416It is a way of fostering the learning of English through the

studies of content areas.

Sentence walls for ELLs and StrugglingLearnersp. 417

You can devote a portion of a sentence wall to vocabularywords, a portion to statements about the topic, and a portionto questions.

Reading to Remember p.418From the very beginning, students should be taught how topreview a book and how to use the table of contents. Makingpredictions, create questions, summarize, and then applywhat they read.

Memory devices p. 420 Conceptual understanding

Rehearsal- inefficient way to remember information

Mnemonic Method- artificial memory devices that

create more meaningful connections. Acronymsand

acrosticsare part of it.

SQ3R p. 421It is a theory-based study strategy in 5 steps: survey,question, read, recite and review.

Test taking strategies p.423-428Effective testing preparation includes 40% of reading ability,20% of content knowledge and 15% of motivation. The other15% are errors.Step 1: align instructional objectives with test objectives.Step 2: model how you would go about taking a test.Step 3: create a rubric for assessing a sample response to anopen-ended test question.Step 4: as a group, have the class cooperatively respond to asimilar test question. Using the rubric as a guide, assess thegroups response.Step 5: Provide guided practice as students

Metacognitive study strategies p. 429-431Six stages:

Asking questions, planning, monitoring, revising, and self-testing.


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2-Foldable(for more examples please go towww.angelajohnsonseducationcorner.blogspot.composted onThursday, May 2, 2013)

3- Comic book style notes

4- Create a small collage with main ideas from the chapter
http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/http://www.angelajohnsonseducationcorner.blogspot.com/


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5- Final Countdown Strategy

Purpose:To cause reflection, evaluation and integration of learning.

Quick PEAKAs educators, we know the importance that reflection plays in the learning process. Therefore, we need to create frequentand structured activities that provide learners with a framework for reflection.

Procedure

1. Ask students to individually reflect over the learnings they have had concerning a given topic.2. In their learning logs, or on a sheet of paper, have students respond to the following prompts:

a. What are at least three most important things you have learned today? Or, what are at least threeimportant things you have learned during this unit?

b. What are two questions you would still like answered?

c. What is at least one way that connects what you have learned with what you knew before.3. Ask students to write until time is called. Remember to manage by time not completion.4. Periodically, collect the students logs in order to read and respond to students reflections.

Most Common Uses

Curriculum Use

Building conceptual knowledge

Focused Instruction of Current Content

Student closure activity

Post InstructionDistributed Practice and Incremental Development

Drips: Deeper and/or broader interactions with the content
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6- Four, Two, One Strategy

ProcedureAsk the students to:

1. Individually generate four words that capture the most important aspects of the learning

experience.

2. Share, with learning partners or in small teams, their four words and compile a list of the wordsthey have in common. From this list, determine two words that they agree capture the most

important aspects.3. Determine the one word or big ideathat best represents the most important learning of the

experience.

4. Share the various lists generated by their group in order for the whole class to make as manylearning connections as possible.

Documents

ED347A Fa13Johnson_08_20_13students