Monday began with a reflective writing exercise. It was broken into three segments- our expectations on Wednesday for what we wanted out of ALP, our reflections from Thursday or Friday about what we had learned, and our thoughts now on where we will go now.
We next discussed in our peer reflection groups on how we can introduce content literacy within our individual schools while considering the needs of every class. Key was to remember to not approach any content with a snobbish idea that literacy is supreme and other contents must adapt to meet it, but rather literacy will morph to meet the content standard.
Research Talk: presentations from TJ Middle and Stuart Middle from the 2013-2014 Share/Fair. Actual representation from previous ALP participants on how they applied their knowledge.
Stuart Middle’s research was presented by Angela who shared their three years of in-sightings into ALP implementation in a PLA school. Stuart chose to institute a timeline of strategies at both the school and content levels. They had wonderful staff buy-in and focused on “accountable talk” and a shift in classroom culture.
Thomas Jefferson Middle’s research was presented by Katie and Ben. They shared the creation and implementation of several reading strategies into an enrichment resource notebook that was used in enrichment class. The class was divided by math/reading scores resulting in similar level students being grouped together. The enrichment book was per grade level with the strategies staying the same.
Blog Share: Day 3 by TJMS
Strategies for content:
Focused on the shift from context only structure for reading to allow for better student access. Push for student published articles changing the audience from teacher only to peers or younger increases student buy-in and produces rich writing. Examined a student published article in Sci-Journer, titled “Text Your Neck Off”. Answered questions on sheet evaluating structure, credibility, examining sources.
Inforgraphics were presented as a good way to visually present information to students or as a great way for students to synthesis vast amounts of information. The slogan for understanding what infographics is “data, sorted, arranged, presented visually”. Can be student published for greater buy-in. The use of infographics was mainly presented with the science classroom in mind but in social studies classrooms we are always promoting and fostering visual literacy, in evaluating primary source like photographs, paintings or political cartoons to drawing information from charts or graphs. A well-rounded historian understands that images provided a rich layer of understanding and context to the world. Infographs fit in perfectly with the curriculum to draw attention to key ideas, summarize large amounts of information and to springboard into new topics.
Independent Reading: Non-fiction Matters Chapter 3 & 4.
Students develop own questions drawing from their wonder to create rich research questions that take learning into their own hands. Students with background knowledge on a subject formulate better questions to take further. Important factors are student buy-in and creating a culture in the classroom of fearlessness for questioning. Cultivate “problem finders” in our students so they become lifelong seekers.
Product Talk:
3 pieces we need to complete.
1. Class Model
2. Inquiry (Share proposal)
3. Plan of Action
1 fall follow-up session
1 spring follow-up session prior to Share Fair
Peer Groups Responses to writing time ideas/lines of inquiry. Name our learning wrap up.
Day 4 Blog Space--Westport Middle
Monday began with a reflective writing exercise. It was broken into three segments- our expectations on Wednesday for what we wanted out of ALP, our reflections from Thursday or Friday about what we had learned, and our thoughts now on where we will go now.
We next discussed in our peer reflection groups on how we can introduce content literacy within our individual schools while considering the needs of every class. Key was to remember to not approach any content with a snobbish idea that literacy is supreme and other contents must adapt to meet it, but rather literacy will morph to meet the content standard.
Research Talk: presentations from TJ Middle and Stuart Middle from the 2013-2014 Share/Fair. Actual representation from previous ALP participants on how they applied their knowledge.
Stuart Middle’s research was presented by Angela who shared their three years of in-sightings into ALP implementation in a PLA school. Stuart chose to institute a timeline of strategies at both the school and content levels. They had wonderful staff buy-in and focused on “accountable talk” and a shift in classroom culture.
Thomas Jefferson Middle’s research was presented by Katie and Ben. They shared the creation and implementation of several reading strategies into an enrichment resource notebook that was used in enrichment class. The class was divided by math/reading scores resulting in similar level students being grouped together. The enrichment book was per grade level with the strategies staying the same.
Blog Share: Day 3 by TJMS
Strategies for content:
Focused on the shift from context only structure for reading to allow for better student access. Push for student published articles changing the audience from teacher only to peers or younger increases student buy-in and produces rich writing. Examined a student published article in Sci-Journer, titled “Text Your Neck Off”. Answered questions on sheet evaluating structure, credibility, examining sources.
Inforgraphics were presented as a good way to visually present information to students or as a great way for students to synthesis vast amounts of information. The slogan for understanding what infographics is “data, sorted, arranged, presented visually”. Can be student published for greater buy-in. The use of infographics was mainly presented with the science classroom in mind but in social studies classrooms we are always promoting and fostering visual literacy, in evaluating primary source like photographs, paintings or political cartoons to drawing information from charts or graphs. A well-rounded historian understands that images provided a rich layer of understanding and context to the world. Infographs fit in perfectly with the curriculum to draw attention to key ideas, summarize large amounts of information and to springboard into new topics.
Independent Reading: Non-fiction Matters Chapter 3 & 4.
Students develop own questions drawing from their wonder to create rich research questions that take learning into their own hands. Students with background knowledge on a subject formulate better questions to take further. Important factors are student buy-in and creating a culture in the classroom of fearlessness for questioning. Cultivate “problem finders” in our students so they become lifelong seekers.
Product Talk:
3 pieces we need to complete.
1. Class Model
2. Inquiry (Share proposal)
3. Plan of Action
1 fall follow-up session
1 spring follow-up session prior to Share Fair
Peer Groups Responses to writing time ideas/lines of inquiry. Name our learning wrap up.