{"content":{"sharePage":{"page":0,"digests":[{"id":"35757558","dateCreated":"1299910286","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35757558"},"dateDigested":1531977349,"startDate":null,"sharedType":"discussion","title":"Strategy 3 - Cooperative Drawing","description":"Strategy 3 \u2013 Cooperative Drawing - JoAnn Kossow
\n
\nI very seldom do cooperative learning with my art students, so I wanted to give this a try. The students were paired up and given one sheet of white paper. I gave only a few directions.
\n
\nYou will be creating a piece of art during this class period and will be following these guidelines.
\n
\n1. No communicating through talk or writing while doing this artwork. ( not easy, if extended beyond 15 or 20 minutes )
\n2. Groups of two will share the one sheet of paper and each will select one crayon color, different from each other to draw with.
\n3. When you feel you are finished, turn your artwork over.
\n
\nIt was interesting to see how the various partners handled their situation. After the drawing session was over. I handed out a list of questions and students gave written responds.
\n
\n1. What did you draw in the beginning?
\n2. What did your partner draw in the beginning?
\n3. Were you influenced by what your partner was drawing?
\n4. Did you share the paper space? Did you share crayon colors?
\n5. What do you like about your finished artwork?
\n6. What do you dislike about your finished artwork?
\n7. Was there a point where you felt you were working together?
\n How did this look? How did you do this?
\n8. Rate your teams\u2019 ability to cooperate:
\n Excellent, good, fair, poor
\n
\nIt was interesting to compare the students' answers to their finished artwork. Interesting too, was comparing the entire classes artworks. How did working cooperatively affect the outcome of the artwork?
\n
\nI believe I will offer this strategy in the future as cooperation is key to a successful team project. It would be great to use prior to doing a cooperative learning art project such as a mural assignment. But, I believe I will do this in groups of 4 students and pre-select my groups so as to include a strong and weak art student, as well as a student who may take a leadership role. I believe it will help my students to see that everyone is able to contribute and that working together makes for a more successful final outcome with a team project.
\n
\nI really enjoyed offering this strategy to my 4th grade Art class.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"35738596","dateCreated":"1299872745","smartDate":"Mar 11, 2011","userCreated":{"username":"mohrj","url":"https:\/\/www.wikispaces.com\/user\/view\/mohrj","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35738596"},"dateDigested":1531977349,"startDate":null,"sharedType":"discussion","title":"Round Response","description":"Jean Mohr- Strategy #3
\nResponse Rounds p.143
\n
\nIn my 8th Grade Art Class, I had my students divide into assigned groups and brainstorm about Tim Burton. The strategy I used was like round robin and I gave the group 1 sheet of paper and they had to be silent and write something they knew about Tim Burton, and had to pass the sheet to the next person. Students could only write one thing at a time.
\n
\nThis strategy was a great way to make everyone to be accountable to write something down. It also was great to see how the kids learned from each other's ideas and created a spiral affect.
\n
\nI grouped the students so it would be a mix of high and low achievers. I did this because I didn't know what their past knowledge was. I also did this because it was a way for the low achievers to be successful because it may be in their interest group.
\n
\nI was so surprised how they honored being quiet. I think they also respected the rule of "pass" and in my opinion didn't abuse it.
\n
\nI really feel like it was a calm way to get their brains ready for a conversation. Some times when I bring up a topic that I taught the kids about in the previous year, and I know they know, students can still have a foggy recollection of the topic. I think this is a tool that I will use again in my next unit on Careers.
\n
\nIn the book, it refers to it being a vocal way as well. In addition, it doesn't always have to be academic. They gave an example brainstorming for topics or how they would do something differently. I can see how this would be fun and a great way for students to get to know each other at the beginning of a semester.
\n
\nI would absolutely recommend this for getting the cobwebs out of the brain. Besides I also enjoyed watching the kids be the teachers as well.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"35603400","dateCreated":"1299713841","smartDate":"Mar 9, 2011","userCreated":{"username":"laffing2","url":"https:\/\/www.wikispaces.com\/user\/view\/laffing2","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35603400"},"dateDigested":1531977349,"startDate":null,"sharedType":"discussion","title":"Laffin Strategy #3","description":"Vocabulary Tiered Lesson
\nGina Laffin
\nDifferentiated Instruction
\n
\nContext:
\n I used this lesson with my 8th grade Science classes. There are four classes with approximately 26-29 students in each class. This activity took approximately 45 minutes with each of my classes. The goal of the activity was to expose students to the vocabulary that we would be using throughout the learning set.
\n
\nPre-assessment:
\n The previous day I gave students a pre-test of the vocabulary words that they would be exposed to in the next learning set. The pre-test consisted of what were considered key vocabulary. They were given 12 words that they had to match a definition to. When I corrected the quizzes I divided them into groups of 1-2 words wrong, 3-4 words wrong and more than 4 incorrect.
\n
\nLesson:
\nTwo days later I returned their quiz with either a blue dot, yellow dot or orange dot by their score. I informed that students that they were going to be doing a vocabulary activity based upon their pretest scores. I then instructed them to move to the assigned color work area and further broke them up into groups of 3. In their groups of 3 I gave them a laminated sheet explaining their task. The tasks are listed below. Students were given 45 minutes to complete the task. As the students were working I circulated around the room questioning students about their tasks. I was especially interested in Group 1 and the their rationale for sorting the vocabulary words. I had the students in Group 2 share some of their sentences with me and I listened in on Group 3 as they were constructing their stories. Students were required to turn in their cards or papers at the end of the period so I could more thoroughly go over their work.
\n
\n
\nGroup 1
\nFind the vocabulary word in the given learning set and fill out the vocabulary card for that word, definition and picture. Sort vocabulary words into groups and be able to explain the groupings to your teacher.
\n
\nGroup 2
\nOpen the envelope and match the vocabulary word with the appropriate \u201clike\u201d word. Develop a sentence for each of the words and record that sentence on the given paper.
\n
\n
\nGroup 3
\nUse the vocabulary words to construct a meaningful story using those words. Write your story on the given paper.
\n
\n
\nOutcome:
\nThe activity progressed more smoothly as the day went on. During 4,6th and 7th hours I spent time explaining to the students that not all of them were going to be doing the same exact activity. I explained that based upon their pre-test scores I was giving them an activity that was commensurate with their \u201creadiness level\u201d. I emphasized that all of the activities were addressing the same goal, to learn the vocabulary, but each group was going to go about it in a different way. Doing this alleviated the multitude of questions I faced during 3rd hour about why they were doing something different. I liked the activity in that it allowed students to work at their level and I think that the students appreciated that I took that into account with the activity. It definitely required more upfront work, like getting the envelopes together and looking over all of the pretests. I think that it was worth the effort though. I thought it was interesting that who I thought was going to be in the higher readiness group was there. There were only a few surprises. There was much more variability in the students that landed in Group 1 and Group 2. I would definitely use this lesson again. It can be easily adapted to any vocabulary that we would be encountering. In the future, I would like to reserve the laptop carts so that students could put their sentences and stories into type right away. Overall, the students were engaged and I was pleased with the outcome of the activity. Several students liked that they didn\u2019t have to do the vocabulary cards because they felt that they weren\u2019t very beneficial.","replyPages":[{"page":0,"digests":[{"id":"35738784","body":"This does sound like it could be really affective and it reminds me of an activity we did in class. I liked being able to do different things, and in this lesson everyone is learning and understanding at their level. I can see how the students would like the variety as well. I too have had to problem solve the questions why are they doing that and we are doing this... and I also like being upfront with the differences.","dateCreated":"1299873071","smartDate":"Mar 11, 2011","userCreated":{"username":"mohrj","url":"https:\/\/www.wikispaces.com\/user\/view\/mohrj","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35757370","body":"It did sound like abit of up front work required of you. Explaining to the students that their activity was to be based on their pretest was a good way to handle all the questions and make them feel comfortabl with the activity. The way you differentiated the tiers for vocabulary was very successful. They all were able to work with the vocabulary words at their ability level,","dateCreated":"1299909105","smartDate":"Mar 11, 2011","userCreated":{"username":"jkossow","url":"https:\/\/www.wikispaces.com\/user\/view\/jkossow","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35597586","dateCreated":"1299709291","smartDate":"Mar 9, 2011","userCreated":{"username":"curtisl1","url":"https:\/\/www.wikispaces.com\/user\/view\/curtisl1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35597586"},"dateDigested":1531977349,"startDate":null,"sharedType":"discussion","title":"Curtis Strategy #3","description":"Linda Curtis
\nDifferentiated Lesson #3
\nMarch 9, 2011
\n
\nSocial Studies\/Reading\/Technology Project
\nLearning Targets\/Goals:
\n*Students will gain a better understanding of our government and its history.
\n*Students will read to locate information from nonfiction text.
\n*Students will use text features (e.g. headings, captions, glossary, index) to understand text.
\n*Students will utilize cooperative group work skills to accomplish a task.
\n*Students will use technology skills, including the following: practicing keyboarding skills while typing a document, inserting pictures into Microsoft Word or Power Point, citing pictures, and creating captions.
\n
\nGroup Formation:
\nMy 26 third grade students were placed into groups of two or three based on interest in social studies topics. I utilized the \u201c3-2-1\u201d activity to form interest groups near the end of a government unit in social studies. Using a triangular sheet, students were asked to write three things that they learned from the unit, two things they would like to learn about (from a list of ten choices), and one thing they still had a question about related to the unit content. While my primary objective was to form groups based on student interest, I also attempted to form mixed-readiness groups and considered student behaviors when forming the groups. Students were able to get their first or second topic choice.
\n
\nContent:
\nStudents used teacher selected nonfiction books related to the government\/history topics chosen for the project from the library. An attempt was made to select a variety of book levels to accommodate those with different reading levels. The topics are listed here: Washington, D.C., monuments\/memorials in Washington, D.C., presidents, the Supreme Court, the Constitution, the White House, the Civil War, the Revolutionary War, the Statue of Liberty.
\n
\nActivities: (timeline of approximately seven to nine 40 minute sessions)
\n1. Upon completion of our government unit in social studies, I created a \u201c3-2-1\u201d activity sheet as a summary to our unit and to form interest groups for a group project. Using a triangular sheet, students were asked to write three things that they learned from the unit, two things they would like to learn about (from a list of ten), and one thing they still had a question about related to the unit content. After sharing with a partner (and a few aloud to the class), I later formed groups to complete the research project.
\n2. I led the class with instruction and review of nonfiction text features to locate information effectively and efficiently. Time was spent discussing how to evaluate books for project selection.
\n3. A \u201cSuper 3\u201d project (Plan, Do, Review) packet was distributed for research gathering. First students wrote individual questions they had regarding their selected topic. Then students met in small groups to find common questions and formulate new ones to guide their research. Students worked as a team through the packet to gather research from 2-3 student-selected informational books.
\n4. Upon successful completion of the packet, the groups were able to choose a format to showcase their learning and utilize technology skills, as well. Students selected from the following: Power Point slide show, poster or tri-fold display, or skit.
\n
\nAssessment:
\nStudents turned in their completed \u201cSuper 3\u201d packets to demonstrate their ability to utilize nonfiction text features to gather information. The student project itself served as further proof of their knowledge gained in the social studies area, as well as their ability to use Microsoft Word or Power Point with picture citations. A checklist was used to guide the project, allowing for student assessment of their work, as well. Also, the Super 3 packet contained a reflection sheet, allowing for students to reflect on their project and teamwork at the conclusion.
\n
\nReflection:
\nThroughout the project sessions, I was able to facilitate group work, allowing me to give immediate feedback and keep groups on track to successfully complete their projects. These informal discussions helped clear up any confusions, provided for guided support, and smoothed over cooperative team conflicts.
\n
\nStudents were very involved in all stages of the project; they were able to choose their topic, narrow the topic focus, select books from a set to research, and choose the final project format. This allowed me to differentiate instruction based on both interest and learning style. From student reflections at the conclusion of the project, as well as from the evident excitement gleaming in their eyes, I feel this project was an overall success. It was satisfying to allow students to complete projects that encouraged freedom of using one\u2019s preferred learning style to complete the final project, in addition to all of the interest choices allowed. While students had to cooperatively agree on the topic presentation, there was an increased excitement in having freedom to express learning through different modalities.
\n
\nI am currently in the process of completing this project with my other social studies class (the other third grade class) so I am trying to streamline certain things. Overall, I will make some minor adjustments. I will continue to utilize both of the interest and learning style formats to differentiate. The main change I plan to make is to require a bit less technology. This is due to the lack of availability in the computer lab in the next several weeks, which will make technology applications challenging. Also, my students had many difficulties with saving to shared folders and formatting pictures so I will work to model more examples before proceeding to other project components when working with this group of students. I am already being more cognizant of giving specific deadlines to help keep the focus of each group as students work. I\u2019m confident that the overall learning targets will still be met.
\n
\nBecause of a tie-in to Southwood Glen\u2019s annual spaghetti dinner and book fair, my students will have a chance to display their projects in our gym foyer this week. This will allow the students share the results of the project with teachers, families, and other students. They are excited! While this differentiated project was time consuming, it definitely allowed students to incorporate 21st century skills into their learning and hopefully encouraged the love of learning, as well.","replyPages":[{"page":0,"digests":[{"id":"35604358","body":"I really like the 3-2-1 activity that you used to form interest groups. It really prevents kids from just choosing a topic because their friend chose it. I will definitely use that as a way to form interest groups in the future. Was this form in the book or is it your own form? Sounds like it went well for you!","dateCreated":"1299714688","smartDate":"Mar 9, 2011","userCreated":{"username":"laffing2","url":"https:\/\/www.wikispaces.com\/user\/view\/laffing2","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35633956","body":"Another great lesson Linda! I do question the timeframe. It seems like a lot of time was devoted to this? I am struggling with the timeliness of my units as it is. It is a good idea though. I will add this to my government unit folder. Thanks!","dateCreated":"1299765314","smartDate":"Mar 10, 2011","userCreated":{"username":"kathywiemers","url":"https:\/\/www.wikispaces.com\/user\/view\/kathywiemers","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35697860","body":"I made the form up using the idea from the book. :)","dateCreated":"1299812859","smartDate":"Mar 10, 2011","userCreated":{"username":"curtisl1","url":"https:\/\/www.wikispaces.com\/user\/view\/curtisl1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35485680","dateCreated":"1299593286","smartDate":"Mar 8, 2011","userCreated":{"username":"kathywiemers","url":"https:\/\/www.wikispaces.com\/user\/view\/kathywiemers","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35485680"},"dateDigested":1531977350,"startDate":null,"sharedType":"discussion","title":"Wiemers Strategy #3","description":"I teach science to two classes of third grade students. After we have done various exploratory and guided stations our curriculum has an article to read and reinforce what we are learning. In this particular lesson we have explored and learned about light and reflection using mirrors and flashlights. The next step would be to read an article called Reflection. That is the lesson I chose to tier.
\n From a previous assessment in this science unit, Matter and Energy, I divided the class into two groups: the ones who are on track, and those that struggle with the concepts. I wanted all students to find success with the article. I varied the complexity of questions the students needed to answer from the article. One group has a cloze passage to fill out, and one group has a shortened form of the same questions to be answered with the help of a word bank.
\n As a whole class we read the article together talking about it as we go along. I projected it up with the help of an elmo, and each student has his\/her own copy to look at. I talk about the importance of what they are reading and asked the questions that were assessed as we went along.
\n After we read the article again we read through the questions. I passed out the papers to each student and let them answer the questions using the book. After the students were working independently I went around helped out as needed. The students didn\u2019t notice what students around them were working on, because they had privacy screens up to keep them focused on the work. I went around to those students who had a word bank and explained why they had the word bank to choose from. Many of the students didn\u2019t even notice the word bank and were trying to figure the answers out without the given words.
\n Overall the students found success with this lesson. They were able to take the words and apply them into the cloze passage. They were able to improve their scores, and do the work independently. They had most of the work correct. I collected, graded and returned the sheets to the students during the next science class. The entire class was able to look over the sheets, and improve the answers they missed, and turn it back in for half credit. I want the students to understand the material and make changes on the work as we move along in the unit. This seemed to help all the students, not just the struggling learners. I will definitely continue this style and learning in many classes, not just science.","replyPages":[{"page":0,"digests":[{"id":"35598476","body":"Kathy, this sounds like a well-thought out and successful lesson. I like your usage of privacy screens during this type of tiered lesson, discouraging comparisons between students. It's great how you were able to integrate this right into your science lesson, without too much prep time, hopefully. I found it interesting that you mentioned that several students ignored the word box right in front of them; I too have found issues similar to this with my students. Is this a sign of our times?? It seems more and more that students expect everything to be told to them with reading directions AND thinking about those directions becoming more of a rarity! Ok, ranting aside, great job on your tiering. Sounds very successful. :)
\nLinda","dateCreated":"1299710000","smartDate":"Mar 9, 2011","userCreated":{"username":"curtisl1","url":"https:\/\/www.wikispaces.com\/user\/view\/curtisl1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35738932","body":"Hey Kathy, it is so interesting to hear about what is going on at your level. I know at the Middle school level the students are so concerned about what everyone is doing and why they are doing it. I love the idea of privacy screens and it is interesting how we never see that technique at the MS. Sound like a successful lesson!","dateCreated":"1299873323","smartDate":"Mar 11, 2011","userCreated":{"username":"mohrj","url":"https:\/\/www.wikispaces.com\/user\/view\/mohrj","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"35379934","dateCreated":"1299439594","smartDate":"Mar 6, 2011","userCreated":{"username":"MariaJensen","url":"https:\/\/www.wikispaces.com\/user\/view\/MariaJensen","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/fpsdi.wikispaces.com\/share\/view\/35379934"},"dateDigested":1531977351,"startDate":null,"sharedType":"discussion","title":"Jensen Strategy #3","description":"Maria Jensen
\nStrategy Lesson #3
\nFPSDI Spring 2011
\n
\n The strategy I used was \u201cPaper Wad Review\u201d, but I called it \u201cSnowballs\u201d to go with the winter weather we are having. I used this strategy as a whole class culminating review activity to reinforce spelling and proofreading 2nd grade core words. The activity took approximately 40 minutes.
\n
\n Each of my 21 students were asked to write one core word on a piece of paper they are having difficulty spelling correctly or may be on their individual spelling list. They crumpled the paper up and threw it into my basket. I picked one paper at a time, called out the core word on it, and students attempted to write the word correctly on their small whiteboards. They quickly showed me their boards on the count of 3. I then called out the correct spelling as they checked their own attempt on the whiteboards. We then wrote the correct spelling together to guarantee success, with the students writing it on their whiteboards and me writing it on the SMART Board. If a core word was repeated on another Snowball, the students again attempted the word on their whiteboard. However, I only asked for a quick check on the count of 3.
\n
\n All of my students, regardless of capabilities or special needs, were able to participate in this activity. Each student had a vested interest in the activity because they chose a core word that was specific to themselves. To prevent any students being uncomfortable of their learning levels, I was sure to address the various levels of core words the students would hear and write before we began the activity. Each student was engaged in the activity at their readiness level through the use of individual whiteboard \u201cresponse boards\u201d. This also provided me with some quick informal assessment as well. Students were given immediate feedback and success was guaranteed through the check and rewrite model used. Regardless of their individual level, every student was able to spell the core words correctly at some point during the activity.
\n
\n I have wanted to use \u201cpaper wads\u201d with my students after we tried it in our class. I am aware that several of my colleagues have used this strategy before and have shared their successes with it. I frequently use Koosh balls of all shapes and sizes with my students when sharing out to the group. So I knew they would be into throwing paper wads into a basket. I just needed to find an activity that lent itself to a meaningful learning experience. The students truly enjoyed being actively involved throughout this activity. The one thing I would do differently next time is address the \u201ccelebrations\u201d that students like to shout out when they spell a word correctly. I have some students with anxiety issues in my room, as well as students with special needs, and sometimes this type of celebration makes them feel uncomfortable. In the middle of the lesson, I had to suggest appropriate \u201csilent celebrations\u201d to address this issue. In the future, I would talk about this before we begin the activity. Overall, by the students\u2019 overwhelmingly positive response, this activity seems to be a keeper for future use.","replyPages":[{"page":0,"digests":[{"id":"35485990","body":"What a great use of the strategy. I bet the students were super motivated. The only thing I question, was if the count of 3 seconds was a little fast for some learners to think and write the word down?
\nI also liked how in the middle of the lesson you changed your "celebrations" to silent. I bet that made them feel better.
\nI think this lesson would work for vocab review for science or social studies too!","dateCreated":"1299593550","smartDate":"Mar 8, 2011","userCreated":{"username":"kathywiemers","url":"https:\/\/www.wikispaces.com\/user\/view\/kathywiemers","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"35597902","body":"Hi Maria,
\nSounds like a fun way to practice and even assess spelling of core words in a nonthreatening way. I agree that sometimes kids get a little exuberant with these types of activities and reigning in those behaviors early on can reduce the stress of students finding the content more difficult than others. I like how simple and quick this is as well, both in planning and class time--therefore practical! :)","dateCreated":"1299709563","smartDate":"Mar 9, 2011","userCreated":{"username":"curtisl1","url":"https:\/\/www.wikispaces.com\/user\/view\/curtisl1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}