Kimbrell's Korner
October 10, 2017
ELAR
SCIENCE
Journaling 1: The Basics (8:00 to 11:00) and/or Journaling 2: Beyond the Basics (12:30 to 3:00) on Oct. 21st at the CTE Center!
Journaling: The Basics
Journaling is an integral part of the science/math classroom learning experience. Diagrams, data, reflections and vocabulary are not just the only part of a student's science journal. Participants will engage in professional learning and walk away with strategies for integrating journals into the classroom learning experience.
Journaling 2: Beyond the Basics
This 3-hour session focuses on student journal entries and what teacher can do to facilitate meaningful journaling. Writing as a formative assessment, reflective writing, and teacher journal responses will be the few of the topics covered.
VOCABULARY
7 Steps to a Language Rich Interactive Classroom
What if you could design an amazing learning environment? We already have, and it's all contained in 7steps! 7 Steps to Building a Language-Rich Interactive Classroom provides a seven step process that creates a language-rich interactive classroom environment in which all students can thrive. Topics include differentiating instruction for students at a variety of language proficiencies, keeping all students absolutely engaged, and creating powerful learning supports.
The 7 Steps...
- Teach students what to say when they don't know what to say
- Have students speak in complete sentences
- Randomize & Rotate when calling on students
- Use total response signals
- Use visuals and vocabulary strategies that support your objective
- Have students participate in structured conversations
- Have students participate in structured reading/writing activites
Step 1 - Teach Students What to Say When They Don't Know What to Say
...Instead of I don't know
- May I please have some more information?
- May I please have some time to think?
- Would you please repeat the question?
- Where could I find more information about that?
- May I ask a friend for help?
By John Seidlitz
Frequently Asked Questions...
What does the research say?
Teaching students what to say when they do not know what to say is a metacognitive strategy. Research shows that the use of metacognitive strategies in the classroom has an impact on student performance.
How does this step work?
First, the teacher must explicitly teach the strategy to students, model the strategy and explain when and why the strategy should be used.
What if a student does not respond?
Smile politely and ask students to, "Please use one of the strategies." Then wait. If they refuse, model the strategy and ask again, letting your tone and body language communicate your expectation.
elearning.plymouth.k12.in.us/uploads/7/3/6/0/7360048/language_rich_interactive.pdf