“Putting Points & Percentages in the Past” Prezi
Points & Percentages
Notes from Rick Wormeliʻs session:
Teaching the Writing Process with Flipped Instruction:
Create or find videos that teach each step of the writing process. Tailor these findings to suit your studentsʻ needs. Students watch videos at home and come to class ready to show the teacher a piece of writing they created based on the video clips. Class time is used for the teacher to work with small groups or individuals. If a student did not watch the video before class, they should still watch the video and do the work, but that student is at the end of the line and doesnʻt get the 1:1 attention until all other students had meeting time with the teacher. Embed videos into your blog or class edmodo page. This helps both advanced and struggling writers because advanced writers can move on to the next step of the writing process while struggling writers can review the videos and revise their writing.
The presenters found that their students could write at least twice as many essays/assignments in the quarter than teaching writing the traditional way (everything done in class with student writing for homework.)
Reading Unbound: The Powers & Pleasures of Reading Marginalized Text (Jeffrey Wilhelm-Teacher, Researcher, Published Author)
Main points from his presentation:
-CCSS focuses on STRATEGIES over content. We need to make that mind shift. Students can access the content online. Teachers need to be teaching strategies to build skills.
-Teach students how to generate their own questions for discussions, assessments, etc.
-Reading literature helps kids figure out stuff on their own. Reading literature helps them justify their thinking.
-Fewer than 6% of US high school students read critically. They can decode but cannot think for themselves. US students have literal comprehension skills but struggle with deciphering direct/indirect messages.
-To foster intellectual pleasure, teachers must read WITH students, and do think-alouds to teach metacognition.
-Reading fosters social pleasure: students can relate to authors, characters, other readers; students affiliate with groups of readers; students develop a stake in their own identity. Teachers can be a fellow reader with students, read books that students recommend, foster peer discussions of books, create environment for students to form small book clubs, create a social culture of reading
***Every staff member can post a sign on their window or door to show students what they are currently reading. This helps to create a school environment where EVERYONE reads, including the ladies in the office, the health nurse, the kitchen staff. Students can see what others are reading. This helps people start conversations, form new relationships, and strengthens current relationships.
Mrs. Dean is reading: Vogue-December 2014 Issue, Hidden Like Anne Frank: 14 True Stories of Survival