May 27, 2014 Nicole Law Ph.D. Horry County Schools

1. Power Strategies and Writing Across the Curriculum Increasing Student Engagement and Achievement May 27, 2014 Nicole Law Ph.D. Horry County Schools

2. Strategy Sheet Page 1

3. Strategy Sheet Page 22

4. Strategy Sheet Page 3

5. Essential Question and Round Robin but Write! Essential Question: What is needed to increase student engagement and metacognition in the classroom? Me: Partner 1: Partner 2: Partner 3: Page 4

6. Pick 3 w/ X Topic:_________________________________________________ Gist Statement or Sum It Up Sentence: (Give a summary sentence about the topic Page 5

7. Give and Get Pick 3 and Tell Why Page 6

8. Pick 3 and the Gist! Topic:_________________________________________________ List 3 Key Phrases about the topic: 1. 2. 3. Gist Statement or Sum It Up Sentence: (Give a summary sentence about the topic) Page 7

9. Cinquain History Ancient, Contemporary Discovering, Debating, EvaluatingHistory is like an Energizer Battery, it keeps going and going Life NameTwo AdjectivesThree Verbs Simile (like or as a)Synonym for the first line Page 8

10. Cinquain Student Engagement NameTwo AdjectivesThree Verbs Simile (like or as a)Synonym for the first line __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________________ ___________________________________ ___________________ Page 9

11. Acrostic Poem E N G A G I N G C L A S S R O O M Page 10

12. High 5 and Gist Gist Statement Page 11

13. High 5 and Gist Partner’s Hand Gist Statement Page 12

14. High 5 When & Where? What? How? Why? Who? HIGH FIVE! Which parts of the text helped us get this HIGH FIVE? Page 13

15. Think Like A Journalist! Headline Opening Statement Closing Statement Page 14

16. Four Square Thinking Cube Topic:____________________________________ Page 15

17. Cubing Topic:____________________________________ Page 16

18. Minute Paper Partner T-Chart My Insights My Partner’s Insights Final Thoughts: Page 17

19. Engagement One Word Summary:__________________________ Why: Page 18

20. Thinking About Text! What I Think My Evidence Page 19

21. Write About It! Topic: __________________________________________ Page 20

22. S.O.S. My S.O.S. Statement:______________________________________________________________________ _______________________________________________________________________________ Meaning:_______________________________________________________________________ _______________________________________________________________________________ Opinion: I agree or I disagree Support with strong evidence: * * * My Partner’s S.O.S. Statement:______________________________________________________________________ _______________________________________________________________________________ Meaning:_______________________________________________________________________ _______________________________________________________________________________ Opinion: I agree or I disagree Support with strong evidence: * * * Page 21

23. Opinion Journal Topic:_______________________________________________ Concept Idea:________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Opinion Stem: (choose one to respond to the concept idea above) *In my opinion, ______________________ leads to _______________________. *I think ______________________ is important because ___________________. *I believe ______________________ is beneficial/dangerous because _________. *I agree that ____________________ is needed/not needed because _________. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Page 22

24. Find Someone Who Topic:_________________________________ Page 23

25. A to Z Taxonomy A to Z Activity: Engaging Classroom Highlight the top 3 that resonate with you and be ready to share why. Page 24

26. Power Strategies High Yield Strategies Key Ideas 1.44 Assessment-capable Learners 0.80 Classroom Discussion Socratic Seminar Philosophical Chair 0.71 Metacognitive Strategies . 3,2,1 Summary Learning logs Think Alouds Thinking Maps Entrance/exit slips Think-Write-Share Round Table Write KNU – Know, Need to Know, Understand Four-Square Reflection Comparison Essays Organizers *T – Chart *Venn Diagram *Double-Cell Diagram 0.59 - Cooperative Learning vs. Individualistic: Round Robin Write Partner Brainstorm in Writing Talking Slips Share Heads Together Rally Table Sage and Scribe Partner Highlight Partner T-Chart Page 25

27. Writing to Learn Strategies High Yield Strategies Key Ideas Strategies for Writing Across the Content – Common Core Journals – Double Entry Journals Word Walls and Labels Vocabulary or Concept Development *Frayer Model *LINCing Model Note Taking *Cornell Notes or *Framed Notes Listing *A-Z - Engagement *Exit Slips *The “Top 3” with X Summarizing Gist Statements One Sentence Summary Frames One Word Summary Strengthening Literacy Strategies Concept Map Generate – Sort – Connect - Elaborate CEC – Connect – Extend- Challenge Chalk Talk Partner T-Chart Page 26

28. Write-to-Learn Activities A fairly substantial body of research has emerged in the professional literature about the use of writing in the disciplines, not as the final, formal measure of a student’s understanding, but as the informal means to explore that understanding in the first place. These activities help answer the question, “how do I know what I know, until I write about it?” “Writing-to-learn” activities are used as a catalyst to stimulate the process of learning, rather than as a formal demonstration of that learning. While “writing-to-learn” activities undoubtedly can contribute to the improvement of one’s formal writing in a course, in no way are they intended to replace or supplant formal writing. Page 27

29. Writing to Learn Activities Benefits and Reasons:"For a change [students] are owning rather than renting the language of the classroom. . . .For a change they are applying theory and thinking creatively."                                    -Larry Levy 1.  WTL promotes active learning. 2.  Students use their own language to understand course concepts;  they "own" rather than "rent" the language and ideas. 3.  WTL stimulates participation and discussion (every student has a response to the question). 4.  Teachers discover what students are thinking and learning, what's clear and what isn't. 5.  WTL creates opportunity for teacher/student and student/student dialogue. 6.  Students can "rehearse" ideas and strategies before tackling formal writing assignments;  they can "practice" before the "big game." 7.  WTL creates a way for students to reflect upon what they are learning, to think metacognitively and personally about their learning processes in the course. 8.  WTL assists students in discovering what they know and what they don't know. 9.  WTL gives everyone a stake in the class. 10. WTL can be adapted for whole group or small group activities. 11. WTL creates opportunities to write for audiences other than the teacher. 12. WTL allows for formative (assisting in the process) rather than only summative (evaluating a product) assessments Page 28

30. Engagement Students who are engaged in their work are energized by four goals—success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom? Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others. It was also work at which they were good. As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others. How, then, would we define engagement? Perhaps the best definition comes from the work of Phil Schlecty (1994), who says students who are engaged exhibit three characteristics: they are attracted to their work they persist in their work despite challenges and obstacles they take visible delight in accomplishing their work. Page 29

31. Metacognition One significant factor that can stymie students’ efforts and thwart their success is poor metacognition. According to Stephen Chew, professor and chair of psychology at Samford University, metacognition “‘is a person’s awareness of his or her own level of knowledge and thought processes. In education, it has to do with students’ awareness of their actual level of understanding of a topic’“ (quoted in a recent article in The Chronicle of Higher Education).  For example, given only introductory engagement with a given topic, students can become overconfident in their level of understanding of it. They then can stop thinking about it or even studying for exams because they feel they have mastered it. Such students will be surprised when they perform poorly on exams or assignments, having thought their answers were correct or their work was at a high level. In such cases, poor metacognition – lack of self-assessment skills for discerning how much they actually know – prevents students from doing the work necessary to succeed, such as devoting enough time for reading, studying or writing, or engaging in such activities with sufficient focus and purpose. Indeed, to be done adequately, let alone well, work such as writing requires more than “whipping up” a few paragraphs the night before a due date. Work such as reading requires more than haphazard scanning and highlighting right before class. To learn from such activities, beyond mere short-term memorization, requires a more rigorous process of active engagement. We even use terms such as “exploring” or “grappling” to describe this process. Indeed, the traditional notion of “studying” implies it, too.  The key here is a thoughtful approach, in which one is more or less aware of what one is doing and how the process is unfolding. Page 30