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Smarter Charts the third educator. Kate DiMeo ELA Consultant and Curriculum Coach Lake Orion Community Schools. How is the 2 nd chart improved?. Before. After. Charts. 10% of what is heard is remembered after 72 hours 65% of what is seen and heard is remembered after 72 hours
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Smarter Chartsthe third educator Kate DiMeo ELA Consultant and Curriculum Coach Lake Orion Community Schools
How is the 2nd chart improved? Before . . . After . . .
Charts 10% of what is heard is remembered after 72 hours 65% of what is seen and heard is remembered after 72 hours -Medina, 2008
What’s in a title ? Legibility is important! Large amounts of information are shared with a few words or a few images (metaphors). Challenge yourself to say it with less words!
HeadingsGrab Attention Headings name goals and skills with a strong statement Writers Show Not Tell Writers Elaborate Readers Predict Or a Questions? Feeling Done? Stuck on a tricky word? Need a beginning?
Language • Clarity and quality not quanity • Choose your words wisely and use them over and over • Competency and level of your students • Should be “understood/readable” by most of your students
Drawings Clear Consistent Images
ImagesA picture is worth a thousand words! Icons or symbols
Student Art or Photographs • Engagement increases when students see their picture or work used as a mentor • Using kids samples provide models that are in most kids zone of proximal development
Color Matters Tips: Black is classic choice. LOVE neon! Color helps organize thinking by making stategies clean and distinct! Only bold or highlight 10% No MORE than 5 colors.
Brian ScienceBehind the chart . . . • Knowing what stimulate the brain to remember is important to understanding why some information is remembered and others ignored • Prior knowledge (connections) • Repetition • Engagement (novelty, intensity, movement) • Perception (use of the senses) • Investment (kids creating or being featured on the chart)
How can I get my students to use the charts Independently? Chart not goal but a vehicle to get them to the goal-using the strategy effectively and often. • Eye level • Sticky note interactions • Make a fuss/ Move It • Limit it to about 4 charts • Retire Old Charts
When there is not enough wall space? Chart Booklets Table Tents Student Copies Chart Binders
How can I get my students to use the chart Independently? Prepare it with the kids (cooking show) -end of mini-lesson -mid workshop -share
Ways to empower kids to do it with out you! 1. Touch and tell 2. Chart share 3. Small copies of big charts 4. Expert sticky note 5. Set a goal 6. Make it mobile
Reflection/Conferring Questions • What charts have you used today? How have they helped you? • Can you show me a place where the charts helped you? • What are you working on? Is there a chart that can help you? • Which chart don’t you use? Why? • Which chart do you use the most? Why? • If you could make a chart what would you make?
Sample Mini-Lessons • Readers/writers reread the charts before they start working. This helps us remember all the things we know about reading and writing. • When we get a little tired of working, we can give our brains a little rest by rereading the charts. This helps us remember what we need to be thinking about when we go back to work. • When readers/writers get stuck, we can go to charts to help us get unstuck. • When readers/writers are done, we bring our work to the chart and check: did I do each of those things?
My charts would be a better learning tool for my students if I . . . .
For More Information . . . • Chartchums.wordpress.com • Smarter Chartsby MajorieMartinelli and Kristine Mraz • http://readingandwritingproject.com/ resources, choose charts • Pinterest