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Smarter Charts the third educator

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 Charts the third educator

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  1. Smarter Chartsthe third educator Kate DiMeo ELA Consultant and Curriculum Coach Lake Orion Community Schools

  2. How is the 2nd chart improved? Before . . . After . . .

  3. 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

  4. Content

  5. 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!

  6. 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?

  7. 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

  8. Drawings Clear Consistent Images

  9. ImagesA picture is worth a thousand words! Icons or symbols

  10. 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

  11. StudentWork

  12. Mentor Texts

  13. 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.

  14. 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)

  15. 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

  16. When there is not enough wall space? Chart Booklets Table Tents Student Copies Chart Binders

  17. 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

  18. Sample Chart with Student Interaction

  19. 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

  20. 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?

  21. 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?

  22. Going Digital?

  23. Chart Reflection . . .

  24. My charts would be a better learning tool for my students if I . . . .

  25. For More Information . . . • Chartchums.wordpress.com • Smarter Chartsby MajorieMartinelli and Kristine Mraz • http://readingandwritingproject.com/ resources, choose charts • Pinterest

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