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John Lane Woodward Academy EE Ford Brain and Learning Cohort Action Research Project

John Lane Woodward Academy EE Ford Brain and Learning Cohort Action Research Project. The Problem. How can I improve the critical writing and organization skills of my history students on timed essay tests?. Action. The Method: Ducks – Geese – Swans – and Turkeys

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John Lane Woodward Academy EE Ford Brain and Learning Cohort Action Research Project

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  1. John LaneWoodward AcademyEE Ford Brain and Learning CohortAction Research Project

  2. The Problem How can I improve the critical writing and organization skills of my history students on timed essay tests?

  3. Action The Method: Ducks – Geese – Swans – and Turkeys Re-teach pre-writing skills Give Students choice Cooperative Collaborative 20-15-15 model to enhance retention Rehearsal – essential for retention – with peer support

  4. 1st Semester Data Elective Modern World

  5. 2nd Semester Data Elective Modern World

  6. Conclusions Students have the questions in the “palm of their hand” Positive feedback from students and parents Students realize they control the means to improved performance Students discover sense & meaning Increased small group and individualized teaching Students with critical writing weaknesses take action Emergence of “new” approaches  from students Students see application to other writing projects

  7. Next Steps Not finished – this is a work in progress Continue increased focus on weak performing students New experiment with student question design Positive and constructive feedback from presentations to other Woodward teachers Working on initiative with English teachers for next AY

  8. How can I improve the critical writing and organization skills of my history students on timed essay tests? John LaneWoodward AcademyEE Ford Brain and Learning CohortAction Research Project Action • The Method: Ducks – Geese – Swans – and Turkeys • Re-teach pre-writing skills • Give Students choice • Cooperative • Collaborative • 20-15-15 model to enhance retention • Rehearsal – essential for retention – with peer support Conclusions • Students have the questions in the “palm of their hand” • Positive feedback from students and parents • Students realize they control the means to improved performance • Students discover sense & meaning • Increased small group and individualized teaching • Students with critical writing weaknesses take action • Emergence of “new” approaches  from students • Students see application to other writing projects

  9. Resources “Advancing the Teaching Profession" CNN Home, TLN Featured Blogs. (accessed 22 October 2012). "Critical Thinking -- Critical Searching".  Cengage Learning Newsletter. Issue 6. October 2012. (11 October 2012). "Efficient Ways to Improve Student Writing". LEARN Center. University of Wisconsin at Whitewater, School of Graduate Studies and Continuing Education. (12 October 2012). Ennis, R.H. "Critical Thinking". Critical Thinking Net. updated 23 June 2012. (accessed 11 October 2012). Fisher, Douglas, et al.  "Seven Literacy Strategies that Work".  Association for Supervision and Curriculum Development. Vol 60, Num 3, November 2002. Gail, Nicholas, et al. "Introducing Hybrid Thinking for Transformation, Innovation and Strategy". 2010 Gartner, Inc. Research ID number: G001172065, 13 April 2010. (accessed 13 October 2012). Risinger, C. Frederick. "Improving Writing Skills through Social Studies." ERIC Digest no. 40. Bloomington, IN:  ERIC Clearinghouse for Social Studies/Social Science Education, July 1987. Smit, David. "Strategies to Improve Student Writing". Idea Paper #48. The Idea Center. 2010. (accessed 12 October 2012). Sousa, David A.  How the Brain Learns. 4th edition. Thousand Oaks, CA: Corwin. 2011. "Strategies for Writing to Learn in Social Studies and Writing to Demonstrate Knowledge in Social Studies."  Writing in Social Studies.  (accessed 13 October 2012). "Wicked Problem" Wikipedia, the Free Encyclopedia. (accessed 20 October 2012). Wohlfarth, DeDe, et al. "Student Perceptions of Learner-Centered Teaching". Insight: A Journal of Scholarly Teaching. Vol. 3, 2008 (accessed 13 October 2012), pp. 67-74.

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