Can anyone share some experiences with Summarizing and Note Taking? We're not looking for new ideas, just how you might teach summarizing or note taking, how you model it, or unique ways of encouraging or organizing notes.
A quick search of "note taking" in Google presents a lot of ideas and handouts. Sure, we might expect students to have learned how to take notes by the time we see them, but then again, there are a lot who have never really been TAUGHT how to take notes. It doesn't have to be a separate lesson-- in fact, it should be taught embedded within our work.
Here are a few handouts from the web:
http://www.dartmouth.edu/~acskills/docs/taking_notes.doc
http://www.dartmouth.edu/~acskills/docs/cornell_note_taking.doc
Sunday, September 30, 2007
Wednesday, September 12, 2007
Comparing, Classifying, and Graphic Organizers
Can anyone share some experiences with Comparing, Classifying, and Graphic Organizers? Remember that these aren't necessarily new, but might be new to me or you. If you have a handout or know where one could find some, consider including a link to it like this one:
http://www.leominster.mec.edu/pro-dev.htm
This is a set of math related graphic organizers that were included in a session at the St. Louis NCTM Conference. Departments other than math might find them helpful for generating ideas about using graphic organizers in class.
On a related note, why not give examples of similes and metaphors you use in class, or stories about connecting past learning to new learning?
Your colleagues are eager to hear about your experiences!
Tuesday, September 11, 2007
Homeroom ideas
Good Morning!
Short form:
I have a sophomore homeroom and I'm on the Research and Development PLC (R&D). So, I have some questions from each standpoint:
1. What activities, if any, are you doing during homeroom?
2. Have you gotten to know your homeroom students and, if so, how have you done so?
3. To what extent has the homeroom been a study hall and to what extent has it been an advisory period thus far?
Long form and background:
Last year, the Research and Development PLC (R&D) here at FHN found some research that indicated that having one homeroom teacher as an anchor in the student's school life was a significant element in the long-term success of that student in school. I was talking yesterday to several other teachers about the Wednesday homerooms and discussing how that time is used. I have a sophomore homeroom. One student asked when their mentors would be coming and so, I think some of them are looking for structured get-to-know-you time or other advice on how to succeed in their second year here. I think some would benefit from a refresher on study skills (and maybe a good reminder to bring something productive to work on in homeroom-- too many have already shown up with nothing in hand). Following a successful mentoring program last year, I don't want my sophomores to regress (R&D found that the 10th graders actually get a lot of F's). At the same time, I don't want to eat up 40 minutes with some activity when a student was hoping to get homework done.
So, how does one balance these needs? I don't think that (m)any of us want an additional prep, but I have been frustrated trying to think of ways to get to know students in an informal and non-instructional setting like homeroom. I don't remember ever discussing such times in my college education classes. I've heard of a few really great ideas and hope that others could be shared.
Thanks in advance for your input-- I look forward to hearing your ideas.
Steve Willott
R&D asked me to clear comments with those who made them, so everyone's reply posted here came with their permission. Here are some of the ideas shared so far:
"...Once we get through the topic, if any, most of the students just talk quietly.
I did use one of the activities provided during the first couple of days. I thought it was fun the seniors were willing to participate (that was a surprise)."
"As a SPED teacher, I have always believed that every student would benefit from a case manager. I am pleased that this homeroom model will provide something similar.
In terms of establishing yourself as a resource, I would recommend something as simple as letting the students know that you are available while they are working in homeroom if they have any questions or concerns. Also, schedule several students every Wednesday (your total divided by 4) for 'mini-conferences'--an opportunity for them to talk with you at your desk about how everything is going or what activities they are involved in...just chatting, really. Over time, this will develop into a trust and comfort level so that you can truly be the resource they need."
"I also have a sophomore homeroom.
1. I have used homeroom so far as a study hall for students. Being a "newbie", I wasn't sure if I was suppose to be doing other things with them or just providing that study session.
2. I played a couple of "getting to know you" games during the first week of school so that I could learn a little bit about my homeroom students and learn their names.
3. I would say most of the time is spent as a study hall."
"Next semester I have 4 [other] classes. Home room time will be useful for those students.
I understood the time to be 'academic study hall.' Conducting activities would prevent me from working with students coming in for help."
"I have a senior homeroom, but here's the approach I'm taking.
We do a check-in each homeroom (some silly question to help get to know one another), and we did a couple of ice breakers at the beginning. In one of the first homerooms, I had them set a short-term goal, a long-term goal and a personal goal, and we placed that goal sheet in portfolios they created. Also in their portfolio is a self-monitoring chart they use when they conference with me. It has one column for attendance, one for grades and concerns, and one for reflection on how well they are meeting their goals. I conference with them each week while others are working on homework. They fill me in on their grades, activities they are involved in or trying to get involved in, and how their attendance is. (We also have an attendance competition with (another teacher's) class, so that adds a little fun to it). I write down notes too, so I know what to ask them about the next week.
It's been working so far. Any other ideas would be awesome."
"During homeroom I pull up grades for each student the Pinnacle Crystal report for the quarter or semester showing any missing assignments for each class. If the student has no missing grades, I do not print. If they do have missing grades, I talk to them, find out what is going on and help them with resources or personal assistance. If grades are good, I let them know I looked at the grade and tell them how proud I am of their work. If grades are in but low, I do the same kind of intervention that I would if the assignments are missing. I only let students leave after I look at grades. This is done each week, it allows me to have communication with each individually and help out as needed. I really don't have time for anything else."
"I use my homeroom as a study who would like to get homework done.
I also allow them to play games (tic tac toe, hangman etc) on my whiteboards...
I had these guys last year so I know most of them already!"
Short form:
I have a sophomore homeroom and I'm on the Research and Development PLC (R&D). So, I have some questions from each standpoint:
1. What activities, if any, are you doing during homeroom?
2. Have you gotten to know your homeroom students and, if so, how have you done so?
3. To what extent has the homeroom been a study hall and to what extent has it been an advisory period thus far?
Long form and background:
Last year, the Research and Development PLC (R&D) here at FHN found some research that indicated that having one homeroom teacher as an anchor in the student's school life was a significant element in the long-term success of that student in school. I was talking yesterday to several other teachers about the Wednesday homerooms and discussing how that time is used. I have a sophomore homeroom. One student asked when their mentors would be coming and so, I think some of them are looking for structured get-to-know-you time or other advice on how to succeed in their second year here. I think some would benefit from a refresher on study skills (and maybe a good reminder to bring something productive to work on in homeroom-- too many have already shown up with nothing in hand). Following a successful mentoring program last year, I don't want my sophomores to regress (R&D found that the 10th graders actually get a lot of F's). At the same time, I don't want to eat up 40 minutes with some activity when a student was hoping to get homework done.
So, how does one balance these needs? I don't think that (m)any of us want an additional prep, but I have been frustrated trying to think of ways to get to know students in an informal and non-instructional setting like homeroom. I don't remember ever discussing such times in my college education classes. I've heard of a few really great ideas and hope that others could be shared.
Thanks in advance for your input-- I look forward to hearing your ideas.
Steve Willott
R&D asked me to clear comments with those who made them, so everyone's reply posted here came with their permission. Here are some of the ideas shared so far:
"...Once we get through the topic, if any, most of the students just talk quietly.
I did use one of the activities provided during the first couple of days. I thought it was fun the seniors were willing to participate (that was a surprise)."
"As a SPED teacher, I have always believed that every student would benefit from a case manager. I am pleased that this homeroom model will provide something similar.
In terms of establishing yourself as a resource, I would recommend something as simple as letting the students know that you are available while they are working in homeroom if they have any questions or concerns. Also, schedule several students every Wednesday (your total divided by 4) for 'mini-conferences'--an opportunity for them to talk with you at your desk about how everything is going or what activities they are involved in...just chatting, really. Over time, this will develop into a trust and comfort level so that you can truly be the resource they need."
"I also have a sophomore homeroom.
1. I have used homeroom so far as a study hall for students. Being a "newbie", I wasn't sure if I was suppose to be doing other things with them or just providing that study session.
2. I played a couple of "getting to know you" games during the first week of school so that I could learn a little bit about my homeroom students and learn their names.
3. I would say most of the time is spent as a study hall."
"Next semester I have 4 [other] classes. Home room time will be useful for those students.
I understood the time to be 'academic study hall.' Conducting activities would prevent me from working with students coming in for help."
"I have a senior homeroom, but here's the approach I'm taking.
We do a check-in each homeroom (some silly question to help get to know one another), and we did a couple of ice breakers at the beginning. In one of the first homerooms, I had them set a short-term goal, a long-term goal and a personal goal, and we placed that goal sheet in portfolios they created. Also in their portfolio is a self-monitoring chart they use when they conference with me. It has one column for attendance, one for grades and concerns, and one for reflection on how well they are meeting their goals. I conference with them each week while others are working on homework. They fill me in on their grades, activities they are involved in or trying to get involved in, and how their attendance is. (We also have an attendance competition with (another teacher's) class, so that adds a little fun to it). I write down notes too, so I know what to ask them about the next week.
It's been working so far. Any other ideas would be awesome."
"During homeroom I pull up grades for each student the Pinnacle Crystal report for the quarter or semester showing any missing assignments for each class. If the student has no missing grades, I do not print. If they do have missing grades, I talk to them, find out what is going on and help them with resources or personal assistance. If grades are good, I let them know I looked at the grade and tell them how proud I am of their work. If grades are in but low, I do the same kind of intervention that I would if the assignments are missing. I only let students leave after I look at grades. This is done each week, it allows me to have communication with each individually and help out as needed. I really don't have time for anything else."
"I use my homeroom as a study who would like to get homework done.
I also allow them to play games (tic tac toe, hangman etc) on my whiteboards...
I had these guys last year so I know most of them already!"
Welcome!
The Research and Development PLC (R&D) is opening up discussion of best practices in a blog format. Look for some great opportunities to learn and share right here.
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