 This month's protocol focuses on the need for students to stop skimming and start understanding! This is just one way to use the method, but there are others out on the Internet! Look for "Fact Pyramid." READ, EVALUATE, RANK, & REASON (Reading, Writing, Discussion, Feedback) Description: Based on the “Fact Pyramid” activity, this protocol provides students with the opportunity to be accountable for their efforts by going beyond skimming text. Once students get acquainted with the method, it can be inserted into online, in-class, and homework assignments easily. See below for addendum. Application: Use in any subject that includes textbook readings, short stories, articles, primary source material, close reading, and fiction/nonfiction. With some modification, this method can be used to evaluate graphics and short videos. Process: Model method numerous times before students use it individually. Pre-select the reading material to be evaluated. In class, assign reading and tell students to highlight information they think is important. Hand-out graphic organizer (Addendum NNN). Instruct students to fill-in pyramid by rank ordering the top four bits of information from most (1) to least important (4). In the corresponding boxes, tell students to explain why they selected the rankings. Once completed, allow time for class talk, guiding, confirming, and clarifying points. To extend the learning, ask students to create an exit ticket summarizing the reading in one paragraph. Resources and for more information: Wiebe, G. (2012) “Fact Pyramid/Because Box” https://www.doingsocialstudies.com 
0 Comments
 Hello Educators, This month's protocol can be used in any subject that has a writing component. It will take just a few minutes to clarify what the differences between revision and edit are and that may spark an "aha moment" that will last a lifetime. Good luck and email me if you have any questions. BACK TO BASICS: REVISE AND EDIT (Collaboration, Feedback, Discussion, Writing) Description: Proper peer editing does not happen by chance. Preparing students to edit a partner’s work is key if the goal is to maximize learning. This entry-level approach will not only explain the differences between revising and editing, but how to work well within a team structure. Other benefits include students being able to competently edit their own work as well as understanding various perspectives in the revision process. Application: Use in English Language Arts and any subject that lengthy written work is assigned. Process: Prepare students to use “Revise and Edit” strategy by asking students to answer what is the difference between revising and editing a paper. Elicit answers and clarify the concepts: “Revising makes writing sound better and editing makes writing look better.” Revising concentrates on the overall view or “big picture” of the work. Editing focuses on conventions of writing. Share this graphic: Depending on the original assignment and level of student, instruct them to concentrate on revising first, then, editing (or students can revise and edit at the same time). Model the strategy first so that students understand expectations. Resources and/or for more information: We Are Teachers (2014) 5 Peer Editing Strategies That Actually Work For Student Writers This month's protocol provides students the means to look at an issue from both sides and objectively make conclusions. As they advance in grade level, they should also mature in thinking and be willing to see others' points of view or that their conclusions may need revision. This protocol should always start with a reminder to students that differing opinions do not necessarily mean "right/wrong or good/bad." Let me know how it goes.
PRO AND CON GRID ASSIGNMENT (Collaboration, Discussion, Reading, Writing) Description: This collaboration strategy allows students to go beyond superficial talking points by thoroughly reviewing an issue, creating a list of pros and cons and making decisions based on the analysis of the information. Application: This method can be used in any subject when evaluating, for example, the pros and cons of a process or procedure, a technique, a conclusion, decisions or actions of a fictional character, a dilemma, a judgment, or a political decision. It can be used as the basis for a debate format or side notes when presenting direct instruction. Process: Find an issue that has clearly defined competing points of view. On class day, divide students into groups of four and within the groups of four, split into teams of two, labeling one team “Pro” and the other “Con.” Based on the topic, specify the minimum number of pros and cons each group must develop. Allow time for research but be ready to continue when students are finished. Allow time for teams to regroup and discuss findings. Elicit responses and record pros and cons by creating a T-chart labeled “Pro” and “Con” on the whiteboard OR create a Google Doc and ask students to complete it in real time. When finished, return to the whole group format, combine similar answers and denote the frequency of repetitive thoughts and use this as a springboard for students to make conclusions on the matter. To extend the activity, assign individuals a writing assignment based on the experience. Questions to include What was your position on the issue before the research, did that change? What were your group’s most compelling arguments on both sides? What did your group eventually conclude about the issue? Resources and for more information: Nine Alternatives to Lecturing. Centre for Teaching Excellence, University of Waterloo. Pro and Con Grid Online https://kb.wisc.edu/instructional-resources/page.php?id=104408 Teachers can maximize time if students are trained to expect a bellringer each and every day. This month's protocol allows students to talk-it-out in groups which is a break from the classic bellringer, and that keeps boredom at bay. Tell me what you do to keep students actively engaged. THINKING TRIOS BELLRINGER (Collaboration, Discussion)
Description: An often-used bellringer is to ask students to find “mistakes” embedded in material presented on the whiteboard. Rather than individual students working silently, use preassigned student groups to collectively find the mistakes and discuss possible solutions with each other and then as a whole group. Application: Use this warm-up in any subject. Process: Preassign teams of three and explain the bellringer: 1. Gather in assigned trio and be ready to find mistakes. 2. Work quietly so that other trios do not hear answers and raise hands when they think they found all of the mistakes. 3. After the first team finishes, other teams will have a few additional minutes, but then, at the count of three, all other trios must indicate (with their counting fingers or a piece of scrap paper, the number of mistakes found. 4. The trio that finds the most mistakes describe its answers until another team challenges or until they are finished. (The teacher will affirm the answers or clarify any misconceptions if necessary. Bellringer should last at least ten minutes, but no more than fifteen.) Take a look at this awesome strategy. Your multiple-choice questions may take a few extra minutes to make, but the payoff is worth it because students have a way to show their confusion, but also a way to correct it. Life isn't an all or nothing thing, so why do multiple-choice questions have to be?
Tell me what you think! MODIFIED MULTIPLE-CHOICE (Feedback, Writing) Description: Multiple-choice questions are relatively easy to make and process for grades, but the feedback potential for both student and teacher can be greatly enhanced with a nuanced approach. This format, by adding choices, will reveal each student’s level of understanding. It helps students focus on concepts that need additional study or practice. It clarifies confusion between two or more things that are similar, but not exact and also reveals sloppy preparation or flawed thinking. Insightful grading gives half point value to the additional choices. Application: This strategy is used in all subjects that use a multiple-choice question format. Process: Explain to students that some of the multiple-choice items will have more than the standard 4 responses to choose. Provide an example: Who was the first President of the United States? A. Abraham Lincoln B. Alexander Hamilton C. George Washington D. Thomas Jefferson E. A or B F. C or D Give students time to answer and review process by explaining if the student selected “C” as the answer, full point(s) awarded, but if the student chose “F” give half point(s) value. Emphasize all other answers are incorrect and no points given. Extend the learning opportunity by assigning in-class/homework focused on clarification of all incorrect or “half-point” answers. (In the above example, the student who selected “F” could say "Washington was the first and Jefferson was the third President of the United States.") Whether it is for an online class, hybrid, or in-person circumstance, using the Learning Management System’s announcement feature with intention and purpose enhances students’ trust in the platform and builds relationship between teacher and student. In essence, it is the online version of morning announcements with a possible “to-do” list. Not only will absent students benefit, but also for those students who may have questions about processes, procedures, assignments, due dates, etc. For teachers, announcements become evidence, eliminating “he-said, she-said” situations.
Take advantage of an available tool- your LMS announcement feature! First, consider overall goals of implementation: consistency, organized structure of messages, logistics, preview/review instruction, and rapport and team building. Second, employ best practices by limiting the announcements, labeling them correctly, and offering supplemental materials where appropriate. Next, be consistent in posting whether it is daily, weekly, or another arrangement like Mondays, Wednesdays, and Fridays, but be consistent. Label announcements with key words before the topic label: Usually Mondays: CLASS INFORMATION for (date) includes a weekly kick-off announcement complete with preview of instructional content, but also on-time reminders, upcoming deadlines, tutoring schedules, expectations and anything that clarifies the logistics of the class. Discern which items need to be in text and which can by linked. FIXED FOCUS contains extended content, questions to ponder, assignments, and related content materials that will assist students in deeper understanding. Fixed Focus is usually posted mid-week. Because students need encouragement, include a Friday label like RIGHT HERE, RIGHT NOW! or YOU’VE GOT THIS! and provide inspirational messages but also places for dialogue, usually a discussion board. Tee-up student interaction by using prompts that allow expression of thoughts and feelings, challenges and triumphs, and motivations within the class. Be part of the dialogue, but sparingly. Finally, be prepared for miscommunications and once discovered, act. Use URGENT! READ NOW label and set the record straight. Inspired by Dr. Nathan Pritts, Using Announcements to Give Narrative Shape to your Online Course Faculty Focus June 1, 2020 Let me know what you think! When students are confronted with content-heavy text, they sometimes skip ahead or read too quickly and miss critical bits of information which results in compromised reading comprehension. This classic protocol forces students to pay attention to the details and maximize understanding!
BECAUSE . . . BUT. . . SO . . . Reading, Writing, Discussion, Questioning, Collaboration Description: The power of conjunctions and question-stems is at work here! This activity provides strategies to increase reading comprehension, most especially when students are engaged in content-heavy text. It also allows students to see varying perspectives amongst classmates. This protocol is based on the work from Hochman/Wexler’s The Writing Revolution. Application: Because . . . But . . . So . . . can be used in many disciplines, but most especially in social studies or language arts courses. It can easily be modified for middle school level. Process: Model activity first before requiring students to use it individually. Before class, select relevant readings or passages and create “because, but, so” question-stems based on the material. On day of activity, instruct students to read the passage. (This can be done silently or out loud in round robin fashion) Once finished, discuss key take-aways, focusing on vocabulary, bolded words, events, etc. Display the three prepared questions using the conjunction because . . . in the first sentence, but . . . in the next sentence, and so . . . in the final question. Direct students to refer to the passage and write-out all three answers, providing a generous amount of time for the first few attempts at the activity. Once completed, prompt students to share their answers for the first question. (This can be accomplished by the teacher jotting down a few answers on the board or students can contribute digitally and answers projected.) Repeat for the other two question-stems. Review the answers with students, pointing out misconceptions, but also, as a learning opportunity, to highlight those student-generated answers that are structured in a more formal academic format. For an advanced challenge, provide a quote within the passage and include it as part of the question-stem. For additional reading assignments, use other conjunction question-stems such as before . . . after . . . since . . . to denote chronological understanding. Resources and for more information: https://www.thewritingrevolution.org/high-school-class-using-basic-conjunctions/ Lemov, D. Teach Like Champion “Field Notes” 02.27.19 “BECAUSE, BUT, SO” GOES 2.0 WITH DIRECT QUOTATIONS Shanks, K. “The Washing Hands of Writing” http://www.Medium.com FOCUSED FLASHCARDS (Feedback)
Description: Based on Sebastian Leitner’s method, Focused Flashcards offer students a tried-and-true system that provide immediate feedback and an opportunity to remedy incorrect answers in an efficient and effective way by prioritizing those things that are hard to understand in spaced repetition. Application: Teaching students how to effectively use flashcards as a study tool is the overall goal of this strategy. Flashcards can be created by hand or online through knowledge management system like Anki (https://apps.ankiweb.net/) or in a Chrome Extension labeled “Leitner Box.” Process: Early in the school year, take time to show students how to use the Leitner system. Instruct students to bring blank flashcards and create a set of flashcards based on possible testable items within a chapter, unit, or section, for example. Explain the method: 1. There will be three stacks and all cards start in stack one. 2. Read clue on card, silently answer to self, and then flip over to confirm answer. 3. If correct, flashcard goes into stack two. If incorrect, flashcard remains in stack one. 4. Repeat procedure until all of the unanswered stack one cards have been attempted. 5. Review all cards in stack two. If correct (again) advance flashcard to stack three. If incorrect, flashcard goes back to stack one. 6. Review until all cards are in the highest stack (three). Remind students that spaced repetition is important. Set-up an example review time as follows: Stack one review three times a day Stack two review two times a day Stack three review one time a day Students will begin to see the strength of study because they are focused on what they are answering incorrectly, yet still keeping the other answers fresh. Optional: When students have all items in the highest stack, tell them to learn the cards back-to-front using the method. Harris, R. Benefits of Flash Cards: The Leitner System www.virtualsalt.com/learn10.html. SLIDE DECK (Feedback, Discussion, Writing) Description: Just like movie theaters use a slide deck loop as patrons enter the theater (The loop features things like movie facts, advertisements, trivia, and reminders.), the Slide Deck is used to focus, remind, and inform students as they enter the classroom. Application: Use the Slide Deck in any subject as a class starter either daily or weekly depending on focus. Process: Create an attention-getting slide deck of five to ten slides that will loop as students enter the class. Include slides related to the course material, but also items such as multiple-choice questions, quotes from a reading, a picture with a “What is this?” question, fill-in-the-blank statement, and/or important announcements that outline upcoming deadlines. If available, post the Slide Deck for students to use as an additional resource. Honeycutt, B. Three Focusing Activities to Engage Students in the First Five Minutes of Class www.facultyfocus.com DOUBLE-TAKE TEST (Feedback, Writing) Description: Based on an article by Maryellen Weimer, PhD, a Double-Take Test allows students to correct their own tests giving them opportunities to learn material missed during study or to clear up any misunderstandings of the content. It can also be used as a measuring stick for the effectiveness of a student’s study methods. Application: Use this two-stage testing method for multiple-choice tests in any subject. Process: Create a multiple-choice test with a separate answer sheet. Before administering the test, decide corrections format. (Will students make corrections independently or in a group, during class time or at home?) Review the guidelines with students: 1) Read question, review answer choices, select best answer, and mark answer on both test book and answer sheet; 2) at completion, submit answer sheet and keep test book; and 3) follow format instructions and review answers in book, make corrections, and submit next class meeting. Score both test book and answer sheet awarding two points if answers to question are correct on both, one point if answer was correct on one but not the other, and no points if answers to question are incorrect on both. (If cheating is a concern, avoid “at home” corrections and provide time the next class meeting for students to make corrections.) Weimer, PhD Maryellen http://www.facultyfocus.com/articles/teaching-professor-blog/getting-exam-debriefs October19 2016 |
