Try one out in class if you can and tell us what you did and how it worked.
If you can't fit one in this week, explain how you could use one in an upcoming unit.
Post a response by Friday the 21st and respond to one or two of your colleagues posts by Monday the 24th.
We will take next week off for Thanksgiving.
Also, if you need to catch up on posting/commenting from previous weeks, please continue to do so.
Thanks,
Carrie
I tried the Directed Paraphrasing (FACT#11) in my classroom as a means to assess student understanding of concepts related to our recent waves lessons. I copied and pasted a googled picture of Captain Clooney and shipmate Wahlberg in the cabin of their ship (scene from movie "The Perfect Storm"), staring high in the sky with fear. Next to this I pasted a googled picture of their ship near the crest of a rogue wave… right before it was capsized/destroyed. I challenged students to summarize, in type 2 writing format, a brief description of this event as if they were explaining it to the ill-fated crew OR to a younger brother or sister watching the movie and curious about waves. I didn’t spend much time modelling this as suggested… but did have students share key vocabulary words that could apply. I asked students to underline key words (which many didn’t do!). I was hoping to see terms like transverse wave, crest, trough, amplitude… maybe even frequency or wavelength. This FACT gives me a chance to find those who need more support or revisit concepts that the majority of students overlooked in their explanations.
ReplyDeleteWhat a creative way of doing this! I did this same one but WAYYY less creative. It sounds like you let your kids have a bit more time as well--I did this as an exit slip and gave them about 5 minutes. We could look into incorporating this in all of our lessons next year. I think it's really engaging.
DeleteWow! That really sounded neat to do. I am hoping that you saved it so you can share next year.
DeleteI like the sound of the familiar phenomenon probes. I think this could be a great way to start a unit and gain insight into current misconceptions that students hold. I think I'd like to use this with the start of our next unit on weathering and erosion to see what the kids think they know. Or even use it as a review of rock types to see what they remimber from previous years.
ReplyDeleteI also think we need to use the explanation analysis in order to have the students practice reading explanations that really don't hit the intended mark. I think this could be used as a think aloud the first time through to model how to properly use the device. We may want to change the last part from " reasoning" to " warrant" in order to support the current CEW format that the language arts classes are using.
I like how the explanation analysis is similar to the CEW format they use in ELA. There goes my copy count!
ReplyDeleteI also liked Fact First Questioning. They would be easy to implement as an exit ticket.
The one I want to try is First Word--Last Word.
thinking about our next unit that involves geologic time, erosion, and deposition. Sorry for the typos. This blog doesn't play well with my iPad. Anyone else having issues?
I know the students have limited background on geologic time but should have some background knowledge about erosion and deposition. We also have to discuss stream velocities. It will be hard to create a word or two that hits the meat and potatoes of the unit. If I use the phrase geologic time I could preface it with how does erosion and deposition changes appear in the geologic record. Or maybe use geologic record. I could create a PowerPoint slide that shows glaciers, rivers, deserts, etc.
Ok Tammy-- got any good ideas. FYI. I loved your Post-It idea for explain one law or rule that pertains to Relative Age rules that you are confident about. Intrusion and extrusion was a definite DONt know stand out.
1 hour
I just lost my response TWICE on my iPad...yes I a having troubles! My next one is going to be very short because I'm tired of tying it....again and again.
DeleteNaturally that's the one that goes through.
DeleteI think we should do an explanation analysis on Tuesday with a writing that the kids complete about the different rock types and how they form. They can trade explanations and do the analysis....maybe they leave their name off of the writing and their grade is actually over the analysis only? Just a thought. Then they won't be as worried about the grade they are getting from another kid on what they wrote but they will focus more on the analysis?
We can also to a 1,2,3 summary on the tracking article to kick off our core unit. I know this is from OWP and not FACT but I think a lot of these things can work very well together.
Ok...I'm going to try to publish again. Third time is a charm right?
Has anyone else noticed that the time stamps on the blog are waaaay off? There are acouple of them from last week stamped as 5 AM! There is no way I was on this thing that early in the morning :)
ReplyDeleteThe one that I just posted is stamped as 10:52 am...too bad it is almost 2 in the afternoon.
I fixed it! It was on Pacific time! Oops!
DeleteI also did FACT #11 this week, Directed Paraphrasing, as Tim did. Mine wasn't quite as creative though! A few days before our wave quiz, I asked them to write a paragraph to a 5th grader, explaining some basic facts that they should know about waves. I left it very open-ended, to see what they could pull out as important information. I had them write it to a younger audience so hopefully they weren't regurgitating some complicated definitions that they didn't understand. Plus, it made a handy title: "Can you Explain it to a 5th Grader?" instead of "Are you Smarter than a 5th Grader."
ReplyDeleteIt was helpful to go through and give them a check plus, check, check minus based on amount of information provided, as well as accuracy of the information. A good one to do a couple of days before a quiz.
I agree that this is a great FACT to give a few days prior to a quiz. I also believe, if we incorporate directed paraphrasing on a regular basis, students will catch on to expectations and routine. This will result in efficient use of time and hopefully a higher frequency of check +'s.
ReplyDeleteI tussled between using the movie Castaway (trying to escape the waves near the island and get to calmer offshore seas) or The Perfect Storm. It turned out very few students have seen The Perfect Storm, yet almost all have watched Castaway. Jack K., Sam K., and another one of my students went home and pressured their parents into Netflicking "The Perfect Storm" that evening.
It was a struggle for some of them to WRITE! I told them I didn't want diagrams--I wanted them to explain it in writing. We definitely need to incorporate more writing in class. I told them that the workshop we had gone to asked for more reading and writing in science class and they were going to start to see it!
DeleteGreat job promoting The Perfect Storm! Great movie!
With everyone on the bandwagon with direct paraphrasing, is this one that we may find ourselves doing more often? It seems like it does incorporate several things in it such as writing, and explaining, and I think it leans more towards a type 2.
ReplyDelete