Power Strategies in Power Strategies in UseUse

February 1, 2012

Today’s Agenda

• Legislative Update• Power Strategies review• Time to plan and implement• Whole group share• Writing to Learn Strategies• Time to plan and implement• Whole group share• Individual Reflection

Who to contact?The members of the Ways and Means K-

12 subcommittee are:• Kenny Bingham• Rita Allison• Mike Anthony

You don’t have to be a constituent to make your voice be heard! Written letters are best; phone calls are good; emails are sufficient!

Strategies for Anticipation

Anticipation GuidePurpose: Hook your students into new

learning• Create a list of statements about your topic

– Chinese people know about and are disgusted by the events in Tiananmen Square.

– The best way to stop teasing, harassment, and bullying is to have a stronger system of enforcement and punishment.

• Students either agree or disagree.• As a class, discuss the answers and then

segue into the new content.

Tips for Writing Statements

• Write statements…– That focus on the information in the text

that you want your students to think about.

– That students can react to without reading the text.

– For which information in the text supports/opposes each statement.

– That challenge students’ beliefs.– That are general rather than specific.

ABC Taxonomy

Purpose: Challenge students to connect to prior knowledge.

• Either create a taxonomy or have students write the letters of the alphabet on notebook paper.

• Give them the topic of the lesson, i.e. segregation.

• Students write down a word for each letter that comes time mind when thinking about the topic.

KWL Chart

Purpose: To activate prior knowledge, create questions, a develop a purpose for reading about a topic

• Students complete the first to columns before the lesson, and save the third for after the lesson.

What do I know?

What do I want to

find out?

What did I learn?

List-Group-Label

Purpose: To activate prior knowledge by making predictions

• Develop a list of words from the reading.• Students put each word on a post-it note

and then move the post-its into groups.• Students create a label for each group,

and then create a gist statement about the text they are getting reading to read.

Sample Words for List-Group-Label Strategy

• Lynch• Chicago• 1955• Money• Mutilated• Coffin• Jim Crow• Acquittal• Civil Rights Movement• 500

• Sharecropper• Segregation• Comprehension• Penalties• Wolf whistle• Roy Bryant• Emmett Till• Kidnapping• Tallahatchie• Murder

Possible Sentences

Purpose: To activate prior knowledge by making predictions

• Give students a list of words from the text they are going to study.

• Students work together to create a paragraph using each of the words in a way that might relate to the text they are preparing to study.

Something New—Tea PartyPurpose: To work collaboratively to make

predictions• Take sections of the text and cut apart

into strips.• Students will “work the room,” sharing

their fragments with others.• Students will return back to their home

group and share their new knowledge. Together, they will write a gist statement predicting what the text will be about.

Strategies for Engagement

Read—Talk—Write Purpose: To have students summarize

and vocalize their cognition• Students read a section of text

silently.• Person A talks about the text for 60

seconds without interruption.• Person B does the same thing.• Together, the pair create a one

sentence summary of what they read.• Repeat the process.

Keyword Notes Purpose: To self-monitor comprehension,

determine what was important, and paraphrase

• Create a key words form (a 2x2 box at the top and an area for summary at the bottom)

• Divide the text into 4 sections• Students will read the section and choose 3-

4 words (memory aids) to place in the appropriate box

• Use the key words to write a summary at the bottom of the page.

Box 1 Box 2

Box 3 Box 4

Area for summary

Paraphrase Passport

Purpose: To self-monitor comprehension by working cooperatively

• Put students into pairs and have them label themselves student A and student B.

• Student A reads a brief section of text. Student B paraphrases what he/she heard.

• Repeat the process, taking turns, until the section is completed.

Partner Highlight

Purpose: To determine what is most important in a text

• Students read a text and highlight what they think is most important.

MODELING TIP: Highlight what you think is important in the reading. Have students mark your highlighting in their own text to see the differences.

Cornell Notes Purpose: To organize and condense notes• Divide the page into three sections: a

slim column on the left-hand side, a wider column on the right-hand side, and a section across the bottom.

• Put key words from the lecture on the left, notes about the key words on the right.

• At the end of the lesson, write a summary across the bottom of the page.

Jigsaw/Expert GroupsPurpose: To help students gain confidence in

themselves by becoming an expert on a small chunk of information

• Assign each student a “home group.” Each student in this group will have a different reading assignment.

• Students will form “expert groups”—other students who are reading the same selection.

• Students will work with expert groups to understand the material and then return to home groups to share the new material.

Tips for a Successful Jigsaw

• Give students time limits and instructions on how to meet those limits.

• Provide key questions to help the expert groups gather information.

• Create expectations for sharing information with the home groups.

• Prepare a summary chart or graphic organizer for each home group as a guide for organizing all the information.

Something New—Say Something

Purpose: To monitor comprehension by activating cognitive processes while reading

• Use a graphic organizer with 5 blocks—Make a Connection; Make a Prediction; Ask a Question; Make a Comment; Clarify Confusion

• While students read, they will need to stop and “say something” on their chart.

• REMEMBER TO MODEL!

Strategies to Enforce Learning

Final Word ProtocolPurpose: to help students summarize,

paraphrase, and synthesize new information

• After reading a piece of text, each group member has a chance to explain what resonates with him/her.

• One person talks for a specified amount of time.

• Group members must listen without talking.

• Continue until everyone has a chance to speak about the text.

Concept Attainment

Purpose: To compare, contrast, organize, and classify new information

• Divide the page into two columns.• Label one column “example” and the

other column “non-example.”• Students will brainstorm examples

and non-examples that represent the new concept or material.

Nonlinguistic Representation

Purpose: To synthesize new information in a different format

• Students will create a picture or series of symbols that represent new learning.

• Students should use little to no words on their representation.

Partner Quiz

Purpose: To work collaboratively to assess new learning

• Pair students up and then label one Student A and one Student B.

• Student A reads the first question, and the pair works together to answer it.

• Repeat the process, alternating readers for each question.

ABC Taxonomy

Purpose: To synthesize new learning• Students will generate word from

new learning that coincides with each letter of the alphabet.

• This is handy for test review!

Time to Plan

• Examine your upcoming lesson plans.

• Find places to insert power strategies that will enhance student learning.

• Use your table team to support your learning.

Whole Group Share

• Choose one lesson from your table team to share with the whole group.– Which strategy did you choose?– Why did you choose that strategy?– How will you incorporate the strategy

into your lesson?– What do you hope students will gain by

using the power strategy?

Writing to Learn Strategies

Tapping into all Four Cognitive Domains

The Pillars of Writing Success• Students need a lot more writing practice.

• Students need teachers who model good writing.

• Students need the opportunity to read and study other writers.

• Students need choice when it comes to writing topics.

• Students need to write for authentic purposes and for authentic audiences.

• Students need meaningful feedback from both the teacher and their peers.

From Teaching Adolescent Writers by Kelly Gallagher (p. 13)

Writing to Learn is different from formal writing.

Writing to Learn • Short• Spontaneous• Exploratory• Informal• Personal• One draft• Unedited• Ungraded

Public Writing• Substantial• Planned• Authoritative• Conventional• Audience centered• Drafted• Edited• Assessable

From Content-Area Writing by Daniels, Zemelman, and Steineke

To get true learning power, kids must put ideas into their own

words.Content-Area Writing

Writing Break• Predetermine areas where students

may need to stop and write.• Use some general prompts to guide

their thinking:– What stands out and seems important?– What are you thinking about right now?– What does this remind you of?– What questions do you still have?

• Pause the lesson, have students write, and work the room. Easy, on-the-spot, formative assessment.

Exit Slip• Save 3-5 minutes at the end of class to offer

students a chance to respond to the lesson– What did you learn today?– How is this unit going for you?– What was the most difficult/confusing idea we

learned today and why?– What were the three most important ideas we

learned today and why?– What would you like for me to review in class

tomorrow?– Summarize today’s lesson in 25 carefully

chosen words. Try to get everything in it.

Admit Slip• Admit slips expect students to bring in a

short piece of writing to class the next day. • Have students reflect on the previous class

meeting.– How would the US have been different if FDR

lost the election in 1932?– How could this formula be applied in a real-life

situation?– Make a drawing of a plant in or near your house

and explain how its structures are similar to some in the textbook.

• Use the admit slips to get class rolling!

Admit Slips Suggestions• Use 2 or 3 to start a class discussion.• Find two opposing or different takes on

the topic, read each aloud, and elicit discussion.

• Ask volunteers to read admit slips aloud.• Shuffle the cards, pass them out

randomly, and have students read them anonymously to start discussion.

• Use admit slips to start a written conversation.

Brainstorming• Students create quick lists at different

points in the lesson.• Before learning—tap into prior knowledge• During learning—list every important

idea, concept, or detail• After learning—return to an earlier list

and revise incorrect items and add new pieces of information

• Have students share their lists with a partner, extending their lists

• Create a class master list.

Drawing and Illustrating

• Students make quick drawings, sketches, or diagrams to illustrate ideas, events, science experiments, real-world situations involving math problems, etc.

• Drawing will help students understand more complex ideas.

• Work the room while students work to catch misconceptions early.

Clustering

• The student jots down a key word in the center of a page, and then draws spokes outward.

• Add word associations to the spokes.• Helps students to realize what they

already know about a subject at the start, or to organize their understanding and make connections with other topics.

Written Conversation

• Choose a discussion question related to that day’s lesson.

• Have students respond to the topic for an allotted amount of time.

• Have students pass their “note” and respond to someone else’s response.

• Repeat the process, either passing back and forth or passing around the room.

Time to Plan

• Return to your lesson plan.• Look for areas to take a “writing

break.”• Insert writing to learn strategies

that will work for you in your content area.

• Share with your table team as you develop new ideas.

Whole Group Share

• Choose one lesson from your table team to share with the whole group.– Which strategy did you choose?– Why did you choose that strategy?– How will you incorporate the strategy

into your lesson?– What do you hope students will gain by

using the writing strategy?

References

Power Strategies for Effective Teaching by The Leadership and Learning Center

All About Adolescent Literacy (www.adlit.org)

Teacher Adolescent Writers by Kelly Gallagher

Content-Area Writing by Harvey Daniels, Steven Zemelman, and Nancy Steineke