culturally responsive reflection strategies -...
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CSTP • C ENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG
TA B L E O F C O N T E N T S(To navigate through this document,
click the Table of Contents page number or the links on the pages, bottom left.)
10/2 lecture, Think/Pair/Share ........ 2
Expert Groups ................................... 3
Give One, Get One ........................... 4
Key Word .......................................... 5
Learning Log ..................................... 6
Listen and Sketch .............................. 7
Make an Appointment ..................... 8
Culturally Responsive Reflection Strategies
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG2 con t en t s
Name of Strategy:10/2 lecture, Think/Pair/Share
How GLAD Came to it: Art Costa, Spencer Kagan
Why we do it: • GuidedOralPracticeStrategy.• Thebrainprocessesinformationbestinchunks,soduringdirectinstructiontime,
thestudentgivesperiodicopportunitiesforstudentstotalkwithotherstudentstoprocessnewinformation.
• It’saninformalassessmentforstudents’comprehensionofnewcontentconceptsandstudents’practiceofnewvocabulary.
• Studentsinteracttonegotiateformeaningandengageincomprehensibleoutputand academic discourse.
Key Coaching Points:• Duringtheinputpartofalesson,theteacherdirectlyinstructsstudents.
However,forevery10minutesofteachertalk,thereshouldbe2minutesofstudentprocessingtimewhentheycanturnandtalktoeachotheraboutthenewconcepts,usingnewvocabulary.
• Studentscanprocesstheinformationintheirlanguageofchoice.
Variations:• Atprimarygrades,a5/1mightbemoreappropriate.
Standards:• Studentsclearlycommunicateideasinspeech• Studentslistentoothers’ideastoinformtheirownthinking
Reflection Strategies: 10/2 lecture, Think/Pair/Share
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG3 con t en t s
Name of Strategy:Expert groups
How GLAD Came to it: SpencerKagan(Jigsaw)
Why we do it: • ReadingandWritingstrategy• Addressheterogeneousreadinggroups• Directteachingofstudyskills,researchskills,andnotetaking• Identifykeywords
Key Coaching Points:• Textcomesfromgradeleveltextthathasbeenchunkedormodified.• High-academicvocabularyeveninthelowergrades.• Teacherhascontroloverthevocabularyinthetext(comprehensibleinformation)
andthisprovidessuccessforretention.• Studentsareencouragedtowriteandsketchtorememberwhatwasread.
Sketching increases comprehension and memory.• Sketchingisforthebrain.DrawingisforArt.• Studentshighlighthighlevelwords.• Makesurethelimitedlanguagestudentsaresittingrightnexttotheteacher.• Ifastudentisverylanguagelimited,twinthemwithsomeoneelsetoreportback
to their team. • Thisstrategycanbeverysuccessfulifithascarefullystructuredinformation.Not
toomuchnottoodifficultespeciallyiftheyarejustlearningthestrategy.• Don’tassumethatbecauseyourstudentsaregoodreaderstheycandoresearchor
takenotesontheirown.Givethemguidanceoragraphicorganizerforthemtoknowthefactsortobeawareoftheinformationtheyarelookingfor.
• Constantreinforcementofusedvocabularyfromthetexttheyarereading.• Studentstakeresponsibilityforonecategoryofinformationfromthebigpicture
andbecomemoreknowledgeableinthatareatoteachtheinformationtotheirpeers,fosteringpositiveinterdependence.
• Provideculturallysensitivetext.
Variations:• Inprimarygrades,onecategorycouldbeusedforeachexpertgroup.• Also,usecolorcodedpapersothatstudentsholdontothem/teacherrecognizes
them easily. • Expertsinuppergradesdoresearchontheirown.• Usemanypicturefilecardsbeforeandduringtheexpertgrouptobuildmore
backgroundandduringreadingexpertsheettoaidincomprehensibleinput.
Standards:• Studentsreadtobecomefluent.• Studentsreadwordsincontextthataidcomprehension.• Studentsdevelopnotetakingandstudyskills.• Studentsmakementalimages.(sketches)• Studentscategorizeinformation(transfertomindmapgraphicorganizer).
Reflection Strategies: Expert Groups
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG4 con t en t s
Afterreflectingorjournalingaboutatopic,studentsareaskedtogetupandfindanotherstudentacrosstheroomwithwhomtosharetheirreflections,thoughtsoranswers.Studentsaretogiveinformationtoanotherstudentandreceiveinformationfromthesamestudent.Thiscanbedoneforthreetofiverotations(ormore)and,whendone,studentsreturntotheirseatstocompiletheirnewlygainedinformation.
Reflection Strategies: Give One, Get One
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG5 con t en t s
Web – Key Words Connected:PlaceKeyWordinaboxorcircleinthecenterofapieceofpaper.BoxesareplacedaroundtheCenterBox,somecloser,somefartheraway.Asstudentsbrainstormmeanings,synonyms,antonymsorideasrelatedtotheKeyWord,linesaredrawnfromthecenterboxtootherboxessurroundingit.Thenewwordsareplacedinthenow-connectedboxescreatingawebeffectonthepaper.
A variation:placestheKeyWordatthetopofapieceofpaper.Underneath,inahorizontalline,arethreetosixboxesinwhichwillbeplacedthestrongestmeanings,synonyms,antonymsorideasrelatingtotheKeyWord.ThesewillbeidentifiedasSecondaryWords.Underneatheachoftheseboxeswillbeaverticallineofwordsthatrelatetothe Secondary Words.
Reflection Strategies: Key Word
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG6 con t en t s
Name of Strategy:Learning Log
Why we do it: • Reading/WritingStrategy
• Recordofstudentlearning…formativeassessment
Key Coaching Points:• Content-based&teacherassigned
w responses to reading/contentw listen&sketchw sketch&writew quickwritesw letters
• Studentsheldaccountableforusinglanguageofinstruction…supportonwalls• Sketchingencouragedforalllearners• 5-6sheetsofwhite,unlinedpaperstapledwithaText/YouT-chartcover
w theTEXTsideisforfactsandtheYOUsideisforstudentconnections/opinions/reactions
w unlinedpaperbecauseitallowsmoreoptionsfororganizingthinking(clustering,mind-mapping,sketching…)
w uselinedpaperwhenyouwantstrictlywritingandattach
Standards:• Studentwritesforavarietyofaudiencesandpurposes
Reflection Strategies: Learning Log
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG7 con t en t s
Name of Strategy:Listen and Sketch
Why we do it: • Tohelpstudentsreflectonnewlearning• Readingandwritingstrategy• Practiceslisteningskills,comprehensionofreceptivelanguage• Practicesmakingmentalimages
Key Coaching Points:• Teacherselectsadescriptivepassagethatlendsitselfwelltomakingmental
imagesandreadsthepassagealoudusingappropriatephrasingbutreadingslowly,withthecoverartcoveredsothatstudentshavenonotionofillustrations.
• Astheteacherreads,thestudentssketchtheimagesthatcometotheirmindsonplainwhitepaper,labelingwithwordsiftheywantto.
• TosupportearlystageELDstudents,theteacherquicklyshowsELDstudentsillustrationstoincreasetheircomprehensionofwhatisbeingread.
• Bestwhentextlinkstounittheme.
Standards:• Usevisualizationtocomprehendtext.
Reflection Strategies: Listen and Sketch
CSTP • CENTER FOR STRENGTHEN ING THE TEACH ING PROFESS ION • 253-752-2082 • WWW.CSTP-WA.ORG8 con t en t s
Make An Appointment: Precedinganactivity,studentscanbepromptedtomakefourappointments—thosestudentstheywillinteractwithduringtheactivity.Studentsareinstructedto‘makeanappointment’,nonverbally,withanotherstudentacrosstheroom.Oncenon-verballyconfirmedbyanotherstudent,instructionsaregiventomaketheirsecondappointment,theirthirdappointmentandsoon.Allcommunicationisdonenon-verbally.Forsimplicityandease,anddependingontheageofthestudents,nomorethanfiveappointmentsatatimeshouldbemade.
Reflection Strategies: Make an Appointment