Chapter 9
- The authors identify three types of writing: personal (expressive), informational (transactional) and poetic (imaginative). They claim that students want to write and need to be given that opportunity. Composing (writing) is a powerful learning process and is very helpful in helping students 'relate the new to the known.' It is hard work to put thoughts on paper, but there are many benefits. Knowledge is firmed up and thoughts and opinions clarified.
- I was intrigued by the notion of writing poetry in the content area. With a little planning I think I may be able to use this in a math class. I have recently learned that the word and syllable pattern in a limerick uses Fibonacci numbers!
- The Listen, Stop, and Write (and share) cycle for note taking is also an interesting suggestion. I would like to try this sometime. In a math class we might have to add 'draw' to the cycle. The sections of reading would likely be short and rich with vocabulary and concepts, and rereading is often essential in math text.
Chapter 10- This chapter introduced RAFT (role, audience, format, topic) choices for students' writing assignments. The importance of the teacher modeling writing strategy is emphasized and an editing technique using ARMS is introduced. (A=add something to the piece, R=remove something that isn't working anymore, M=move a portion of the text to another place where it will work better, S=substitute a word, a phrase, a sentence, an example to make it clear) Other recommendations are to be sure to include content in literacy work and to set up a grading rubric.
- My favorite sentences in this chapter were "When students write, they have to think. When they think, they internalize information, using the vocabulary and concepts of science (or math) rather than just listening to (the teacher) use them." The students that the author described in this chapter were very enthusiastic about the writing projects described. Their enthusiasm was almost too good to be true. I hope my experience is just as positive!
Chapter 5I like Ashley's bullets so I will try them too!
- The second time I read this chapter I got a lot more out of it. I think this is because Ashley mentioned how well having students fill out the three column list 'Things We Know. Things We Think We Know But Are Not Sure. Things We Don't Know. ' (p41) worked when she was teaching poetry as a sub. I am eager to try this with a math class sometime.
- I have noticed while observing classrooms this fall that it is common for quite a number of students to avoid engagement during classroom activities. Specifically, games of jeopardy where the smart students answer all the questions although the chapter review is for everyone. This also happens during discussions, and when I would call for answers from the class while working problems on the board. The problem of engaging ALL students is very real so I was glad to see it suggested that students fill out the lists individually before discussion. This way shy students have some talking points and will hopefully be more willing to speak up. I think Ashley had students take turns coming to the board by 3's and each one had to make an entry in a column, so everyone was involved, and she said this worked well.
- There are several variations on this theme. Teachers can choose the one that works best for the lesson or even design their own.
- I think reading and DRAWING to establish meaning is a great idea. I have noticed students struggling to identify angles in Geometry. If they are asked to draw vertical angles or alternate interior angles, they might remember them better. This would be a good test to ensure that 'visualization is on target.' I might tie this into taking notes and perhaps even grade notes in the same manner as homework.
- Using comics is a great idea. I need to start my math comics library.
Chapter 6- This is the chapter that I made the QAD (Questions, Answers, Details) presentation for. I liked the ideas in Chapter 5 better but I might occasionally use the QAD chart in situations where it is likely to be helpful.
- The authors noted that 'students who feel successful are more willing to try new things.' I think this is really important to remember. Teachers need to figure out how to make students feel competent and successful. Students who feel like failures will not even try, so you cannot teach them anything.
Chapter 7- This chapter has lots of ideas for games to reinforce what students have been reading and learning. I think many of them will work well in math classes. Students love games so I plan to use some of these whenever the opportunity presents itself.
Chapter 8- One thing that will be easy for me is to 'be a reader.' I am a reader already and I can never get enough time to read.
- I love the idea of a cart of books in the classroom. This can help with a problem that has been vexing me: what to do with students who get their work done faster and better than everyone else all the time. They can pick out a book and read it-or just skim it-while the rest of the class catches up. I have been giving them the next assignment or extra work, but these solutions leave the student even farther ahead or feeling put upon because they are being to do additional work for no credit. Time to start collecting for a book cart!
- DIRT. Daily Independent Reading Time. I am not sure about using this every day in math class, but think students should practice reading 'IN' math regularly, every other day or at least every week.
- Math isn't always in the news like social studies topics are, but I will keep my eyes open for current issues in mathematics. A recent example would be the promise of using extreme origami and math to design folding solar arrays to be sent up to the space station or to design a collapsing stent that is inserted and expanded when in place to hold an artery open.
