"A Few of My Favorite Things"

With the 2014 - 2015 school year coming to a close, I sit back and reflect on what worked and what didn't work.  Straight away I focused on a few of my favorite strategies, both in academics and classroom management!  Here are my top  "Favorite Things" of the 2014 - 2015 school year (in no particular order)!  If anything sounds interesting to you and you have questions, feel free to email me or just post a question.  

• Reciprocal Teaching - I absolutely LOVE using this strategy. (Please check out my post on Reciprocal Teaching).  Students read independently and record predictions, questions, clarifications and a summary.  After independent work, students have a group discussion.  I love the conversation I hear as I circulate and facilitate where needed.  Students actually teach one another.  For example, students were reading a passage on Calusa Indians and came to the sentence "many smaller tribes were constantly watching for these marauding warriors".  During the discussion a student needed clarification on the word "marauding".  Another student in that group said, "let's read the sentences to look for clues".  After reading the sentences that same student said "well, Calusas are fierce and war-like, maybe other tribes are afraid and watching that they don't get attacked.  So, I think marauding means fighting or attacking".  That student re-read the sentence using the word fighting and attacking.  Meanwhile, I just stood there and listened and watched.  Not once did I interrupt their thinking and talking.  While participating in Reciprocal Teaching ALL students are held accountable because ALL students must contribute to the group discussion. 

• Close Reading -  This is a strategy I just began using this year. (Please check out my post on Close Reading).  Students read a passage three times.  The first time students read just to get the "gist".  While reading students code the text and look for words they do not understand. After the first read students have a discussion with their shoulder partner.  Students then read the passage the second time.  While reading the second time students have a task based on the structure of the text.  Students then have a second discussion.  Finally, students read the same text for a third time.  With the final read students have a task which includes a Thinking Map that will help them answer an extensive question.  After the third and final read, students have a final discussion with their shoulder partner.  Close Reading is usually spread across two or three days, depending on the length of the text.  

• Document Based Questioning - Although this is one of the most difficult for the students, it is one of my favorites.  I saw so much growth in the students after the second unit.  Yes, it is difficult, however, the students can do it!  When DBQs are first introduced, I model the entire unit with gradual release.  The second unit, which usually begins in November or December, still has some modeling.  Students work with partner, then the last document analysis is done independently.  DBQs engage students in rigorous reading and writing,  student-centered lessons aligned with best practices and common core standards. With each document students search for EVIDENCE, ANALYZE that evidence, then use it support an ARGUMENT!

• Thinking Maps - I absolutely LOVE using Thinking Maps. Let me rephrase that, I just LOVE it when my STUDENTS use Thinking Maps!  Thinking Maps are "Graphic Organizers". They are eight specific visual patterns that match eight different ways of "thinking" for deeper comprehension in all content areas.  The first few weeks of a school year, we practice using each map.  We discuss verbs that will determine the map to use for "that" particular thinking. When students work to determine the structure of a text, they can actually find the Thinking Map to use to organize their thinking, which will dictate the structure of the text.  About the second semester of the school year, students are able to choose the best Thinking Map to use to organize their thinking.  Once students record their thinking in a map, they "take it off" via discussion or a writing task.

• Kagan Structures - Kagan Structures are cooperative learning strategies.  Using Kagan Structures is a favorite of mine because ALL students participate.  Not one student can "hide". All students are responsible to complete his or her portion of the task.  For example, one of my favorite Kagan Structure is the use of "Talking Chips".  I usually use this when students need to review previous taught content or if students need to process new information.  First, the teacher distributes three "talking chips" per student.   Any student in the group can begin the structure by placing a "chip" (can be a counter) in the middle of the group and then share one piece of content information.  That student can not go again until two other students from the group participates by placing a talking chip in the middle of the team.  Once a student's three talking chips are used, that student can not say anything until everyone in his/her group has used all of his/her talking chips.  This ensures ALL students participate.  This is just one structure of over 50 different Kagan structures.  (click on "Kagan" to visit their website).

• Summative Assessment Contract - This is something new I used this year.  The idea came to me while at a conference last summer.  I saw this at a breakout session and adapted it to fit the needs of my students.   If a student didn't do well on a summative assessment, I analyze the errors then reteach that student using different strategies.  I assign additional practice for homework then retest.  The student completes the contract by responding to the following questions: What did you not understand?  Why did you not do so well on this assessment? What will you do next time?  Each question has responses to check and space for more explanation if needed.  Students must return contract signed by the parent(s) with completed additional practice attached.  At that time, the retest is administered.  Because this was new this year, I used it for math summative assessments.  When I first used this in the fall, I had about 9 students who needed this contract.  After about a month, that number declined to about 5.  About spring time, that number went down to 2.  I will definitely use this again next school year.  I would like to expand it to the other subject areas.

• Celly - I would have to say that this was one of my favorites. My son's high school band director used this and, as a parent, I thoroughly loved it.  Celly is one of many applications that can be used to enhance parent communication.  I set up a free account, set up a group, and invite my parents to join.  Once joined I can send out mass texts.  For example, once I update my website with homework and spelling words for the week, I send out a text advising my parents of such.  Another example, I send out texts to remind parents of meetings, field trips, etc. If you would like to look into it further or set up a group, just click here!

• Edmodo - This is a site I learned about in one of my graduate courses. Edmodo is a web-based platform that provides a safe and easy way for students to connect and collaborate with their peers and with the teacher. This is a safe sight controlled by the teacher. In the beginning of the year I set up an account and set up my class. A code is given and the students then sign on and set up their username and password. I usually use this to pose discussion questions on a book we are reading together in class. Click here to read interesting information!

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