Assignment 3B:Website Remix

Brainstorming
This strategy is used at the start of diving into the actual project itself. Determine what they know(background knowledge), what they need to learn more about(topics to research) and where they would need to look for information. I like to be prepared by having potential topics handy, meaning I do my own research-building.Graphic organizers make a great tool for students to gather their ideas into a central location. Starting a project can be overwhelming. However, by putting into writing and organizing their ideas, it gives students the focus they need to start their project.

Soliciting Feedback from Students.
I like to use this strategy throughout the project timeline. This way I can see the type of progress students have made, points of confusion, and how they are doing as a group. Usually, this takes the form of structured questions usually in a Kahoot game, to create a more fun learning environment. This provides an outlet for students to be honest about their progress, without their name being attached to the feedback they provide. Also, this gives me a way to better improve my own instructional practice.

Project Plan
I use this strategy after students have selected their topic and chosen the sources that they will use for their project. I ask them what is their topic, thesis statement, and how they plan to use each individual source. This is a formative way, in which students must turn in something. It makes it so that students "get it together" in case they have not been doing their work. For students who are on track, it gives them a way to structure their argument in a way that is straightforward and gives them a structure.

Research
This is the cornerstone to many of my PBL projects. I see myself as a guide to helping students navigate the research process.First, I plan a few mini-lessons that deal with finding and evaluating sources, citing sources, and integrating evidence with their own opinions, as well as differentiating between primary and secondary sources. So, that students can reference this information later, I do ask that students take Cornell Notes. Information gathering, especially in the Internet age, can be confusing. I have noticed that quite a few students may not judge information in a way that evaluates the source's validity and reputation. Keeping their argument central, as well as balancing source information is key to being a responsible student with keen media literacy skills.

Thesis Statement
This strategy I came upon by accident. Although a thesis statement is traditionally thought of a belonging to an essay, it is a helpful tool, when asking students for projects in which they must make an argument or synthesize multiple sources of information. It helps clarify for students what their own argument is, while making sure that they never lose sight of their own argument. I start by taking sample projects and asking students what they believe the student was trying to achieve. Through this process, as a class we come create a thesis statement. This also serves a great point to remind students that sources and evidence, does not need to agree with their thesis statement. Rather, it can serve as a counterargument, to which they would dismiss in a rational way.

Group Synthesis Project

Group Synthesis Project

Directions: You will work in a self-chosen group of 2-4 students. You will all come to a consensus as to what college issue you would like to tackle for this group project. You must choose the 3 sources that you will synthesize.

Your project can take the form of an essay, PowerPoint, or any creative learning product that is appropriate to not only synthesize your sources, but also to share your argument about the respective issue.

You can turn it it to me via my email [email protected] by April 8th or April 18th(if you need additional time).

Rubric

1. Persuasive or carefully reasoned   /50 pts
2. Impressive compositional or creative skill   /50 pts
3. Sophisticated argument                    /50 pts
4. Skillful synthesis of a minimum of 3 sources         /50 pts
5. Total      /200 pts

Assignment 2A

                         5 Reading Comprehension Strategies
1. Draw upon what students know
Bring out and make clear connections to student's lived experiences and content of the reading. Find something in the reading that is appealing or common knowledge and integrate that into a writing activity, so that students can think through connections that they may not have thought of before. Allowing students to use their native language during brainstorms of what the student knows.

2. Modeling Think Alouds
I model my thinking out loud and encourage to copy my annotations. I also make sure to verbalise the process I go through in annotating a text, Often times, I have students switch roles with me and they become the teacher. I ask them what they would hi-light and write why. This gets them to understand their own internal process of marking up a text. Next, I will have students annotate in a group. Their homework will often be to annotate the remainder of the reading on their own.

3. Use Pre-Annotated/Pre-Labeled Readings for EL/SPED Students.
By allowing certain students access to these kinds of notes beforehand, it removes the obstacle of labelling and identifying rhetorical devices and literary terms that will be integrated into a reading activity. This way they can focus in on processing the information and moving onto higher-order questions. For example, how the rhetorical device functions and its effect on the section or paragraph as a whole.

4.Ask questions before, during, and after class readings.
Usually, my Do Nows and opening class discussions help generate ideas and other questions related to the reading for that day. I preview the text with my students, making sure to take a look at the title and author and any visuals. This pre-reading strategy helps to direct what subject or topic the reading will cover.
After the reading, students are asked to create their own questions that vary in difficulty and development. I ask them to post them on Socrative, where each student must answer a question. We review them as a class. It is during this time, where I will extend students answers and ask questions to have students put more development into their responses.

5. Check reading comprehension frequently and in various ways.
I do this through critical reflection writing assignments, quizzes, and graphic organisers. I make sure that every so often I am checking where students are grasping the text and possible areas and sections that can prove especially difficult. Also, through clear rubrics I often have students grade themselves or each other, so that way they can track their own progress and where they may need more support from me or what additional steps they may have to take to increase their understanding of a text.

Vocab Bingo

This would make a great review session for a midterm or final.
1. Students are given the vocabulary words that will be on their midterm or final.
2. Each student will create their own unique Bingo Card. This step can be done over several class sessions.
3. Students will work together to create the games clues, consisting of synonyms, antonyms, and fill in the blank sentences.

Connect Two

1. Students are given two lists with various vocabulary words.

2. Students group themselves into groups of 2-3.

3. Students have 5 minutes to find as many connections between the first and second list.

4. The group must then write how two words are connected with each other.

5. To up the ante, students who find the most connections between the lists can be rewarded.

Words Alive

This is a strategy to promote a nonlinguistic representation for any vocab word.
1. Students are placed into small groups
2. Each group is given a few words
3. Each group gets a few minutes to talk through how they will "show" the word
4. Each group comes up with an action or "tableaux" that shows the meaning of each assigned word for other students.

Concept Map

Students describe the vocab word by doing a four step process.
1. What is it?
2. What is it like?
3. What are a few examples?
4. New definition(in their own words)