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A way to "freestyle" notes

Students listen to a lesson and take notes on everything they believe is important from the lesson (Kruse, 2021a)

Students reorganize the notes after the lesson in a way that best suits their own individual thought processes

Students can choose what organization strategy will work best for them (Kruse, 2021a)

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Reasons Why It Works in a Sixth Grade Classroom

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Reasons Why It Works in a Sixth Grade Classroom

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Gives students autonomy on how to organize their notes to best suit them

More options for students helps them change the format when they get bored

More onus on the students because they control the layout and organization

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For specific content-area concepts in the classroom, note-taking can be used:

to reinforce a main idea or unit

to highlight key concepts and vocabulary

as a tool to study for an end-of-unit test

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How This Strategy Promotes Content-Area Learning and Proficient Reading Skills

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How This Strategy Promotes Content-Area Learning and Proficient Reading Skills

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Promotes content-area learning because note-taking gives students a multimodal approach to learning

Hearing what is being read/taught

Seeing text on a page or notes being written

Writing down notes

Promotes proficient reading skills because it gives students a purpose for reading and provides them with end-of-unit tools for studying (Kruse, 2021a)

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Provide students with templates to help them organize their notes after a lesson

Give students the main idea and have them focus their notes on that main idea

Allows students a focus point if they have trouble understanding the "big picture"

Provide students with key vocabulary terms

Provide students with main idea and key details as fill-in-the-blank cloze statements

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I chose these two strategies because I believe in the power of choice in the classroom. I think that allowing student choice gives them autonomy in making their own decisions, which can improve student engagement.

One benefit of the reading strategies I chose is that it gives students more flexibility on the specific requirements of the particular assignments that these strategies are used for. Additionally, it allows for many different avenues of differentiation because the strategies are so open-ended. One drawback of using these reading strategies is that it can be difficult for some students to showcase everything they are learning or have learned if the expectations are unclear, which can sometimes occur with student choice. For students who need clearer expectations, modification of either reading strategy needs to occur in order to give students a clearer understanding of what the end result should be.

"Rethinking How We Teach Reading in Elementary School" states, "If you look at what cognitive scientists know about how reading comprehension works, the evidence suggests that the more general academic knowledge and vocabulary you have, the better at general comprehension you are" (Boryga, 2022, para. 9). Proficient readers connect this knowledge that they have to what they are reading to build parallels between learned and new knowledge. The strategies that I chose support this idea because it helps students showcase their learning both throughout and after a unit.

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Also known as a "brain dump"

Way for students to get all thoughts down on paper with little restrictions

Students write down everything they know about a particular topic (Kruse, 2021b)

Helps students remember what they have learned (Kruse, 2021b)

Reduces "dead time" in the classroom (Kruse, 2021b)

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Boryga, A. (2022, July 28). Rethinking how we teach reading in elementary school. Edutopia. https://www.edutopia.org/article/rethinking-how-we-teach-reading-elementary-school

Kruse, M. (2020, October 17). Note taking strategies and tips for secondary. Reading and Writing Haven. https://www.readingandwritinghaven.com/note-taking-strategies-and-tips-for-secondary

Kruse, M. (2021, October 13). How to engage students: 20 of the Best Active Learning Strategies. Reading and Writing Haven. https://www.readingandwritinghaven.com/how-to-engage-students-the-ultimate-list-of-active-learning-strategies

Levinson, M. (2014, April 2). 4 tips to build student confidence. Edutopia. https://www.edutopia.org/blog/4-tips-build-student-confidence-matt-levinson

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Reasons Why It Works in a Sixth Grade Classroom

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Reasons Why It Works in a Sixth Grade Classroom

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Can increase student confidence (Levinson, 2014)

After completing a unit, teachers can assign a stop and jot and students can use it as a self-created study guide (Levinson, 2014)

This can also be used to brainstorm student writing ideas

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For specific content-area concepts in the classroom, stop and jots can be used:

to reinforce a main idea or unit

as a pre- and post- assessment tool (students can either create one at the beginning and one at the end, or add to the one completed before the unit)

to brainstorm writing topics

to brainstorm project topics

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How This Strategy Promotes Content-Area Learning and Proficient Reading Skills

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How This Strategy Promotes Content-Area Learning and Proficient Reading Skills

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Promotes content-area learning because stop and jots prove to students that "learning and knowledge acquisition have been happening" (Levinson, 2014, para. 5)

Increases confidence which can create a positive learning environment

Promotes proficient reading skills because "it helps to raise student confidence and is also a useful approach for the teacher to receive feedback and see where gaps exist" (Levinson, 2014, para. 5)

Teacher can address reading gaps through reteaching or small-group instruction

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Provide students with key terms or main ideas from the reading that the stop and jot is based off of so that students have a "baseline" to work from

Allow students the use of speech-to-text so that students who struggle with handwriting or articulation can get their ideas down

Extended work time if the assignment is timed