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Encouraging students to make connections with text.

Text-to-Text

Text-to-Self

Text-to-World

Text-to-Media

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KWL Charts - Students record what they know about a topic, what the want to know, and what they learned after the lesson.

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Activity: Reading think-alouds

While reading, students think and speak about their thought process as they tackle difficult reading material. I start by modeling the process, discussing my thought process as I read. Students practice in groups and discuss what worked for them, and what things they struggled with.

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Using CBT- Cognitive behavior therapy to analyze thinking patterns, actions, consequences.

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How did the activity encourage students to think about their thinking process before, during, and after learning?

(before) How to videos prior to an activity.

(during) Practice of the skills in a controlled setting prior to full activity.

(during) Engagement of skills learned from how to and practice to participate in full activity.

(after) Reflection/Presentations

What strategies or questions did you use to foster critical thinking?

Recall, prior experience, skills learned from other activities, predict usage of skills in future activities

How did you assess or observe the impact of this metacognitive activity on student learning?

Visual performance of the skill being evaluated.

Questions/Reflection Short Answer

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Notice & Wonder

Whiteboard practice (Analyze other’s work)

Learning Log

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Group Presentation: Air, water & soil contamination

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Group Presentation: Air, water & soil contamination

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Students worked in groups to create Slides & answer the following questions:

What are the causes?

What are the effects?

What are some solutions?

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Teaching students to use multiple types of equipment and welding processes and giving a project to the class and allowing them to use whatever they would like to, to complete it. After we discuss what equipment was the most useful and how we would change our selection.

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Daily question at the starting of class on topic going to be discussed. (sometimes its a question from the day before topic)

Watched TED Talk video on topic.

Then had questions in Google Classroom to answer.

How the video related to what they were learning? How they would be able to use this information to help them in everyday life. Then it became a class discussion.

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1. Prior to making floral arrangements we have a class discussion asking students what they already know about a specific topic (ie: holiday, type of container, flower types, shape, color scheme, etc.)

2. Students create the first page of their recipe book with the flower ingredients, steps, and pricing that they calculate.

3. After the arrangements they take a picture and reflect on what went well, if they had to make changes from the recipe, problems they faced, or overall view of the project.

4. I assess the recipes after each project.

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Socratic Seminars:

For our chapter about Imperialism, we discuss the actions of Imperial powers on the colonies they control. This activity required students to respond to articles, question and videos provided and create responses on their perspectives. They will share their answers and present them to the Seminar. The Seminar closes with a reflection on data collected during the activity. Observation followed an open discussion model, guided by topics and questions presented to the class from myself or the speaker.

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Performance Task - Financial Literacy in the Classroom

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Performance Task - Financial Literacy in the Classroom

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Thinking

Planning

Writing

Revision

Real-world application

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Daily Question (Morning Opener)

Pair/Share

Group share outs

Accepting others opinions

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Students calculate the cost of an ice cream sundae party. Collectively, they created a grocery list of items they needed for an ice cream sundae. After the list was created, they stated the price of each item and showed what bills are needed for the items' cost. They calculated the total cost of their sundaes.