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AVID List of Formative (Informative) Strategies  

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AVID List of Formative (Informative) Strategies  

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One Pager Instructions - Sixth Grade, Chapter 4 Plate Tectonics.

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Dr. Kathie Nunley - Differentiate Your Classroom with Layered Curriculum

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Jigsaw | Classroom Strategies | AdLit.org

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AdLit.org offers resources (articles, research, teaching strategies, book recommendations) for parents and educators of struggling adolescent readers and writers.

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Prompting Students to Ask Tougher Questions

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Prompting Students to Ask Tougher Questions

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"So," I continue. "When a person works out their muscles, are they building them to lift something heavy right now?" They shake their heads. "Of course not," I agree. "We workout our muscles now in order to be able to lift something heavy in the near or distant future. That's how it is with education," I say.

I admit to them that not everything they will learn today will apply to their lives later. But, I tell them, the importance is in "working out your brain" so that it can think and problem solve about life's greater problems when one day they meet them. I explain that school is like a gym for your brain. I tell them, "It's like 24 Hour Brain Fitness and studying math works out certain neurons, while practicing writing works out others."

The student then point out that if you only work out one arm in the gym, for instance, you get out of balance. "Correct!" I beam. "And that's why we study different subjects and not just the ones we understand or enjoy already." I explain to them that this is why we are discussing multiple-intelligences.

I announce to my students, "We will be looking at the different ways to ask questions, and we'll decide if we are working out our brains just a little bit or working out our brains in a way that makes us sweat."

This is when I tell them about Costa's Levels of Questioning.

Levels of Thinking

At this point, if it's eighth grade, I recite The Preamble. If it's seventh grade, they get "All the World's a Stage" (thus integrating their history curriculum respectively). "Reciting takes a certain level of skill, don't you think?" I ask, flexing my wrists like I'm working them out with a small hand weight. They nod.

"But does it prove that I understand what I'm saying?" I ask them, adding, "Would you agree that proving that I get what's coming out of my mouth might work out my brain further?"

[Questions that are level one include sentence stems that ask them to: describe, identify, define, and recite.]

Level II: Process

I then recite my respective piece again, this time with inflection and passion, punching words verbally that are important and using my face and gestures to highlight the meaning of the words. "Now," I say. "If I were to take apart these phrases and shuffle them around in sentence strips on your desk, and you were to use the words and punctuation and meaning as context clues to put them back in order, wouldn't you say that you were working out your brain more than you did before?"

This time I flex my forearms, miming bigger hand weights. They start to nod more, some of them moving their arms too, some showing me their biceps, knowing what's coming.

[Questions that are level two include sentence stems that ask them to: infer, compare/contrast, sequence, and categorize.]

Level III: Output

I then ask them to think about the following questions:

"Using textual evidence, could you predict what would have been the message of the Preamble if our forefathers hadn't used the word perfect to describe our union? How would the ideal of our country have changed if they had instead used the word acceptable?"

I ask them all if their brains are starting to sweat. They laugh. I push my arms up, straining in my mock workout. "I feel like I am bench pressing 250 now, let me tell you!"

[Questions that are level three include sentence stems that ask them to: judge, evaluate, create, hypothesize, and predict.]

Knowledge Into Action

I then show them Costa's words and sentence stems to help them form their own questions for each of the levels. "Now, here's your challenge: You guys are creating next Tuesday's quiz for your fellow students on our latest reading selection. I want you to develop questions -- high-level, deep-thinking questions -- that honor confusion. (A guy named Sheridan Blau once said, "I believe in honoring confusion.") Show me, and them, how much you understand about your story by asking great questions."

I also agree with the student who invariably ends up shocked that it's hard to develop a Level III multiple-choice question. I tell them this is why standardized tests are generally Level I questions. They seem somehow cheered by this realization.

My eighth graders are currently reading Laurence Yep's "The Great Rat Hunt," while seventh grade is reading, Gary Soto's "7th Grade." Each student then creates ten questions that can be multiple-choice or short answers using Costa's Levels of Questions. I cull through the questions, pick the ones I like, and there you have it: a student-created assessment.

Share with us ways you use Costa's Levels of Questioning in your classrooms. What are the benefits of teaching the different question levels and training students to put them to use? We look forward to hearing from you!

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Stirring Students to Ask Tougher Questions | Edutopia

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"So," I continue. "When a person works out their muscles, are they building them to lift something heavy right now?" They shake their heads. "Of course not," I agree. "We workout our muscles now in order to be able to lift something heavy in the near or distant future.

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Uploaded by Westside AVID Strategies on 2017-01-25.

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Overview of Costa's Levels of Questioning 

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Overview of Costa's Levels of Questioning 

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Instructional Strategies for ESOL Students Checklist

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Instructional Strategies for ESOL Students Checklist

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Discussion and Supporting Materials

Thought starters

1. What are academic conversations?

2. Why is it important to value oral language?

3. How can you engage students in academic conversations?

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Academic Conversations with ELLs: Series Overview

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Discover how to engage ELLs in academic conversations. Maria Santos and Jeff Zwiers provide an introduction to a video series on academic conversations. Jeff describes the importance of oral language while Maria introduces how OUSD has been focusing on academic conversations.

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Socratic Rubric for Peer and Self Evaluation  

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Socratic Rubric for Peer and Self Evaluation  

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Jigsaw Method Of Teaching. ▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬ This cooperative learning strategy increases student engagement, encourages collaboration, and results in better learning. Learn how to use the basic Jigsaw method, another variation called Jigsaw II, and get tips for troubleshooting, like what to do if you can't divide students evenly. ▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬▬ Want more?

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Video shown at Richardson High School during staff development in-service, which corresponded to the presentation "High Engagement Strategies" by Elizabeth Brown.

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Conversation Stems for Scholarly Accountable Talk

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Conversation Stems for Scholarly Accountable Talk

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Accountable discussion empowers students to draw up arguments based on evidence. Students learn how to respect the views of their peers while strengthening their communication skills. They get practice in being good conversationalists, participating in conversations in a polite manner.

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A great example of a Spider Web Discussion,

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A great example of a Spider Web Discussion,

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Recently I had the opportunity to hear Alexis Wiggins talk about Spider Web Discussions, a topic I had never even heard of before. I was immediately hooked on this mindset as she shared findings on research good managers that apply to the work that we do in schools to prepare students for their future. One example is that the Google Project "Oxygen" did a study that resulted in a finding of 8 top qualities of good managers:

1. Is a good coach

2. Empowers the team and does not micromanage

3. Expresses interest in and concern for team members' success and personal well -being

4. Is productive and results-oriented

5. Is a good communicator-listens and shares information

6. Helps with career development

7. Has a clear vision and strategy for the team

8. Has key technical skills that help him or her advise the team

What is most interesting about this list is that the top 7 qualities are all soft skills, with the 8th being technical skills or content specific. As educators, we often believe our content is the most critical for our students, however, it is the soft skills (and their own ability to learn on their own) that will help them be successful. Furthermore, it does not matter what grade or subject you teach, you can give students experiences to build the soft skills to help prepare them for their future!

How does she advocate for teaching students the soft skills? Through the use of Spider Web Discussion. Basically, you give your class some essential questions to discuss (no matter your grade or subject) with the goals of having all involved in the discussion and then you sit back and do not engage in the conversation at all. (You would do more than just that little bit I just gave you to get this started, but you would have to read more of Wiggins's work for the full details). You keep track of the class discussion, by creating a spider web to show how the conversation flowed and keep track of other notes, such as who asked a question, if a student cited the text, if someone used language to agree with someone, etc.

After the discussion, you share the documentation with the class to look at the goals-did everyone contribute? Did one person talk more than others? Did they cite the text, did they ask questions to keep the conversation going, etc. You can have individual conversations with students that aren't contributing or that dominate discussion and even assign individual roles.

Once I learned about this I told Alexis that I was excited to try this in the grad class that I teach and made sure to tweet her a picture of my spider web afterwards. When she replied to ask how it went, I realized I had to blog about it, because my response was too much for 140 characters!

So, here is the spiderweb and my reflections from our class discussion:

I gave the class some guiding questions for their discussion (on the book they read), but let them know they did not have to follow them in order and could come up with their own for discussion.

I told them my goal was for them to discuss for at least 20 minutes and then I set the stopwatch on my phone so I could keep an eye on time.

When they got started I glanced at my phone several times in the first few minutes to see how long we had been at it. But after about 4 minutes I didn't look again.

It was so slow/awkward to start in the beginning and I realized that I was watching as each person talked and they looked to me, almost for affirmation, but I had told them I would not talk so I said nothing. From then on I just looked down and took notes and did NOT look up. This was very hard for me to do, because I felt like I was being rude, but I did not want them looking at me for the discussion, I wanted them to engage with each other in this discussion.

I started marking some letters next to names to indicate A-used agreement language, Q-asked a question, C-cited the text and a star if they said something very insightful. I struggled with the star, because many of them shared some very insightful comments. A teacher could make any markings/documentation based on what you are wanting students to grow in when having a discussion. Your skills in documenting/key for what you are documenting would surely grow with more experience.

Just from one attempt at a spider web discussion, I see SO much value in this activity and the self-assessment discussion that takes place after as a class, so that all students are learning and growing together! Just think about how much students will learn from one another in these discussions, how your ELL students will benefit, and how you will know if your students understand the content that was being discussed. I am very excited to get Wiggins's book that is out this month from ASCD:

A great example of a Spider Web Discussion, with her explaining it in the second half of the video can be found here:

You can also find many resources on her website HERE.

Reference: Project Oxygen: 8 Ways Google Resuscitated Management

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Recently I had the opportunity to hear Alexis Wiggins talk about Spider Web Discussions, a topic I had never even heard of before. I was immediately hooked on this mindset as she shared findings on research good managers that apply to the work that we do in schools to prepare students for their future.

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Spider Web Discussion/Socratic Seminar: The Best Class 

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Spider Web Discussion/Socratic Seminar: The Best Class 

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Alexis Wiggins [licensed for non-commercial use only] / Alexis Wiggins's Wiki

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Please use the links to the right, on the sidebar, for all info on Spider Web Discussion, Models by Design, and contacting Alexis. You do not need to request access to this wiki to be able to view and download all its contents -- simply click away!

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Teacher Development at the ASM - Spiderweb Discussion -

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Teacher's Professional Development at the American School of Milan - Spiderweb Discussion -

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More comprehension strategies

Why use a concept map?

It helps children organize new information.

It helps students to make meaningful connections between the main idea and other information.

They're easy to construct and can be used within any content area.

How to use a concept map

Note: It is important that teachers spend time introducing younger students to charts and diagrams prior to using this strategy.

There are several ways to construct concept maps. Most include the following steps:

1. Model how to identify the major ideas or concepts presented in a selection of text as you read.

2. Organize the ideas into categories. Remind students that your organization may change as you continue to read and add more information.

3. Use lines or arrows on the map to represent how ideas are connected to one another, a particular category, and/or the main concept. Limit the amount of information on the map to avoid frustration.

4. After students have finished the map, encourage them to share and reflect on how they each made the connections between concepts.

5. Encourage students to use the concept map to summarize what was read.

Download blank templates

Lesson plan

Concept Muraling: Organizing Knowledge Visually to Improve Comprehension

Help students develop a framework for organizing their knowledge of a content area text by providing visuals and key vocabulary words. See the lesson plan from the Balanced Literacy Diet.

See many more related how-to videos with lesson plans in the Reading Comprehension Strategies section.

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Concept Maps | Classroom Strategy | Reading Rockets

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A concept map is a visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Most concept map organizers engage students in answering questions such as, "What is it? What is it like? What are some examples?"

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Concept mapping and mind mapping are used in the classroom in any number of ways. This page will provide the rationale for their use, links to samples and a list of tools to use to create them. If...

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An introduction to the basics of concept mapping.

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Classroom Gallery Walk Quiet Gallery Walk High School Gallery Walk Step-Up Walk Gallery Gallery Walk Presentation Gallery Walk Miami Gallery Walk Ideas Gallery Walk Instructional Strategies Gallery Walk Protocol Gallery Walk Lesson Gallery Walk Strategy Gallery Walk Process Engineering Gallery Walk Worksheet Gallery Walk Protocol Elementary

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| | Filed Under: Math

One of my favorite activities to use during math instruction involves math error analysis. I love having my students dig deeper into a concept or skill by analyzing, identifying, and explaining errors in example work. In this post, I will discuss a few of my favorite benefits to using math error analysis tasks and then some ideas for how to easily implement these types of tasks in your classroom, including free error analysis tasks!

Math Error Analysis: Why is It Beneficial?

Let's begin with the why it is a good idea to have students analyze math errors.

1. It promotes higher level thinking. According to Robert Marzano, error analysis is at the top of the higher level thinking skills. It requires students to create, analyze, and even prove their claim.

2. It aids in conceptual understanding. The tricky part of having students do traditional algorithms is they sometimes lose the conceptual reasoning behind the steps. When students can find errors in a process and explain it (that part is key), they are really showing a conceptual understanding of the skill or concept.

3. It is a great test taking strategy. Let's face it, tests are here to stay. Teaching students to find errors in thinking and algorithms is a perfect way to prepare them for multiple choice math questions in an authentic manner. When they solve a math problem and are unable to locate the answer in the choice, they can look over their work and see if they can determine the error in their own math.

Math Error Analysis: How to Implement It

Now, that we know why we should be having students analyze math errors and participate in error analysis tasks, let's talk about how you can implement this in your classroom immediately.

1. Have the students determine the errors in their own math work on assessments. Instead of just handing back assessments and having the students correct their work, have them analyze their own errors and explain them.

2. Create a gallery walk with posted errors on chart paper. Use your students' own errors to create anchor charts with problems showing that error. Have the students walk around the room examining the error analysis tasks and discussing them with partners. Read a bit more about how I use a gallery walk activity in math here.

3. Implement error analysis math tasks into your review or math centers. Have your students regularly practice analyzing math errors as part of their normal math center or independent work.

FREE Math Error Analysis Tasks

I believe in this type of math instruction so much that I want to share a free pack of error analysis math tasks for you to try out.

These tasks are standards based (with the standard easily labeled in the corner) and the complete set includes a few tasks per standard for lots of practice. The tasks all follow the same format: a task is shown with the student's answer as well as their work or thinking. The student must identify the error that was made and explain why they think the student made the error. Then, the students solve the problem or task correctly and explain their thinking. Take a peek at a few examples.

These are nine different error analysis math tasks in the free resource, three tasks for 3rd grade, three tasks for 4th grade, and three for fifth grade. (Note: The FREE error analysis math tasks are not the exact tasks shown.)

-> Click here or on the image below to download the FREE error analysis tasks! Click here to see the full sets of Error Analysis Math Tasks in my TpT Store!
I am loving all that writing that goes along with these tasks (Click here for more ways to get your students writing in math). These type of tasks are also perfect for improving your students use of math language. The tasks allow you to see where your students are in their current abilities to write about math. You can plan further instruction based on that.

This post was originally part of a follower celebration. Make sure you stop by Ideas by Jivey's blog to grab her math freebie!

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Implementing Math Error Analysis in Your Classroom {Freebie Included} - Teaching with Jennifer Findley

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Filed Under: Math One of my favorite activities to use during math instruction involves math error analysis. I love having my students dig deeper into a concept or skill by analyzing, identifying, and explaining errors in example work.

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The DBQ Project Method provides a framework of best practices that guides teachers and students to read smart, think straight, and write clearly.

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DBQ Project Method™

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The DBQ Project strives to help teachers help students read smart, think straight, and write clearly with educational products and teacher development.

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Big List of Structured Discussion Strategies

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Big List of Structured Discussion Strategies

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Philosophical Chairs vs. Socratic Seminar 

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Philosophical Chairs vs. Socratic Seminar 

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Seventh Grade Student
Molly
Who is energetic, creative, athletic and short.
Daughter of Sandra and John.
Lover of fun, marine life, and John.
Who feels pessimistic, left out, and sometimes happy.
Who needs love, time, and hugs.
Who fears sharks, death, and homework.
Who gives friendship, advice, and love.
Who would like to see a cure for cancer, Alaska, and my parents back together.
Resident of Mount Air.
McDonald

Character from Literature
Queeny
Angry, defiant, bright, frightened
Daughter of a prison inmate
Cares deeply about her mom and dad
Who feels alone
Who needs someone to see through her defenses
Who gives friendship to those who believe in her
Who fears going to jail
Who would like to see her father
Resident of Cotton Junction, Georgia
Peavy

Historical Figure
Abe
Strong, brooding, witty, compassionate
Husband of Mary Todd Lincoln
Cares deeply about saving the Union
Who feels committed to ending slavery
Who needs the nation's understanding
Who gives freely of himself
Who fears war
Who would like to see North and South as one again
Resident of the ages
Lincoln

"Bio Poem" Example

Two poems based on Sammy by Elizabeth Ripley

Both of these poems-one a "Bio Poem," the other an "I Am Poem"-show how poem forms can be used to assess how well students understand literary characters or historical figures. The "bio poem" and "I am poem" also make excellent pre-performance character studies for students who may be acting out a character from literature or poetry.

Sammy
Naughty, happy, hungry, and sly
Son of Mommy
Lover of fun, jam, and mom
Who feels motivated, happy, and guilt-free
Who needs jam, bread, and a chair to stand on
Who gives headaches, grief, and hugs
Who would like to see his mommy happy
and a swimming pool filled with jam.
Resident of The Kitchen
Jaminsky

"I Am Poem" Example

Mommy of Sammy by Elizabeth Ripley
I am a harried mom in a heckuva hurry.
I wonder why my son can't stay out of trouble.
I hear huge lips smacking in the kitchen.
I see mounds of jam everywhere.
I want a vacation!
I am a harried mom in a heckuva hurry.
I pretend not to find my child annoying.
I touch my child's sticky sweet face.
I worry that he will wipe his face on my new curtains.
I cry to think he won't be a child forever.
I am a harried mom in a heckuva hurry.
I understand that children will make messes.
I say, Sammy! Don't make yourself jammy.
(I say, I'm thankful that we've food to eat at all.)
I dream of the day that Sammy becomes self-cleaning.
I try to remember that this is just a phase.
I hope when I am old, my son will clean up after me.
I am a harried mom in a heckuva hurry.

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Seventh Grade Student Molly Who is energetic, creative, athletic and short. Daughter of Sandra and John. Lover of fun, marine life, and John. Who feels pessimistic, left out, and sometimes happy. Who needs love, time, and hugs. Who fears sharks, death, and homework. Who gives friendship, advice, and love.

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SS or History Lesson Plan

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Instructional Procedures: Each student needs the bio-poem template. Go over what you expect from each line. Let them use search engines on the internet and find the information that they need. These can be done on every unit that you have. I pick the key people or I let them pick from a list of names.

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Adam Ruins Everything - Why You Won't Drop Out and Become Bill Gates | truTV

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For every tech billionaire that the media obsesses over, there are countless less-fortunate folks that don't fare as well without a college education.

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Cornell Notes Help Students Become Better Test Takers

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Cornell Notes Help Students Become Better Test Takers

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Sponsored by the Sacramento City College Student Success and Support Program ---------- The Cornell method is a way of taking notes. A professor at Cornell University created this system to help his students keep their notes organized and useful. Here is the technique.

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What is AVID and Why Take It School Wide?

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What is AVID and Why Take It School Wide?

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Teach Like a Champion Technique 32 - SLANT

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One of the best skills I have ever learned - and it is a shame I only learned it as an adult - is how to be a good member of an audience, whether that be an audience of 1 or 100. Learning how to listen well is equally as important as learning how to speak well.

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The Cornell Way PDF Presentation with Examples

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The Cornell Way PDF Presentation with Examples

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Four Keys to Successfully Implement AVID in Our School

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Four Keys to Successfully Implement AVID in Our School

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Critical Reading Strategies Session 1: Marking the Text

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Critical Reading Strategies Session 1: Marking the Text

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Critical Reading Strategies Session 1: Marking the Text - Dublin Secondary Coaches

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- Tools for Formative Assessment -- Techniques to Check for Understanding -- Processing Activities -

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- Tools for Formative Assessment -- Techniques to Check for Understanding -- Processing Activities -

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WICOR EXPLAINED

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Key Assessment for Learning Techniques
In All Lessons, Teachers: Ground the lesson in the learning target. This means they:
• Post the target in a visible, consistent location
• Discuss the target at the beginning of class with students, having students put the target into their own words, explain its meaning, and explain what meeting the target might look like
• Reference the target throughout the lesson
• Return explicitly to the target during the debrief, checking for student progress

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Writing Good Questions for Cornell NotesCosta’s Levels of Thinking and Questioning

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Writing Good Questions for Cornell NotesCosta’s Levels of Thinking and Questioning

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How to Use Costa's Levels of Inquiry/Questioning

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How to Use Costa's Levels of Inquiry/Questioning

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How to Use Costa's Levels of Inquiry/Questioning

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This screencast introduces future Vaqueros to Costa's Levels of Inquiry/Questioning and teaches them how to use the provided graphic to build questions.

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Thought starters

1. How does Mr. Sevin embed the components of WICR into his class?

2. What can you learn from Mr. Sevin about teaching success skills?

3. How could you incorporate WICR into your lessons?

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082

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Teachers

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Writing, Inquiry, Collaboration & Reading

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Thought starters How does Mr. Sevin embed the components of WICR into his class? What can you learn from Mr. Sevin about teaching success skills? How could you incorporate WICR into your lessons? School Details Alief Early College High School 2811 Hayes Road Houston TX 77082 Data Provided By: Teachers

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Mr. Hixson does History with C-Notes

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I was looking for a better way to work through some of the content I teach and came across Cornell Notes. My 7th grade students really latched on to them and asked me to make a video. I am still new too both using and teaching Cornell Notes and any tips/feedback would be terrific.

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See link: Amazing Resources!

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Motivational Activities

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Terms to Know

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Big Paper: Building a Silent Conversation

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Big Paper: Building a Silent Conversation

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Students have a written conversation with peers and use silence as a tool to explore a topic in depth.

English & Language Arts

History

Social Studies

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Big Paper: Building a Silent Conversation

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Students have a written conversation with peers and use silence as a tool to explore a topic in depth.

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6th grade
Understand the history and functionality of the Cornell note‐taking method

Utilize Cornell note‐taking methods in most classes

Take four to nine pages of quality Cornell notes per week

Develop an understanding of the organization surrounding right‐column notes

Develop an understanding of the organization surrounding left‐column notes for main ideas and questions

Develop an understanding of the summary in Cornell note‐taking

7th grade
Develop a basic understanding pertaining to the components of the CORNELL WAY focused
note‐taking process

Take notes for each core class on a weekly basis

Take seven to 12 pages of quality Cornell notes per week

Understand how to utilize Cornell notes as a study tool

Have notes available during tutorials to support questioning

Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes

Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section

Compose an essential question based on the standard or objective covered by the lesson

Reflect on all notes taken during a unit of study after the test is returned and consider gaps of study that led to missed questions

8th grade

Review and utilize the components of the CORNELL WAY focused note‐taking process

Write Cornell notes for each class, including AVID, on a weekly basis and acquire knowledge pertaining to expectations of usage from each teacher

Take seven to 12 pages of quality Cornell notes per week

Fill in gaps of information in Cornell notes to maximize use as a study tool for exams

Mark, highlight and underline key concepts in notes to show key information

Write effective summaries for Cornell notes that link all of the learning to

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LIST OF STRATEGIES AND THEIR EXPLANATIONS

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30 Second Protocol

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