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What did you learn today? I was able to gain experience with Costa's questioning and was exposed to a variety of useful strategies.

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Discover great apps, games, extensions and themes for Google Chrome.

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Newsela | Nonfiction Literacy and Current Events

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Newsela | Nonfiction Literacy and Current Events

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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AnswerGarden » ...- Plant a Question, Grow Answers! Generate a live word cloud with your audience.

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AnswerGarden » ...- Plant a Question, Grow Answers! Generate a live word cloud with your audience.

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Welcome to The Literacy Shed - the home of visual literacy. Here at Literacy Shed we aim to provide teachers with high quality films and animations that can be used in the primary classroom to enhance the teaching of reading and writing. All of the films on the site we think are suitable for primary aged children although some films may not be suitable for younger children. We urge that teachers watch any films before showing them to children.

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A website for teachers filled with ideas for literacy teaching using visual resources such as film, animation, photographs and picture books.

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Collaborative Strategic Reading (CSR): A Comprehension Strategy to Enhance Content Area Learning | Edutopia

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Collaborative Strategic Reading (CSR): A Comprehension Strategy to Enhance Content Area Learning | Edutopia

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Preview the text
Students preview the whole passage before reading its sections. Previewing the text activates prior knowledge, stimulates students' interest about the topic, and facilitates making predictions. During this step, students look at headings, key words, pictures, and charts in a short period of time. The teacher asks students some questions to engage them in a classroom discussion about what they learned from the previews. Also, the teacher encourages students to predict what they think they will learn from reading.
During reading: Click and clunk (I get it - I do not get it)
Students monitor their understanding and decide if they really understand what they read or not during reading. When students read a passage with understanding, they proceed smoothly through the text. When students find a word, concept, or idea hard to understand, it is a clunk. Clunks break down reading comprehension and make it hard to understand the whole text. In this case, students need to identify the clunks then figure them out using fix- up strategies, written on clunk cards, to understand the text.

Fix-up strategies may include but are not limited to:

Vocabulary fix-up skills: The student rereads the sentence and looks for clues to understand the meaning of the unknown vocabulary word in the sentence. Also, breaking up the word into its syllables or prefix and suffix to look for smaller words.

Read-Pause-Reflect:To help students monitor their understanding during reading, allow them to decide to pause at any point to recall the main ideas for each part. If a student does not understand the topic, he/she rereads the section.

Partner Retell: Students work in pairs in this activity. One student assigned the role of "re-teller" and the other assigned the role of "listener". The reteller talks about the main idea(s), concepts, and points of the reading while the other student listens, comments, and ask questions. Then, the teacher randomly calls one of the listeners to share information told by the reteller.
Get the gist
Students learn to identify the most important idea(s) in the text during reading. This strategy teaches students to use their own words to explain the main ideas of every paragraph or two using a few words to check for understanding.
After reading: Wrapping up
After reading, students identify the most important ideas from the entire section they have read. They generate questions and answers about the information in the text. Encourage students to create high order thinking questions and write down the most important information in the text.
CSR learning logs
Students track their understanding during the CSR process by using learning logs. Students complete learning logs before, during, and after reading. CSR learning logs used as a reference for follow-up activities, a study guide, and for evaluation.
Follow-up Activities- Not limited to:
Follow-up activities are used to reinforce the main ideas and the vocabulary words students have learned from reading.

Verbal and Visual-Word Association: Students write clunks on a Post-it note and adhere it to the page in which the chunks were found. Then, they draw a rectangle divided into four sections for each word. Students complete the boxes by providing the definition and a visual representation of the word, and their personal association to the word.

Cubing: Students compose a descriptive paragraph using a cube. On each side of the cube the following will be written: (a) describe it, (b) compare it, (c) associate it, (d) analyze it, (e) apply it, (f) and argue for or against it.

Graphic Organizers:Students organize the information they have learned from reading in charts, diagrams, or maps. For example, one group uses a Venn - diagram to compare and contrast ideas. Another group uses semantic mapping to show the relationship among ideas.

Fishbowl: Each group writes one question or two about the topic they read. Students leave the question(s) on their table for other groups to answer. Under the supervision of the teacher, students will rotate and answer the questions.
Cooperative Groups
Students work in small cooperative groups to apply CSR strategies. Thus, they will be assigned roles to perform while using CSR strategies. Teachers train their students to apply the four comprehension strategies of CSR through modeling and classroom activities from the beginning of the year. Students may use cue cards to remind them about the strategies and their roles. When they feel confident implementing CSR strategies and roles, they may stop using cue cards.
Student roles
Once students have developed the CSR strategy demonstration skills and understand their roles, they are ready to apply CSR strategies in cooperative groups. The teacher assigns each student a role in his/her group. Roles depend on the number of students in the groups. Possible roles are:

Leader: Leads and directs the group during the implementation of CSR with the teacher's assistance, if needed, and keeps the group's members on task.

Clunk expert:Uses clunk cards to show the group the fix-up strategies when they try to figure out a clunk.

Gist Expert:Guides the group to identify the most important ideas of the passage they are reading.

Encourager:Encourages the group members participate in the group's discussion and gives the feedback.

Announcer:Calls on the group members to read or share ideas during the activity.

Reporter:Share the group's ideas, answers, and questions during a whole class discussion.
Teachers Roles
The teacher presents and teaches students the CSR strategy and cooperative grouping from the beginning of the year. When students develop the skills and implement CSR strategies in cooperative groups, the teacher should circulate among the groups to facilitate cooperative learning, provide assistance and support when needed, and clarify any misconceptions.
Process
The diagram below shows the basic steps of CSR:
Final Thoughts
Although CSR was developed to help students with learning disabilities and limited English proficient students, CSR has positively impacted the standardized reading comprehension tests scores for average and high average achieving students (Klingner & Vaughn, 1999). CSR improves reading comprehension, develops cooperative skills, and enhances students overall performance and achievement in any subject.
References
Klingner J. & Vaughn S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52. No. 7

Bean, T.W., Readence, J.E., & Baldwin, R.S. (2011). Content area literacy: An integrated approach, (10th ed.). Dubuque, Iowa: Kendall/Hunt.

Reading Comprehension Fix-Up Skills: A Classroom Toolkit. (n.d.). Retrieved on April 15, 2015.

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Collaborative Strategic Reading (CSR): A Comprehension Strategy to Enhance Content Area Learning | Edutopia

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Preview the text Students preview the whole passage before reading its sections. Previewing the text activates prior knowledge, stimulates students' interest about the topic, and facilitates making predictions. During this step, students look at headings, key words, pictures, and charts in a short period of time.

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AnswerGarden » ...- Plant a Question, Grow Answers! Generate a live word cloud with your audience.

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AnswerGarden » ...- Plant a Question, Grow Answers! Generate a live word cloud with your audience.

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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20 Collaborative Learning Tips And Strategies For Teachers

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20 Collaborative Learning Tips And Strategies For Teachers

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20 Collaborative Learning Tips And Strategies For Teachers
contributed by Miriam Clifford

There is an age-old adage that says, "two heads are better than one."

Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the future of computing?

Yes, those two were, of course, Bill Gates and Paul Allen, the founders of Microsoft.

Collaborative learning teams are said to attain higher-level thinking and preserve information for longer times than students working individually. Why?

Groups tend to learn through "discussion, clarification of ideas, and evaluation of other's ideas." Perhaps information that is discussed is retained in long-term memory. Research by Webb suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement improved when working in diverse groups.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Many consider Vygotsky the father of 'social learning.' Vygotsky was an education rebel in many ways. He controversially argued for educators to assess students' ability to solve problems rather than merely acquire knowledge. The idea of collaborative learning has a lot to do with Vygotsky's idea of the "zone of proximal development." It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students' awareness of other concepts.

What are some ways to include best practices for collaborative learning in our classroom?
20 Collaborative Learning Tips And Strategies For Teachers 1. Establish clear group goals
Effective collaborative learning involves the establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time.
2. Keep groups midsized
Small groups of three or fewer usually lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create 'freeloading' where not all members participate. A moderate size group of four or five is ideal.
3. Establish flexible group norms
Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960's studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned.

If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms. Norms should change with situations so that groups do not become rigid and intolerant or develop sub-groups.
4. Build trust and promote open communication
Successful interpersonal communication must exist in teams. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other.Studies found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.
5. For larger tasks, create group roles
Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example in my own classroom was in the science lab, fifth grade students assumed different roles of group leader, recorder, reporter, and fact-checker. The students might have turns to choose their own role and alternate roles by sections of the assignment or classes.
6. Create a pre-test and post-test
A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom's taxonomy to further hone in on specific skills.

Individuals should also complete surveys evaluating how well the group functioned. 'Debriefing' is an important component of the learning process and allows individuals to reflect on the process of group learning.
7. Consider the learning process itself as part of assessment
Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effects on self-esteem and personal development are just as important as the learning itself.

In terms of assessment, it may be beneficial to grade students on the quality of discussion, student engagement, and adherence to group norms. Praise younger groups for the following (for digital collaborative learning, for example) standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw technique.
The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups.

This type of collaboration allows students to become 'experts' in their assigned topic. Students then return to their primary group to educate others. Strategies here include using clusters, buzz groups, round-robin, leaning cells, or fishbowl discussions.
9. Allow groups to reduce anxiety
When tackling difficult concepts, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allows for positive learning experiences. Allow groups to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions
The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is often useful here. Students should work together on the task and maintenance functions of a group. Roles are important in group development. Task functions include:

Initiating Discussions

Clarifying points

Summarizing

Challenging assumptions/devil's advocate

Providing or researching information

Reaching a consensus

Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as sensing group feelings, harmonizing, compromising and encouraging, time-keeping, relieving tension, bringing people into the discussion, and more.
11. Use real-world problems
Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
12. Focus on enhancing problem-solving and critical thinking skills
Design assignments that allow room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem-solving. Mark Alexander explains one generally accepted problem-solving procedure:

1. Identify the objective

2. Set criteria or goals

3. Gather data

4. Generate options or courses of action

5. Evaluate the options using data and objectives

6. Reach a decision

7. Implement the decision

13. Keep in mind the diversity of groups
Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.
14. Consider demographics
Equally, balanced gender groups were found to be most effective.

Some research suggests that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.

15. Use scaffolding or diminished responsibility as students begin to understand concepts.

At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own topics or products as time goes on.

After all, increased responsibility over learning is a goal in collaborative learning.
16. Include different types of learning scenarios
Studies suggests that collaborative learning that focuses on rich contexts and challenging questions produces higher-order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem-solving, and collaborative writing.
17. Technology makes collaborative learning easier
Collaboration had the same results via technology as in person, increased learning opportunities. Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoints occurred more frequently through online interactions.

This may be because the research used students that did not know one another. If this is your scenario, you may want to start by having students get to know each other's backgrounds and ideas beforehand on a blog or chat-board.
18. Avoid 'bad group work'
As with any learning strategy, it's important to have a balanced approach. Cynics usually have a valid point. A New York Times article, cites some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some individual time to write notes before the groups begin. This may be a great way to assess an individual grade.

19. Be wary of 'group think '

While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some research suggests that groups favored the more confident members. Changing up groups can help counter this problem.
20. Value diversity
Collaborative learning relies on some buy-in. Students need to respect and appreciate each other's viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourages independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together were able to reach complex solutions.

By definition, learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned process. If managed correctly, it is a powerful tool that can allow educators to tap into new ideas and information.
This is a cross-post from opencolleges.edu.au; image attribution flickr user flickeringbrad

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20 Collaborative Learning Tips And Strategies For Teachers

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20 Collaborative Learning Tips And Strategies For Teachers contributed by Miriam Clifford There is an age-old adage that says, "two heads are better than one." Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google).

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5 Ways to Package HyperDocs - highfill2013

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5 Ways to Package HyperDocs - highfill2013

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5 Ways to Package HyperDocs - highfill2013

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Copy this into your drive or download it to use it as your own!

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Lesson Planning Template

http://bit.ly/elacollaboration / https://padlet.com/lbutler6/trinityELA

Show video, have participants talk to each other, then share out using a strategy

Go over roles and responsibilities for collaborative groups

Go over Essential Questions and overview of lesson structure

Video: "Learn" https://www.youtube.com/watch?v=Xc0d510zTA4

Collaborate:

Today's meet/ answergarden/ whiteboards "What do you want to learn today?"

https://answergarden.ch/358319

Using photos are incredibly helpful for getting students to talk

Hand out 4 postcards to each group. Have them each take one card, take some notes, then pass them to the right, take notes. They are making a list of things they like and dislike. The 3rd time they switch, they will then make notes about what limits the place has for everyday living.

Postcard activity

Look at your postcards and make a list of what you like and dislike. Next, talk about what the limits are for each place. What might affect everyday living?

Collaborate:

First you talk, then you post.

Post your limits on this padlet:: https://padlet.com/lbutler6/limitspostcards

(non-digital: use poster paper and use sticky notes)

Pass out the article, use jigsaw, and explorer strategy. Each group numbered off to 4 and three of them are the explorers and the others are experts. Go find out information about the other parts. Original group all reads the same part and shares their main ideas/thoughts and become experts together. The explorers go gather information from the other experts, then bring it back then take turn sharing as a group. They will be looking for 1) the main idea of the section and 2) examples of culture

(NewsELA doesn't always keep the same articles; download them to your computer)

Read the article with the groups and look for examples that help you understand what culture is

Put your information onto the form

Explain/Explore

Costa's levels of Questioning : to find out more about culture. What information are you missing?

In your group come up with a Level 1, 2, 3 question to ask about culture.

Have groups discuss the word culture and come up with a definition. Write it on the whiteboards, then share out. (I am not giving a definition on purpose. I want them to come to their own conclusion.)

Use a video that relates to any topic to further explore a topic

Use "Exit Directions" to have students talk (put all they need for directions on the boards)

Participants will talk about the video

http://www.literacyshed.com/day-of-the-dead.html

What does this video say about the place and a culture?

Talk in your groups; write on whiteboards

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ELA: Unleashing the Power of Collaboration in the Classroom

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Lesson Planning Template http://bit.ly/elacollaboration / https://padlet.com/lbutler6/trinityELA Show video, have participants talk to each other, then share out using a strategy Go over roles and responsibilities for collaborative groups Go over Essential Questions and overview of lesson structure Video: "Learn" https://www.youtube.com/watch?v=Xc0d510zTA4 Collaborate: Today's meet/ answergarden/ whiteboards "What do you want to learn today?"

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What the limits are for each place? What might affect everyday living?

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What the limits are for each place? What might affect everyday living?