https://padlet.com/jmyrick2/fjcd2mtqez7d By Jamie Myrick-King en-us 2018-02-27 14:30:34 UTC 2018-02-27 15:49:35 UTC hello@padlet.com jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235887095 A KWL chart is used to help students organize their thoughts. This is what it stands for: What I (K)NOW, what I (W)ant to know or wonder, and what I (L)earned. The learned section should be completed as a summary of the lesson.]]> 2018-02-27 14:33:07 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235887095 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235889592 This can be the answer to any question about the day's work that you pose. One "clever" way to pose the question is to ask them to answer "So What?" Other generic questions could be "What do I want to remember?," "What was I suppose to learn from this lesson/reading/topic?," "How could I communicate what I've learned to someone else?]]> 2018-02-27 14:36:36 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235889592 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235893695 Students list information that answers Who, What, When, Where, and Why related to the learning from the lesson? Give them a graphic organizer like this to help guide their thoughts.]]> 2018-02-27 14:42:34 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235893695 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235897003 Teacher will form expert groups for each "chunk" of a segment of reading/learning. Allow time for each expert group to discuss and summarize its "chunk." Then jigsaw the groups so that each new group has one member of each expert group. Direct each expert in the newly formed groups to summarize their "chunk" for their new group members.]]> 2018-02-27 14:46:47 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235897003 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235904567 List: 3 main points (or 3 "somethings"), 2 controversial ideas (or two things I disagree with), and 1 question related to the key concept or learning.]]> 2018-02-27 14:55:21 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235904567 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235907318 Students make (or are given) a timeline, where above the line either has listed (or they must list) WHAT happened. Below the line, WHY is happened.]]> 2018-02-27 14:58:51 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235907318 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235916201 One side of the Venn has the TEXT information, the other side BACKGROUND INFORMATION, and the "combined," middle section of the Venn is INFERENCES or conclusions drawn.]]> 2018-02-27 15:09:38 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235916201 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235920030 With any skill that is a process, as a review ask students individually or in pairs to write down the steps or process. An example might be writing down the scientific method. ]]> 2018-02-27 15:14:21 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235920030 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235923710 Pose a question to the group. Allow time for students to individually process their thinking in response to the question. Then ask them to discuss with their collaborative partners (pairs) and then share with the group or with another pair.]]> 2018-02-27 15:18:53 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235923710 jmyrick2 https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235928724 Similar to $2 summaries, have students write a newspaper headline that gives the main points of the lesson.]]> 2018-02-27 15:25:42 UTC https://padlet.com/jmyrick2/fjcd2mtqez7d/wish/235928724