Summarizing+Strategies

=Summarizing Strageties wiki=

====OK here's where we get to actually use this e-tool (this wiki) for PL. Remember that "Summarizing Strategies" is the topic our LT chose for our GAPSS followup, so we've got to get on this right away. Please don't delay; commit to do step one of this (yes, it's a two-step process) in the next couple of days. (Of course, the sooner you do it, the less you'll have to worry about somebody else already posting the strategy you wanted to post!)====

====STEP 1: Anyway, each teacher should input one idea, or maybe even an offshoot of another person's idea (think outside of the box!), for a summarizing activity / strategy. Don't just name it or list it -- explain it (see my example below, although you don't have to go that in depth -- you know me!) so others will be able to replicate it. You could even give an example yourself, but it's not totally necessary (you'll see why in Step 2). PLACE YOUR INITIALS AFTER THE SS YOU POST!====

====STEP 2: Then, after each of you has entered your SS, I need for ALL teachers to come back here and tell the rest of the faculty how you've used at least one other idea (one that you DIDN'T post) this school year. (Notice that I said "at least" -- feel free to enter more -- you're just giving other teachers more ideas, and that's what this is all about!!!) Please remember to start on a new line, using carriage returns ("enter" key) to separate one line from another. You may even want to put the new examples of use in bullet form -- I'll exemplify that below too. PLACE YOUR INITIALS AFTER THE USAGE EXAMPLE(S) YOU POST!====

====Here's an example somebody might use. The actual strategy idea is actually mine (although I'm sure I'm not the first person to think of it or use it) -- feel free to steal it! (Unless you think it's stupid -- then feel free to NOT use it!) :-)====

====__Tweet it!__ Tell the students about the importance of Twitter (and international equivalents) in world events of late (e.g., the Arab Spring, but probably not the illegal activities in Great Britain a few months ago!). Tell them they need to communicate with somebody (a scientist across the globe doing similar experimentation, a person in another of the original 13 colonies, etc.) who they need to inform about something important (experiment results, Boston Tea Party outcome, etc.), but they have to do it in only 140 characters (or whatever you consider reasonable for what they're working on at the time.) This (it seems to me) will make the students boil it down to the bare essential facts and/or concepts, while still exhibiting understanding of the material. TS====
 * ====To mult fractions: 1 Mult numerators; 2 Mult denominators; 3 Simplify resulting fraction. (Should simplify orig fractions before Step 1.) TS====

ENJOY!

(Start below here.)

Students write a letter to a student who was absent if everyone is present; write it to Dr. Sawyer. Students need to explain in the letter everything they learned about helping and main verbs. (any skill will work) LA

Pair/Share- Partner one creates a sentence with their choice of a regular or irregular verb. Partner two must identify the verb out of the sentence and write it on an index card. Partner two will go to the bulletin board and place the verb in the correct column (regular or irregular). Partners then switch roles and complete again. CW

Discuss communist and democratic governments. Which would you choose? Discuss with partner. MP

Each student is given a picture card of an animal. Before leaving the room the student places the card in the vertebrate or invertebrate graphic organizer on the board. CC

Choose three new vocabulary words and write "What am I?" riddles using them as the answer. Work in teams to answer each others riddles. DR

Peer Evaluation - After an activity where students create a product of some sort (like a model, diagram/illustration, foldable, or written piece), the students' work is displayed around the classroom or down the hall. Students are each given a sticky note and 5 minutes to walk around and check out each other's work. At the end of 5 minutes, each student picks a piece of someone else's work and uses the sticky note to leave a comment about how the piece helped them better understand the lesson concept. LLS

Students illustrate one vocabulary word. Pair Share. The students determine the vocabulary word that has been illustrated. Then within the pair, review the actual meaning. DD

Live, Love, Learn... Students will draw a circle on their paper and describe a way they can use the lesson or skill in their daily life. They will then draw a heart and describe what they loved most about the lesson. Finally, they will draw a rectangle and describe what they learned from this lesson. KS

Wrap Around, Pass Option: After watching a content related video where students are required to make a list of facts provide students the opportunity to share one fact from the video with the class. I begin on one side of the room and wrap around the room in an orderly fashion asking students to share. Students are able to either share a fact or pass to the next student. BC

Students must make an order of operations problem (with a positive answer), trade with a partner, and work them out correctly before leaving the room. ST

I also sometimes have students write step by step in cursive how to solve particular (simple) problems. The cursive keeps students from shortcuts like using 3 instead of three. ST

Summary Notes... When students jot down the important concepts about a detailed topic on a sticky note or note card. I will give them some type of authentic mnemonic device, chant, riddle or rhyme etc. to help them understand the standard. LG

We have spent the entire nine weeks making a book on media skills. Today the students had to write down five things that they learned in media skills, using complete thoughts.ML

Take Your Places Please!...Students are given a card with a number (prime/composite) on it. On signal they are to move to the correct posted location in the classroom that describe that number. Once in their places, students must justify their placement with their group, and then me! YG

Pair/Share Activity- After teaching new content, the students will work with a partner to list two true facts and a false fact about the information covered. Each pair will be given the opportunity to share, while the other students identify if the facts are true or false. CC

At the end of a lesson, students will work with a partner and think of one important thing that they learned from the lesson. They will then turn that important thing into a question and write it on an index card. After all the students are finished writing their questions, the index cards are passed around so that each pair gets a new card. They answer the question on the new card, and then each pair will share their question and answer with the class. RH