Parents: We have been working on the difference between predicting and inferencing all year. In order to help your child learn the difference, you can ask them questions about what they are reading, or what is happening on a T.V. show or in a movie. If you ask them to predict, they should be able to tell you what is going to happen in the future of the story. If you ask them to make an inference, they should be able to tell you why something is currently happening in the story.
A good way to remember the definitions is to make them equations.
Inferencing : what you know + what you read = being able to tell why something is
happening in the story
Predicitng : what you know + what you read = being able to make an educated guess
about what will happen in the story
in the future
Please, talk to your child about what we are studying in class! :)
Mrs. Short
Thursday, November 29, 2007
Is the Glass Half Full, or Half Empty?
When I read the following article, I thought to myself, "How often have I said that to one of my students?" It is really a question of perspective. I can choose to tell a student, "That's not hard, it's easy!" or I can boost that child's self-confidence in her own power to learn, and tell her, "Yes, it's hard - but you can do hard things!" Both parents and teachers need to keep this in mind when talking with our young people.
Teaching Secrets: Students Can Do Hard Things
By Anthony Cody
I recently observed a teacher passing out an assignment to a class of high school English students. "This is hard," complained one. "No, it's really not hard, it's easy!" replied the teacher.
Even though I could recall saying the same thing myself on occasion, something about this exchange bothered me. What can our students possibly learn if we only gave them easy tasks? On the other hand, how can we motivate our students to accept a challenge if they doubt their own ability?
As part of a partnership, teachermagazine.org is publishing this regular column by members of theTeacher Leaders Network, a professional community of accomplished educators dedicated to sharing ideas and expanding the influence of teachers.
I asked Lynn Scott, an experienced teaching colleague, what she thought. Her reply: "If my second graders say something is hard, I say 'That's ok. You can do hard things!'"
To make her case, Lynn talked to her students about hard things they had mastered. They all were born not knowing how to walk. Did they just stand up one day and run around? No, they taught themselves, by grabbing onto furniture and other people, and they gradually learned to walk without falling. They learned to ride bicycles the same way -- by hard practice and by sometimes falling down.
Research shows that students who lack motivation are often not convinced that the effort they invest in themselves is going to be rewarded. They simply have not been academically successful in the past, so why bother? Furthermore, their parents may have been ineffectual in school, creating a template for failure easier to live up to than disprove.
So how do we teach our students they are capable of doing so much more than they even realize? This is the true art of teaching. Here are some ideas:
• Keep a portfolio of work, beginning with samples from the first week of school (or any fixed point in time). Then, in November or December, you can take a look at their earlier work, and highlight all the things they know how to do now that they could not do in September. This helps students understand their goal is to improve from their current level, and no matter where they are starting, they can learn and grow.
• Researchers tell us that if you give students a letter grade along with feedback, all they focus on is the grade, and the value of the feedback is lost. Therefore I try to avoid giving grades, especially on first or second drafts. Instead, I try to give specific suggestions to guide students toward improvement. Rubrics that describe your expectations can be especially helpful with this. Look at the path to quality work as a ladder, not a leap, and support them as they climb.
• Sometimes students do not really know what high quality work looks like -- or how to produce it. The first time I asked students to do science projects, I was disappointed by some of the work they turned in (apparently assembled the night before with a roll of scotch tape and a magic marker). But when I thought about it, I realized they did not have any clear models.
The next time, when I introduced the assignment I shared some of the better projects I had saved. I also had the students take a close look at the projects and develop a list of characteristics associated with quality work. What do the great projects have? What do less successful projects look like? We took the notes from this discussion and created a rubric the students could use to guide them as they worked. Then the students used the rubric to score their own projects with the help of their peers and make improvements before turning them in.
I've really come to see the power of peer review after years of practicing this teaching method. When students are involved in reviewing each other's work using a clear set of guidelines, they not only have a tool that promotes honest and objective judgments, they also become more familiar with the hallmarks of quality, and they can apply that understanding to their own work as well.
Our students can do hard things, but they do not always know that. High self-regard is important for all the kids we teach, but it is not built through empty praise. It grows as the student actually succeeds in creating quality work. True satisfaction comes when we know for sure that we have achieved excellence. Then let the celebration begin!
An award-winning science teacher, Anthony Cody served for two years as a peer reviewer in the Oakland (CA) City Schools. He now works as a professional development coach, partnering with secondary teachers to improve science instruction.
Have a nice day!
Teaching Secrets: Students Can Do Hard Things
By Anthony Cody
I recently observed a teacher passing out an assignment to a class of high school English students. "This is hard," complained one. "No, it's really not hard, it's easy!" replied the teacher.
Even though I could recall saying the same thing myself on occasion, something about this exchange bothered me. What can our students possibly learn if we only gave them easy tasks? On the other hand, how can we motivate our students to accept a challenge if they doubt their own ability?
As part of a partnership, teachermagazine.org is publishing this regular column by members of theTeacher Leaders Network, a professional community of accomplished educators dedicated to sharing ideas and expanding the influence of teachers.
I asked Lynn Scott, an experienced teaching colleague, what she thought. Her reply: "If my second graders say something is hard, I say 'That's ok. You can do hard things!'"
To make her case, Lynn talked to her students about hard things they had mastered. They all were born not knowing how to walk. Did they just stand up one day and run around? No, they taught themselves, by grabbing onto furniture and other people, and they gradually learned to walk without falling. They learned to ride bicycles the same way -- by hard practice and by sometimes falling down.
Research shows that students who lack motivation are often not convinced that the effort they invest in themselves is going to be rewarded. They simply have not been academically successful in the past, so why bother? Furthermore, their parents may have been ineffectual in school, creating a template for failure easier to live up to than disprove.
So how do we teach our students they are capable of doing so much more than they even realize? This is the true art of teaching. Here are some ideas:
• Keep a portfolio of work, beginning with samples from the first week of school (or any fixed point in time). Then, in November or December, you can take a look at their earlier work, and highlight all the things they know how to do now that they could not do in September. This helps students understand their goal is to improve from their current level, and no matter where they are starting, they can learn and grow.
• Researchers tell us that if you give students a letter grade along with feedback, all they focus on is the grade, and the value of the feedback is lost. Therefore I try to avoid giving grades, especially on first or second drafts. Instead, I try to give specific suggestions to guide students toward improvement. Rubrics that describe your expectations can be especially helpful with this. Look at the path to quality work as a ladder, not a leap, and support them as they climb.
• Sometimes students do not really know what high quality work looks like -- or how to produce it. The first time I asked students to do science projects, I was disappointed by some of the work they turned in (apparently assembled the night before with a roll of scotch tape and a magic marker). But when I thought about it, I realized they did not have any clear models.
The next time, when I introduced the assignment I shared some of the better projects I had saved. I also had the students take a close look at the projects and develop a list of characteristics associated with quality work. What do the great projects have? What do less successful projects look like? We took the notes from this discussion and created a rubric the students could use to guide them as they worked. Then the students used the rubric to score their own projects with the help of their peers and make improvements before turning them in.
I've really come to see the power of peer review after years of practicing this teaching method. When students are involved in reviewing each other's work using a clear set of guidelines, they not only have a tool that promotes honest and objective judgments, they also become more familiar with the hallmarks of quality, and they can apply that understanding to their own work as well.
Our students can do hard things, but they do not always know that. High self-regard is important for all the kids we teach, but it is not built through empty praise. It grows as the student actually succeeds in creating quality work. True satisfaction comes when we know for sure that we have achieved excellence. Then let the celebration begin!
An award-winning science teacher, Anthony Cody served for two years as a peer reviewer in the Oakland (CA) City Schools. He now works as a professional development coach, partnering with secondary teachers to improve science instruction.
Have a nice day!
Wednesday, November 28, 2007
Hope you have all had a great holiday, and are back into work mode. We are continuing to work on the following things:
Read 180: Students are trying to finish their topics in a more timely manner. We are also working very hard on producing very good essays.
Standard Class: We are still working on our unit on Civil Rights. We are learning what the Little Rock Nine went through in order to integrate Central High School in Little Rock, Arkansas. We have also read about Ruby Bridges, who was part of the integration of schools in Louisana. We also are working through our webquest, which you can view at http://www.kn.att.com/wired/fil/pages/listlittler8t.html
Advanced Class: We are looking at civil rights in a slightly different way, thinking about issues that could violate our civil rights, such as gun control, censorship, and the advantages or disadvantages of bilingual education.
Parents: Please make sure that you are seeing the progress reports and report cards that come home with your child. We had a progress report go home the week before Thanksgiving week. This, along with your child's planner, is one of our best methods for communicating with you about your child's progress.
Read 180: Students are trying to finish their topics in a more timely manner. We are also working very hard on producing very good essays.
Standard Class: We are still working on our unit on Civil Rights. We are learning what the Little Rock Nine went through in order to integrate Central High School in Little Rock, Arkansas. We have also read about Ruby Bridges, who was part of the integration of schools in Louisana. We also are working through our webquest, which you can view at http://www.kn.att.com/wired/fil/pages/listlittler8t.html
Advanced Class: We are looking at civil rights in a slightly different way, thinking about issues that could violate our civil rights, such as gun control, censorship, and the advantages or disadvantages of bilingual education.
Parents: Please make sure that you are seeing the progress reports and report cards that come home with your child. We had a progress report go home the week before Thanksgiving week. This, along with your child's planner, is one of our best methods for communicating with you about your child's progress.
Wednesday, November 7, 2007
Important Dates for You to Remember
Parents and students: The following information is important for you to remember.
1. Report cards went home on Tuesday, November 6th. If you have not seen your child's, please ask him or her for it. We can supply a copy if needed.
2. Progress reports for this nine weeks' grading period will go out next week. Watch for them.
Please remind your child:
1. Reading logs are due on Mondays with your signature. Tuesday is a grace day, in case you or your child forgets to turn it in. To get full credit, your child must have read for 30 minutes each evening six days of the week, had you sign the log sheet, and then have turned it in.
2. Your child needs to bring regular notebook paper, pens, and pencils to class daily. They have run out from the first of the year, and are now without supplies. Please make sure they bring some with them.
Thanks to all my students for a good first nine weeks' period, and good luck on the second nine weeks.
Mrs. Short
1. Report cards went home on Tuesday, November 6th. If you have not seen your child's, please ask him or her for it. We can supply a copy if needed.
2. Progress reports for this nine weeks' grading period will go out next week. Watch for them.
Please remind your child:
1. Reading logs are due on Mondays with your signature. Tuesday is a grace day, in case you or your child forgets to turn it in. To get full credit, your child must have read for 30 minutes each evening six days of the week, had you sign the log sheet, and then have turned it in.
2. Your child needs to bring regular notebook paper, pens, and pencils to class daily. They have run out from the first of the year, and are now without supplies. Please make sure they bring some with them.
Thanks to all my students for a good first nine weeks' period, and good luck on the second nine weeks.
Mrs. Short
Friday, November 2, 2007
I am So Sorry
Parents and students: I am so sorry. I have not posted to my blog for a long time, and it is absolutely inexcusable. I have been working with Freewebs.com for our class project, and my commitment to communicate in this forum has slipped my mind. However, I am now recommitted to using this space to communicate with you all, so please visit regularly.
The first nine week grading period is over, and, on the whole, each student did fairly well. I am pleased with the progress that most of my students have made. Please remember, the work will continue to get more rigorous and more in-depth, so everyone will have to work really hard to continue to do well. I know we can do it!
Parents: Please remind your children to do their reading homework each evening, and then remind you to sign their Homework Reading Log sheet so that they can turn it in on Monday. I have emphasized to them that nine "A's" will really raise their grades, but that nine "F's" will really drop their grades! I think some of them are beginning to understand that part of their lower grade this grading period came from their neglect of their homework.
Students: Your blogs look great! I am enjoying reading your comments. Invite your parents to read them as well.
Important Information to remember:
The first nine week grading period is over, and, on the whole, each student did fairly well. I am pleased with the progress that most of my students have made. Please remember, the work will continue to get more rigorous and more in-depth, so everyone will have to work really hard to continue to do well. I know we can do it!
Parents: Please remind your children to do their reading homework each evening, and then remind you to sign their Homework Reading Log sheet so that they can turn it in on Monday. I have emphasized to them that nine "A's" will really raise their grades, but that nine "F's" will really drop their grades! I think some of them are beginning to understand that part of their lower grade this grading period came from their neglect of their homework.
Students: Your blogs look great! I am enjoying reading your comments. Invite your parents to read them as well.
Important Information to remember:
- The canned food drive to help the needy during the holiday season. Please bring in canned goods
- November 12 - Our observed holiday for Veterans' Day
- The research project for Period Six.
Mrs. Short
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