Presentation on theme: "Spiraled Assignments Presenter: Angela Pritchett November 14, 2006."— Presentation transcript:
Spiraled Assignments Presenter: Angela Pritchett November 14, 2006
Why do we spiral homework? We spiral homework so that 2 questions refer to work from 2 months back, 2 questions from 6 weeks back, 2 questions from 4 weeks back, 2 questions from 2 weeks back, and 2 questions from last week. This constantly reviews previously taught concepts. Since homework is spiraled, assignments can be planned in advance, and a teacher never has a problem where the lesson is not finished and the students don't know how to do the work.
How does spiraling help review? Students will be able to review previously taught material. Students will continue to practice old material Repetition helps students store information.
How do we spiral? Use previously taught materials. Recap from the beginning of the year. Give 2-3 problems from each objective. Continue to include objectives that are used in other objectives. Examples: plot, setting, main characters, etc. OR addition, subtraction, multiplication, division.
What does it look like? Daily Review Story, “Tales of a Fourth Grade Nothing” I. Topics covered today Identify the authors Purpose: Why do you think Judy Blume chose to title this story, “Tales of a Fourth Grade Nothing”? II. Topics Covered on previous assessment, (topics that demonstrated difficulty) What other character does Fudge remind you of, from previous stories? (Making connections from previous experiences and reading selection) Find the sentence in the story that supports your thinking? ( Locate information to answer questions) III.Topics that can be used for daily review What is the setting of this story? Who are the main characters? IV. Test Prep What did Peter win at the birthday party? a. A dogb. a catc. a turtled. goldfish
What does it look like? Cont’d Daily Review #1 I. Topics covered today a. What is the mean of the following data? b. What is the mode? range? II.Topics covered on previous assessment (topics that demonstrated difficulty) Complete each fact family 7 x __ = 42 __ x __ =42 42 ___= = 7 III. Topics that can be used for daily review 345 – 273 = = 65 x 3 IV. Writing in Math How can you find the mean with an even set of data? V. Test Prep What is the range of the following set of data: 10,5,2,4 A. 5B. 8C. 6D.1
Research Says: Children do not learn by doing….They learn by thinking, discussing, and reflecting on what they have done.-William Speer(NCSM, 1997,II H-16)
The Workshop Model The program Workshop Model offers a sense of relief to teachers because it allows them to detect the areas where the students need to improve. Students are offered the opportunity through connections, mini lessons, work periods and closings to reach their academic potential. Workshops have been designed to benefit the students for a better understanding using strategies that enhance their skills. The workshops encourage the students to participate more with their peers and teachers through discussing the words or problems assigned to them and the strategies that are taught in the mini lessons. By implementing workshop model in classrooms, students will learn skills to their liking. They can enjoy learning from a hands on experience than note taking form.
How do I set this up? Students participate in three broad areas: A mini lesson conducted by the teacher Activity Time Sharing Time
How do I implement into the day? Mini-lesson on a specific reading/writing strategy or math objective that the teacher has noticed is needed by the majority of the group.(5-10 minutes) It is important to model what is expected in the activity. Students participate in Activity Time. Students are expected to respond and participate in peer and teacher conferences. The students hold most of the decision- making power of responses. The teacher participates as more of a coach or facilitator during the workshop time.(20-25 minutes). The workshop model is concluded with a Sharing Session, where students share their results, written work and ideas they have ome to during the workshop. 10 minutes).
Let me see this in action Mini lesson- Using data to create a bar graph. Activity: Students will create a bar graph with given data. (Refer back to model for help as needed) Teacher offers suggestions for intervals and titles. Students take ownership of activity. Sharing Session: Students are given the opportunity to share the graphs, explaining their thought process. Q & A is offered at this time.
Let me see this in action Cont’d Mini-Lesson(10 mins): With students name features of nonfiction books. Tell them that they are going to learn how to find the different features in nonfiction books so you can put them to use while they are reading. Model for students: Pick a book with nonfiction text features. Think aloud as you model how to use text features of a nonfiction book. With sticky notes mark when you find a feature. Explain to students how this feature can help them read this nonfiction book. Activity(25 mins): See Activity 1 Options When completed activity have students make an entry in their journal. Journal Entry: Draw representations for each text feature in your journal to refer to as you are reading non fiction books. Group Share (5 mins): Make a list to hang in the classroom of the text features of non fiction books and how they help us read.