1. John Lane Woodward Academy EE Ford Brain and Learning Cohort Action Research Project

2. The Problem How can I improve the critical writing and organization skills of my history students on timed essay tests?

3. Action The Method: Ducks – Geese – Swans – and Turkeys Re-teach pre-writing skills Give Students choice Cooperative Collaborative 20-15-15 model to enhance retention Rehearsal – essential for retention – with peer support

4. Data Modern World Elective

5. Early Conclusions Students have the questions in the “palm of their hand” Positive feedback from students and parents Students realize they control the means to improved performance Students discover sense & meaning Increased small group and individualized teaching Students with critical writing weaknesses take action Emergence of “new” approaches from students Students see application to other writing projects

6. Next Steps Still a work in progress Focus on weak performing students Enhance student choice of questions Experiment with student question design Video the complexity for others to witness Deliberately share with other teachers Start initiative with English Department for next AY

8. John Lane Woodward Academy EE Ford Brain and Learning Cohort Action Research Project How can I improve the critical writing and organization skills of my history students on timed essay tests? The Method: Ducks – Geese – Swans – and Turkeys Re-teach pre-writing skills Give Students choice Cooperative Collaborative 20-15-15 model to enhance retention Rehearsal – essential for retention – with peer support Students have the questions in the “palm of their hand” Positive feedback from students and parents Students realize they control the means to improved performance Students discover sense & meaning Increased small group and individualized teaching Students with critical writing weaknesses take action Emergence of “new” approaches from students Students see application to other writing projects Action Early Conclusions

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