While Reading: I am working on having my students write “good paragraphs”, so I have been using different graphic organizers. I’m really intrigued with the idea of thinking maps (I couldn’t find the website). I use stations a lot, but I love the idea of prior knowledge stations. Great example of setting your class up for success! I know that I fall into the trap of over scaffolding. Chapter 5 is making me think about one of the Danielson Principles; the students need to be doing the work. Some days I’m exhausted as they skip by me out the door.
After Reading: I attempted to use prior knowledge stations as part of a space unit. Different stations addressed different types, but there were some stumbles. I know that I didn’t spend enough time introducing the stations because many students were off task. I think this is a combination of not having clear enough expectations and the fact that most of my students do struggle with working independently. I could clearly see students loose interest when at a station that didn’t match their type (ex. extraverted students reading a passage about the moon, then drawing a picture reflecting on what they read). I want to try this again, but first I need to spend some more time planning. Does it make sense that the younger the students the more difficult working outside of their type may be? Or is it easier because they aren’t set in their ways, for lack better wording?
See you all tonight!