Late Post I Know, but Wanted to Share How Chapter 5 Strategies Went

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!

3 responses to “Late Post I Know, but Wanted to Share How Chapter 5 Strategies Went

  1. . Speaking from 5th/6th graders level, I am not sure that really does change….ever, like ever (lol).

  2. I thought the idea of prior knowledge stations was very cool, too, so I’m glad that you’re trying it. I know you won’t give up even though your first attempt wasn’t perfect. Your next one will be better for sure. I found the Thinking Maps web site at: — looks like the book just had .com instead of .org, so you can have fun looking at those. I wonder if they are anything like mind maps, which I’ve used a little.

    Your last question is a hard one to answer! Young children are exploring their preferences and working towards finding that “comfort zone.” My best guess is that it’s easier for some kids to try new things than it is for others, for a million different reasons (the same as adults, when you think of it). The difference is, they still don’t know what they like best, and maybe some of your students have some important discoveries!

  3. With your stations, you have demonstrated an understanding by design strategy to look for the miscues. Next time your stations will be better. I know the students need to do the work, too. Sometimes it is hard to relinquish.

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