Kim Olson: Instructional Facilitator Melanie Wyckoff: NBCT, 7 th Grade Science, LA Karl Berggren: 7...
34
Kim Olson: Instructional Facilitator Melanie Wyckoff: NBCT, 7 th Grade Science, LA Karl Berggren: 7 th Grade Math, LA Billy Harris: 7 th , 8 th Grade Math Writing for Learning in Math and Science
Kim Olson: Instructional Facilitator Melanie Wyckoff: NBCT, 7 th Grade Science, LA Karl Berggren: 7 th Grade Math, LA Billy Harris: 7 th, 8 th Grade Math
Kim Olson: Instructional Facilitator Melanie Wyckoff: NBCT, 7
th Grade Science, LA Karl Berggren: 7 th Grade Math, LA Billy
Harris: 7 th, 8 th Grade Math Writing for Learning in Math and
Science
Slide 2
Objectives To gain strategies to help increase your students
abilities to write in your math and science classroom. To gain
strategies to help increase your students abilities to retain math
or science content. To understand that intentional and unified
teaching helps increase student achievement.
Slide 3
Baker Middle School 1 of 11 middle schools in Tacoma School
District 67% free or reduced lunch Ethnically diverse student
population Asian: 17.9% African American: 21.9% Hispanic: 17.7%
White: 36.6% Special Education: 9%
Slide 4
Our Scores
Slide 5
African American Students Hispanic Students White Students
Special Education Students
Slide 6
Going Deeper into the Data: Low income vs. non low income In
2004-2005, the difference between Non low income vs. low income was
25.2% In 2007-2008, the difference between Non low income vs. low
income was 7.8%
Slide 7
Going Deeper into the Data: Special Education vs. Non Special
Education Special Education students are now higher than our non
Special education students 4 years ago.
Slide 8
The Process In 2004-2005 school year, Baker schedule changed
from a singleton/block format to a team format, where the common
curriculum was language arts. Teams consisted of 4 teachers; each
content area plus language arts District adopted Step Up To Writing
curriculum and all teachers were trained to use this curriculum
SUTW training was done during common planning time, LID days and
afterschool workshops CASL (Collaborative Analysis of Student
Learning) process helped teachers to understand that each content
area could contribute to writing at each grade level.
Slide 9
Getting Started In your opinion, what is the role of reading
and writing instruction in a science classroom?
Slide 10
Reality We, as science teachers, get worried about being able
to fit in all the content and process skills required for our grade
levels. We dont think we have time to teach reading and writing
strategies as well as our content. The question is How can we teach
students to read science texts, write about what they have learned,
including all the content criteria and process skills in 180 (or
so) days?
Slide 11
Learning The reality is that reading and writing (literacy)
instruction leads to learning in ALL content areas. With a holistic
approach to science with reading and writing instruction included:
content will be retained as well. Assumicide Number of times
students need to be introduced to new ideas Experienced students:
1-4 times Intermediate students: 4-14 times Inexperienced and
special needs students: 14-100 times
Slide 12
Frayer Model A graphic organizer that students use to describe
the definition of a subject, characteristics, examples and non
examples. Can also be used as formative assessment Students can
draw a line of understanding from before the lesson and after the
lesson. Student examples
Slide 13
Double Entry Journals Graphic organizer used to: Pull important
details from a text and write down in a graphic organizer. Readers
are asked to think about a detail pulled from the text. Readers are
asked to go one step deeper Relate the detail to their own prior
experience Relate the detail to a lab Why is this detail important?
Student Video
Slide 14
3-2-1 Quick technique to check for understanding by having
students write responses to their reading. Most commonly after an
assignment like a double entry journal. Example: Designer Genes
Article 3-please list three statements from the reading that were
interesting to you. 2-what are two reasons that genetic testing is
currently limited on embyos? 1-state one reason how genetic
profiling could benefit society or harm society.
Slide 15
Two-Column Notes A graphic organizer that pulls the main
details from a reading on the left side of the organizer and
supporting explains for the details on the right side of the
organizer. T=Topic Detail 1 Detail 3 Detail 2 Explain
Slide 16
IVF Summary (SUTW) A graphic organizer that leads students
through the topic sentence and supporting details of a summary. I:
Identify the article V: Verb it F: Finish the main thought Two
column notes for three supporting details for your topic
sentence
Slide 17
Identify the ArticleVerb it (what did it do?)Finish the main
idea Copy IVF as topic sentence; Write as a summary paragraph
Detail 1 Detail 3 Detail 2 Explain
Slide 18
IVF Conclusion: Revelations!! An IVF summary would be great as
a lab write up conclusion!!! Adapt the IVF portion for the lab I:
Identify the lab V: What did the lab do? Show, explain, etc F: What
specific finding did this lab reveal? Adapt Two Column Note portion
Hypothesis Low data point High data point Explanatory language
Slide 19
Writing in the Math Class Making Sense of the Math
Slide 20
Think Back Think back to when you were in 7 th grade. Focus
your thoughts on your assignments, your tests, your discussions,
how the layout of your class was organized, etc. Please write down
what you remember.
Slide 21
WELCOME TO 2009!!!! A close look at The Do Now The effect of
journaling and writing: The Facts: Impact of writing on assignments
Classroom layout Evidence of growth through assessments
Slide 22
Do Now Write the objective, standard number and assignment in
your journal Use words to describe what 15 divided by 5 means and
then draw a picture to show it. How many 5s fit into 15. There are
3 groups of 5s that fit into 15. Here there are 15 stars grouped by
5s. Showing 3 groups of 5. Students too often just want to give us
the answer of 3 without the explanation they then get frustrated.
The more we ask them to do higher order thinking the easier it will
be for them in the future and as well as the ability to exceed
standard.
Slide 23
Slide 24
The Do Now Usually: requires some explaining for deeper
understanding in their journal that stays in the class identifies
student misconceptions takes about 15 minutes has students work by
themselves has students share with their group has students show
examples on the document camera helps develop students vocabulary
uses higher order thinking skills accesses prior knowledge ties in
with that days standard
Slide 25
Use words to describe what 4 divided by means and then draw a
picture to show it. We know that 15 divided by 5 meant how many 5s
fit into 15. So 4 divided by means how many s fit into 4. Each
whole has a piece with a third left so there are 6 of the pieces in
all.
Slide 26
Teach our kids to be Mathletes
Slide 27
Mathletes The math class is the Gym for the mind! When we lift
weights we tear down our muscles so that they grow back stronger In
math class, working our brains out allows the brain to get
stronger, and doing math really fine tunes the logical processing
muscle. Writing in math class really helps make that muscle even
stronger by creating multiple pathways to the same idea When there
is a block in our brains and there are other pathways, a detour can
be found!
Slide 28
The Facts Since implementing writing in the math classroom, 7
th grade baker WASL scores in math have changed from an average of
18% passing to over 40%. Writing scores growth
Slide 29
The Effect of Journaling Students take responsibility for their
learning Teacher directed, student response led Students have daily
resources on their assignments in their own writing (misspelled
words still have meaning) A level of self pride and self confidence
as they learn new concepts
Slide 30
Impact of Writing on Assignments Scaffolded as the year
progresses Gradual process as the year progresses No short answer
responses Orally explain answers Transfer oral answers to written
form Complete one short answer per assignment Focus on transitions
for multi-step problems Complete two short answers per assignment
Steps for Short Answer Problems 1.Read problem together with
students 2.Recognize and understand what the question is asking for
3.Pull out the info that is related to the question. 4.Figure out
what operation to use. 5.Solve the problem. 6.Confirm the question
has been answered.
Slide 31
Impact of Writing on Assignments Self confidence I can explain
any problem that is given to me.
Slide 32
Layout of the Classroom Group collaboration Team leaders
Writing process within the teams Can go through the writing process
within their team
Slide 33
Evidence of Growth Through Assessments The more experience
students have with assessments, the better they do as the content
increases in difficulty. Culmination of their journaling and daily
work that is reflected on their assessments.