Smarter Chartsthe third educator

Kate DiMeoELA Consultant and Curriculum CoachLake Orion Community Schools

How is the 2nd chart improved?Before . . . After . . .

Charts10% of what is heard is remembered after 72 hours

65% of what is seen and heard is remembered after 72 hours

-Medina, 2008

ContentType of Chart PurposeRoutine Teaches a routine or

behavior to students

Strategy Records a list of strategies for a big skill

Process Breaks a skill into sequence or steps

Exemplar Shows specific skills or strategies in context

Genre Teaches students elements of a particular genre

What’s in a title ?

Large amounts of information are shared with a few words or a few images (metaphors).

Challenge yourself to say it with less words!

Legibility is important!

HeadingsGrab Attention

Headings name goals and skills with a strong statement

Writers Show Not Tell Writers Elaborate Readers Predict

Or a Questions?Feeling Done?Stuck on a tricky word?Need a beginning?

Language Clarity and quality not quanity

Choose your words wisely and use them over and over

Competency and level of your students

Should be “understood/readable” by most of your students

Clear Consiste

nt Images

Drawings

ImagesA picture is worth a thousand words!

Icons or symbols

Student Art or Photographs• Engagement increases

when students see their picture or work used as a mentor

• Using kids samples provide models that are in most kids zone of proximal development

Student Work

Mentor Texts

Color MattersTips:Black is classic choice.LOVE neon!Color helps organize thinking by making stategies clean and distinct!Only bold or highlight 10%

No MORE than 5 colors.

Brian ScienceBehind the chart . . .

•Knowing what stimulate the brain to remember is important to understanding why some information is remembered and others ignored

•Prior knowledge (connections)•Repetition•Engagement (novelty, intensity, movement)•Perception (use of the senses)• Investment (kids creating or being featured on

the chart)

How can I get my students to use the charts Independently?

Chart not goal but a vehicle to get them to the goal-using the strategy effectively and often.

•Eye level•Sticky note interactions•Make a fuss/ Move It•Limit it to about 4 charts•Retire Old Charts

When there is not enough wall space?

Chart BookletsTable Tents

Student CopiesChart Binders

http://chartchums.files.wordpress.com/2012/09/img_0206.jpg

How can I get my students to use the chart Independently?

Prepare it with the kids (cooking show)-end of mini-lesson-mid workshop -share

Ways to Involve Kids in Chart Making

They illustrate it

They come up with and write the title

You quickly add the words with them but the pictures are pre-done

Make it interactive

Sample Chart with Student Interaction

Ways to empower

kids to do it with out you!1. Touch and tell2. Chart share3. Small copies of big charts4. Expert sticky note5. Set a goal6. Make it mobile

Reflection/Conferring Questions•What charts have you used today? How

have they helped you?•Can you show me a place where the

charts helped you?•What are you working on? Is there a chart

that can help you?•Which chart don’t you use? Why?•Which chart do you use the most? Why?•If you could make a chart what would you

make?

Sample Mini-Lessons• Readers/writers reread the charts before they

start working. This helps us remember all the things we know about reading and writing.

• When we get a little tired of working, we can give our brains a little rest by rereading the charts. This helps us remember what we need to be thinking about when we go back to work.

• When readers/writers get stuck, we can go to charts to help us get unstuck.

• When readers/writers are done, we bring our work to the chart and check: did I do each of those things?

Going Digital?

Chart Reflection . . . Question? Thinking?

Is clear, easy to understand?

Does the content on the chart supporta complex skill

Is the purpose for the chart clear?

Does the chart have steps breaking down skills?

Does the chart have visuals, exemplars, models, symbols, pictures of photographs to support the visual learner?

Do I retire charts as they need to come down and can I easily access those if a student needs them?

Have I applied any design principles? (color, highlighting, legibility etc.)

Do I encourage my students to use the charts through conferring, mini lessons and reflections?

Do the charts in my room support the rigor embedded in the common core?

My charts would be a better learning tool for my students if I . . . .

For More Information . . .•Chartchums.wordpress.com•Smarter Charts by Majorie Martinelli and Kristine

Mraz

•http://readingandwritingproject.com/resources, choose charts

•Pinterest