Archive for the 'Structure' Category

High Quality Student Work Early in the Semester

My students have given their first speech in my college oral presentation course. I analyzed their entering speaking skills and adjusted the curriculum. We have gone over the speech rubric, analyzed three speeches using the rubric, analyzed the text of one speech, and created a template that incorporates good presentation. They organized their ideas with a graphic organizer. We spent time going over techniques for relieving nerves. They did a practice speech to a partner who gave feedback. As my students gave their first speeches, I was in shock. Wonderful Shock. Their speeches were actually at the same high level as the final speeches of my students from last semester even though this semester’s students are only in the third week of class. I had raised the bar for these students, they understood the high expectations and they had the tools to help them reach that high.

I congratulated the class on a superior job in presenting. I look forward to hearing their other speeches as they shine even more.

How do you structure your class so that your students soar in their learning? What do you do so that this year’s students do drastically better than last year’s?

If you are interested in implementing formative assessment in the classroom, my book, Formative Assessment: Responding to Students is available through Eye-on-Education.

Template Writing/ Scaffolded Writing

Even with all the step by step instructions that I gave my students, many became confused when it came time to write. I realize that I have to build in even more structure or scaffolding for my struggling writers. This coming semester I will offer a writing template to my students that is a first step fill-in-the-blank type of writing. For example, for contrast writing:

_____________________ (first item) and ________________________(second item) differ (or some other words showing a difference). They are different in ______________________(first category). __________________________________(the first item) (pick a contrast word such as however, on the other hand, meanwhile) ____________________________________(the second item-make sure to show the difference between the first and second item for this category). ………

I hope that they will use this for the in class practice writing and then they will modify it as they write their homework. The template provides a structure so that they focus on the content.

I have found it challenging trying to create a simple template so they can think about the content for the provided writing structure. To be able to create the template, I have to understand the essence of the writing pattern.

Scaffolding Writing Handouts For Students’ Success

I’ve been revising my writing handouts for my next semester classes. I’ve tried to create a step-by-step approach  in the order that they would actually do the steps and then in the checklist I repeat the steps such as for a contrast paper:
“Do I include two items in my thesis?”
“Do I directly state that I am contrasting them?”
|…..
“Do I include a detail for the first item, a contrast transition word and then a detail for the second item?”

Hopefully, if the students have followed the step-by-step approach then they will just confirm those items in their actual writing as they do the checklist on their draft. If they have missed a step then, they can catch it in the checklist and revise it before handing it in.

My students have wonderful and dramatic stories to tell; they need a structure in which to tell them well. Hopefully, the revised step-by-step process will give them the scaffold they need.

Restructuring handouts to be more formative

Originally, I had taken the sections of a writing chapter and reduced them down to their essence for my handouts. However, I found out from my students that they only looked at one section, the actual writing examples. When I asked the students about the rest of the handout, they explained that those sections were not helpful.  I had used the book’s terms and “fancy” language which did not explain “how to” do the writing process in terms concrete enough for my students to use.

I’m in the process of redoing the handouts to be the actual steps (and hopefully, the actual order) in doing each type of writing. I would like students to have steps to follow when they need the structure. When students are struggling writers, they need all the scaffolding possible to help them figure out what to do at each step. In order to create the steps, I had to mentally go through what I do in writing each type of writing. That process gave me greater insight into possible learning problems that students might encounter.

Blog as Eportfolio: Part 1- Basic Eportfolio Structure

ELA Eportfolio Cover

I talked to someone who is interested in having her students put up their academic eportfolio using a blog. I think blogging is an easy technology that can be private and limited to who views it.

I think these eportfolio parts are critical (the structure of the eportfolio):

Title page with basic information

Standard overview to see which standard subparts are addressed in the the eportfolio and the student’s self -rating on these standards.
First Standard
– How the student understands the standard
– Multiple artifacts or evidence to demonstrate the standard and how each artifact demonstrates the standard
– Reflection on each standard (What the student knew, learned, and needs to learn)

Second Standard
– How the student understands the standard
– Multiple artifacts or evidence to demonstrate the standard and how each artifact demonstrates the standard
– Reflection on each standard (What the student knew, learned, and needs to learn)

Continue for each additional state, national or 21s century skill standard

An overall statement that shows how the student sees all the standards combined to produce a good English (Math, Social Studies, Math, etc) student.

Are their other parts of an eportfolio that you feel should be included?

© Harry Grover Tuttle, 2007

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RSS Education with Technology

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    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
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    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
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      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
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  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
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    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
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  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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