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Adolescents on the Edge
Transcript of Adolescents on the Edge
Releah Cossett Lent Reaching and Teaching Adolescents on the Edge Community and Trust "But more than my fear, is my love of justice, more than my pride is to step aside when
someone is right."
Jimmy Santiago Baca,
"I Am with Those" How to Build Trust: Benevolence: caring, support, expressing appreciation, and being fair Honesty: integrity, telling the truth, keeping promises, being real Openness: sharing power, decision making, and important information Reliability: consistency, dependability, diligence Competence: engaging in problem solving, fostering conflict resolution, and working hard Discussion starters and/or writing prompts: Have you experienced fair treatment, either by family or by the system?
How do you express appreciation? Do you often receive appreciation for your acts?
Are you dependable? Do you feel others are dependable?
How do you generally resolve conflicts? How to Build Community... Invite Students In Put an artistic student in charge of making classroom bulletin boards to display student poetry and art Whenever possible, allow students to collectively make decisions about classroom procedures, schedules, or assignments Create Common Goals Arrange for students to read pieces to elderly or elementary school children
Have students form a book club
Community service projects Model Behaviors of Strong Relationships Speak firmly but kindly
Practice honesty in all communication
Use reason instead of pulling rank
Apologize later if you say something you wish you hadn't Foster Dialogue ...Increases understanding and cements relationships! Engage in Community Building Activities Post a calendar with students b-day's on appropriate date
Celebrate positive events and achievements
Give them social time to simply talk with each other
Have digital camera handy to capture moments that define community Engagement and Motivation Cambourne's Conditions for Learning as a Model of Engagement Immersion Children need to be surrounded by interesting, high-quality children’s books and different kinds of text (e.g., charts, labels, newspapers, magazines). Read aloud every day to children, sing to them, play word games, and use movement and dance to generate lively engagement in language, literacy, and stories. Demonstration "Think-Alouds" Expectations Set realistic expectations for language and literacy development. Become familiar with the developmental stages of emergent literacy, and support children in appropriate tasks. Expect that they will become accomplished readers and writers in their own time. Responsibility Give children choices about books to read. Set up the environment to promote self-direction. Provide easy access to books and literacy materials on low shelves and in baskets and show children how to take care of them. Approximation Accept children’s mistakes when they are learning to talk, read, and write. Congratulate them on their accomplishments. Guide them gently into accuracy and soon they will begin to self-correct. Use Create a climate for functional and meaningful uses of oral and written language. Encourage children to read along with you; help you write notes, letters, and lists; and engage in lots of conversations. Response I was wondering why you wrote about... Have you considered looking at your point from this angle? I'm not sure I understand why you said that. Will you explain? I hear what your saying, but how does it relate? Challenge and Self-Efficacy A teacher's challenge: Students describe school as... Boring Lame Not challenging Irrelevant Watered down How to Provide Challenge Challenge is effective when... The work complements students' abilities
The work stretches students
Students understand they are accountable for their own growth and contributing to growth of others
Students accomplish things they didn't believe were possible Challenging Thinking Questions that diminish challenge Write an essay on this topic
Choose the correct answer
Follow the directions Push students to examine own beliefs Encourage them to respond as active participants in our global community Critical Questioning Teach students how to ask questions as they read, surf the Net, watch movies, etc. Is the writer biased toward a particular position? How reliable is the source? What information might be missing? Where did the writer obtain the information included in the article? Self- Efficacy: Seeing Themselves as Capable How to Foster Self-Efficacy: Give students multiple opportunities to find even the smallest success in reading and writing. Don't concentrate on "correct" writing, but encourage self-expresssion
When possible, publish students' writing in the school newspaper, class booklets, or online
Involve parents in the journey
Give students opportunities to respond positively to peers' intellectual efforts Collaboration and Group Work "Students learn from peers because they value peers' opinions and are influenced by them in ways they are not influenced by teachers."
~ Hephzibah Roskelly The Advantages of Collaboration Six claims... Aids in problem finding as well as problem solving Aids in learning abstractions Fosters interdisciplinary thinking Leads not only to sharper, more critical thinking, but to a deeper understanding of others Leads to higher achievement in general Fosters excellence! The Value of Discussion THEN... Teacher talks
Teacher led discussions - one student engaged at a time
"Keeping the Peace" Now... Students develops discussion skills
Active Learning Organizing for Group Work A balance between teaching and learning space The space should...
be bounded and open
be hospitable and "charged"
invite the voice of the individual and the voice of the group
honor the "little" stories of the students and the "big" stories of the disciplines and traditions
support solitude and surround it with the resources of community
welcome both silence and speech Ways to Organize Groups Ability levels Interests Learning styles Personality traits Group Roles Discussion director
Summarizer/reader Writing and Learning Why Write? What is Writing? Writing promotes critical thinking which in turn increaes learning
The National Writing Project makes clear this connection: “Writing is a complex activity; more than just a skill or talent, it is a means of inquiry and expression for learning in all grades and disciplines.” Writing is not linear – anything but – and a perfectly “correct” piece may lack conviction and creativity.
“School” writing is often too far removed from real writing. (packing in words to earn a higher grade, formulating 5 paragraph essays on every topic thrown at them fighting against the clock for timed pieces on standardized tests) What can we do? Immerse them in a process that generally works, help them feel safe enough to use it, guide them, and celebrate their success! A Writing Process Editing Prewriting Revising Drafting Time to think, get juices flowing Prompts are invaluable Generate ideas in way that works best for student: Brainstorming, freewriting, drawing, discussing, mapping, listing, outlining Writer forms ideas into a coherent, satisfying whole, depending upon purpose, audience, and complexity of task Experiment with elements such as voice, word choice, or organization Most difficult aspect of writing for both students and teachers – such an individualized process Teens are impatient by nature – instant gratification Students must be shown HOW to revise, not merely TOLD to revise Robert Cormier, young adult author, said “The beautiful part of writing is that you don’t have to get it right the first time, unlike, say, a brain surgeon. You can always do it better, find the exact word, the apt phrase, the leaping smile.” How to Revise Use your own writing, put it out there and ask students “How could I make this better?” One simple question: “What more do you want to more?” Revision suggestions to give student:
Consider multiple approaches to organizing from informationGo back to the evidenceGo with your instinctsExplain your organization out loud to someone elseCheck your transitionsCheck the end of paragraphs. Be certain they tie back to the ideas you’ve already presentedMake lists. Try listing details or ideas in columns and see if they square up the way you think they do.Think of your essay as a map. Where does it start? Where does it end? Does it go somewhere or just go in circles? Peer Revision Writing partners – answer one or more of the following questions orally or by writing in margins of partners paper: What is the best part of the piece? Why?
What more do you want to know?
How could your partner improve the beginning?
Does the conclusion "wrap up" the piece?
Find at least 5 words, phrases, or sentences that the writer could replace to make the piece more lively or clear. Group Revision Decide who will go first. That person will read her paper aloud to the group. Everyone else will listen carefully and take notes. When the writer finishes reading, each writer will say what he likes best about the paper. Member will each use their notes to make one recommendation to the writer All notes go to the writer to help with revision Now is the time to pay close attention to spelling, punctuation, and grammar! Teacher Feedback The time to coach students is DURING the writing process! Prompts: Why did you choose to...?
How might your thinking have changed if you had...?
I was wondering...?
Have you considered...?
I'm not sure I understand... What to Write Writing, like reading, is a tool for learning and should be a part of every class every day. Learning Logs Writer's Notebook Journals Performances and Projects Performances Projects Interacting with Text
Directing the Show
Poetry Coffee House
In the News Interview Projects
Community Service Projects
Panel Discussions/Forums Offers students opportunities to learn through activities that foster teamwork, critical thinking, and application of new knowledge Feedback Model reading and writing for children. Let them see you writing notes, letters, stories, recipes, and lists. Make sure they notice you reading to yourself, for pleasure, for information, for directions, and for other purposes. Show them how to hold a book, turn the pages, and read aloud. Engagement Help children become active learners who see themselves as potential readers and writers. Set up a risk-free environment so they can experiment with language and literacy. Provide easy access to paper, pencils, crayons, markers, books, and other literacy materials. Presented by Katie Garber, Gloria Rigney and Whitney Wade THE END