I love grammar and spelling and whatnot because there are precise rules and expectations. Or are there?
To respond has a positive connotation where reacting is implicitly negative in our human psychology. It may seem to be a simple difference in semantics to the average person, but the difference in practice is rooted in results. We always have a choice, it’s a matter of recognizing that we alone have the power to respond or react accordingly.
Survivor Rhetorical Appeals Edition Directions: Follow each step in order!! You were on a cruise. Your ship sank and the people in your group were the survivors. You swim to land and realize there are no people other than the members of your group anywhere. Out in the ocean, you see three boxes. You don’t … Continue reading Survivor: Rhetorical Appeals Edition (activity!)
Chapter 1: Introduction
Statement of Purpose
The purpose of this study is to design and implement an adaptable and differentiated collection of learning strategies in a secondary English Language Arts (ELA) classroom in which the academic writing process is taught without the use of technology on the students’ part. In my experience as a classroom teacher—as well as being a student— there is no shortcut technology can provide in learning how to think about thinking, literature, comprehension, or purposeful writing in the secondary ELA classroom. It is also my experience that students who do choose the easy way out with cameras on their cell phones are left at a disadvantage compared to their peers who take longhand notes and synthesize their ideas and understanding in handwritten journals.
A study referenced by Maryellen Weimer (2015) in an article written for Faculty Focus, states that students “need to take their own notes and not think they are excused from doing so because they’ve got the teacher’s notes [or notes on their phones via photograph]. Research results… don’t preclude teachers from supplying students with written materials, maybe an outline of the day’s topic or a diagram, but we do so needing to remember that it is the process, the engagement with the material—the cognitive exercise involved in recollecting, summarizing, reorganizing, and restructuring [the notes] that actually matters the most.” Essentially, when students take notes by hand in their own words, they are actually learning more than their counterparts who simply record what a teacher speaks or presents. The study referenced in the previous paragraph had significant results: “Students averaged a 72 percent correct on questions from the week they completed a note-restructuring assignment, whereas they averaged 61 percent correct for other weeks,” (Weimer, 2015).
Unedited content from October 2014 - Ashford University
Here in Hillsborough County, Florida, there is a significant difference in writing results as compared to years gone by. I chose writing because here at the school I teach, Gaither High School, it is one of our main objectives to increase in mastery. Too many of our students are coming to us -- and leaving us -- without the ability to write effectively and efficiently. It is our goal to make all students college and career-ready, as well as contributing members of society. How can we do that if our students are leaving without the ability to write up to the standard?
Editable, fluid lesson plan and attachments! Make the lesson work for your students.
Today we will learn about annotating texts for purpose...
so that we can apply the reading strategy anytime a text is placed in front of us!
Need a way to teach students to annotate while reading? Look no further. Don't just hand them a list of items; have them take notes with you while you discuss your metacognitive markers for reading and studying! Then they can keep their bookmark with them for reference!