Thinking Skill Strategies Across the Curriculum: Four basic approaches to the act of writing are described here:
However, to explain why these ideas are so important, we elaborate briefly on them here. Making school student-centered involves building on the natural curiosity children bring with them and asking kids what they want to learn.
Teachers help students list their own questions, puzzles, and goals, and then structure for them widening circles of experience and investigation of those topics. Teachers infuse into such kid-driven curricula all the skills, knowledge, and concepts that society mandates—or that the state curriculum guide requires—though always in original sequences and combinations.
Teachers also bring their own interests into the classroom to share, at an age-appropriate level, demonstrating how a learner gets involved with ideas. And it places the teacher very firmly in the roles of model and coach, as the most experienced learner in the room.
Kids want to know how the world works and how they fit in. Sometimes we adults err by offering simplified materials and activities so children are not overwhelmed with complexity. But too often we underestimate children and oversimplify things, creating materials or situations that are so synthetic as to be unlifelike—and, ironically, educationally worthless.
The most notorious examples of this are the linguistically deprived stories appearing in some basal reading texts. What does authenticity mean in the curriculum?
In math, it means that children investigate ways of dividing a pizza or a cake, rather than working the odd-numbered fractions problems at the end of the chapter.
Authenticity also means that children are reading and writing and calculating and investigating for purposes that they have chosen, not just because the teacher gave an assignment or because a task appears in a textbook. It disconnects skills from thinking and analyzing. It also deprives students of an essential condition for learning—encountering material in its full, lifelike context.
We know that children do, in fact, need to acquire skills and abilities such as spelling and multiplying and evaluating good evidence for written arguments. But holistic learning means that children gain these abilities most effectively by going from whole to part—when kids read whole books, write whole stories, and carry out whole investigations of natural phenomena, and in the process practice specific basic skills.
Brief lessons on the use of quotation marks are learned fastest and remembered longest when the class writes personal narratives enhanced with dialogue. Like all humans, students learn most powerfully from doing, not just listening. This simple psychological fact has different implications in different subjects.
In writing and reading, it means that students grow more by composing and reading whole, real texts, rather than doing worksheets and exercises. With mathematics, it means working with objects—sorting, counting, and building patterns of number and shape—and carrying out real-world projects that involve collecting data, estimating, calculating, drawing conclusions, and making decisions.
In science, it means conducting experiments and taking field trips to investigate natural settings, pollution problems, and labs at nearby factories, universities, or hospitals.
For social studies, students can conduct opinion surveys, prepare group reports that teach the rest of the class, and role-play famous events, conflicts, and political debates. In all school subjects, the key is to help students think more deeply, to discover the detailed implications of ideas through direct or simulated immersion in them.
Requiring students to choose and develop their own topics for writing, for example, makes their task harder, not easier. If the teacher simply commands: This idea of getting students off cognitive welfare and into taking responsibility for their own learning is an earmark of Best Practice.
As the Common Core Standards remind us, students should be steadily working their way up to more complex tasks, taking increasing responsibility for their own learning. Many teachers have moved well beyond believing that memorized definitions constitute real understanding and are reorganizing their classrooms to facilitate higher-order, conceptual learning.
Full comprehension and appreciation for concepts such as tangent, democracy, metaphor, and photosynthesis come from complex, varied experiences that gradually build deep understanding that is increasingly abstract, general, and powerful. Teachers must help students develop the specific types of thinking that our civilization values, such as analytical reasoning, interpretation, metaphorical thinking, creative design, categorization, hypothesizing, drawing inferences, and synthesis.
Students need to experience these kinds of thinking for themselves, with appropriate modeling and facilitation from their teachers and others.
When they do, language, thinking, and conceptual understanding are intertwined as students construct ideas, systems, and processes for themselves. Three major implications for teaching emerge:Full text of "01 Writing Strategy Guide V (Full)" See other formats.
Guided writing in the primary grades is similar to a shared writing experience where the students share their ideas orally and the teacher is the scribe. Instructional Setting: To support reciprocal conversations and language usage in young children it is encouraged to use small-group or one-on-one interactions.
InfoQ Homepage Articles Agile Schools: How Technology Saves Education Teachers literally share students as they send them up the grades and across the curriculum, but they rarely share ideas.
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Ideas re: 6+1 traits Writing posters/rubric (they looks like they are geared for grade, so they need ramping up for ) YES!
This is the website for writing tips, 6 trait rubrics, characters, and so much more. vetconnexx.com Elle J Writing Across the Curriculum.
Writing across the curriculum as a tool for learning Writing taught only during “language arts” period Constructive and efficient evaluation that involves: Evaluation as a .