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A Lesson to Introduce the Lesson of Word Choice (gr. 3-6)

4/24/2013

2 Comments

 
     I am taking an online professional development course on "The Six Traits of Writing" in order to renew my teaching license.  On of my assignments was to write a strategy, tip, lesson that had to do with the course content.  So... I thought I would share what I wrote here:


Here is a lesson I would do for word choice:

     Before the lesson started, I would write a poorly descriptive passage.  It might be something simple like, “I live in a small house in the country.  At the beginning of the lesson, I would tell the students that we were going to explore the importance of word choice as I pass out drawing paper and crayons/color pencils/markers. 

     I would say that great authors use just the right words in their writing.  Those words make it easy to create pictures in our mind and feel like we are right in the story.   The better the author is at using just the right words, the closer the readers will get in seeing the same picture in their minds.  I would explain, “We are going to experiment with using just the right words today.  I am going to read you a description I wrote of where I live and I want you to draw it.”  Then, I would read the above description.  I would tell them to put in as much detail as possible to show a great picture of what I read.

        After students have finished their drawings, I would gather them together to share what they have drawn.  We would look at each drawing and discuss the wide variety of drawings.  I would ask guiding questions about why the pictures were so different and what would have helped to make the pictures look more alike.  I would ask if they had a clear picture of where I lived in their mind or if they had to do some guessing to create the picture.

     Together we would create a better descriptive passage based upon the students’ feedback and ideas during the discussion.  I would write the new description on chart paper.

     Once the description was rewritten to be more clear and descriptive, I would read it to the students again.  I would have them turn over their paper and draw another picture.  We would then share them again.  They should be closer to being the same picture this time.

     To follow up, I might even bring in a picture of my home to discuss how close we got in our rewritten description.  I might hide the rewritten description and ask students to write a description based upon the picture.  Then, have them share them and ask students to share something they liked about their peers’ descriptions.

*This lesson would probably work best for grades 3 through 6.  However, it can be modified to work with any grade. 

 

2 Comments

Introducing a New Educational Webinar Service in the Works

4/17/2013

8 Comments

 
     DUO Education has some great things in the works!!!!  Today, I would like to present one of them.  I am currently working on a creating a webinar service that connects young adult and children's authors and illustrators with students.  It would almost be like the author/illustrator was making a school visit, only it would be on the internet instead of in person.
     I have already got quite a bit of interest for this program from authors.  I just thought of adding the illustrators.  I believe this would be both beneficial for the authors, illustrators, and the students... as well as broaden the audience of the program.  This could be marketed to art classes as well as library classes and literacy classes.  I have already talked with someone who works in an elementary school and have some support there.
     I am so excited!  This idea seems to be catching on like wild fire!  Now, I just need to work out some of the logistics:  Which author/illustrator will be on which show?  How will schools find out or sign up?  What will the format of each program be?  How will the webinar interface work?  Which one will work best?
     Currently, I am working on gathering a list of authors and/or illustrators who would like to be a part of the program.  For now, I cannot offer any payment.  I need to know how it will work out and what my expenses will be.  So, for now... it will be plenty of free exposure to the authors and illustrators who write and/or illustrate children's books and YA books.  If you are interested, please contact me through the contact page at this link /contact-me.html, message me on my Facebook page https://www.facebook.com/jodi.gabert?ref=tn_tnmn, or email me at [email protected] with your name, title(s), genres(s), reading level(s), audience level(s), and any site or contact information you would like to share.  Also, please share, share, share about this program!!!! Help me to get the word out and make this a success for all!  
     I will be on the list to present some of my books.  Shown here are two of my books.  More are in the works!
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You could have your books listed too!  I will do my best to help promote you and your books as well as the program.  
     Yes... I keep calling it "a webinar" or "the program" because I have not decided on an official name for it yet.  If you have any ideas, please let me know.  I would also be happy to hear any suggestions on the logistics!  Please consider this great idea!  I look forward to hearing from you!  I believe that this would be a great learning opportunity for many, many students!  Thank you!

On a Related Note.....

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     I would like to introduce a very close friend of mine, Angie Harris.  She is an author and illustrator who is on my list as well.  Her books include a YA/Adult book titled, "The Realm" and children's book titled, "Momma's Little Helpers."
     She also presents a webinar which helped give me my idea called "The Weekly Bookclub Webinar."  This is a similar program for adult audiences which takes place on the weekend.  Her program is free for authors and readers.  Please check it out at http://angieharris.weebly.com/weekly-bookclub-webinar.html!  I have attended her webinars on more than one occasion.  They are informal, entertaining, and informational!  It is a growing success!  Congrats Angie!

8 Comments

Factor List: A Helpful Learning Tool

4/10/2013

1 Comment

 
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     A factor list is a great teaching tool.  You can do so many things with it and start some wonderful conversations about patterns and high order thinking.  You can also teach basics with a factor list as well.  Not only that, but it is a great reference tool.
     Here, I have provided the first page of the factor list from one to one hundred.  What fun would it be for you if I provided the entire thing?  Although, if there is enough call for it, I will make it available either for free or for a small fee.  Just let me know if you are interested.  Thank you.
     Anyway, I will tell you how to create your own or have students create their own.  What I do is number four pages one through one hundred.  (That makes 25 numbers on each page.  This can also be done in two pages with two columns on each page.)  Then, it is just a matter of counting off.  I start with the ones and go down the rows.... one, one, one, one, one, one..... and on and on.  (All the numbers have one as the first factor.)  Then, I start with two and on every second number put a two... all the way to one hundred.  Then, I start with three and on every third number put a three.  
     If you are doing it with a class, it might be a good time to talk about prime numbers.  Help the students to see that two and three only have two factors.  Maybe have them guess how many prime numbers there will be between one and one hundred.  Ask how they came up with their guesses.  Maybe ask if two other consecutive numbers will be prime numbers and ask why or why not.
     Then, I go onto to four.  I start with four and put a four on every fourth number.  This goes on and on until the whole factor list is filled out.  
     To me, this is the most organized way to create the factor list.  It can be done by just writing the factors for each number.  However, it may be easier to miss a number that way.  Although, it might be fun to do it one way during one class and the other way during a second class to compare.  Find out which way the students found easier.
     The factor list can be used in talking about LCM (least common multiples) or in discussing GCF (greatest common factors.)  It can be used for discussing composite and prime numbers, or even multiplication and division facts.  Yes, these are basic facts.  Yet, the higher order thinking comes in the quality of pre-questioning you pose, like in the case of how many prime numbers between one and one hundred.  Have students try to find patterns with the factor list.  Another good pre-question that may be interesting is to ask students which number will have the most factors and how they came to their conclusion.  Some students may guess that the higher the number the more factors it has.  But... as they will see, that isn't necessarily the case.
     Don't feel rushed through a lesson like this.  It has so many skills it can address and reinforce.  It is worth while to take your time as long as you present it in a way that holds the attention of your audience. 


Please, Tell Me Your Thoughts

     I would like to know your thoughts.  Was this helpful?  What other skills would you like me to address?

1 Comment

The Difference Between Teaching People What to Think and Teaching People How to Think

4/3/2013

1 Comment

 
"And what is a good citizen?  Simply one who never says, does or thinks anything that is unusual.  Schools are maintained in order to bring this uniformity up to the highest possible point.  A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps."  ~H.L. Mencken
"Nature made us individuals, as she did the flowers and the pebbles; but we are afraid to be peculiar, and so our society resembles a bag of marbles, or a string of mold candles.  Why should we all dress after the same fashion?  The frost never paints my windows twice alike."  ~Lydia Maria Child
"I respect faith, but doubt is what gets you an education."  ~Wilson Mizner
"Those who stand for nothing fall for anything."  ~Alexander Hamilton
     Today, I have been thinking about the difference between teaching people what to think and teaching people how to think.  I hope that the quotes above help to get you in the mood for thinking about that also.  

     Consider this:  There are two students.  One does everything he is told.  He doesn't question authority in any way, gets wonderful grades, and is a pleasant student.  The other student gets okay grades but not so good and is always asking questions.  The teacher is constantly telling him to quiet down and focus.  Which is the better student?  Most people might think that the first student was the best student.  He had better grades and didn't challenge authority.  Yet, that is not the definition of student here.  Dictionary.com http://dictionary.reference.com/browse/student?s=t defines "student" as 1. a person formally engaged in learning, especially one enrolledin a school or college; pupil: a student at Yale.  2.any person who studies, investigates, or examines thoughtfully:a student of human nature.  The answer might be that we can't tell based on the limited information.  Or, it could be... the second, because he is the one who asks questions and seems to have the desire to think for himself.  The second student "investigates" whereas the first does not.
     Do you remember getting the "because I said so" response when you asked "why?"  I think we all have got that response at one time or another.  It is quick and easy and meant to end conversation.  It also teaches us not to ask questions and not to think for ourselves.
     I can remember that and other "think this way instead of for yourself" answers.  How about, "Well, it is in the textbook, so it has to be right."  We weren't taught that textbooks were made by humans and humans can make mistakes.  I am not saying that all textbooks are wrong or should not be trusted.  I am just saying that if you believe something else, you may not be wrong.  Look into it further.  You could be right.  Explore and learn.  You don't have to put all your faith into the textbook.  It is good to think and learn for yourself.  You don't need to be a conformist.   
     Gwen Dewar wrote a thoughtful and thought-provoking article for Parenting Science on the subject of teaching children to think or dumbing them down.  Follow this link http://www.parentingscience.com/critical-thinking-in-children.html to read the article.  It was written a few years ago, but is not out dated.  Her thoughts still ring true today.  

     Let's consider this old Chinese proverb:  “Give a man a fish and you feed him for a day. Teach a man how to fish and you feed him for a lifetime.” ― Chinese Proverb   The same is true for thinking and learning.  See how it looks if you change the words a bit.  Give a man 'what to think' and you will teach him for a day.  Teach a man 'how to think' and you teach him for a lifetime.  What do you think?  
     So, now that we want to teach people how to think for themselves instead of what to think... how do we do it?  Well, there are books that answer this question.  I haven't read it and can't attest to the effectiveness but this one titled "Teach Your Kids to Think: Simple Tools You Can Use Every Day" http://www.thinkparenting.com/teach-your-kids-to-think.html by Maria Chesley Fisk might help.
     Here is an example of a teacher that seems to teach students how to think instead of what to think.  http://www.deccanherald.com/content/299567/teaching-kids-think-creatively.html  I hope you will check out the link and ponder the ways of this teacher.
     Questioning is a large part of the answer!  Consider how we are squelched from wanting to learn or for thinking from ourselves when we are told, "because I said so." We are first disappointed to hear the answer.  We want to learn.  That is why we asked the question.  So, if questioning was the answer back then that showed we wanted to learn... questioning can be the answer again.  Facilitate questioning... encourage it!  That is how students learn to think.
  What are your thoughts?  What are your questions?  I would like to know.  I would like to learn!  Thank you.
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    Jodi Desautels

         Jodi Desautels is a wife and mother.  She is a life-long learner, educator, author, illustrator, crafter, creator, and photographer.  She lives by two rules:  "The Golden Rule" and "Live. Laugh. Love."

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