Ch.+8-+Susan+I.

Quote: Pg. 130 2nd Paragraph Starteds about halfway down with Level 2....

Level 2- like my microtheme assignment- is more formal and organized, its function being for students to explain thoughts or inform others thorugh homework, reports, and exams. Therefore, response focuses on both content and form, with skills addressed in relation to readability. The skip down to third paragraph Level 2...

Level 2, the focues is mainly content accuracy, but with some attention to form and conventions;...

My Response: I was super excited when I read this chapter. I feel like I do many of these things already, and of course found many other ways to improve over time. This particle page psyched me up because I instantly thought of my bellringers when reading. The majority of my bellringers are review questions. The goal is for students to dig back for information they have learned and bring it back towards the front of their mind. A honest attempt ges an automatic 75%. The rest of the grading is looking at the accuracy of the content and sentence structure- Level 2 writing. The reason for the focus on structure/conventions is for students to make the transfer of their Language Art skills into Science, for them to understand that sentence structure is still important and valuable. We go over every bellringer before really starting class. Smiley stickers are given to the student(s) who give the correct answer, sometimes numerous stickers are given out for one bellringer depending on its depth and attempted answers. It was just gratifying to realize that my bellringers can be justified- even if on a small scale of writing. :)

Pam

Susan, I have always thought your bellringers are great! I find it interesting and awesome that students in middle school still love to get stickers on their work. I actually ran out this year. I'll have to get more. Anyway, I am finding that the students are changing the question to a statement before answering any form of short answer/essay questions. THis proves that when the expectation is there, the students can pull through and do what's expected, otherwise they won't do it.

SusanS- Nice job, Susan! I agree that this chapter was a great one. I liked your response about the bellringers, as I still struggle with those. I used to give them a lot, and checked them off for doing them, but stopped. I am giving more now, and enjoying them more, too. P.S., I agree with Susan and Pam, I love stickers and the fact they still love them! I found 9th graders even liked them.

Karin: I have not done any bellringers. I may do them but don't realiz what they are other than perhaps a question o the day. Am I right? I have a message on the board that students must fill out daily but they do it as a team. I can't check in with students individually this way but it gives students a daily model on a writing sample. They enjoy trying to figure out the missing words and thre are plenty for them to fill in individually. I also find student like rubber stamps on their papers along with stickers! They are un for me too.

Jen: (Karin, you describe a bellringer. It's any activity that helps frame the students learning individually or collaboratively. Well, that's my perception at least.) Susan, isn't it nice to find confirmation of our practices. Something I noticed about this discourse is that Pam is seeing the shift in her class as a result of the approach you are using in science. Imagine how far we would be going if we consistently had expectations across contents. It would be interesting to see the impact of an approach within each content course. Mary Jo: I too like bellringers for review. This year I have noticed improved sentence structure for a greater percent. I am wondering though if middle school goes to 50 min. classes if bellringers will be cramped for time.

Mark: Susan I guess the only comment I have to your response is that anything you do in your class **is** justified. We always seem to go on the defensive because we are manipulating the way in which we use a tool or strategy. I think whatever way you practice a strategy that promotes student learning is positive. It goes back to the philosophy a "something is better than nothing". Cuddos to you for thinking outside the box.