Katie’s comment to Nora à Nora, I enjoyed reading how your verb tense lesson went. Your concerns about your gifted students concern me as well. I have a handful of extremely high students in my class and I am also wondering how to keep them engaged without leaving my lower kiddos behind? Maybe this could be an activity I do in small groups?
Katie’s comment to Jamie à Jamie, I agree with you about your classroom not really being set up for hanging all these posters and such. I have found this to be somewhat difficult too to coordinate with the set-up of my room that I already have in place. Also, I found that my students struggled with sticking to the formula. Any tips on how to get students to attach themselves to the formula?
Monday, December 6, 2010
Laura Grapski Week #2
Hi,
I made up one to go with the grammar lesson for verbs for the week, which was FUTURE TENSE VERB
I asked them what a formula was, and we brainstormed that it was like a recipe. That went great!
Then I had the kids bring their white board to the floor where I had a picture ready on the easel.
I introduced the formula:
Subject + will + verb + ros.
Then we made list of subjects and verbs, that went with the picture.
Next we, went back to the formula which we repeated and made several sentences using the word “will” and put them on chart paper.
The kids wrote on their whiteboards (Next time, no white boards)
I forgot to have the kids take turns reading them, but think I’ll add that as reviewJ
It went great!
Laura
I made up one to go with the grammar lesson for verbs for the week, which was FUTURE TENSE VERB
I asked them what a formula was, and we brainstormed that it was like a recipe. That went great!
Then I had the kids bring their white board to the floor where I had a picture ready on the easel.
I introduced the formula:
Subject + will + verb + ros.
Then we made list of subjects and verbs, that went with the picture.
Next we, went back to the formula which we repeated and made several sentences using the word “will” and put them on chart paper.
The kids wrote on their whiteboards (Next time, no white boards)
I forgot to have the kids take turns reading them, but think I’ll add that as reviewJ
It went great!
Laura
Post of Katie O'Neill Variation of Syntax Surgery with my students
I tried a variation of Syntax Surgery with my students. I fellow teacher created two sentences related to fractions (the mathematical unit we are currently teaching). In table groups the students were required to put the sentences together correctly. I then had them identify only the nouns and verbs as we haven’t covered all parts of speech yet. I was impressed with their level of engagement as everyone really seemed to enjoy the activity and participated eagerly. I felt this really was a good way to get an idea of their understanding of parts of speech as well as complete sentences. This is definitely something I would be willing to try out again.
Post of Jocelyn Espinosa Week #2
Okay, so I had a fun session yesterday.
I first used a dry erase board in this instance because I was running short on prep time. I actually started off with a review of the alphabet and the sounds of the alphabet since he has a slight speech issue and I thought that reviewing the sounds would be a quick warmup. This activity was pretty smooth for my one student (the groupmate was absent) and I was impressed with how the sounds flowed in unison as we said them together. I was clueless as to the lovely surprise that awaited me. So I reviewed the objective for creating sentences in the present progressive tense in the declarative formula. I followed the I read-we read pattern. Then I read the example sentences. I proceeded to have him select a picture card, for which we generated 5 subjects and 5 verbs. We then generated the first sentence together and he formulated the second sentence independently. It was at this point when he stated, “Hey, I’ve done this before! Yeah, over the summer.” No wonder he seemed to catch on so quickly, especially given that I was previewing this with him specifically before I did with the entire class, since he’s my slowest learned of the group. We went ahead and generated one more sentence.
With the two sentences completed, I proceeded to combine the two sentences into one to target his personal goal of formulating more complex sentences. The final sentence: The girl, who is holding a cupcake, is blowing the long, yellow candle strongly.
I asked him if he would be my helper when I do this with his class and he accepted! I feel so lucky that he’s been exposed to this program because I think he feels confident. And this student has given me a hard time in the past, esp when he feels he doesn’t understand something; he’s a pretty slow processor.
I first used a dry erase board in this instance because I was running short on prep time. I actually started off with a review of the alphabet and the sounds of the alphabet since he has a slight speech issue and I thought that reviewing the sounds would be a quick warmup. This activity was pretty smooth for my one student (the groupmate was absent) and I was impressed with how the sounds flowed in unison as we said them together. I was clueless as to the lovely surprise that awaited me. So I reviewed the objective for creating sentences in the present progressive tense in the declarative formula. I followed the I read-we read pattern. Then I read the example sentences. I proceeded to have him select a picture card, for which we generated 5 subjects and 5 verbs. We then generated the first sentence together and he formulated the second sentence independently. It was at this point when he stated, “Hey, I’ve done this before! Yeah, over the summer.” No wonder he seemed to catch on so quickly, especially given that I was previewing this with him specifically before I did with the entire class, since he’s my slowest learned of the group. We went ahead and generated one more sentence.
With the two sentences completed, I proceeded to combine the two sentences into one to target his personal goal of formulating more complex sentences. The final sentence: The girl, who is holding a cupcake, is blowing the long, yellow candle strongly.
I asked him if he would be my helper when I do this with his class and he accepted! I feel so lucky that he’s been exposed to this program because I think he feels confident. And this student has given me a hard time in the past, esp when he feels he doesn’t understand something; he’s a pretty slow processor.
Thursday, December 2, 2010
From Nora Johnston Week 2
Here is my response (kinda late, I know). Hope you have a few min to post it. If not, I understand.
What strategy?
Verb Tense Study: Present Perfect Tense
Which subject and grade level?
6th Grade Social Studies (World History – Classic Greece (specifically Alexander the Great)
How effective?
The lesson was effective with some in the classroom, but not with all. I’ll have to work at engaging ALL students at one time. Because I have several of the gifted students in my Social Studies classes, there are some high achievers in there. Because they were really getting into the vocabulary and fabulous sentences, I was getting excited right along with them and, unfortunately, leaving other students in the dust. Any suggestions out there as to how we might challenge AEP-type-students and meet the needs of struggling students, all at once with a lesson like this?
After the lesson, I then had them each write a couple of sentences (following the formula) on index cards
Challenges?
Yes, as stated above, I need help with reaching the ones who still struggle with subject/predicate, much less subject + has + past participle + ROS.
All students were very unenthused with repeating the objective. Any ideas as to how I can make that more exciting? J
Suggestions for better learning experience next time?
I need to spend more time having students individually coming up to underline or circle parts of speech in the sentences.
What strategy?
Verb Tense Study: Present Perfect Tense
Which subject and grade level?
6th Grade Social Studies (World History – Classic Greece (specifically Alexander the Great)
How effective?
The lesson was effective with some in the classroom, but not with all. I’ll have to work at engaging ALL students at one time. Because I have several of the gifted students in my Social Studies classes, there are some high achievers in there. Because they were really getting into the vocabulary and fabulous sentences, I was getting excited right along with them and, unfortunately, leaving other students in the dust. Any suggestions out there as to how we might challenge AEP-type-students and meet the needs of struggling students, all at once with a lesson like this?
After the lesson, I then had them each write a couple of sentences (following the formula) on index cards
Challenges?
Yes, as stated above, I need help with reaching the ones who still struggle with subject/predicate, much less subject + has + past participle + ROS.
All students were very unenthused with repeating the objective. Any ideas as to how I can make that more exciting? J
Suggestions for better learning experience next time?
I need to spend more time having students individually coming up to underline or circle parts of speech in the sentences.
From Jill Mettler Week #2
Jill Mettler Week #2 – Nov. 29, 2010
Using the Present Perfect Tense Strategy
Each Monday, we begin a new language arts lesson in our Treasures book. New vocabulary, spelling, grammar, and a comprehension graphic organizer are all a part of the weekly lesson. In the textbook, there is a picture used for the “Talk About It” which is an introduction to students for the weekly lesson. I used that picture to create the chart for my students.
I had written the objective, part of speech, explanation, and formula on chart paper. I attached a large paper where we listed singular subject on one side and past participle verb on the other side. These were generated by students from the beautiful picture in the Treasures book which each student had opened in front of them. .
We proceeded through the strategy as we had practiced in class last Thursday. Here are some of the sentences they came up with:
*The Native American has talked to the little girl.
*He has shown his daughter the beautiful feathers.
*She has smiled because she created her own costume.
*The earring has looked like shiny copper but now is has turned to a dull green.
Students seemed to get a lot more out of the “Talk About It” using this strategy. Usually I generate questions about the picture (often given in the teacher’s guide) to create engagement in the story. The students appeared to be more focused and very eager to participate using this new strategy.
Using the Present Perfect Tense Strategy
Each Monday, we begin a new language arts lesson in our Treasures book. New vocabulary, spelling, grammar, and a comprehension graphic organizer are all a part of the weekly lesson. In the textbook, there is a picture used for the “Talk About It” which is an introduction to students for the weekly lesson. I used that picture to create the chart for my students.
I had written the objective, part of speech, explanation, and formula on chart paper. I attached a large paper where we listed singular subject on one side and past participle verb on the other side. These were generated by students from the beautiful picture in the Treasures book which each student had opened in front of them. .
We proceeded through the strategy as we had practiced in class last Thursday. Here are some of the sentences they came up with:
*The Native American has talked to the little girl.
*He has shown his daughter the beautiful feathers.
*She has smiled because she created her own costume.
*The earring has looked like shiny copper but now is has turned to a dull green.
Students seemed to get a lot more out of the “Talk About It” using this strategy. Usually I generate questions about the picture (often given in the teacher’s guide) to create engagement in the story. The students appeared to be more focused and very eager to participate using this new strategy.
Wednesday, December 1, 2010
From Jamie Jay Week #2
· Which strategy did you use?
Verb Tenses – Present Progressive Tense
· Which subject area/grade level?
4th Grade – Language Arts
· How effective was it?
It was very interesting to see the students work. Some of them really got into it, while others… didn’t. After we’d finished creating senteces together they went and wrote a few of their own, however I had about five students (not even my lowest) who didn’t follow the formula. When I asked them if they had they all replied, “what formula?” even though one of those students had created a sentence for the class.
· Any challenges?
As I said above, it was a struggle to get the students to actually use the formulas. Another struggle is that my classroom is 100% not set up for this type of activity. I had to tape the paper to my blinds to get them up on the wall. I really just don’t have anywhere to do this activity. Another challenge was the number of students I have. Between the desks and the furniture in my room (which really, isn’t a lot – 27 student desks, overhead, round table, computer desks, my desk and two bookshelves) we have very little room to gather as 27 students strong.
· Any suggestions to make it a better learning experience for your students?
I would probably do this as a small group activity and have the poster be much smaller. That way I wouldn’t have so many students zoning out. 12 seems like the biggest group I’d want to do this with again.
Verb Tenses – Present Progressive Tense
· Which subject area/grade level?
4th Grade – Language Arts
· How effective was it?
It was very interesting to see the students work. Some of them really got into it, while others… didn’t. After we’d finished creating senteces together they went and wrote a few of their own, however I had about five students (not even my lowest) who didn’t follow the formula. When I asked them if they had they all replied, “what formula?” even though one of those students had created a sentence for the class.
· Any challenges?
As I said above, it was a struggle to get the students to actually use the formulas. Another struggle is that my classroom is 100% not set up for this type of activity. I had to tape the paper to my blinds to get them up on the wall. I really just don’t have anywhere to do this activity. Another challenge was the number of students I have. Between the desks and the furniture in my room (which really, isn’t a lot – 27 student desks, overhead, round table, computer desks, my desk and two bookshelves) we have very little room to gather as 27 students strong.
· Any suggestions to make it a better learning experience for your students?
I would probably do this as a small group activity and have the poster be much smaller. That way I wouldn’t have so many students zoning out. 12 seems like the biggest group I’d want to do this with again.
From Cheryl Hallman Week #2
Which strategy did you use? Verb Tense Study using the Present Perfect Tense.
· Which subject area/grade level? Fourth grade, Science. The students have been studying Landforms.
· How effective was it? I thought it was very effective because it helped the students to understand the cause and effect relationship between erosion and the forming of the Grand Canyon.
· Any challenges? Not really, but I did provide quite a bit of support; and we have been studying the unit for about a month so the vocabulary was very familiar.
· Any suggestions to make it a better learning experience for your students? I need to remember to have the students repeat back the sentence from hearing it before I write it down.
Cheryl Hallman
· Which subject area/grade level? Fourth grade, Science. The students have been studying Landforms.
· How effective was it? I thought it was very effective because it helped the students to understand the cause and effect relationship between erosion and the forming of the Grand Canyon.
· Any challenges? Not really, but I did provide quite a bit of support; and we have been studying the unit for about a month so the vocabulary was very familiar.
· Any suggestions to make it a better learning experience for your students? I need to remember to have the students repeat back the sentence from hearing it before I write it down.
Cheryl Hallman
Week #2: From Rae Dewberry Language Arts 8th Grade
Rae Dewberry 8th grade Language Arts. Did very tense exercise with my classes – Present Perfect. The small AEP classes loved this exercise – admitted they knew little about the tenses of verbs. Really had fun adding adjectives and adverbs to the sentences! They were very creative. My large regular class was more difficult to engage. Need to think about that…
Wednesday, November 17, 2010
Post of Nikki Pavone
I practiced the strategy of having the students read the objective aloud.
8th grade language arts
I thought it was really effective. In the past, I had always read the objective and maybe one or two students. I think having the whole class read it aloud really set a purpose for learning.
The only challenge with this strategy is the size of font for my objective. Some of the students had to move up so that they could see it.
8th grade language arts
I thought it was really effective. In the past, I had always read the objective and maybe one or two students. I think having the whole class read it aloud really set a purpose for learning.
The only challenge with this strategy is the size of font for my objective. Some of the students had to move up so that they could see it.
Tuesday, November 16, 2010
Post of Katie O'Neill
Which strategy did you use?
1) Language Warm-Up: During my afterschool homework group I created my own variation of a language warm-up. We were working on counting and manipulating money (mostly change). Prior to beginning the lesson I charted all the names of coins on the board. I said the name once and had the students repeat after me, careful to annunciate each sound and syllable correctly. Next I wrote the value of each coin next to the name of the coin. I then had each student repeat after me, the name then the value (i.e. 1 quarter = $0.25)
Which subject area/grade level? Third grade (mathematics & reading)
How effective was it? After the language warm-up I felt as though all students had a good handle on pronouncing money vocabulary correctly. Now as we progress with our usual math lessons it is exciting to hear my students say the words correctly and use them accurately in a complete sentence!
Any challenges? Not yet. However, I will need to remain aware of the level engagement (are all students interactive and participating in the lesson) and selecting vocabulary that is relevant to the current curriculum and relevant to my students learning. Are the vocabulary words going to contribute to a student’s academic success?
Any suggestions to make it a better learning experience for your students? My goal is to incorporate this learning strategy more often and into more of my lessons. I like that the language warm-up does not have to be limited to a specific subject. I feel as though you could incorporate a language warm-up regardless of the subject you teach.
1) Language Warm-Up: During my afterschool homework group I created my own variation of a language warm-up. We were working on counting and manipulating money (mostly change). Prior to beginning the lesson I charted all the names of coins on the board. I said the name once and had the students repeat after me, careful to annunciate each sound and syllable correctly. Next I wrote the value of each coin next to the name of the coin. I then had each student repeat after me, the name then the value (i.e. 1 quarter = $0.25)
Which subject area/grade level? Third grade (mathematics & reading)
How effective was it? After the language warm-up I felt as though all students had a good handle on pronouncing money vocabulary correctly. Now as we progress with our usual math lessons it is exciting to hear my students say the words correctly and use them accurately in a complete sentence!
Any challenges? Not yet. However, I will need to remain aware of the level engagement (are all students interactive and participating in the lesson) and selecting vocabulary that is relevant to the current curriculum and relevant to my students learning. Are the vocabulary words going to contribute to a student’s academic success?
Any suggestions to make it a better learning experience for your students? My goal is to incorporate this learning strategy more often and into more of my lessons. I like that the language warm-up does not have to be limited to a specific subject. I feel as though you could incorporate a language warm-up regardless of the subject you teach.
Post for Michelle Plesinger
Which strategy did you use?
I used the Choral Repetition with Egyptian vocabulary and definitions.
· Which subject area/grade level?
Sixth Grade social studies
· How effective was it?
I have done this before with classes but just the words and call it "You say, I say".
· Any challenges?
My students are use to seeing the words we are using and were thrown a little off. The definitions were the hardest part for each of my classes.
· Any suggestions to make it a better learning experience for your students?
I think having them practice without seeing the words again will improve the lesson.
I used the Choral Repetition with Egyptian vocabulary and definitions.
· Which subject area/grade level?
Sixth Grade social studies
· How effective was it?
I have done this before with classes but just the words and call it "You say, I say".
· Any challenges?
My students are use to seeing the words we are using and were thrown a little off. The definitions were the hardest part for each of my classes.
· Any suggestions to make it a better learning experience for your students?
I think having them practice without seeing the words again will improve the lesson.
Post of Jocelyn Espinosa
I used choral reading with two of my language groups (4th and 6th grades) during our vocabulary sessions. I modeled for them how to break down the word. I read it slowly (to accentuate the syllables). I read it at a normal rate. Then I had them repeat the word aloud, once slowly, and one at a normal rate. It definitely helped my one articulation student in one of the groups because he was able to really hear all the sounds and practiced through the repetition and was more accurate. The challenge will likely be that as I fine tune how I modify the choral reading, that I don’t confuse the students. So far so good. No specific suggestions at the moment.
Post of Cheryl Hallman
Which strategy did you use? Choral repetition of big ideas/outcomes in science having to do with landforms, erosion and slope.
· Which subject area/grade level? Fourth grade, science
· How effective was it? I thought it was very effective because it helps to keep all the students engaged and learn the important ideas from the experiment.
· Any challenges? Some students need to hear it a few times before they can repeat it back.
· Any suggestions to make it a better learning
experience for your students? I just need to focus on making sure all of the students participate.
· Which subject area/grade level? Fourth grade, science
· How effective was it? I thought it was very effective because it helps to keep all the students engaged and learn the important ideas from the experiment.
· Any challenges? Some students need to hear it a few times before they can repeat it back.
· Any suggestions to make it a better learning
experience for your students? I just need to focus on making sure all of the students participate.
Monday, November 15, 2010
Post of Nora Johnston
Which strategy?
Choral Repetition - I had students repeat geographic terms and definitions back to me until they had them by memory. These vocab words mostly involved landforms (such as isthmus and peninsula).
Which subject area?
6th Grade Social Studies (World History and Geography)
How effective?
This technique proved to be successful…for most. There were a few “spectators” who didn’t/wouldn’t participate. Perhaps they thought it was too ‘childish’ for them, and they just wanted to observe for the time being (hopefully, they will get on board with it). Generally speaking, though, I was pleased the next day when several could hardly wait to show me that they could still recite the definitions from memory.
Challenges?
Again, the ones who don’t want to engage – no matter how “fun” and enthusiastic you try to be. How do you reach and light a fire under these select few?
Suggestions for better learning experience?
Next time, which will likely be tomorrow, I plan on repeating the same procedure, and hope for ALL students to participate. I could also speak the definition clearly, ask them to write the vocabulary term on a big piece of paper, then (on the count of three) have them ALL hold it up where I can see everybody’s word at once, written dark, big, and spelled correctly. This would be a quick assessment, to check for understanding and engagement. Since they need the practice speaking the words/terms clearly, I will have them all say the term as they hold the written word up. Does this seem too elementary?
Choral Repetition - I had students repeat geographic terms and definitions back to me until they had them by memory. These vocab words mostly involved landforms (such as isthmus and peninsula).
Which subject area?
6th Grade Social Studies (World History and Geography)
How effective?
This technique proved to be successful…for most. There were a few “spectators” who didn’t/wouldn’t participate. Perhaps they thought it was too ‘childish’ for them, and they just wanted to observe for the time being (hopefully, they will get on board with it). Generally speaking, though, I was pleased the next day when several could hardly wait to show me that they could still recite the definitions from memory.
Challenges?
Again, the ones who don’t want to engage – no matter how “fun” and enthusiastic you try to be. How do you reach and light a fire under these select few?
Suggestions for better learning experience?
Next time, which will likely be tomorrow, I plan on repeating the same procedure, and hope for ALL students to participate. I could also speak the definition clearly, ask them to write the vocabulary term on a big piece of paper, then (on the count of three) have them ALL hold it up where I can see everybody’s word at once, written dark, big, and spelled correctly. This would be a quick assessment, to check for understanding and engagement. Since they need the practice speaking the words/terms clearly, I will have them all say the term as they hold the written word up. Does this seem too elementary?
From Rae Dewberry Language Arts 8th Grade
Which strategy? I used choral repetition with my AEP group.
Before a major test (which is mostly essay), I give the students the essay questions ahead of time. I expect complete, thoughtful answers supported with explicit examples from the text. This time, after they wrote down the questions, I had them do a choral read. My purpose was to imbed the questions in their brains!
Challenges? At first, the response was dismal. The students whined, complained, and were most uncooperative. Then I explained that we all learn differently and I wanted to be sure to “hit” their learning style. Pretty soon it was a contest over which group could recite the loudest!
Suggestions? I need to remember the “why” when I ask something new of this group.
How Effective? The essay responses I received were some of the best I have ever had. Was it the result of the strategy used or is this group of students exceptionally bright or is it because I’ve had this group for two years now and they understand my expectations?
Too may variables at this point
Friday, November 12, 2010
Post of Mary Beth Bloom
Which strategy did you use?
· Which subject area/grade level?
· How effective was it?
· Any challenges?
· Any suggestions to make it a better learning experience for your students?
Post of Jamie Jay
Which strategy did you use?
I used Syntax Surgery.
Which subject area/grade level?
I used this strategy with 4th grade in Language Arts.
How effective was it?
I am going to have to be honest- I don't think it was effective at all. After teaching it I feel that I am unsure as to what the objective was- am I teaching them the structure of the English Language, because they don't need that. Or, am I teaching them parts of speech, which they do need. My high learners did just fine, but my low learners tended to just... sit.
Any challenges?
They really had no interest in the coral reading aspect. I'm trying to get them to read fluently, and the more I try it, the more I'm convinced that coral reading does not promote fluent reading.
Another challenge was the amount of time it took to create the small reading strips for the students as well as the teacher cards. Almost 45 minutes. If I had a room mother who could come in consistently I might be able to do this more often, but the time is seriously prohibitive. Maybe as a small group activity it would be better?
Any suggestions to make it a better learning experience for your students?
I'm going to try this again tomorrow with a science concept (the big idea from our science lesson today.) Hopefully they'll be more engaged if they realizing we're doing two things at once.
I'm going to keep the speed up even faster. Pulling sticks will also come into play. My lower learners need to at least take a stab at it.
I used Syntax Surgery.
Which subject area/grade level?
I used this strategy with 4th grade in Language Arts.
How effective was it?
I am going to have to be honest- I don't think it was effective at all. After teaching it I feel that I am unsure as to what the objective was- am I teaching them the structure of the English Language, because they don't need that. Or, am I teaching them parts of speech, which they do need. My high learners did just fine, but my low learners tended to just... sit.
Any challenges?
They really had no interest in the coral reading aspect. I'm trying to get them to read fluently, and the more I try it, the more I'm convinced that coral reading does not promote fluent reading.
Another challenge was the amount of time it took to create the small reading strips for the students as well as the teacher cards. Almost 45 minutes. If I had a room mother who could come in consistently I might be able to do this more often, but the time is seriously prohibitive. Maybe as a small group activity it would be better?
Any suggestions to make it a better learning experience for your students?
I'm going to try this again tomorrow with a science concept (the big idea from our science lesson today.) Hopefully they'll be more engaged if they realizing we're doing two things at once.
I'm going to keep the speed up even faster. Pulling sticks will also come into play. My lower learners need to at least take a stab at it.
Addendum:
I did this again another day using a science concept. The students struggled with putting the sentence together, even though it was one of our content sentences from our science experiment from two days before. There were many unusual conjunctions (the word ‘like’) which threw them off. I found that my students were reading the sentence, but only to themselves so in their head they forced the words to make sense. When I read it back to them I often got, “well, it sounded right…” or “that’s not what… oh….” As they realized that the words they’d sorted are not the words they’d actually read. I’m curious to see if this type of activity will help them to realize they need to slow down.
Tuesday, November 9, 2010
From Jill Mettler
Which strategy did you use?
·
Which subject area/grade level?
How effective was it?
·
Any challenges?
·
Any suggestions to make it a better learning experience for your students?
I foresee this becoming a better learning experience for my students with more use of this strategy; embedding it into our daily routine. Switching it up will keep it effective and fun! I might even let a student be the leader!
Monday, November 1, 2010
Welcome to Class
Thank you for signing up for Ten High Powered Strategies. These strategies can be used in any grade level and in any subject area to increase English language skills.
The classes will be in two hour sessions, from 4:30 to 6:30 at Meadows Middle School, room C24.
We also have a blog that we are asking each of you to participate in, so that it will increase our own learning.
We look forward to seeing you on November 4, 2010.
Sincerely,
Rob Lazarus
Lee Meyer
The classes will be in two hour sessions, from 4:30 to 6:30 at Meadows Middle School, room C24.
We also have a blog that we are asking each of you to participate in, so that it will increase our own learning.
We look forward to seeing you on November 4, 2010.
Sincerely,
Rob Lazarus
Lee Meyer
Thank you for your participation in our first class. Prior to Tuesday, November, 9, 2010,please respond in paragraph form regarding the following questions. Please also respond back to two posts that others have written. Thank you.
Which strategy did you use?
· Which subject area/grade level?
· How effective was it?
· Any challenges?
· Any suggestions to make it a better learning
experience for your students?
experience for your students?
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