Jack

= 5/9/2010 =


 * Looking Ahead

As I look to the possibility of implementing the myriad strategies we have examined, I am both excited and a bit overwhelmed. It is going to be important for me to narrow my focus. Managing student notebook is something that I have really spent a lot of time trying to refine. While I have made real progress, there still is some dysfunction in trying to get it to be organized and usable for students. The conversation we had around about how various pieces can be used and organized in a notebook is really valuable. However, recently I have found that the convergence of the traditional notebook with a paper notebook is something that is causing a bit of friction. I really need to balance how and where students keep information so as to allow them the best access to it while still preserving the hope that they will not "misplace" any thing that might contain valuable information. This could be a good opportunity to organize many of the strategies we examined both in group and in textbook. ** = = = = = = = = = = = = = = = = = = =3/12/2010=

Journaling and the use of notebooks is something that I have spent a good amount of time reflecting on and developing. While, I am happy with the results in many areas, I still am struggling to find the best way to fit the traditional notebook that I view as valuable still with the use of journaling in Google Apps. There is a benefit to keeping both forms in place, but in the future, this is something that I really want to delineate in a more purposeful way. = = = = = = = = =Hey Jack: NCTE Applications for presesntations are due on January 13th. (on their website). It's in New Orleans next year. . . your presentation could be a selected presentation for sure!=

=Reflections=

//1/8/2010 Eric's "Etcha- Sketch" Work

It seems that Eric's work with the "Etcha-Sketch" strategy is closely connected to the Cognitive Dimension strategies from the text. Asking students to listen to a text as a whole and work to break it into various components using both text and images allows students the opportunity to literary see the various piece of information in a given selection that they have listened to make text associations as well.

This strategy also allows both teachers and students to Monitor for the Comprehension of a listening selection. If students are able to make clear and accurate visual representations of a particular aspect of a text, then this is a good indication that a student is, in fact, able to gather the needed information while they are listening. This strategy also allows for a quick formative assessment of student abilities to further allow the teacher to quick;y monitor for comprehension. //

**Cognitive Dimension:**

 * Refer to text pages 30 - 34
 * Getting the big picture
 * Breaking it down
 * Monitoring comprehension
 * Using problem-solving strategies to assist and restore comprehension
 * Setting reading purposes and adjusting reading processes