Fun with the ToonDoo

ToonDoo was a lot of fun. My concept was exit slips. Exit slips are a WTL strategy that spurs the students to think and then write. It also provides feedback to the teacher with regard to her students. Students are to write on a piece of paper (or index card) either an answer to a question or a free writing about what they learned in class. It can be used as a teaching tool for the next day because the students share insights into what they learned and what they need to know. They may also let the teacher know what they thought of the lesson (i.e., boring, exciting, etc.). This would be useful in my math class. Often times we assume that our students have a deep understanding of concepts previously taught, but sometimes they forget and some claim they were never taught. In any event, this tool allows the teacher to review or revise those problem areas.

What I believe...

I believe I could easily incorporate some of these WTL strategies in my math class. I especially like the idea of the exit slips and admit slips not only to help students with their writing but to use as a gauge of what they know and don't know (see http://www.wku.edu/3kinds/dmaesguide.html for pros and cons). I also believe that providing a daily writing break might be useful for the same reason. Halfway through class, students could write what they learned on index cards and provide examples. Some of these strategies are similar to one another, such as the exit and admit slips, mapping and clustering, written conversation and write around, with only small variations (see http://www.wku.edu/3kinds/ writdemolearn.html for some specific ideas).

Strategies for the Future

Justin and I finished the book trailer for our book "The Number Devil." I've learned yet another wonderful tool to use in my classroom. Justin and I began this project by playing around with separate movies before agreeing on the final script. The book trailer captures the audience's attention right off the bat. I can't wait to see the movie :)

My topic for the Reader/Writer's Project is "What are some effective and viable building block strategies for teaching math vocabulary that I can use to help my students attain content literacy?" In the past, I taught vocabulary rather passively in math (not in reading), but now I realize the necessity in students taking a more active role in their vocabulary learning process, utilizing background knowledge and connections that work for them so that they can have an arsenal of vocabulary that makes sense to them. I want students to be better equipped before they read the text and before taking part in explicit lessons.

If anyone would like to write to me about their ideas for teaching vocabulary, your comments are welcome.

Writing from the Inside, Your Way, and Commonsense Matters

I love Tom Romano’s description of the writing process and “Now you don’t see it, now you do.” Murray similarly punctuates this by stating, “Writing is not thinking written down after the thinking is completed. Writing is thinking.” Rief also designates a paragraph subtitled “Writing is Thinking.” Thanks guys for explaining this. I know too many people who click those keys fast and the written words appear like magic. It makes me sick. When I write, frustration is overwhelming at first because my thoughts are racing and jumbled. Organizing ideas on paper appears impossible, but once I achieve complete quiet with no interruptions the words finally begin to flow. Often, eyes must close and focus is a concentrated effort, but eventually ideas form and the printed words come alive as they appear on the screen.