Collaboration Samples
Collaboration A
Even though I know better, I sometimes think that having students work individually will assure that they are on task and really learning whatever task we are working on. One of the primary reasons for student collaboration is that it involves talking: Experts agree that “talk reclaims prior knowledge and clarifies ideas” (Robb, 2010, p. 39). Working alone doesn’t always accomplish that. Why do I keep forgetting that simple fact?
How many times have I taught students how to brainstorm? Who brainstorms alone? For many students, working alone only fosters frustration. Cognitive scientists agree that “collaboration can foster creative thinking” (Robb, 2010, p. 39).
Other Resources:
Collaboration B
Props for Collaboration
Even though I know better, I sometimes think that having students work individually will assure that they are on task and really learning whatever task we are working on. One of the primary reasons for student collaboration is that it involves talking: Experts agree that “talk reclaims prior knowledge and clarifies ideas” (Robb, 2010, p. 39). Working alone doesn’t always accomplish that. Why do I keep forgetting that simple fact?
How many times have I taught students how to brainstorm? Who brainstorms alone? For many students, working alone only fosters frustration. Cognitive scientists agree that “collaboration can foster creative thinking” (Robb, 2010, p. 39).
Other Resources:
Collaboration C
Props for Collaboration
Even though I know better, I sometimes think that having students work individually will assure that they are on task and really learning whatever task we are working on. One of the primary reasons for student collaboration is that it involves talking: Experts agree that “talk reclaims prior knowledge and clarifies ideas” (Robb, 2010, p. 39). Working alone doesn’t always accomplish that. Why do I keep forgetting that simple fact?
How many times have I taught students how to brainstorm? Who brainstorms alone? For many students, working alone only fosters frustration. Cognitive scientists agree that “collaboration can foster creative thinking” (Robb, 2010, p. 39).
Other Resources:
Collaboration D
Props for Collaboration
Even though I know better, I sometimes think that having students work individually will assure that they are on task and really learning whatever task we are working on. One of the primary reasons for student collaboration is that it involves talking: Experts agree that “talk reclaims prior knowledge and clarifies ideas” (Robb, 2010, p. 39). Working alone doesn’t always accomplish that. Why do I keep forgetting that simple fact?
How many times have I taught students how to brainstorm? Who brainstorms alone? For many students, working alone only fosters frustration. Cognitive scientists agree that “collaboration can foster creative thinking” (Robb, 2010, p. 39).
Other Resources:
Collaboration E
Collaboration F
Stages of Literacy Samples
Literacy A
Growth Mindset: Stages of Literacy
According to the NCTE 2018 Guidelines for Teaching Writing, one of the most important things for writing teachers to understand is that writers can grow–given the right circumstances. Part 3, which states the essential principles for teaching writing, has four statements. Each principle includes the word grow. I want to consider that when I work with students to help them progress through the stages of literacy and go from learning to write to using writing to learn.
This links to a timeline of my own literacy development. Click to hear me read this.
Stage X: Blah Blah Skills
- asdasdsad
- asdasd
Stage Y: Blah Blah Skills
- fgdfgdfg
- dfgdfgfd
Stage Z: Blah Blah Skills
- dfgdfgdfg
- retert
Literacy B
Growth Mindset: Stages of Literacy
I didn’t learn how to read or write until I was in the third grade. I faked it for two years. Once I did learn, I went from being illiterate to reading on an 8th grade level in one year; by grade 4, I was reading on a 12th grade level and had won the county spelling bee. I don’t expect all students to experience the same growth rate, but I know they can grow–given the right circumstances. The 2018 National Council of Teachers of English Guidelines for Teaching Writing lists four essential principles for teaching writing effectively. Each principle includes the word grow. When I work with students, helping them progress from learning to write to using writing to learn, I want them to know and believe that they can grow in skills.
This links to a timeline of my own literacy development. Below is a list of the important stages we all must go through as we become writers.
Stage X: Blah Blah Skills
- asdasdsad
- asdasd
Stage Y: Blah Blah Skills
- fgdfgdfg
- dfgdfgfd
Stage Z: Blah Blah Skills
- dfgdfgdfg
- retert
Literacy C
Growth Mindset: Stages of Literacy
Dear Students:
I didn’t learn how to read or write until I was in the third grade. I faked it for two years. I believed that I couldn’t learn. Once I had the right teacher and the right circumstances, I went from being illiterate to reading on an 8th grade level in one year; by grade 4, I could read on a 12th grade level and won the county spelling bee. I don’t expect you to improve by eight grades in a year–you don’t need to catch up like I did!–but I want you to know that you will improve the skills you had when you came in this classroom.
The 2018 National Council of Teachers of English Guidelines for Teaching Writing lists four essential principles for teaching writing effectively. Each principle includes the word grow. I will try to follow those principles when I teach you, and you try to learn as you progress from learning to write to using writing to learn.
This links to a timeline of my own literacy development. Below is a list of the important stages we all must go through as we become writers. See how many skills you already have?!
Stage X: Blah Blah Skills
- asdasdsad
- asdasd
Stage Y: Blah Blah Skills
- fgdfgdfg
- dfgdfgfd
Stage Z: Blah Blah Skills
- dfgdfgdfg
- retert