As of September 10, 2012
We're going to suggest a (that is, one) possibleteaching sequence for Middle Schoolers. The context could be a regular class, an enrichment class, a learning skills group, and/or a team taught unit on "learning" within a regular class. Regardless of the context, what kids learn should be integrated with at least one subject area class. We are going to use an ABC format to suggest how you might structure a lesson.
Suggestion 1
About: During the first few weeks, start a whole class/group discussion about the "vocabulary" of learning.
Some possible topics include: independent learning, self-directed learning, life-long learning, mindful learning, Metacognition, Study Skills, Personalized Learning Plans
Begin: Have kids individually write down target words the topic brings to mind. After a few minutes, kids should share their responses in a small group then with the teacher in a whole class discussion. Come to a consensus about the most "popular" words that go with that topic.
Commitment: Ask the students to spend the rest of the day "collection" words from their classes that they think reflect "learning." These will be used in the next session to refine the students' definition of Learning.
Suggestion 2
About: Tools kids can use to become more aware of their learning.
Begin: Have the kids brainstorm ways they know they are learning or not learning. Some possibilities they might mention include test scores, feedback on assignments, report cards. Talk about expanding their "data base" on their learning by using other tools that might help them know when they are and are not learning. Make some suggestions: Learning Journals, Redone work, Rubrics, Planning sheets. Give students at least one or two examples of each tool. Engage students in a discussion about how each of several tools might tell them something about their learning.
Commitment: Have students choose one of the tools you suggested or create a new one. Use it for 3 days. Come back to class on the 4th day and tell you what they've learned about their learning. (Or kids could blog about the tool they are using, or they could simply turn it in to the teacher and have him/her use the examples for a class discussion.
Suggestion 3
About: Classroom Visuals that signal or stimulate Meta Learning
Begin: Bring in a Poster listing all the thinking operation words (summarize, annotate, conclude, theorize, model...etc.,) that you typically use in your assignments and three columns that reflect level of the students' knowledge: Seen It, Understand It, Use it. Put the current date on the Poster. Ask the kids to anomously fill out their own printed handout of the chart and fill it in. Collect them and put a 'score" for each word on the classroom poster: i.e., the # of students who checked each column for each word.
Commitment: Ask kids to make a commitment to move one of those words per week over one column. After a few weeks, have kids fill in another printed out copy of the chart. Collect the data and publish it on the Classroom Poster.
Target Thinking Words (Operation) Date ___________ |
I've Seen It |
I Understand It |
I Use It |
Analyze |
|
|
|
Argue |
|
|
|
After a few rounds of charting, analyze the findings for yourself and then share your observations with the students. If you find that some thinking operations words you use are not well understood, work out a plan to specifically teach those words/concepts.
Suggestion 4
About: Thinking Aloud
Begin: Over the period of a couple of weeks, do a "think aloud" for something you are working on. After that period and working in small groups, engage the students in doing a" think aloud" on a challenging problem or dilemma relevant to a class topic.. Each student takes a turn "thinking aloud" about the problem. Others take note and take turns doing the "think aloud." After each person has a turn, the students discuss in their group what they learned about learning, and especially their own learning, from the "think aloud." Bring the discussion back to the whole class. Remember to incorporate a discussion of the challenges of thinking aloud.
Commitment: Ask the students to do at least 1 "think aloud" about a classroom based or personal dilemma during the next week. Tell them you will establish a blog topic in a few weeks to have students address "think alouds" they have done about class work and what they learned about themselves as learners form this tool.
As of September 19, 2012
5. About: Being "good at something." All students are good at something. If they don’t think they are, they at least know someone in some field (sports, art, entertainment, music) who is “good at it.” Begin: Engage students in a conversation titled “Good at it!” Ask them to share their examples and tell the class why they think their choice is “good at it.” Follow that discussion by one that addresses what it means to be good at something they are “learning” at school. The topic could be as narrow as “writing an essay about elections” or “math story problems” or as broad as “science” or “writing.”
Commitment: Ask students to do an inventory of things they are “good at” in school and outside of school. Tell them that anything counts. Ask them to choose one thing from the inside school and one thing from the outside school categories and define what it means to be “good at” that thing.
6. About: Progress: where you start and where you are.
Begin: Following the “good at something” discussion and work, ask students to think about “how” their “expert heroes” got to be good at what they do/did. Find out/figure out what they did along the way. As a class, engage the students in constructing a flow chart: Starting Point, Progress along the way, Detours/Setbacks, Goal Achieved.
Commitment: Have students go online to trace the development of one of their “expert heroes” or do a live interview of a hero (maybe even a parent) if they have access to such a person.
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