We discussed variables outside the classroom which are effecting student learning inside the classroom. Ms. Pinero discussed with us the progress of four students she is seeing for guidance: JD, SB, JDLL, & AF. She told us that three out of four students have been re-referred to the clinic.
Ms. Russell shared with the group a sample of her "Writing Tracking Sheet" which keeps track of who is on-task in class. Mr. Chesler shared reports for Black History Month and DBQs completed by the students in Social Studies.
WHAT WE NOTICED FROM THE STUDENT WORK IN SOCIAL STUDIES:
- Mr. Chesler also had the students use the "oreo cookie method" of using the writing frame where the students were starting at the middle/the content and then adding on a introduction and conclusion at the end. Many students seemed to prefer that way of filling out the frame.
- Most students were transferring the skills learned in ELA to writing in Social Studies.
- Students who weren't transferring skills tended to hand in their work late or the work appeared to have been put together in a hurry. One student handed in a partial frame, but didn't complete the assignment. Another student on his DBQ didn't use a writing frame.
CHANGE STRATEGIES:
- Insist on the use of the writing frame for all extended writing.
- Use of a "Writing Tracking Sheet" or other type of documentation to attempt to track daily student progress so students don't get too far behind and diagnose problems quickly
- Continue to conference the guidance councillor, administration, and literacy coach to find methods of helping to differentiate for student needs.
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