By Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo
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Extra info for 50 Graphic Organizers for Reading, Writing & More
Negotiating the Curriculum 22 My suggestion is that the teacher now leads the class in deciding these things. That is, if there are things under ‘questions’ that every student must consider, now is the time for the teacher to say so—and, of course, to say why. Similarly, if there are things that profitably may be considered by groups, this should be discussed with the class. • Finally, there may be many questions that are of individual rather than collective concern. (Bearing in mind my responsibilities as a teacher, I may well expect that students will also prove—in various negotiated ways, as raised in the discussion of question 3 below— that they know and understand what they have detailed in the ‘known’ column.
Can the children explain or teach someone else the ideas and concepts that they set out to understand (or that I set for them)? • Have they shown that they can transform the ideas into their own language; and conversely, have they internalized the meanings of newly acquired words, labels, definitions, etc.? • Can they apply what they have learnt in new situations? g. from talk to enactment)? • How do their understandings compare in breadth and depth with those of a similar group (past or present)?
How do these products compare in quality with those made last time? About the knowledge acquired: • Are the children able to talk with more understanding about the concepts and ideas upon which the work was based? • Can the children explain what they know, to me, in talk, in writing or in some other medium? • Can the children explain or teach someone else the ideas and concepts that they set out to understand (or that I set for them)? • Have they shown that they can transform the ideas into their own language; and conversely, have they internalized the meanings of newly acquired words, labels, definitions, etc.?