Final+Organizer+or+Worksheet

Stevens || S.C.A.M.P.E.R. Checklist || These questions made me think of changes I made to Title 1 (Now Schoolwide) program this year. I had to be flexible and willing to adapt to change. I had to have resources to make the change. I had to do things on a different schedule. I had to develop it over time. || Step Two: Reflect on our Thinking (and the questions that follow) Step Three: Evaluate Your Thinking (and the questions that follow) And also P 75 Take Away: Q#1 What did I learn about myself as a reader/writer/learner today? Q#2 What did I learn that I can do again and again and again [to be a successful learner]? I know this is more structured than the template, but I'd like to give the students some place to start, and then branch out from how they think and learn. || 5 W's & an H || I would use this with the students I work with to become better reader's and writer's. I think this would be a great tool to add to help them become organized when they write a story or as a recall chart of a story they have read. ||
 * **Name** || **Organizer or Worksheet** || **Rational**e ||
 * Kelli Shryock || Imagination Notes || I will use this for students to practice elaborating on what they have visualized in reading their novels. This will build on the visualization process that we are already completing by taking it a step farther using the five senses rather than just "seeing". ||
 * Tera Koupal || Question Homework || These are some great bullets to include for your students when they are reading a Chapter or a book for understanding. It doesn't even have to be for reading necessarily but that's the first thing that came to mind. After looking at it more it could really relate to any assignment that your students might have. ||
 * Karon
 * Curtis Huffman || Going the Extra Mile || I will use this for my students as well as myself. I will use it for my students in the classroom but also in athletics. By making a plan or a goal you need steps or processes. By having the students, the athletes, and myself come up with definite steps we need to do in order to accomplish a task, we can all know what needs to be done and how or why. Then the next process would be listing the possible steps. These would be used for further thinking or broadening the plan or goals to become better and/or unique from all other people doing the same task or goal. ||
 * Michael Koupal || Detective Notes: 5 W's and H || I will use the Detective notes for helping my students write complete sentences. The more of these questions they can answer for thier sentence, the more colorful their sentence will be. ||
 * Becky Bell-Krueger || Detective Notes: 5W's & an H || I will use this organizer for my students to become better readers. As they complete a reread of a story they can visualize the answers to these questions in their head or on a sheet of paper to organize the thoughts. If the students can't answer a question, then as part of the active reading process they will reread the story to find the answers. The 5 W's and an H will also help them in their writing process to become more vivid and pay attention to specific details by answering the 5W's and an H in complete sentences. ||
 * Gloria Vavra || Self Awareness Worksheet || I am going to use the self Awareness Worksheet with my middle school students. Up until the time they enter middle school, they have had little choice in the curriculum they are involved in. Once they reach middle school, there are choices to be made depending on their goals and interests. This will work hand in hand with the My Life activities, and for some may be a good start to becoming a more independent thinker and learner. ||
 * Leah Howes || Detective Notes: 5W's and an H || I would use this in my classroom to teach my students why things are the way they are. They are in the need, at this age, to explore why the come up with the reasons that they come up with. This can guide them to some answers. ||
 * Donna Wagner || Imagination Notes || I would use this organizer (both individually and in small groups) to help my students brainstorm ideas about what they experience through all five senses. Once they have generated a number of ideas, these things could be incorporated into writing lessons, presentations, or role playing activities. ||
 * Doreen Kuca || S.C.A.M.P.E.R. Checklist || I would use this when we solve equations. I also caould use this when we solve story problems. There are many different ways to solve them and students would be able to others work as we would pass these from group to group. ||
 * Theresa Koupal || Imagination Notes || I could use these as a prewriting activity for a descriptive essay. Students could select a place and then list the things they see, hear, smell, taste, and feel while they are in this place. After they complete their notes, they could use their notes to write an essay to describe the things they wrote in their notes. ||
 * Kim Borkowski || Re-making P127 "Going the Extra Mile" || I will use the basic format of "Going the Extra Mile"; however, I would substitute the Lists on P 69-70. Step one: Describe Your Thinking (and the questions that follow)
 * Mary Lease || Strengths Assessment || I plan on using this to open my first day's class this coming fall. I will be going back into a middle school classroom after being out for at least five years. Having a class on a daily basis will also be different - block scheduleing has changed my persepctive on scheduling. Anyway, I'm out of touch with what middle school students are like - they have changed so much in the past few years. I need to get to know them, and I want to build on strengths, not necessicarily weaknesses. This way I can assure them of success if I can work with the best part of them. Weaknesses can be challenged later. Start out with a positive. ||
 * Lisa Bergeleen || Detective Notes:
 * Julie Bruckner || Genius Questions || I think I will make a poster of the Genius Questions to hand up at the front of the room. This will be something for both my students and myself to refer to to really get into the learning. I think these will also be a good "story starter" for journal writing. Helping both the students and myself come up with the "right" question may be just what we need to go a little deeper. ||
 * Erin Bergeleen || Question Homework || I think this activity would be beneficial to my students in some of my business classes. This year I taught an Introduction to Business course and it was important that they read the textbook as well as current events articles to understand the concepts I was trying to teach them. I think if I would have had this "Question Homework" it would have challenged my students to assess the readings and generate some interesting questions to discuss in class. ||
 * Melissa Mebius || Genius Questions || I would use these to help my Preschoolers expand their thinking and vocabulary. Some like to answer with one or two word responses. I would make a poster with pictures to help represent to the students what the words mean. I would also make question cards. When talking about topics I would let the kids pick a card and I would make a question based on the card they picked. ||
 * Jason Von Eschen || Detective Notes || My students are often asking why they need to do the assignment or that they will never use it. The Detective Notes: 5W's and an H will allow them to brainstorm about 1. Who could use the topic, 2. What the topic is for, 3. Where it could be used, 4. When it could be used, 5. Why it is used, and 5. How it is used. This will allow them to do some deep thinking about a topic (money skills), and provide them the answers they ask me. It allows them to answer for themselves as well as not letting me work harder than my stsudents. ||
 * Gina Bialas || Strengths Assessment || Since I have many of the "lower ability" students, I think it's important for students to know they have strengths that will aid them in their learning. I would use this assessment the first day of class. This will give me an idea of how they feel about themselves as a learner, hopefully increase their self-concept, and give me some insight. After each quarter, I would have the students add to their strengths assessment. This way students would need to assess themselves through-out the year and adjust their own learning according to the strengths they have stated. ||
 * Gwyneth Dean-Witte || Awareness Inventory || I will incorporate more of these kinds of self-reflection questions throughout the week - rather than just at the end of a project or unit. What I would like to do is create a stock of "exit-slips" for the end of the day or the end of a class. Kids could just pick one randomly and reflect on the question (and write a few sentences) in relation to what we studied that day or the activity we did in that class period. ||
 * Stephanie Rostad || Imagination Notes || I can use the imagination notes in a variety of settings. This organizer will be perfect for character development in plays and to help the students find meaning in their songs. I will use this mostly for theater. The students will use it to further develop their characters, not just say lines. ||
 * Connie McLaughlin || Defining the Habitudes || I would like to use this the first week of the year to help create the classroom atmosphere in my room. By making it into a large chart and filling it out together, I hope I can get my students involved and feel some ownership in the way they would like our classroom to be. ||
 * Tom McPhail || Self-Awareness Worksheet || I will use the Self-Awareness Worksheet during **student-led Parent-Teacher conferences**. Students can share some important personal traits/interests with their parents. "My best trait is..." "I struggle most with..." "I learn best by..." This self-reflection enables students to learn about themselves, strengths, interests etc... Parents will learn more about their child's learning - hopefully- than they ever had. Also, it encourages children to set goals: "My goals are..." ||