Monday, August 4, 2014

Week 8 Responses

Article from Disability Scoop-"Inflexibility May Be Hardwired In Those With Autism"-Michelle Diament

Not only do I work with children who have Autism but I also have family members that are living with autism.  I am always interested in learning more about autism.  This article was about a study that used MRI's of the brain to see how typical developing children and children with autism approached new tasks.  The studies found that the brain connections of children with autism didn't change when a new task was introduced but he brain connections of the other children did.  “The fact that we can tie this neurophysiological brain-state inflexibility to behavioral inflexibility is an important finding because it gives us clues about what kinds of processes go awry in autism,” said Vinod Menon, a professor of psychiatry and behavioral sciences at the Stanford University School of Medicine and the senior author of the study.  This study could have a positive impact on how different therapies are used.  Therapies that increase the brain’s flexibility at switching from rest to goal-directed behaviors may be a good target, for instance.


Article from Edutopia-"Dipsticks: Efficient Ways to Check for Understanding" Todd Finley

 I was excited to find this article that gives some great tips on using formative assessment in the classroom.  I am always looking for new ways to do a quick check in with my students.  The article gave 53 ways to check for understanding.  Some of the ideas on the list seem a little involved for a quick check in but regardless they are all great.

  1. Summary Poem Activity
    • List ten key words from an assigned text.
    • Do a free verse poem with the words you highlighted.
    • Write a summary of the reading based on these words.
  2. Invent the Quiz
    • Write ten higher-order text questions related to the content. Pick two and answer one of them in half a page.
  3. The 411
    • Describe the author’s objective.
  4. Opinion Chart
    • List opinions about the content in the left column of a T-chart, and support your opinions in the right column.
  5. So What? Journal
    • Identify the main idea of the lesson. Why is it important?
  6. Rate Understanding
  7. Clickers (Response System)
  8. Teacher Observation Checklist
  9. Explaining
    • Explain the main idea using an analogy.
  10. Evaluate
    • What is the author's main point? What are the arguments for and against this idea?
  11. Describe
    • What are the important characteristics or features of the main concept or idea of the reading?
  12. Define
    • Pick out an important word or phrase that the author of a text introduces. What does it mean?
  13. Compare and Contrast
    • Identify the theory or idea the author is advancing. Then identify an opposite theory. What are the similarities and differences between these ideas?
  14. Question Stems
    • I believe that ________ because _______.
    • I was most confused by _______.
  15. Mind Map
    • Create a mind map that represents a concept using a diagram-making tool (like Gliffy). Provide your teacher/classmates with the link to your mind map.
  16. Intrigue Journal
    • List the five most interesting, controversial, or resonant ideas you found in the readings. Include page numbers and a short rationale (100 words) for your selection.
  17. Advertisement
    • Create an ad, with visuals and text, for the newly learned concept.
  18. 5 Words
    • What five words would you use to describe ______? Explain and justify your choices.
  19. Muddy Moment
    • What frustrates and confuses you about the text? Why?
  20. Collage
    • Create a collage around the lesson's themes. Explain your choices in one paragraph.
  21. Letter
    • Explain _______ in a letter to your best friend.
  22. Talk Show Panel
    • Have a cast of experts debate the finer points of _______.
  23. Study Guide
    • What are the main topics, supporting details, important person's contributions, terms, and definitions?
  24. Illustration
    • Draw a picture that illustrates a relationship between terms in the text. Explain in one paragraph your visual representation.
  25. KWL Chart
    • What do you know, what do you want to know, and what have you learned?
  26. Sticky Notes Annotation
    • Use sticky notes to describe key passages that are notable or that you have questions about.
  27. 3-2-1
    • Three things you found out.
    • Two interesting things.
    • One question you still have.
  28. Outline
    • Represent the organization of _______ by outlining it.
  29. Anticipation Guide
    • Establish a purpose for reading and create post-reading reflections and discussion.
  30. Simile
    • What we learned today is like _______.
  31. The Minute Paper
    • In one minute, describe the most meaningful thing you've learned.
  32. Interview You
    • You’re the guest expert on 60 Minutes. Answer:
      1. What are component parts of _______?
      2. Why does this topic matter?
  33. Double Entry Notebook
    • Create a two-column table. Use the left column to write down 5-8 important quotations. Use the right column to record reactions to the quotations.
  34. Comic Book
    • Use a comic book creation tool like Bitstrips to represent understanding.
  35. Tagxedo
    • What are key words that express the main ideas? Be ready to discuss and explain.
  36. Classroom TED Talk
  37. Podcast
    • Play the part of a content expert and discuss content-related issues on a podcast, using the free Easypodcast.
  38. Create a Multimedia Poster with Glogster
  39. Twitter Post
    • Define _______ in under 140 characters.
  40. Explain Your Solution
    • Describe how you solved an academic problem, step by step.
  41. Dramatic Interpretation
    • Dramatize a critical scene from a complex narrative.
  42. Ballad
    • Summarize a narrative that employs a poem or song structure using short stanzas.
  43. Pamphlet
    • Describe the key features of _______ in a visually and textually compelling pamphlet.
  44. Study Guide
    • Create a study guide that outlines main ideas.
  45. Bio Poem
    • To describe a character or person, write a poem that includes:
      • (Line 1) First name
      • (Line 2) 3-4 adjectives that describe the person
      • (Line 3) Important relationship
      • (Line 4) 2-3 things, people, or ideas the person loved
      • (Line 5) Three feelings the person experienced
      • (Line 6) Three fears the person experienced
      • (Line 7) Accomplishments
      • (Line 8) 2-3 things the person wanted to see happen or wanted to experience
      • (Line 9) His or her residence
      • (Line 10) Last name
  46. Sketch
    • Visually represent new knowledge.
  47. Top Ten List
    • What are the most important takeaways, written with humor?
  48. Color Cards
    • Red = "Stop, I need help."
    • Green = "Keep going, I understand."
    • Yellow = "I'm a little confused."
  49. Quickwrite
    • Without stopping, write what most confuses you.
  50. Conference
    • A short, focused discussion between the teacher and student.
  51. Debrief
    • Reflect immediately after an activity.
  52. Exit Slip
    • Have students reflect on lessons learned during class.
  53. Misconception Check
    • Given a common misconception about a topic, students explain why they agree or disagree with it

     
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