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I know this is not what was intended, but I think the Venn diagrams can be used to help motivate students while taking notes.
ReplyDeleteOne of my greatest struggles is teaching students how to take notes. Even the best students do not know how to extract important information from the class lecture and (most) hate taking notes. They only want to write down exactly what I have written on the board or what is on the flipchart. I despise fill-in-the-blank notes because they only want to know what goes in the blank – and don’t try to understand anything. A few will take extremely detailed, complete notes, some the highlights, some doodle – all depending on their motivation!
I’m thinking that if I start the year using carefully designed Venn diagrams, they can take notes in a way that is: their thoughts, their organization and makes sense to them. I know what we will be doing in a unit, what the common ideas are, and what the independent ideas are. Some of the theory I teach counters what they think they know. So, what about a ‘Misconception’ circle at the bottom?
Ultimately, for those for whom this works, they should be able to create their own Venn Diagrams for notes in my and other classes.
Reviewing is another problem I have. P 92 suggests using them as a Unit Review. So, instead I plan to give a differentiated Venn diagram as a review. As long as I give them the rubric with the assignment, they should be able to review themselves, where they need the review. Hopefully, by the end of the first semester, they can design their own! Then it is an out of class, individual activity that is tailored to their needs – not mine. I have pretty creative students, so I think looking at their Venn diagrams will show me more about them than another evaluation method. My goal is for them to understand the material and I think Venn diagrams can help motivate them in a unique way.
Since preassessment (Chapter 4) helps to determine student competencies for any given topic, single and multiple Venn diagram ovals can create motivation when planned with differentiation in mind. Creating and adapting the number of ovals used for organizing information based on flexible grouping (Chpt.6 p. 92) can enhance student "buy in" and participation as well as allowing more sophisticated learning to occur. Encouraging partner/group/individual work using the one-oval level (for those who are preassessed to begin with one-level ovals) and then having students combine their ideas with others to analyze the content and create multiple-oval levels is a great idea. I have most often used the Venn graphic organizers as a whole group activity for modeling and then released my students to create the diagrams using additional content independently. I want to consider this topic further. I think the challenge of differentiating with the multiple ovals will be designing the expectations for the varying levels (Chpt. 6 pgs. 97-99.) The point made on (Chpt. 6 p. 86) relating to the diagrams; states that each (student using the organizer) gets a challenging assignment that strengthens his/her brain and provides "continuous progress" is the result of being motivated to learn.
ReplyDeleteI really loved the Think-Tac-Toe concept. I have tried this before, but I don’t feel like I put enough higher-level thinking and differentiation into it when I created it. I feel like giving students choice is a huge motivator for them while pushing them to expand on what they have learned. The book said that using think-tac-toe gives students control over the assignment which enhances their motivation. (page 103) Students who would like to use technology to enhance their learning can, while other students can tap into their creative side and create a play or song to expand their learning. It gives every child the opportunity to showcase their natural gifts or try something new. The book also mentions that think-tac-toe menus should include the different learning styles (such as kinesthetic, visual, oral, technological, written, etc.) and mentions that we should focus on appealing to different kinds of learners. (page 110)
ReplyDeleteI really liked figures 7.17 and 7.18 on pages 122 and 123. I teach the three branches of government and I could definitely see using the examples in the book to build my own version of think-tac-toe menus for my third grade students. I feel like this would motivate my students to really get involved in the content and not just learn the information because they are required to learn it. The students will get so much more out of the lesson because they have a choice in how they are going to use the information they learned.
The Think-Tac_Toe tool would be highly motivating on several levels. On p. 103 the author emphasizes the increased motivation because of the control the student has over the assignment. The students can pick from a variety of products according to their interests or learning styles and also be encouraged to step out of their comfort zone on some activities. On p. 106 the author states that that not only do the students completing the projects benefit from doing something more meaningful than drill and practice, but also the students watching others present are exposed to a variety of learning options. I think this would motivate students to pick different options on future assignments. I like the idea of presenting 2 different Think-Tac-Toe activities that are less challenging and more challenging so as not to overwhelm less capable students, but give them the same chance to choose their projects (P. 118-123). This makes it motivating for all students while either stretching them or not discouraging them,
ReplyDeleteI was one of those who was nodding “yes” when I read, “at more than one oval do your eyes cross?” (pg. 84) The multiple overlapping segments caused confusion for me, rather than clarity. However, I can see where others may find adding ovals on varying levels of complexity as a challenge. Offering this graphic may challenge and inspire students to stretch. My favorite was the Think-Tac-Toe .(pg.104-107) I liked all of the options which offer versatility and choice. Students have a choice on which option best suits their style and mode of learning. I also like that the students will be viewing a variety of products which will re-enforce the targeted skills. In the authors’ less challenging and more challenging graphs, the difference appears to be more of choice than elevation of the skill. This would not be obvious to the students; therefore any of they students could choose a higher level if they so chose, while not appearing to add more work on to the gifted learner.
ReplyDeleteI don't know why I have never really thought about Venn diagrams being so important. I have used them many times with the two and three circle combinations in subjects like LA, science and social studies quite a bit, but for some reason not so much in math. Seeing the different examples provided on p. 85 and in appendix G-H, I am definitely seeing some exciting uses in math. Students are used to ovals and circles. Since I teach intermediate (4th grade) I feel that I'd most likely need to clarify the multiple oval diagrams before expecting any of my students to use them. I feel completing one together (obviously) and having students trace the ovals with different colors might help with the "cross eyed effect." This way, it would be easier to see which ovals go together for similarities/differences. When I looked at appendix H, I could not stand the alphabet letter organizers and felt those would be super confusing but I guess maybe not for that particular student. I did LOVE the box charts! I thought these would be perfect for simplifying the Venn diagram to make the process more accessible to the lower learners while still having high expectations for them. This could also help be the motivation they would need to attempt the multi oval Venn diagrams on their own since they are using the same process just in a different format. Motivation will also come for all students as they see a challenge for how many similarities/differences they could find for many related ideas thus encouraging them to use the diagram (and form) they feel most comfortable with. Students motivating themselves based on their comfort and knowledge level is what we want of our students, not them always having to be motivated by us.
ReplyDeleteIn response to tjensen on July 4: I understand your frustration with note taking. I definitely see note taking as a struggle for students in the elementary school. I find when they are taking notes from a resource such as a book or the Internet, they end up plagiarizing. However, when they are expected to take their own notes based on a lesson, video, discussion... they do much better at using their own words and choosing what they feel is most important. I think your use of carefully designed diagrams at the beginning of the year to help your students with note taking skills would definitely guide them in the right direction.
ReplyDeleteIn response to petrichc on July 5: I am going to quote your quote "The point made on (Chpt. 6 p. 86) relating to the diagrams; states that each (student using the organizer) gets a challenging assignment that strengthens his/her brain and provides "continuous progress" is the result of being motivated to learn." I find your statement very appropriate because we want to differentiate for each student's level, we want to make sure that learning is continous, but without the motivation (preferably intrinsic), much won't get accomplished and we won't help develop learners who will push themselves nor continue their learning.
ReplyDeleteI feel really embarrassed by having to ask this, but what exactly is a "flow condition"? I've read through Chapter 7 and don't see that term mentioned anywhere. I feel like I cannot really answer or comment on the question until I know what this means.
ReplyDeleteAlso, I'm a little annoyed that there is no reference to which chapters should be addressed in each of the questions. Am I the only one that finds this confusing? I haven't found an assigned chapter list for the sessions.
ReplyDeleteOkay from reading others' posts I think I have a better understanding of what "flow conditions" are. I like the idea of students working individually at first and then bringing the information they obtained through research to collaborate with a small group to build a Venn diagram on a topic. This would give each student accountability and a personal stake in the finished product.
ReplyDeleteI also really like the Think-Tac-Toe model although I may give another name such as Learning or Project Matrix since I teach at the secondary level. I think giving students guided choices would definitely increase motivation as it appeals to their individual interests and learning styles and gives them greater control of their own learning. As the authors state on p. 114, "..., it's more of a Cracker Jack scenario ('What'd you get?') rather than a competitive one," when it comes time to present their products.
Re Ms.Gio: I do like the idea of changing to ‘Project Matrix’. I was not going to call it anything –just hand them a Project Sheet with instructions to pick one from each row! I’m concerned some of my students would try to get three in row horizontally, vertically or diagonally – no matter how many rows are on the sheet if I call it Think-Tac-Toe – and then argue with me about it.
ReplyDeleteI was also confused about what was meant by “Flow Conditions”!
I definately plan to try it out Venn diagrams as a prewriting tool to help my students flesh out their writing. I have always used them in social studies and to do comparing and contrasting activities, but not in writing. I have also seen them used in math in various ways too. As author states on p.90: "Venn diagrams enable them to organize those ideas and elaborate as needed." Also, on p. 91, "Venn diagrams as tiered prewiritng activities will ensure a storng start to as writing unit." regardless of ability and complexity levels.
ReplyDeleteIn response to Ms.Gio on July 8, I like how you are thinking of calling the THink-Tac-Toe to Project Matrix because as I think about that is what the students are really doing. Also, I think that the name will attract the students because I do notice that when students think of doing projects they become excited and focus on doing a really good job to show their learning.
In response to Tjensen on july 8, I understand how implementing new tools can give rise to many concerns but I think that once you set the expectations and guide students with how they will be using their new learning tool they will do just fine and the fact that they will have the power to chooose will motivate them even more.
I have used Venn diagrams in class, but I never thought of using more than 3 circles to raise the level for higher level thinking students. I also liked the idea of using Venn diagrams for note taking. Definitely something I will try. I also liked the way of motivating students, "...encouraged students to meet a minimum number but let them know additional examples are appreciated and rewarded..." p. 86.
ReplyDeleteI have tried using the Think-Tac-Toes in my class, but did not do a good job of it. My students wanted to focus on the product, not the content. When asked to create a model of their perfect bedroom and write a paper describing why it was perfect for them, construction paper, boards, and materials went flying with mixed results, but somehow the writing never got done. They were very motivated by making the product, but did not focus on the content. I used a prewritten form, next time I will make my own TTT and rubric, intentionally choosing what I want them to learn from a unit and stressing content is more important than product.
In response to illgl, " I like the idea of presenting 2 different Think-Tac-Toe activities that are less challenging and more challenging so as not to overwhelm less capable students, but give them the same chance to choose their projects (P. 118-123). This makes it motivating for all students while either stretching them or not discouraging them" I agree. It will give all students a chance to work on projects without discouraging the students working on a basic level and not boring, but challenging the students working on a higer level.
ReplyDeleteIn response to swagner, I had the same concern about using menus and the think-tac-toe. I thought that my students would be so excited about doing something different, they would not do as great of a job with the content. I agree with you that a rubric would be necessary because it would show students that while their creativity and presentation are important, the content is what the majority of the grade will be based on!
ReplyDeleteIn response to Kimberlym and Awagner (July 9th)about using a rubric to show students what the majority of grades are based on...Before we begin a project, the students are given a rubric so they will be aware the expectations. I also have them use this rubric and grade themselves when turning in their project. This assists me in grading, but it also makes it plain that the student is aware of the weight each individual part their project is given and they are aware of their final project grade (within a few points) before it is turned in. No student should be surprised.
ReplyDeleteUsing the Venn Diagrams in the 4 ways, the author gave is brilliant (page 87). I have used the double and triple circle Venn diagrams in class in the past. The double Venn went well but the triple Venn was disaster. At the time the triple Venn needed to be model much more than I did. I like the suggestion that they can be used in small group or individually. The author stated, "Everyone tackles the same concepts, but on his or her own level..." (pg.85) Venn diagrams which are so easy to prepare and use in class.
ReplyDeleteI would use the Venn diagrams when social studies and science with the concepts of economics, natural disaster, inherited traits. In reading groups, students can to compare and contrast characters as well as how authors differ and stay true to their craft. A Mitch
In response to (wattb~July, 7 11:42), good thought about considering whether the tools we provide as teachers create "clarity" or cause unecessary "confusion." Thinking about our own perception of the activity tools for learning and then thinking about the abilities of the gifted students in the classroom certainly helps us to make appropriate differentiation decisions.
ReplyDelete@ tjensen - I like the idea of adding a "Misconceptions" oval below the Venn-diagram. In history we discuss separating verifiable facts from legends springing from popular culture. I think the that would be a great way to spark that discussion.
ReplyDelete@illgl- I agree with you that giving students choice through the Think-Tac-Toe model would increase motivation, and I also agree that providing these choices and nudging them towards higher levels of thinking will push them out of their comfort zone.
I like the idea of using the tic tac toe with a novel unit. This is wonderful for all students because no matter what level they are reading on you can make the tic tac toe choices based on different reading levels and interest. The example on page 100, Figure 6.9 is used with the novel Things Fall Apart, which got me thinking about all the different novels and activities I could do with the class and still get them to show what they have learned.
ReplyDeletein response to ms.gio... I too have had trouble following along. It seems my pages do not match the chapters either.
ReplyDeletein response to mitch... I have found that my students really like using Venn diagrams, but when you add the third circle they seem to go blank and cannot make sense of it. I use the third circle Venn in math a lot and that seems to help them be bale to translate it to language. You are right they need to practice with it more and see it modeled in order to really be successful.
ReplyDeleteFlow, (an intrinsic form of motivation) can be experienced when student skills exceed task challenges,"Motivating Students to Learn, by Jere Brophy," pg.11. Students can be either bored because they lack challenge or anxious because the challenge is too hard. To experience "flow" an activity must be appropriate to the student's ability. Flow was a new educational term for me also. The Venn diagrams on pg. 97 demonstrate the ultimate way to differentiate so the students gain personal benefits from the learning experience. Giving each student, pairs, or groups of students a different version of Venn diagram(s)but requiring the same number of items in a set amount of time enables students to learn at their level of competence so that they are not bored or anxious.
ReplyDeleteIn response to wattb, July 10th, I used rubrics with my second graders on menu products too. This way the students have a print out of directions and expectations as well as a grade to work toward by following expectations written down on the rubric. The rubrics motivate most of my students because they know exactly what to do in order to get the grade they want.
ReplyDeleteIn response to ms. gio July,8: No need to be embarrassed! The term "Flow" was not used in our book. I did not know the term either so I looked it up and found it used in books about motivating students. It actually came from the phrase,"go with the flow." I was just happy to know I wasn't the only one wondering about what the term meant!
I like the use of Venn diagrams in the classroom. I like that all students can contribute equally to the class discussion as stated on page 84. I like to reference to time on pages 84-85. If the teacher has matched ability to content level, the entire exercise should take the same amount of time, regardless of the number of ovals.
ReplyDeleteI liked figures 6.1, 6.2,and 6.5. I will be teaching social studies and language arts. I see using Venn diagrams as graphic organizers in writing. I want to try to use them when studying characterization.
In response to amartin on July 12th, I love the idea of using menus with rubric in your second grade class. As a 1st grade teacher it is really helpful to see other ideas and success in early elementary classrooms! Also, thanks for clarifying the word "flow" for me. I really was so confused and thinking I missed a part of the reading!
ReplyDeleteIn response to AMitch who wrote on July 11th at 8:40.
ReplyDeleteI agree that you would need to model the 3 and 4 circle Venn diagrams in whole and small groups. Not all students would understand this concept, so small group might be the way to go for those who are ready for the challenge.
I think that the think tac toe would be really motivating for students. On page 103 the book states "not only is the think tac toe simple to design and use, but it also increases student motivation because of the control they have over the assignment." I think the students would love the choices and I love that all students are accountable for the information. I think the students would be motivated because it seems almost like a game.
ReplyDeleteThe idea of using venn diagrams in the classroom is a great motivating tool. It is great because all students "can contribute equally to the discussion" and "each student should devote roughly the same amount of time to the exercise regardless of the number of ovals" (page 84). Each child will feel motivated by contributing to the discussion and all students will be working at their independent level for the same amount of time.
ReplyDeleteI found the “inventories” ideas discussed on pages 21-26 to be quite interesting. It would be a fine experiment for the students to delve into possible areas of interests or strengths that they never really gave much thought about. Prior to teaching a particular subject, an interest inventory (page 28) could serve the teacher well before beginning that unit so that she/he can structure the lessons around the interest inventory survey taken by the students. Based on the (inventory) diversity, students’ instructions will vary from their peers which is truly exercising differentiation and important for enhancing motivation. An “Aha” moment came for me when reading about teacher expectations in Chapter 3. On page 35, I truly agree with the statistics and that which I have read over the years: “We must prepare young Americans to compete in the global economy of the 21st century. Too much is at stake for us to aim for mediocrity.” Our students must reach above and beyond proficiency. They must strive for excellence if they are going to compete in the global world. Throughout my reading of Chapters 1-3, I have concluded the following: It is our responsibility, as teachers, to provide a learning environment which has high expectations combined with differentiation strategies giving each child an opportunity to develop to their level of excellence. One of my favorite ways of teaching has always been to incorporate humor and the discovery approach to learning. If you make learning “fun” then you will see that students will retain the knowledge longer and may be inspired to branch off of that learning to something new and exciting for them.
ReplyDeleteoops...I pasted the incorrect response from my word document. Here is the correct responseto Question 1/Session 3:
ReplyDeleteAs noted on page 85, what is cool about Venn diagrams is that each child is able to take the same concepts, but on his or her own level and they can think abstractly with this graphic organizer model. Once again the author suggests that using Venn diagrams allows each child a challenge that strengthens the learning process and provides “continuous progress” for that individual child (page 86). Often Venn graphic organizers are excellent for research projects but I would like to implement it more for creative writing. As noted on page 91, it will ensure a strong start to a writing unit.
On July 11, 2011 amartin said...
ReplyDelete"The Venn diagrams on pg. 97 demonstrate the ultimate way to differentiate so the students gain personal benefits from the learning experience." I completely agree with this statement. My experience has been that, after modeling how to use a venn diagram, it really is the perfect way to differentiate, in that each student can fill in the various areas independently, which can then be sued as an assessment tool, and then "bridge" off of others'.
I also like the Think-Tac-Toe menus. I've used these a few times in the past, and, while they take a bit of planning, they are wonderful way of offering "limited choice" for students, all while maintaining curricular standards.
I have used the Venn Diagram for many years. Reading how the strategy is “an excellent vehicle for process and content differentiation” (pg 83) reinforces the reason teachers have used it successfully in their classrooms. I usually use 2 or 3 ovals, but am inspired to try 4 ovals with my class. (pg 85 and appendix G)
ReplyDeleteVenn diagrams can be used in all grade levels--perhaps saving the most complex for older or gifted children. Young students can place ideas in picture form in the ovals. As with any strategy or tool, students need instruction on how to use the diagrams, what the expectations are, aspects of the rubric that will be used, whether the student uses it alone, with a partner, or a group,.
I was pleased to see the variety of ideas presented for Venn diagram use--rather than just as a graphic organizer.
The paragraph on debriefing stood out to me. Many times we get wrapped up with the process, product, assignment, etc... and forget to reflect, analyze, and debrief with our students. “The importance of this inclusive participation cannot be stressed enough. It reinforces the respect you have for all learners, wherever they are in their learning journey. Plus, it makes each child an integral part of your classroom.” (pg 99)
I response to amartin on July 11th, I enjoyed reading your description of flow and your observation regarding the use of different diagrams but requiring the same items in a time limit discussed in the book.
ReplyDeleteI response to becky on July 12th, I agree, students can independently use a Venn diagram after modeling and good first instruction.
ReplyDeleteI really liked the Tic-Tac-Toe approach. I love that it encourages choice, but it still keeps students focused on the content and process (103). Although I often give assignments that allow for student choice, I haven't thought about Tic-Tac-Toe before reading this book. How brilliant to have the students select one project from each row/category! I guess I've always focused on one product, but I never considered other options. This ensures that "projects not only provide choice for the student (thus increasing motivation), but the projects also help to encode the information in multiple parts of the brain" (105-106). I love it! And I think it is important to remember that "when children are accustomed to the fact that not everyone will learn everything in the same way, it becomes commonplace to have different options presented" (113). I will definitely use this tool with my students!
ReplyDeleteIn response to tjensen, I agree that Venn diagrams can help motivate students while taking notes. I love your idea about a "Misconception" circle at the bottom!
ReplyDeleteI really like that this strategy allows students to add to their notes without copying off the ActivBoard. This forces them to think, compare, contrast, question...
And, of course, it's a great tool for reviewing a concept.
In response to wattb, I'm with you! I was confused when I looked at the 4 ovals. It definitely bothered my eyes! I also agree with you that many people probably appreciate the challenge. I would probably design a different graphic organizer that works for me, but I love that this might work well for many of my students.
ReplyDeleteI have often used Venn diagrams as graphic organizers for content being learned. As noted on page 99, it is an easy tool to differentiate a lesson and all students are held accountable for the same concept but on varying levels of complexity. I would like to use the Venn diagrams more for unit review and assessment. I would like to try Deborah Wyatt’s design as pictures in Figure 6.8 on page 94. I like the idea of developing a rubric to assess student’s understanding of the unit studied.
ReplyDeleteI was completely overwhelmed when I saw the Venn Diagrams that are shown here. They were just too busy for me to follow. When I looked at the examples on pg. 88, my thinking actually shut down. After I was able to refocus and look at what the author is trying to accomplish with them, I see that they have a great idea and that I just have to adapt it to work for me. I believe that there are more current Thinking Maps available that would accomplish the same thing, but be less "busy". I might explore how to take a Thinking Map, such as the Double Bubble, and adjust it to meet the same goal.
ReplyDeleteThe Box Chart on page 101 is also very appealing to me. I can see that it would work nicely on our ActivBoards.
I do like the Think-Tac-Toe a lot! I was impressed by the fact that students are choosing one from each of the categories and are truly given a choice for each of the categories. A teacher is not trying to force them into presenting their learning in any specific manner.
rpiccolatx***I'm not exactly sure why my post appeared as anonymous. Let me try this again.
ReplyDeleteI was completely overwhelmed when I saw the Venn Diagrams that are shown here. They were just too busy for me to follow. When I looked at the examples on pg. 88, my thinking actually shut down. After I was able to refocus and look at what the author is trying to accomplish with them, I see that they have a great idea and that I just have to adapt it to work for me. I believe that there are more current Thinking Maps available that would accomplish the same thing, but be less "busy". I might explore how to take a Thinking Map, such as the Double Bubble, and adjust it to meet the same goal.
The Box Chart on page 101 is also very appealing to me. I can see that it would work nicely on our ActivBoards.
I do like the Think-Tac-Toe a lot! I was impressed by the fact that students are choosing one from each of the categories and are truly given a choice for each of the categories. A teacher is not trying to force them into presenting their learning in any specific manner.
I was completely overwhelmed when I saw the Venn Diagrams that are shown here. They were just too busy for me to follow. When I looked at the examples on pg. 88, my thinking actually shut down. After I was able to refocus and look at what the author is trying to accomplish with them, I see that they have a great idea and that I just have to adapt it to work for me. I believe that there are more current Thinking Maps available that would accomplish the same thing, but be less "busy". I might explore how to take a Thinking Map, such as the Double Bubble, and adjust it to meet the same goal.
ReplyDeleteThe Box Chart on page 101 is also very appealing to me. I can see that it would work nicely on our ActivBoards.
I do like the Think-Tac-Toe a lot! I was impressed by the fact that students are choosing one from each of the categories and are truly given a choice for each of the categories. A teacher is not trying to force them into presenting their learning in any specific manner.
In response to what Weedin said on July 12,I too have offered many options for choice in my classroom, but see that the Think Tac Toe gives students more choice and allows them to better work in a way that meets their own interest and learning style.
ReplyDeleteIn response to what ratliffb said on July 11, one strategy that I found that helped my students keep all the circles straight when using a Venn Diagram was by outlining each of the circles a different color. I used this in middle school and it helped some of the students follow along better.
I liked Think-Tac-Toe.
ReplyDeleteI love the quote from page 103 - "The educational profession must be very intentional about the options provided."
Nothing we do is on accident. We have to plan out multiple routes that will in turn somehow end up with the same result - learning.
They have stressed the concept of choice a lot in this book. "Think-Tac-Toe...it also increases student motivation because of the control they have over the assignment (ie, the choices they make).
In response to weedin:
ReplyDeleteI have the same thoughts about Think-Tac-Toe!
The sentence you found saying, "when children are accustomed to the fact that not everyone will learn everything in the same way, it becomes commonplace to have different options presented" (113) is a perfect way to show our students that everyone is different and has different learning styles. Great thoughts!
In response to angelam:
ReplyDeleteI hadn't thought about venn diagrams being worked on an independent level, but that's exactly what it is. You can have the students begin on their own, then move in to group work where other ideas will allow them to piggyback and grow their thoughts.
Both the Venn diagram strategy and the Think-Tac-Toe strategies are quite compelling in their flexibility to meet each student's interests and learning styles. I really like the fact that the Venn diagrams can become a collaborative effort for some students that may not be ready to tackle 2, 3, or 4 ovals. On the other side the more ovals added increases the challenge and rigor for our gifted students or high achievers. The same content is being assessed for each student, but in different formats. I also like the fact that sharing completed work enhances all levels of students by exposure of peer ideas about the same topic.
ReplyDeleteThink-Tac-Toe gives students more flexibility and choice, which I believe is extremely important in enhancing motivation for students at varying levels of intelligence and comprehension. This tool can be used as a way to differentiate lessons by scaling down on complexity of assignments or raising the bar for advanced students. Think-Tac-Toe is a strategy I will definitely use, it is close to giving menus for centers. "Think-Tac-Toes can be designed to be rigorous" page 107. The educator must be intent on how the listing of options match the learning experience to each student" page 103. When assignments offered are more than pen and paper assessments they can "help encode the information in multiple parts of the brain" page 106. Real world application and an enhanced measure to align objective outcomes with choice really does equal student success by making it personally connected to them.
In response to brookec on July 12th @ 6:28 Giving our students choice and us being intentional about the assignments we choose to grade really are key. If the assignements that we choose to give students are all at the same level, there will always be students that are not challenged enough and students who feel defeated because they have a different way of learning new concepts. I agree with your observation. :)
ReplyDeleteIn response to Weedin on July 12th 4:34; I have found that my team and I have focused on one assessment, as well. It does take more effort to make choices that are intentional to the objective, but it is definitely worth it!
ReplyDeleteI like the Tic Tac Toe because it allows children choice and I have control over the products. It also allows for different learning styles (Page 110) and lets students experience success and enjoy their work. I used a tic tac toe menu for 3rd grade spelling homework last year. I made sure that if a student chose an "easy" or "fun" activity that in order to complete the tic tac toe they must also do an activity that required higher thinking.
ReplyDeleteIn response to bbielik's post, I agree that tic tac toes would be great to use in centers. "Think-Tac-Toes can be designed to be rigorous" page 107 enforces the idea that student selected work can be meaningful.
ReplyDeleteIn response to ratliffb, I agree with using the tic tac toe with a novel unit is a brilliant idea. Giving students choice can really hook them into reading, especially reluctant readers.
ReplyDeleteIn response to kimberlym....
ReplyDeleteI think you will really like the "Think-Tac-Toes" in your classroom when you add more higher level thinking choices. A suggestion might be to mix the choices and your GT students will naturally gravitate towards the more challenging activities and thus be self-motivated to complete them.
I agree with teresh when she said that too many times we get wrapped up with the process and the product and we forget to reflect, analyze, and debrief with our students. As teachers we are responsible for recognizing the importance of the "process". How did they get there? Could they have taken a higher level of thinking path? Know "HOW" your student learns!
ReplyDelete