IS+-+Discussion+Board

Share the strategy you used and the results. Read what your colleagues have done. Generate a discussion about the strategies and how they can be adapted for current academic level. Make your original response and reply to at least two other postings. Remember, start your post as shown in the example. Change your font color so it is not the same as the reply before you. Please try and not erase anyone else's response. See Mrs. James if you need help.

Jacqui - I used the jigsaw method for a group discussion on current events. Each group was assigned an area of the world based on continents (Antartica was not included), thus we had six groups. Each group was assigned one major area (political, economic, and humanities), After completing their research they reported back to the class the impact their assigned area was having on the country and world at large. ***I can definitely see how the Jigsaw Method would be useful in reading, science, and/or social studies. Particularly, I like the concept of this strategy in that it is a cooperative learning style activity that places a great deal of emphasis on cooperation and shared responsibility.** **Tonya T. Harris** I have used the jigsaw method with every content area I have taught in the past. With reading, I introduce a new set of vocabulary or spelling words. One group researches meanings. Another group identifies synonyms for each words. Another group identifies antonyms for each words. Another group identifies the part of speech, prefixes, suffixes, and pronunciation. Another group uses the words in context by creating sentences. Not only does everyone teach, they learn!!!! Michelle B. Taylor

= Tonya T. Harris's use of the Exit Ticket Strategy = == The Exit Ticket Strategy was simple and time efficient in that it offered a quick and immediate opportunity to check the students' independent mastery of the day's content...multiply by a 2-digit multiplier. Before students switched classes, they had to complete an Exit Ticket problem that prompted them to work a problem that tarketed the big idea of the lesson. After looking over the students' work, I sorted it into three piles: ==
 * == Work which showed independent mastery of the lesson in which no additional instructional was needed ==
 * == Work which demonstrated mastery was not clear and I needed to confer with the students so they could explain or justify their answers because the work did not prove mastery. After that I had to decide whether or not additional instruction was needed. If so, I pulled them into small groups during the next day's work session. ==
 * == Work with misconceptions or lack of understanding in which small group reteaching was needed to acquire more knowledge on the concept/skill. ==

== Using the Exit Ticket Strategy took little time and it provided great benefit in that I did not have to wait for a summative check on a math quiz or assessment. The Exit Tickets helped prescribe instruction along the way and helped prevent misconceptions and gaps in concept knowledge. == ==Learning Styles: According to the article, scientists have found that variety increases attention and retaining. This isn't a surprise, considering many studies have reported simiplar findings. That's why it is so important to do doing the same things in a variety of ways. In other words, all learning styles need to be considered when teaching the comprehension skill for the week. For the short whole group lessons, we may try "drawing conclusions" a certain way on Monday, then review it in a totally different learning style on Tuesday. Wednesday, we will pick up a third learning style before assessing on Thursday. ==