Looking Back As We Move Forward: Previous Posts...

Hey Gang,

      Please click on these links and review where we have come from to get to today...

Separate. Isolate. Recombine.

Tableaux

Tableaux & Metacognition...

PEER REVIEW

From tableaux to thinking, reflecting to peer review, our learning is taking many forms this week.  The feedback we received on our tableaux will give us insight into what good feedback and poor feedback look like.  We will get a clear picture of the kind of CONSTRUCTIVE CRITICISM that helps move us forward in our work.  You all have done well taking on this new learning strategy of tableaux.  Let's try to use what we have learned during the tableaux process for what we are trying to do with ARGUMENTATION & PERSUASION.  Enjoy peer review, and try to have fun!

Yours truly,
C
P.S. A little nugget that our Ana Sanchez shared with Dubbs and I yesterday...
WHY I HATE SCHOOL BUT LOVE EDUCATION



From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Tableaux & Metacognition: Things to Think About...

Happy Monday Guys & Dolls,

      As we kick off our week there are a few things we need to finish up from last week as well as some questions to think about.  Let's have a discussion or community circle to flush out some of our answers together.  Think about your learning.  Think about your interaction with text and media.  Think about your interaction and collaboration with each other.

      1.  When you do a tableaux again, what will you do the same?  What variations or improvements will you make the next time?

      2.  Why do you think tableaux can be a great way to learn?  How does tableaux get us to think about text and media?

      3.  How does working and collaborating with others help us construct meaning of history?  How does working and collaborating with others help us construct meaning of text, media, and information?

      4.  Has your understanding of the Great Depression expanded?  Has your understanding of learning expanded?  Do you feel better equipped to interact with text and media now?

Can't wait to hear some of your responses!  Enjoy and have fun together!

Yours truly,
C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

TABLEAUX: Thinking About History and Learning Targets...

Happy Wednesday Gang,

      Yesterday, as we were wrapping up our work session for history, we began to discuss the learning targets for our tableaux projects.  Here are the learning targets we are trying to hit through text, media, collaboration, and performance:
I can identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings.

I can apply content in order to evaluate relationships of people and ideas and draw conclusions.

      How are we showing that we are meeting these learning targets by creating our tableaux?  What are some of the main ideas or THEMES that are being displayed through our tableaux?  Can we find any patterns that reoccur?

Sincerely,

C






From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Check out this video on YouTube:

http://youtu.be/Q_VVGafuMwk

Separate. Isolate. Recombine.

      Every history has a story.  Every story has a history.  And, a picture is worth a thousand words.  This simple truth and well known statement is why tableaux function so well for constructing meaning.  As I said in the blog post from yesterday, nothing in history happens in isolation.  There are always bigger things at work.  There always seem to be multiple things that need to be taken into account.  Keep this in mind as you work in your groups today to practice and finish your tableaux.

      Another item from the blog post yesterday was the introduction of a trick.  Separate.  Isolate.  Recombine.  Click on the link Google Image Search: The Great Depression.  What you will find is a slew of images connected to the Great Depression.  If we conducted an analysis, we could probably find certain images that would fit into categories.  This would be the first step in the trick: Separate.  Once separated, we can isolate a certain few that would tell the story we want for our tableaux.  When we have separated and isolated the images we want to use in constructing meaning, we can then recombine them in a way that makes sense to us and others.  This last part of the trick would illustrate, recombining.  Synthesis, coalescing, and recombining are all part of constructing meaning.  It is the hope of this teacher that you find making sense of history similar to making sense of  text or media.  Separate.  Isolate.  Recombine.

      In closing, look at the learning targets below.  Be ready to share an answer to this question: How are we showing that we are meeting these learning targets by creating our tableaux?

2 Media in Social Studies: Identify main ideas, analyze supporting details, and evaluate inferences within discipline specific readings

3 Content in Social Studies: Apply content in order to evaluate relationships of people and ideas and draw conclusions

     

     











From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Your Brain Is Hooked on Being Right - Judith E. Glaser - Harvard Business Review

http://blogs.hbr.org/cs/2013/02/break_your_addiction_to_being.html?utm_medium=linkedin&utm_campaign=Biz+101&utm_source=twitterfeed


Sent from my iPhone

Tableaux...

Here are some examples of tableaux from the book. Read the captions if possible.

Be in the Mystery: Separate, Isolate, Recombine...

Happy Monday to you,

      Every story has a history, and every history has a story.  We will attempt to tell the story of the Great Depression with the tableaux we create this week.  As we conduct our analysis and synthesis this week remember that nothing in history happens in isolation.  There are always bigger things at work.  There always seem to be multiple things that need to be taken into account.  That said, when we analyze we think in terms of BEFORE/DURING/AFTER.

      There is a neat trick that can help our analysis.  Keep this neat trick in mind as we move into our groups, revisit our graffiti, look through our texts, and conduct our tableaux:
1. SEPARATE.  
2. ISOLATE.  
3. RECOMBINE.  

      The Tableaux strategy is a series of scenes presented by groups of four to eight students who

are frozen in poses or positions that depict an historical event, famous speech, scientific concept, or scene from a novel. One student reads the Tableaux captions while the others create the scene being described (Wilhelm 2002). The Tableaux script can be based on existing text (textbook, novel, short story, magazine article) or original text written in response to something the students have read or studied.  Below, you will find the link to the youtube video we watched last week.  What makes a good tableaux?  What are some different variations or ways to make our tableaux different?  Enjoy, and have fun together.

Tableau: Theater and Language

Yours truly,

C

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Trimester 2: WICR & Mosaic of Thought...

Hey Gang,

      We are at the end of Trimester 2.  Time flies when you're having fun!  There are a few things we will need to accomplish this week as we wrap up Founding & Framing.  The Edmodo link will take you directly to the items you will need to complete for the week:

1.  Load your text sets.
      - I have collected some of your works.  Pick them up and put them inside your text set.
2.  WICR Checklists
      - Each Text Set must contain one of these after you have reflected on your Inquiry Process.
3.  Mosaic of Thought
      - This is an assessment that looks at your ability to synthesize information over an extended period of time.  Each Text Set must include one of these as well.

      The end of Trimester 2 marks the end of this moment in History.  We move forward into the Washington administration, our first 4 Presidents, Westward Expansion, Manifest Destiny, and on top of all this we will be looking at very important examples of how Americans truly tested the Constitution.  

Yours truly,
C


From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy

Guest Teacher February 21: TLH, WICR, SQ3R...

Happy Thursday/Friday Kiddos,

     Today is a throw back day.  That means we will be immersing ourselves in text.  We may also be looking at topics within history that we have already discussed before.  As you do this you will need to focus on 3 things...

1.  TLH Categories
2.  WICR
3.  SQ3R Strategies

      TE- Through Their Eyes
      CE- Cause & Effect
      TP- Turning points
      CC/CH- Change & Continuity
      UP- Using the Past
Here are your TLH Categories that I am expecting to see in your texts as you annotate them.  You must read Article 27: History's Paradox.  The other article you may choose.  The articles may be read with a partner or alone.  NO MORE THAN 2 PEOPLE IN A GROUP!!

      WICR stands for Writing, Inquiry, Collaboration, and Reading.  We will revisit this next week when Dubbs and I are back.  This will be the linchpin that carries you into high school.  Remember it well.  WICR rocks!

      And finally, I will be leaving you with SQ3R.  Some of you may hate me as much as last years 8th graders for this little bundle of joy.  SQ3R stands for Survey, Question, Read, Recite, Review.  Think about how you use this today in your reading and be ready to write a short Quickwrite next week on how you use this in your literary life.

Enjoy, and have a great day!!

From the cluttered mind of C, Teacher
School District of Waukesha
Waukesha STEM Academy