{"content":{"sharePage":{"page":0,"digests":[{"id":"40434805","dateCreated":"1308802862","smartDate":"Jun 22, 2011","userCreated":{"username":"hdoellinger","url":"https:\/\/www.wikispaces.com\/user\/view\/hdoellinger","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/implementing--swh.wikispaces.com\/share\/view\/40434805"},"dateDigested":1532428157,"startDate":null,"sharedType":"discussion","title":"Assignment 9","description":"We are all at different points in implementing SWH. What are your personal "take aways" from these two chapters?","replyPages":[{"page":0,"digests":[{"id":"40640879","body":"There are several ideas that I plan on using in my classroom next year. I really liked the graphic organizer on p. 79. Students need to write down the question, their beginning understanding, and their new understanding. I like the chart because my kids tend to skip this part when writing in their science notebooks. I can use the chart to train them before we start writing in the notebooks.
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\nI also plan to use the Kindergarten activity where the students reach into a bag and have to make a claim on what the object is and state their evidence. My third graders are new to claims and evidence, so this is still an appropriate activity for them.
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\nThe ideas to get all kids to share during small group discussions were very interesting. I will definitely try the tallies or the Token Trick in my room next year. There are those kids that always have to be in charge and do all the talking, but I always have one or two kids who are painfully shy and will not talk. This will let everyone to have some input.","dateCreated":"1309721692","smartDate":"Jul 3, 2011","userCreated":{"username":"tdorn","url":"https:\/\/www.wikispaces.com\/user\/view\/tdorn","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40672177","body":"My personal takeaway from chapter 6 is to remember to do all the foundation work, such as talking about safety, establishing good classroom management, using a basic SWH template to get the students comfortable with the approach, and defining basic terminology\u2014observation, investigation, claim, evidence. I liked the recipe analogy where a teacher emphasized being careful to think about the importance of writing procedures down accurately.
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\nMy personal takeaway from chapter 7 is I\u2019d like to find the book by Eve Merriam The Wise Woman and Her Secret that was used to encourage students to be curious. As students analyze information, have them refer back to the question and the big idea. I also like the idea of having students work independently as they analyze their evidence before moving onto a small or large group so that they can reflect quietly and are more prepared.","dateCreated":"1309901095","smartDate":"Jul 5, 2011","userCreated":{"username":"dbullock1","url":"https:\/\/www.wikispaces.com\/user\/view\/dbullock1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40885129","body":"I agree, I like the template tool. It can easily be adapted to any grade level. I love the authentic opportunities for writing. This could become part of writer's workshop or work on writing during a reader's workshop. Student's could make claims, collect evidence or write "tests" during\/after reading in the content area for read to self or read to someone.
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\nI like the token trick for upper elementary students. I think it would work well especially in small group discussions. I want to know more about creating student leaders during discussion time. I'd like to be more purposeful in setting aside time for small and large group discussion time.","dateCreated":"1310930912","smartDate":"Jul 17, 2011","userCreated":{"username":"jlafayette","url":"https:\/\/www.wikispaces.com\/user\/view\/jlafayette","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40946269","body":"My takeaway from chapter 6 is a release of control on certain things. I realize that I aided to much in picking out the investigation and telling them how to run the investigation. I need to let the students have control of their learning! I will use the SWh template tool on pg. 83. I really like the Stop, think, write piece, using it throughout their investigation, and then the small group and peer discussions that follows.","dateCreated":"1311194105","smartDate":"Jul 20, 2011","userCreated":{"username":"JPudenz","url":"https:\/\/www.wikispaces.com\/user\/view\/JPudenz","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40946481","body":"My takeaway from chapter 7 is time and discuss, discuss, discuss. Students need to have time to analyze evidence, discuss, make claim multiple times. This takes lots of time. Besides the students talking in pairs, whole group discussions and think alouds are important too.","dateCreated":"1311194884","smartDate":"Jul 20, 2011","userCreated":{"username":"JPudenz","url":"https:\/\/www.wikispaces.com\/user\/view\/JPudenz","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41159813","body":"My takeaway from chapter 6 is the use of templates. Teachers need to model using them so students can be successful. I was wanting to create science notebooks with the templates included in them.
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\nMy takeaway from chapter 7 is using the token piece in small groups. I think that this would be very helpful with students who need help learning how to negotiate and socialize. Another takeaway would be the conclusion activities that include writing the information learned through plays, songs, and stories. I will definitely use these activities.","dateCreated":"1312253677","smartDate":"Aug 1, 2011","userCreated":{"username":"karensawhill1","url":"https:\/\/www.wikispaces.com\/user\/view\/karensawhill1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}