Each teacher was asked to bring three papers to the discussion — one in the top of the class performance, one in the middle, and one in the bottom of the class performance. Papers were chosen before the team defined proficiency. After defining proficiency, teachers often changed their minds about how they ordered their papers. The online discussion will make that clearer.
Question: What additional relevant information could be added to the article, "Swimming with Sharks", that would be helpful to the reader to better understand the development of shark repellant? Explain using support from the text. (Acrobat)
Top Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Work on conciseness
- Have her key in to maybe two or three questions
- “You say that... Now why would you want to know that information based on what you read?”
Middle Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Ask the student questions to better understand his thinking about whe he chose his questions: “Why would that be relevant? Why put that in there?”
Middle Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Explain the phrase: “Use support from the text”
- Have him identify the three areas that he pointed out and then ask, “Out of those three areas, which one do you think would be the most relevant?”
- Give him more challenging, complex material
Where would you go next instructionally with the class?
- Put some of the responses on the overhead and take parts from each of the papers to make one perfect paper
Bottom Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Find out if he understood the question
- Ask him to further analyze the question; make sure he looked at all parts of the question
- Check to see if this is a vocabulary problem.
- Does he know the meaning of ‘repellent’ or ‘relevant’?
- Have him explain what the question is asking
- “What am I asking you to do here?“
- Use different wording to make sure he understands
- Read the article aloud with him one-on-one
- Chunk it in small pieces
- Ask questions as he goes through the article to guide the thinking process
- Look for a logical sequence of ideas and have him write them down as we go rather than waiting until the end
