An Instructional Strategy For Teaching Strategies

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An Instructional Strategy For Teaching
Strategies!!

• Charts
• Charting childrens thinking makes it visible
  and permanent and traces our work together.
• 
  Debbie Miller
• 
  
  Reading with Meaning

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Creating Charts

• Making thinking public gives students an
  opportunity to
• be active, thoughtful, proficient
• thinkers as they refer to, add to,
• or change the charts over the course
• of the year.

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Kinds of Charts

• Procedural Charts
• Appropriate classroom behaviors
• How to do what, when, and where
• Content Charts
• The standard (focused topic) being taught
• with some type of scaffolding
• Skill Charts
• Quick references for skills such as
• punctuation, spelling, grammar

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Creating Charts Helps

• Capture our thinking
• Focus the lesson around a standard and
• element
• Give a visual
• Hold students accountable for their
• learning
• Make the room run more smoothly
• Build collaborative dialogue between
• teachers and students

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Purpose of Capturing Our Thinking

• Student learning does not develop in a specific
  sequence.
• it advances forward and regresses.
• Students need guides right next to them.
• Walls are the logical place to look for help.
• Charts help students hold onto thinking.
• Charts hold students accountable for
• material taught (last month, last week,
  yesterday).
• Charts tell visitors what is being taught!!
• Sally Hampton
• 
  Reading the Walls Understanding Classroom
  Culture
• 
  

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Materials

• Chart Paper
• Chart Stand
• Various colored markers

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Procedures

• Chart stand must be visible to all learners
• Write the standard and element being
• taught and the days date
• If the same standard and element is taught over
  the course of a week or several days, simply add
  the next days date to the same chart
• Capture the focus of the lesson on the chart
  (samples on next slide)

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Sample Charts

• List ideas from students schema
• Create writing sample as a model
• Use graphic organizer as
• a reference tool
• Write student noticings from
• texts/materials
• Draw visual representations/mental
• images
• Make connections to the topic
• Produce rubrics

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Evidence

• Charts displayed in classrooms
• Allows visitors to know what
• has been taught
• Holds students accountable for what has been
  taught
• Helps students who have been absent (or new
  students) to see past lessons
• Limits the need for teachers to repeat
• topics already discussed