Quick Write Summary:

 
 
Students In Action
 
 
Students In Action
 
 
 
Instructional Closings

Quick Write Summary

Truly understanding science requires my students to think in ways they might not have experienced before. Conceptualizing something that our eyes can't always see is difficult, and so it's valuable to provide graphic organizers, visual models, and other support tools as resources that my students can access while diving into content. One of the richest ways to get students to build their own methods and approaches to solving problems is to allow them to think on paper. Lessons involving direct instruction are always broken into small segments with short, casual writing periods built into the end of each one. These Quick Write Summaries are meant to focus on content construction and are free of structural analysis. I don't grade them, but I'll always help students put together their thoughts and present them with questions that guide them to the answer. Writing-to-learn strategies like the Quick Write Summary help visual learners with long-term comprehension of scientific terminology and sets the stage for students demonstrating their knowledge through writing in future assessments. 

Strategy Resources (2)
 
Presentation
 
 
The process modeled in this PowerPoint lesson involves an investigation into the concept that aligns with the unit theme. Students will then compare the results of their activity to their peers' results and the class will discuss what accepted explanations exist in academia. At the conclusion of that brief introduction, students get a chance to summarize their thoughts in a low-pressure environment, allowing for students to put their thoughts on paper and get feedback from their classmates on accuracy.
 
Presentation
 
 
The process modeled in this PowerPoint lesson involves an investigation into the concept that aligns with the unit theme. Students will then compare the results of their activity to their peers' results and the class will discuss what accepted explanations exist in academia. At the conclusion of that brief introduction, students get a chance to summarize their thoughts in a low-pressure environment, allowing for students to put their thoughts on paper and get feedback from their classmates on accuracy.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Tenth grade
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Instructional Closings
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Science can be messy and my students are often in such a rush to take care of the priorities for the next class that they forget to clean up their work and physical area appropriately. Closing Time reminds my students of their obligations for the end of a class period and standardizes a system that promotes personal responsibility for all class materials. During this time, I list all of the upcoming class assignments and events on the board, so that my students can begin thinking about future activities when they've finished cleaning up and closing down. Coupling this strategy with a tool like Remind 101 keeps my students aware of what is expected of them outside of class time.

 
Learning Apps
Jeff's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Jeff uses specific digital content and ed tech tools!

 
Learning Apps
Class Website

The Class Website is one of the most essential tools in providing my students 24/7 access to class content and information. The Class Website hosts all of my videos, lesson packages, answer keys, and correctional assignments, as well as any other relevant information I want to disseminate. The Class Website decentralizes the teacher as the holder of knowledge and empowers my students to access content whenever and wherever they need it.

 
 
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