Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f39Cd9g26221; Mon, 9 Apr 2001 08:39:09 -0400 (EDT) Date: Mon, 9 Apr 2001 08:39:09 -0400 (EDT) Message-Id: <3AD1BAA1.F9F4B72A@ccsdistrict.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Jane Meyer <meyer_j@ccsdistrict.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1472] teaching students the standards X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.74 [en] (WinNT; U) Status: O Content-Length: 2321 Lines: 37 Mary Bartlett asked if anyone was actually teaching the standards to students. Yes, Mary, we are teaching the students the standards themselves because we want to empower them to become self directed learners. We want them to understand what they need to know and be able to do. We want them to understand and be able to articulate their strengths and what they need to work on. I recently used an example of the standard for competitive diving. This is rated on 4 components, approach, take-off, flight, and entry. Descriptions in the judges manual identify how each component should be done. But the judges and diving teachers aren't the only ones that need to understand the standard for a good dive and its components of performance. The divers themselves need to know what they are working towards so they can modify their training and monitor their progress. Having said that I will add that we are introducing the standards to the students one at a time and working with them over a period of time. Sometimes the students don't understand the language of the standard so we help them simplify it into words they understand (this is tricky without losing the exact meaning of the standard). We try to do something to help the students understand and remember the standard. Sometimes we have them make a poster of the standard for the classroom. When working with the standard write Martha Hyland came up with the idea to use the acronym POWER to remember the standard. P stands for determining the purpose for writing, O for organizing the writing to suit the purpose and audience, W for write using conventions of the English language, and ER stand for edit and revise to enhance the effectiveness. The students got this easily and remembered to use all the components of the standard when writing. Before we talked with them about the standard they pretty much just did OW, organize, and write. They didn't consider their purpose for writing (what do I want to convey to the reader?) before beginning, and they didn't edit and revise at the end. Looking at the students' performance interms of the standard gave staff ideas on how to work with students, but also teaching the students the standard gave them control over their own learning. Jane Meyer Canton, Ohio ABLE meyer_j@ccsdistrict.org
This archive was generated by hypermail 2b30 : Tue Apr 09 2002 - 13:29:51 EDT