Thinking Out Loud on Paper The Student Daybook As a Tool to Foster Learning

ISBN-10: 0325012296
ISBN-13: 9780325012292
Edition: 2008
List price: $25.63 Buy it from $1.95
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Description: s Not to be confused with a daily-planner daybook that organizes time, the student daybook helps organize thoughts - across time, across subject areas. It helps learners build lasting connections between reflection and application, in-school content  More...

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Book details

List price: $25.63
Copyright year: 2008
Publisher: Heinemann
Publication date: 1/10/2008
Binding: Paperback
Pages: 160
Size: 7.40" wide x 9.30" long x 0.31" tall
Weight: 0.836
Language: English

s Not to be confused with a daily-planner daybook that organizes time, the student daybook helps organize thoughts - across time, across subject areas. It helps learners build lasting connections between reflection and application, in-school content and out-of-school life, even last week's lesson and this week's. In other words, it's not just a place to jot down ideas, but a place where real learning happens. Thinking Out Loud on Paper helps you understand the power of the student daybook and offers ready-to-use lessons to make the most of it. s Fostering deeper, more critical thinking, offering a place to process content and new ideas, and reinforcing the importance of students' own thoughts are just some of the many important reasons to implement the daybook. Thinking Out Loud on Paper goes well beyond rationales to provide ready-to-use lessons that help you get started and succeed, including classroom-tested, research-based daybook strategies for: helping students get started with daybooks organizing for a variety of teaching and learning styles sustaining daybooks through meaningful invitations and instruction evaluating and assessing student thinking using computers as part of your teaching conducting teacher research. s Meanwhile, Theory Connection Boxes, broken out by grade level, connect the theory behind student daybooks directly to effective classroom practices specified in the book, while abundant examples from real daybooks show you what kind of results you and your students can achieve. s Teach students that their thoughts matter and that their thinking is as important as their responses. Read Thinking Out Loud on Paper and the advice of the many teachers in it who have raised expectations of how deeply kids can learn. You'll soon see the student daybook is an effective way to support your teaching by giving students a space to consider what they've learned in personal, authentic ways that create new, stronger connections than ever. s s s s s s

Sally Griffin is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She teaches high school English at Forestview High School in Gastonia, North Carolina. She is Technology Liaison for the UNC Charlotte Writing Project. Sally teaches English methods and writing project courses at UNC Charlotte.

Karen Haag is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She works with the UNC Charlotte Writing Project site where she oversees the Teacher Research and Presenters Collaborative and coteaches the Summer Institute. She has been a literacy coach, teacher, and researcher in North Carolina since 1974.

Tony Iannone is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). He teaches fourth grade at Nathaniel Alexander Elementary School in Charlotte, North Carolina. He coteaches the Summer Institute and Technology Week for the UNC Charlotte Writing Project, helping writing teachers use technology.

Cindy Urbanski is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Associate Director of the UNC Charlotte Writing Project, where she coordinates the site's outreach to schools. She has taught middle and high school and is author of Using the Workshop Approach in the High School Classroom (2005).

Shana Woodward is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Assistant Professor of English Education at Gardner-Webb University. Shana is former Assistant Director of the UNC Charlotte Writing project; she now coordinates its rural network for teachers in western North Carolina.

Acknowledgments
Introducing the Daybook
Why Call It a Daybook?
What Grade Levels Are Daybooks Right For?
Who Are We?
Some of Our Encounters with Daybooks
From Workbook to Working Book
A Tale of Two Classrooms
What Is a Daybook?
Why Daybooks Work
Theory Box: The Daybook: A Student's Process of Learning
Karen's Story: A Teacher Writer Discovers Daybooks
Becoming Writers with Our Students
Introducing Daybooks to Students
Karen's Introduction to Daybooks: An Elementary Literacy Coach's Perspective
Theory Box: The Daybook: A Place for Freely Sharing Writing, Ideas, and Language
Tony's Introduction to Daybooks: A Fourth-Grade Teacher's Perspective
The 6-12 Connection Box
Cindy's Story: Introducing the Daybook at the High School Level
Theory Box: The Daybook: A Place for Writers to Think and Develop
Lil's Daybook Opener: A College Teacher's Perspective
The 4-6 Connection Box
What to Remember About Introducing Daybooks to Students
Organizing the Daybook
Karen: Super Organized
The 4-12 Connection Box
Theory Box: The Daybook: Making Word Learning a Natural Process
Cindy: Moderately Organized
Theory Box: The Daybook: Helping Students Understand the Editing Process
Sally's Organization for Creative Writing Class
The 4-12 Connection Box
Tony's Organizing Scheme: Middle of the Road
Shana's Organized Chaos
The Ultimate Organizational Invention: Landscape Handouts
What to Do When You Finish a Daybook
What to Remember About Organizing Daybooks
Sustaining Daybooks: Creating the Toolbox
Karen's Daybook Tools: An Elementary Literacy Coach's Perspective
The 6-12 Connection Box
Cindy's Daybook Tools: A High School English Teacher's Perspective
A Daybook Tool from Tony: Adaptation of Smagorinsky's Body Biography
The 4-6 Connection Box
Lil's Daybook Tools for Reading Complex Texts
Theory Box: The Daybook: Enhancing the Social Nature of Reading
Sally's Daybook Tool to Eliminate Writer's Block: Metawriting
What to Remember About Sustaining Daybooks
The Daybook Goes Digital
Theory Box: The Daybook: A Bridge to Digital Literacy
Shana's Virtual Daybook: The Mindings Collage
The 4-12 Connection Box
Tony's Community Daybook: The Class Blog
The 6-12 Connection Box
Sally's Tech-Savvy Classroom: Daybooks Meet the Digital Age
Concluding Thoughts
The 4-12 Connection Box
What to Remember About e-Daybooks
Assessing Daybooks: Valuing Process over Product
Karen's Assessment: Creating Reflective Students Bit by Bit
Theory Box: The Daybook: Documenting and Enhancing Learning
Cindy's Daybook Defense: Replacing Tests with Reflective Assessment
Tony's Assessment: The Daybook Defense Goes Elementary and Cross-Curricular
The 4-12 Connection Box
Lil's Challenge to the Daybook Defense
Shana's Use of the Portfolio to Make the Daybook the Center of Final Course Assessment
Sally's Warning About Assessment and a Strategy for a Nonassessment Assessment
Concluding Thoughts
What to Remember About Assessment
Using Daybooks in Teacher Research
Theory Box: The Daybook: A Place for Teachers to Record Experience and Change Practice
Karen's Story: Keeping Track of Learning
Sally's Story: Reaching Hard-to-Reach Students
Cindy's Story: Pulling It All Together
Daybooks as Instruments for Change
What to Remember About Daybooks and Teacher Research
The Value of the Literacy Toolbox: Reflections on the Daybook
The Daybook's Importance in Literacy Instruction
Shana's Story: Critical Theory Meets Practice
Theory Box: The Daybook: A Way to Redefine Our Literacy Instruction
Reflections on Getting the Daybook Started, One Step at a Time
Tony's Story: Ten Minutes to School Literacy
Lil's Story: Learning Takes Time
Spreading the Word in Schools
Cindy's Story: Let the Students' Work Speak for Itself
Karen's Story: The Literacy Broadcast
What Students Say About Their Daybooks
Now What?
References

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