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Friday, November 20, 2009

Mike H., Jay H.S., November 18, 2009


On Wednesday of this week, I visited Mike H. during a history class.  The previous day, the class had been given a list of topics and were told to pick three.  After researching them, on the internet, they were to write a summary for each one.  
Mike began the class by explaining the assignment to his students.  He told them he would pair them up and wanted them to share (tell) their summaries with their partners.  The partner would then be expected to briefly summarize one of their partner's topics for the rest of the class.  Finally, the partner who had written the original summary would evaluate the retelling.
Throughout the lesson Mike embedded purposeful language when he:
  1. explained the importance of summarizing
  2. explained the importance of listening
  3. explained the importance of speaking
  4. suggested students act as teachers when sharing summaries
  5. shared his own story of an embarrassing moment when he had to choose to continue his theatrical performance
  6. modeled think alouds and added information following summaries
  7. asked students what was most difficult with the assignment
  8. asked students why that was the most difficult part
  9. asked students how they could address that difficulty.
The entire class responded favorably to this session and learned a great deal.  The integration of reading, speaking, and listening is crucial for students regardless of the grade level.  Bravo!

2 comments:

melissa_allen said...

Mike,
This looks like a strategy that I can use and will in the near future. I'll use it to share and compare artist and their styles.
Melissa

Jim B said...

mmm, a real nice activity on summarizing--Did you give them any particular guidelines for the activity? How long was each of the summaries?