Improving Adolescent

Literacy through Discovering

Students’ Strengths and

SkillsPresented by Brian Jeffrey, M. Ed., National Board Certified Teacher

Los Osos High School Rancho Cucamonga, CA

Time to Take a QuizDirections: What is the object you

see on the yellow post-it before you? You have ten seconds to

write your answer. Go!

Correct answer . . .

Every answer is correct.

Learn to think … and

teach

different.

“Yes, I know it’s supposed to be an adverb, blame Apple.

Let’s Play Some Games

Black MagicBlack Magic

SnapsSnaps

Going to the Going to the MoonMoon

Get students thinking critically!

In My WorldIn My World

How to find your students

strengths?

How do you think the way you do?

Improving Adolescent Literacy through Discovering Students’ Strengths and Skills

In small groups, briefly interpret and discuss the

following painting. Be sure to give reasons for the thought process that

lead you to your interpretation

Now get into a different small group with entirely new members. Then, determine which of the following four items does not belong.

In your group, discuss your answer. You must have 100% agreement on your answer. Each person must then write down the agreed upon

answer. Next, be ready to read it to the class by explaining the thought process and debate that brought your group to its answer.

Higher Order Thinking Skills

Lower Order Thinking Skills

Creativity

Bloo

m’s

Taxo

nom

y 4/A4/A

3/B3/B

2/C2/C

1/KB`1/KB`

Write one sentence Write one sentence explaining what you did well explaining what you did well according to the skill being according to the skill being learned using the language learned using the language of Bloom’s taxonomy. of Bloom’s taxonomy. Then, Then, write one more sentence write one more sentence explaining what you could explaining what you could do better or differently next do better or differently next time and how you could time and how you could move up one level on move up one level on Bloom’s Taxonomy.Bloom’s Taxonomy.

Student Directions for Written Evaluation

Sample Assignments•Reading Response Zone Assignments•Recipes and baking•Interpretive Dance•YouTube Videos•Original Songs•Sculpture•Artwork•Original Stories•Podcasts•T-Shirts•Photography•Architectural Models•Clothing•Poetry•Comedy Routines•Speeches•Computer Animation•MySpace or Facebook•Cell Phone Video

How do they evaluate it?

They use a rubric based on Bloom’s

Taxonomy…

…and apply it to a formative

assessment scale.

Score 4.0

In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught

Score 3.0

No major errors or omissions regarding any of the information and/or processes (simple or complex) that were taught

Score 2.0

No major errors or omissions regarding the simpler details, but major errors or omissions regarding the more complex ideas and processes

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes

Why use formative

assessment?

Generic Scale for Formative Assessment

Formative Assessment Source: Marzano, Designing and Teaching Leader Goals & Objectives

Reading Response Zone Analytical Mind Diagram

Culture Cube Cornell Notes Dramatic Structure Elements of Fiction Four Column Journal QAP Four Column Journal SCE Four Square Haiku 4 U Headline One Pager Open Mind Diagram Textbook Rubric Two Column Journal Upstairs/Downstairs Venn Notes Window

Download from mrjeffrey.com

For Support Materials

Teaching Zone

Reading Response Zone

mrjeffrey.com

I need to remember

to steal things

from this web site!

Schedule a department or district workshop today!

Brian JeffreyLos Osos High School6001 Milliken AveRancho Cucamonga, CA 91737

Work Phone: 909-477-6900, extension 2337

Cell Phone: 909-553-9392

E-mail: mrj@mrjeffrey.com

Web Page: mrjeffrey.com

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