When The Dawn Comes——当黎明来临时

dawnch

告诉自己：

我写故我在


一些个贴子的链接。
（还是不太明白自己开这贴干嘛？？？犹豫困惑当中！可能是嫌个人空间速度太慢了。）

http://bbs.etjy.com/viewthread.php?tid=69954&extra=&page=1
虫子美国小学的事情


http://bbs.etjy.com/viewthread.php?tid=69628&extra=page%3D1
虫子在芝加哥芭蕾的事情
这贴子好阵子没有续了。顺其自然吧。

还有什么？想不起来了。
喜新厌旧的人，太老的贴子，自己是看都不想看了。


从此楼后，这里只贴些不太相干的东西。

[ 本帖最后由 dawnch 于 2007-9-10 18:19 编辑 ]

dawnch

journal topics:

dawnch

Reading the Newspaper

Grade Levels: 3 - 6

Objectives
Students will become familiar with the format and writing styles of newspapers.
Students will get into the habit of reading the newspaper.
Students will model journalistic writing.
Materials
Newspapers
Pens
Paper
Procedure
1. Ask students to read the newspaper.
2. You can direct students' reading in the following ways:

a. For Science teachers, find the day that your local paper prints science features. Students can read about recent discoveries, medical advances, etc. The New York Times publishes a science section on Tuesdays. You can visit their science page (http://www.nytimes.com/pages/science/index.html) to get current and archived articles.

b. Social Studies teachers can ask students to search the paper for stories that relate to historical events, how government works, etc. The New York Times publishes archived articles (http://www.nytimes.com/learning/general/onthisday/index.html) on the web (for free) that may relate to the material you're covering.

c. Language Arts teachers can have students search the Op-Ed pages. What local events and controversies are people writing about? How is emotion expressed in the writing? Have your students read the book reviews. How are professional book reviews written? Students can write a book review about their independent reading.

d. Math teachers can have students search for the use of math in the paper (percentages, statistics, box scores, advertising).

e. Foreign Language teachers can focus on stories about countries or communities where their subject is spoken. Students can translate cartoons into the language they are studying.

3. After students read through the newspaper, or the sections they have been directed to read, you can proceed in the following ways.
a. Discuss current events that relate to your academic area.
b. Students can write reviews of news events, including paragraphs that briefly paraphrase what they have read.
c. Students can write a mock newspaper, or a real newspaper, modeling the paper they read in your class.

dawnch

Daily Journals

The purpose of this type of journal is to encourage habitual expression of thoughts in writing, to provide for therapeutic release of feelings, and to collect individual writings over a period of time in one notebook.

A journal is a notebook or other semi-permanent container housing the writings of one student. Writing in journals over a period of time provides students with a collection of writings, and can serve as a productive emotional outlet. One compelling way to learn to write is by writing often and regularly. Requiring students to write in journals every day is a powerful technique. You can assign varied types of writing for different writing sessions:

explanation
description
story
poetry
observation
personal experience
fable
paragraph
report
letters
Or, you can assign specific topics revolving around personal experiences and feelings:

My Most Embarrassing Moment
What I'd Like to Change About School
My Most Exciting Experience
My Best Friend
A Plan for an Ideal Day
How Kids Con Parents
My Most Upsetting Experience
The Best Thing That Ever Happened to Me
An Honor or Award I Received
What Makes Me Mad
What Makes Me Nervous
Another possibility is to assign a timed writing period every day, but allow complete freedom for the student to express himself in any way and on any topic he chooses.

You may prefer to combine parts of each of these alternatives, sometimes assigning, sometimes allowing free expression. You may decide on weekly or semi-weekly journal entries, rather than daily writing.

dawnch

Reflective Journals
Page 1 of 2

What Is It?Reflective journals are notebooks or pieces of paper that students use when writing about and reflecting on their own thoughts. The act of reflecting on thoughts, ideas, feelings, and their own learning encourages the development of metacognitive skills by helping students self-evaluate and sort what they know from what they don't know. The process of examining one's own thoughts and feelings is particularly helpful for students who are learning new concepts or beginning to grapple with complex issues that go beyond right and wrong answers.
Examples of Reflective Journals:

History Alive Reflection (Fifth Grade)
"The character I chose for history alive was Sequoya. He was a Native American who invented the first Cherokee alphabet so his people could read and write a language.
"Sequoya had a lot of perserveracne because he never game up when he was making his Cherokee alphabet. No matter how hard it was to come up with all eighty-sox symbols and even when other Cherokee members burnt down this house for writing the alphabet, he never gave up. That is one of the best skills you can ever have.
"Sequoya also had a lot of confidence and organization. Confidence explains how Sequoya knew he could make an alphabet and how he knew he could prove to the Tribal Council that the alphabet was no fake. Organization explains how well organized he arranged his alphabet.
From learning about Sequoya, I learned that I need to be more confident in myself and by that I can achieve my goal and be successful in anything that I may want to do."
~Natalie R.

Reflection on Teamwork (Middle School)
Group Members: Brian, Kristin, and CJ
Responsiblities: Brian -- Leader (Paper), Kristen -- PowerPoint, CJ -- Outline
General Feeling: If we can get to the computer to work on Power Point and get some more info, we should be fine.
Progress: Today we got any information that was left out of the books. Our paper is started, and our bibiliograpy is all caught up.
Concerns: I am concerned about getting everything done, I think we can do it but CJ is going to have to help.

Why Is It Important?John Dewey (1938) believed that education should serve not only as a means of acquiring information but also as a way to bring learning to our everyday actions and behaviors. Most successful learners know how to identify questions and problems as they reflect on what they already know, what they want and need to know, and how they will proceed to increase their understanding. Less successful learners need to develop the habits of mind that are the underlying strategies of the learning process.
Reflective practice can be supported in classrooms by creating opportunities that allow students to think about their learning, their own lives, and the world around them. The process often illuminates problems, misunderstandings, and confusions and helps determine new growth, independence, and responsibility for learning (Strong, Silver, and Perini 2001).
Reflective journals allow students to practice their writing skills in an open-ended format that encourages the same thought process that is used in analytical writing. Zemelman, Daniels, and Hyde (1993) believe that the most powerful learning happens when students self-monitor, or reflect. As learners continue to distinguish what they know from what they need to reevaluate or relearn, they begin to translate discoveries they have made about their own learning into plans for improvement. Just as reflective journals open the windows of a student's mind, they also allow teachers to look in. In this way, the journals become a useful assessment tool that gives teachers additional insight into how students value their own learning and progress.
How Can You Make It Happen?Model the journaling process, especially with younger students, by thinking aloud, debating what and what not to write. The main idea is to show students how to transfer their thinking into writing, not necessarily how to produce a finely polished piece of writing. Students can take from 3-15 minutes to write reflective entries in their personal journals before, during, or after a learning activity. The entries may build on areas covered in the classroom or promote students' thoughts about their own lives or the world beyond the classroom.
The most important aspect of reflective journal writing is to encourage students to begin to think about their own thinking. The reflective process transfers the responsibilities of self-appraisal and understanding the elements of quality work from the teacher to the student. Reflective journals should encourage students to develop their own personal values, going beyond summary conclusions such as "I hate this class" or "I didn't learn anything." Students should consider what they personally think and feel, drawing their own conclusions instead of just parroting what the teacher thinks. Journal prompts and questions should not be superficial but should encourage students to explore their thoughts in depth. For example, consider the difference between the following questions.

What did you think of the class?	What did you learn today?
What did you do in school today?	What happened in school today that made you feel proud? Do you think everyone else felt that way?
What would you like to be when you grow up?	How could you use some of your strengths and accomplishments to help you in a career when you grow up?
What do you want to learn?	How do you plan to learn this content? How and when will you do the work? How do you want to be evaluated?

The questions in the first column are vague and may lead children to respond with egocentric or superficial facts and feelings, while the questions in the second column ask them to explore assumptions and values. Good journaling questions will help students develop critical-thinking skills and expand, analyze, or defend ideas.
It is important that journaling become a regularly scheduled activity. As with any other writing form, reflective journaling takes time and practice. Creating a routine for journaling will give students an opportunity to anticipate and prepare for other writing activities.
Encourage students to reread and revise previous entries as well as any they have just written. Help them observe the progression of their thoughts and understanding by letting them rewrite or comment on earlier entries. This exercise will help students appreciate their own learning and the process they have gone through to arrive at an understanding of concepts and knowledge. When journals are not formally assessed, students are free to experiment without fear of outside evaluation. Open assignments, or having students choose topics to write about, can allow students to express ideas in new forms and contexts. Encourage students to extend, defend, debate, and question their own ideas.
If you do assess the journals, give students feedback on what they have written. It may not always be possible to comment on each entry, so try using stickers to recognize what students have written. A smiley face sticker can give positive feedback while a star can be used to signify good ideas or thinking.
ManagementStudents should keep their reflective journals in a folder or spiral or bound notebook. This allows students to review what they have written and monitor their own reflective process and thoughts throughout the school year. Establish a system for identifying each entry in the journal, and create a shared understanding concerning the time frame allowed for journal writing. Some students will want to have time to reflect before they begin to write. Others will need to know when journal time is about to end. A timer may be used to warn and then signal the end of the reflection time.
Depending on the grade level of your students, you may want to keep the journals in a place that is easily accessible. Students should know where to find their journals and understand that they need to be returned to this area. You may want to establish a clear procedure for the distribution and collection of journals. Older students may want to keep their reflections between themselves and the teacher, and it may be more appropriate to have students keep track of the journals individually.

How Can You Stretch Students' Thinking?If teachers respond to students' reflections with high-level comments and ask good, clarifying questions, students can be challenged to explore and develop a more sophisticated ability to think critically and reflectively. This allows each student's ability to discover personal meaning to grow. This should also lead to eventual improvement in each student's ability to articulate thoughts and questions across all classroom writing and dialogue. Finally, the practice of self-reflection will encourage students to accept responsibility for their own growth in learning.
When Can You Use It?Reflective journals can be used in all subjects for students to reflect on their learning. They are especially useful when students are working in cooperative groups to assess and reflect on their contributions, understanding, roles, and responsibilities.
Reading/English
Students can use reflective journals to monitor their comprehension of reading texts, science or social studies concepts, or math processes. Also, they can describe attempts to use new skills that have been introduced. Teachers can use the journals to assess students' reading progress.
Writing
Students can reflect on the quality of their writing, their ability to transfer their thoughts into written words, or the creativity of their writing. For example, students may be asked to describe how their writing has improved or how they will choose their next personal writing goal.
Math
Students can reflect on their problem-solving skills and their comprehension of new math material. For example, students can reflect on how they solved a problem and compare their answer to other classmates' answers, analyzing their own problem-solving skills.
Social Studies
When learning new concepts or ideas in social studies, students can reflect on how well they understand the content. For example, students can make connections between their prior knowledge and what they have learned about a new topic.
Science
Students can reflect on a new science topic or concept and develop questions whose answers make the concepts clearer and more understandable. For example, while students are learning about the laws of motion, have them reflect on their learning and write questions such as "How can I find the force of an object?" and "What is an example of each law of motion?"

dawnch

Brainstorming: A Strategy for Creative Productivity Brainstorming is a process one goes through in an effort to generate ideas, let the creative juices flow, and problem solve. It can be applied to a variety of activities including conflict resolution, writing, developing a search on the Internet, and figuring out math problems. Brainstorming is an effective way to think of new ideas individually or within a group. First, the steps are outlined with a group in mind. Second, ideas for brainstorming are presented with an individual in mind. Follow the steps in the group strategy, but use the individual strategies to widen your scope for ideas, creativity, and solutions.
Brainstorming in a group

• Allot 20 to 30 minutes for the session.
• Record all ideas on butcher paper so everyone can see them and they can be retrieved at a later date.
• Encourage all ideas. Perhaps offer a sticker to the person with the most ideas or with the most creative suggestion.
• Do not accept judgmental tones, remarks, body language, or facial expressions that indicate the ideas are good, bad, or funny.
• Use others' comments to think of new ideas.
• Keep discussion of the recorded ideas to a minimum during brainstorming. After the session, take a break, then come back for a more critical evaluation of the ideas. During the analytical phase, make sure comments are constructive, or students might avoid speaking up at the next brainstorming session.

Brainstorming by yourself

• Draw or doodle while you're thinking.
• Ask questions.
• Read something.
• Take a walk with a little notepad and pen.
• Work a crossword puzzle or a word search.
• Do something with the intention of figuring out what you want to focus on.
• Look around: Write down the interesting things you see, hear, touch, feel, smell, or taste.

dawnch

guideline for oral presentation

dawnch

Job FairGrade Levels: 1 - 5
Objectives

• Students will learn about different types of jobs.
• Students will practice oral presentation skills.
• Students will learn to use a checklist as a tool for staying organized in the midst of a project.

Materials

• 1 copy of the Job Descriptions handout
• Copies of the My Job handout
• Copies of the Job Fair Checklist handout
• Costumes
• Picture books about different professions
• Chart paper
• Markers
• Pencils

Procedures

• Ask the class to name as many jobs as they can.
• List the jobs on the chart paper.
• Tell students you'll be having a discussion about some unusual jobs.
• Distribute the Job Descriptions handout and go over it with the students.
• Tell students they will be having a job fair. At the job fair, they will:
  • Read aloud a paragraph about the job they picked.
  • Dress up in the costume appropriate for their job.
  • Act out their job in front of the class.
• Direct the students to select a job for the fair by thinking about the ones they've just discussed, by looking through picture books, or by talking to their classmates.
• Ask students to choose a job that sounds interesting to them.
• Help students find out as much as they can about the job they chose.
• Distribute the My Job handout and ask students to fill in the information, either in class or at home.
• Encourage students to practice acting out their jobs. Try using these suggestions to give them an idea of what you expect:
  • a banker teller would sit behind a counter, interact with customers, and organize money in a drawer.
  • a construction worker might drive a backhoe.To act this out, a student could sit in a chair and pantomime the motions of driving the machine.
  • a teacher might stand in front of the board and direct a class discussion.
• Distribute the Job Fair Checklist handout and emphasize that students are responsible for doing everything on the checklist. Remind students to use this list to ensure they will be fully prepared on the day of the fair.
• Make sure students plan time to write their paragraphs, select a costume, practice reading the paragraph aloud, and rehearse acting out their jobs.
• On the day of the job fair, allow all of the students to present their acts (either in front of the whole class or in small groups).
• If possible, take photographs of the students performing during the job fair.
• At the end of the day have a class discussion and ask students what new information they learned about different jobs.
• A bulletin board displaying the job descriptions and the photos taken during the Job Fair is a nice closing activity.

dawnch

Oral Presentations
Page 1 of 2

Oral presentations have long been used as an instructional strategy in American schools. At their worst they are frightening to give, boring to watch, and time-wasting. Used effectively oral presentations can be stimulating and motivating learning aids. To be of maximum benefit the teacher must appropriately structure the oral presentation assignment. Most students do not know how to give a brief, focused presentation. When making the assignment it is important to provide adequate coaching on the "why," "what," and "how" of the project. The following suggestions might be adapted to improve your students' presentations.

• To reduce the anxiety of talking in front of the group, begin with safe topics the students know well. Themes such as "my dream vacation" or "my favorite game" tap a student's experiences. Permitting students to teach a skill they know or talk about a favorite possession are topics students can present with little extra study.
• Letting two students do a presentation together is less anxiety-provoking.
• Assign students to read magazine articles related to an assigned subject area. The students should take notes summarizing the key points of the article and prepare a 4-5 minute talk. Specify the main parts of their presentation. The talk could be split between two students, dividing the content between them.
• In most instances individual oral presentations should be limited to 10 minutes. Few students possess the skills and enthusiasm to hold their listeners' attention longer. Little is gained and much precious time is lost if your class must endure a succession of long, boring reports. It probably wouldn't be too exciting for you, either.
• It is helpful to demonstrate the oral presentation you are assigning. Model the parts of the demonstration and process the presentation afterwards, providing a written outline of its parts. Another option is to videotape your 5-minute presentation and to replay it, pointing out the different parts of the talk. Encourage the class to critique the presentation. It is best if it is not perfect. If you can point out your own errors or deficiencies, they will realize they don't have to be perfect.
• If students have some experience in giving oral presentations, allow 2-3 minutes at the end of the talk for the rest of the class to ask questions of the presenter. This develops the ability to think on their feet and to speak extemporaneously.

Oral Presentations
Page 2 of 2

• Sometimes teachers provide an opportunity for the class to offer feedback to the presenter. This may be done in writing, responding to such criteria as, "List one thing the speaker did well" or "One part of the presentation that needs improvement."
• Another tactic for developing oral presentation skills is to develop a persuasive speech. This assignment requires students to take a stand on an issue, to research it, and to develop a brief persuasive presentation.
• It is best to set a time limit for student presentations. The time should be appropriate to the age and developmental level of your students. Seldom should a solo presentation exceed 10 minutes, even for high school students. For elementary students, 3-4 minutes are generally sufficient, especially if everyone in the class is assigned to do one.
• The debate format is also a most useful alternative for developing the skills of oral persuasion.
• Require students to speak from note cards. Don't let them write out a verbatim script and discourage them from trying to memorize the whole speech. Encourage them to use a visual aid or prop. This serves as a cue, creates added interest, and gives them something to do with their hands.
• Oral presentations can also be incorporated into cooperative learning activities, with each team member presenting a different part of the program. It is easier to stand in front of the class as a member of a supportive group than alone.
• Having students interview a student can be a valuable learning experience. The focus of the interview must be established ahead of time. Again, it is easier if the topic is one the student already knows. Another option is to assign students to various historical or fictional roles. The students then study the lives and times of the characters they are playing. The class then interviews them as reporters with the role player answering in character.
• It is sometimes helpful to videotape the presentations and allow students to review them later either alone, in teams, or with the teacher. Students might be allowed to check them out overnight to show their parents. Some of the better ones might be saved for use at the parent open house.
  

Excerpted from Classroom Teacher's Survival Guide.

dawnch

Olympic LeadersGrade Levels: 4 - 6
Objectives<ULEach student will research the accomplishments of one Olympic athlete. Students will write a one page description of the athlete. Students will give an oral presentation about the athlete. Materials

• Reference Materials (see web resources and literature tie-ins)
• "Report Starters" list (below)
• Paper and pencils
• Dress Up clothes

Procedure

• Ask students to write down the name of any Olympic athlete they know.
• Share the results as a group and write these names on the board.
• Read the "Report Starters" handout aloud. Write the names of the athletes mentioned in the handout on the board.
• Ask students to select an athlete whose accomplishments sound interesting to them.
• Explain that students will be required to write a one page report from the point of view of the athlete about his/her accomplishments. This report must contain descriptions of the following:
  • The athlete's home country
  • How and where he/she grew up
  • How he/she started as an athlete
  • Year(s) and location(s) of Olympic games in which the athlete participated
  • Description of Olympic accomplishments achieved by the athlete
  • Description of where he/she is now.
• Allow students time to browse through references and collect information.
• Assign report writing as homework.
• Once report has been written and edited by the teacher, ask students to dress up as if they are the athlete and present the report in front of the class.

Report Starters

• 14-year-old Romanian gymnast Nadia Comaneci earned the first perfect score, a ten, at the 1976 Olympics and went on to score six more tens and win three gold medals.
• In 1988 Greg Louganis of the United States won the gold medal in springboard diving at the Summer Olympics in South Korea, the day after he struck and injured his head on the board in the preliminary round.
• Only three athletes have ever won medals at both the Winter and Summer Olympic Games: Eddie Eagan (United States), Jacob Tullin Thams (Norway), and Christa Luding-Rothenburger (East Germany).
• Speed skater Bonnie Blair has won six medals at the Olympic Winter Games. That's more than any other American athlete.
• Nobody has won more medals at the Winter Games than cross-country skier Bjorn Dahlie of Norway, who has 12.
• Larrisa Latynina, a gymnast from the former Soviet Union, finished her Summer Olympic Games career with 18 total medals; the most in history.
• Tara Lipinski, a figure skater from the U.S., won the 1998 women's figure skating gold medal at the Olympics in Nagano, becoming the youngest in history (15 yrs.,7 mos.) to do so.
• Michael Johnson, a track and field runner, shattered the world record in the 200m (19.32) and set an Olympic record in the 400m (43.49) to become the first man to win the gold in both races in the same Olympic Games at Atlanta in 1996.
• Michelle Kwan, a U.S. figure skater, won the silver medal at the 1998 Olympics in Nagano, Japan.