I had a great time blogging this week and had a chance to interact with educators around the world and here in Japan. In fact, through Thomas' post F2F Instructional strategies and comment here, I had a great chance to reconnect with one of the first people I met when I moved to Japan 10 years ago. Also, he informed me that my globalcookbook international collaborative project appears on the Voicethread 4 Education wiki EFL & ESL page. Although I haven't worked on this project for a while, I'm happy to see that it might still be inspiring other educators.
To finish off this full week of blogging, I'd like to recommend this random collection of recent and interesting articles:
Five habits of great students: Lessons from top-ranked STEM school
Studying the humanities, developing good habits, and choosing one's own reading material
How to have the best. appointment. ever.
Be prepared before consulting a tutor (or teacher) about your writing.
The Disposable Worker
The 30 Scariest Books Ever Written
The Stranger by Albert Camus is on this list so it caught my attention. Do you agree with the author's picks?
8 New Punctuation Marks we Definitely Need
Just for fun!
Have a good weekend!
Showing posts with label collaboration. Show all posts
Showing posts with label collaboration. Show all posts
Friday, March 01, 2013
Wednesday, February 27, 2013
Annotation
I'm getting ready for the new school year that starts in April and I have been thinking about my upcoming lessons. One of the skills that students learn during the first few weeks of my class is annotation. While reading fiction and nonfiction texts, I encourage students to mark important information and take notes. Although each student is free to develop his or her own system of annotating, I do provide some instruction on the basic methods. In general, it seems like a skill that students tend to improve by practicing and comparing annotations. Peer and teacher feedback on annotation can also help students refine their system.
During our EVO session, Carla, Karen, and I have been discussing this general topic through blog posts and comments. Carla wrote a post, Learning by Retrieval: Forget Highlighting. I started thinking that annotating is a step above highlighting because the reader is more engaged with the text and can use these annotations at a later date to help prepare for an examination or essay. Karen's post, Are Tags the Answer further explored the ideas of marking texts and retrieving online information though tagging. Although everyone has different preferred methods, the key point is that students need to USE their annotation! By simply asking students to compare annotations, summarize main points of the text, or write review questions, they can revisit the content. Furthermore, students need to take one more step and reflect on their readings and annotations too. By engaging in class discussions, writing responses, or even dramatizing scenes from a novel, students need to revisit the text, their notes, and their understanding; these will lead to deeper processing.
I think annotating and notetaking serve several important purposes. One is to be an active reader. Another is to make thinking visible through writing questions, connections, summaries, or ideas. Annotating can even be a way to communicate with others. Most of us have the experience of borrowing a book from a friend, buying a used textbook, or paging through an old, forgotten book in the family library. These books and their notes are windows to the minds of those who read the words before us.
During our EVO session, Carla, Karen, and I have been discussing this general topic through blog posts and comments. Carla wrote a post, Learning by Retrieval: Forget Highlighting. I started thinking that annotating is a step above highlighting because the reader is more engaged with the text and can use these annotations at a later date to help prepare for an examination or essay. Karen's post, Are Tags the Answer further explored the ideas of marking texts and retrieving online information though tagging. Although everyone has different preferred methods, the key point is that students need to USE their annotation! By simply asking students to compare annotations, summarize main points of the text, or write review questions, they can revisit the content. Furthermore, students need to take one more step and reflect on their readings and annotations too. By engaging in class discussions, writing responses, or even dramatizing scenes from a novel, students need to revisit the text, their notes, and their understanding; these will lead to deeper processing.
I think annotating and notetaking serve several important purposes. One is to be an active reader. Another is to make thinking visible through writing questions, connections, summaries, or ideas. Annotating can even be a way to communicate with others. Most of us have the experience of borrowing a book from a friend, buying a used textbook, or paging through an old, forgotten book in the family library. These books and their notes are windows to the minds of those who read the words before us.
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