I keep current in my content area by reading, researching, collaborating, and attending conferences. One of the research-based practices that has helped me teach writing is the 6+1 Traits of Writing method. One concept that is difficult as a language arts teacher is grading student writing. The 6+1 method helps me not just look at mechanics, but at all aspects of student writing. When English teachers see mechanical mistakes, it's easy for us to go crazy with the red pen, ignoring other aspects of writing that the student may be doing very well. By looking at all the traits, it helps me focus in on these different elements (ideas, organization, voice, word choice, sentence fluency, conventions, and presentation) and not become distracted by poor mechanics/conventions. The picture below shows the 6+1 Traits guide, which I can hardly live without. I've also learned more about this method by taking classes and by helping score writing assessments for the Ottumwa School District, using the 6 Traits model.
b. The teacher uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
Independent research is a very important aspect of gifted education, encourage passionate learning and choices based on individual interests. However, independent research and adolescents don't always mix. I came up with the following brainstorming sheet to help students narrow their topic ideas from something that just "sounds cool" to a manageable topic for extensive research. By doing this, every student has a topic that not only interests them, but will work for the parameters of the assignment.
c. The teacher relates ideas and information within and across content areas.
I connect my GOAL classes' curriculum to the core curriculum often. I want students to develop global perspectives, seeing connections between different aspects of a topic. For 6th grade Oceanography, I extend this with my GOAL class by using a program called The Great Ocean Rescue. It combines factual oceanography information with problem solving scenarios. It encourages collaboration, educated debates, and compromise, all within the area of Oceanography. It's a great extension of the unit they're covering in their other classes. The pictures below show two different groups debating which test should be done on a sample around a hydrothermal vent on the ocean floor.
I connect my GOAL classes' curriculum to the core curriculum often. I want students to develop global perspectives, seeing connections between different aspects of a topic. For 6th grade Oceanography, I extend this with my GOAL class by using a program called The Great Ocean Rescue. It combines factual oceanography information with problem solving scenarios. It encourages collaboration, educated debates, and compromise, all within the area of Oceanography. It's a great extension of the unit they're covering in their other classes. The pictures below show two different groups debating which test should be done on a sample around a hydrothermal vent on the ocean floor.
d. The teacher understands and uses instructional strategies that are appropriate to the content area.
Adolescents today live in the age of quick communication. Texting, twittering, and e-mailing are parts of their daily lives. I wanted to combine this quick communication with class curriculum, and a great way to this was by creating a wikispace. During the year, I read aloud a novel to each of my GOAL classes. I set up a wikispace (click this link) where they could have an online discussion. The first page of the wiki sets up the expectations for the space. I also start a few discussion threads. Then, it grows to have a life of its own. Only my students have access to edit the space, and they only use their school usernames... never their real first/last name combination, to keep the space safe. Parents are notified of the address so they can read the discussion, if they're interested. The wiki gives confidence to those students who might not speak up in class. It allows us all to communicate when we have time. And, it encourages students to think deeply about literature... and not just during school hours! Students who don't have internet access at home can access the wiki from our class computers or during study halls, before/after school, etc. The wiki also helps us limit the read-aloud time in class to about 10 minutes, so we can do other things. If discussion goes on too long, I encourage the students to bring their ideas up on the wiki for further elaboration.
