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November 25th, 2012

11/25/2012

16 Comments

 

Improving My Teaching of Reading:
New Techniques; Old Methods.

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After four days at the MGM Grand Hotel, I left the NCTE Conference in Las Vegas last month with one objective: Improve how I teach reading.

This week I took a very important step towards achieving that goal when I implemented some wonderful techniques of Kylene Beers and Robert E. Probst. They recently authored a sharp book on how to effectively teach reading called Notice and Note. I saw them speak at the NCTE to a room of about 300 teachers. Everyone I talked to and collaborated with at the session was excited and energized by their presentation, their ideas, and their new book. 

The pamphlet in the right of the photograph was distributed at the session. It summarizes a fantastic way to improve the teaching of reading -- which , goodness know -- ain't freakin' easy!! 

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In the session, Beers and Probst did a very entertaining two-teacher routine while illustrating how to lead a class through a "close reading" of "Thank You Ma'am" by Langston Hughes. At the heart of the lesson are six "signposts" to discuss with your students. Probst read the story aloud -- with good theatrics! -- while the pair periodically stopped to lead the room through signpost discussions.

You can read the signposts and their descriptions better if you click this link to the book's flyer, which I linked from the Heinemann web site.

In my lesson, I summarized the signposts for my AP Language classes. We're studying The Great Gatsby -- which is especially interesting because I teach in Great Neck, the book's famous setting. I encouraged my pupils to view each signpost through two perspectives: a character's and your own. For example, "Tough questions might mean a tough question a character faces. But, it can also mean a tough question that is raised for you as you read."

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Beers and Probst are terrific. But, I am proud of how I combined their ideas with mind-mapping, magic markers, and creativity. My innovations added an outstanding twist to an excellent reading lesson.

Executing the lesson: I put 20 minutes on a countdown timer -- I love having a classroom computer hooked up to a projector! -- and told the students to "Deconstruct Chapter two, looking for the signposts. You can work alone or with a partner or with a few friends. Look through the book, talk about the book, and take colorful notes!" They went into workshop mode while I wandered around the room, checked in with students, answered questions, and coached them to find the  information in the text.

The students were digging into the book, reading parts out loud, having intellectual conversations, sharing and debating ideas, creating mind maps, and finding their own ways through the material.

The lesson was a hit and -- dare I say it !? -- Common Core ready! Plus, the students were having fun!

After their 20-minute workshop session, I led them in a whip. I love this technique for just about any lesson. All you do: Call on each and every student in the class to say something. I rely on it as often as I do magic markers and mind maps. In this whip, each and every student had to "Read and explain one idea from your mind map. Be sure to take notes as we go through the class and talk about the points raised."


I always, always, always instruct my students to take notes. I frequently give instructions like "Write this down....." or "Add this to your mind maps...."

Mind mapping and the power of color: These are two of the easiest, most under-appreciated, and under-taught lessons in education. Another easy lesson: Teach your students how to take notes with direct instructions.

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In addition to being creative and teaching creativity, I always strive to be as student-centered as possible. What exactly does that term mean?

Well, here's a similar lesson done in a more "teacher-centered" way. The photo above is from the Gatsby lessons I've been using in recent years. I hand out this mind map, read key scenes to the class, and lead them in discussions about the book and its themes. The students take notes based off my cues.

This method is adequate -- but the teacher is at the center of it. I am telling them what to note. I am reading to them. I am deciding what's important in the text. That's being teacher-centered. 

(Of course, they are still making colorful mind maps ... which is always a fun way to learn!)

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In the "Chapter Three"  lesson, I told the students to "Create your own mind maps based on what I showed you in the Chapter Two handout." Then I handed out blank paper and put 20 minutes on the timer.

Notice this student added "symbols" and "themes" to repetition -- while carving out a corner for "figurative language." The work above it has many of its own inventions and innovations.

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I use mind-mapping for a lot more than just reading lessons. The one above illustrates how requiring "personal" and "self-motivated" mind maps (my students must submit three per quarter) can unlock creativity, inventiveness, art skills ... and have all kinds of other beneficial, educational, and rewarding results. 

For more student samples, check out my mind map gallery!

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16 Comments
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1/9/2013 01:54:34 pm

I must say this is a great post. I have read your last two blog posts on the same topic, those were excellent too. Keep it up and keep posting blogs on related matter.

Reply
Pilar
1/21/2013 12:05:41 pm

Thank you so much for sharing. I am stealing your idea and sharing it with others :).

Reply
Wendy
4/1/2013 04:07:41 am

I love love love this idea. I am "borrowing" it for my special needs class while reading Frederick Douglass. They are reading an adapted version, but I think with this, I could sneak in a chapter or two of the unadapted. Thank you for your ideas.

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Donna G
1/23/2013 03:54:22 am

This is just what I was looking for. I use collaboration the classroom. Teaching students to unpack their knowledge and peel back the layers of literature.

Reply
Chris Kervina @cmkervina
2/24/2013 01:51:10 am

Daniel,

Thank you for creating this wonderful website and for being a frequent contributor to the NCTE Connected Community.

I, too, teach AP Language and I'm planning on trying out the signposts from Notice and Note with my class as they study Gatsby. The mapping you do here is just what I was looking for to help me guide the reading this time around.

I wish I had gone to Beers and Probst's session at NCTE. Fortunately, I'll get the chance to see them in a couple of weeks at the Northern Virginia Writing Project's conference.

I think you'd also like a video I recently ran across by Sarah Brown Wessing. She adds another level to the mind-mapping by making it an interactive group activity: https://www.teachingchannel.org/videos/when-lesson-plans-fail

Thanks again,
Chris

Reply
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6/9/2013 08:15:31 pm

Thanks for the reading map review! Actually, my reading skills is horrible! I've never thought that the reading could be presenting in such kind of map!

Reply
Daniel Weinstein
6/9/2013 10:06:43 pm

Is this spam?

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6/10/2013 09:00:49 pm

Why do you think so, Daniel? Of course it's not. Your writing taste really excites me! Excuse me if it seems to be like spam. Have a nice day! =)

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Daniel Weinstein
6/10/2013 10:59:37 pm

Aww thanks!!! Let me know if I can help!

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Melanie Hazen
9/2/2013 11:24:01 am

The Gallery is giving a 404 not found error. Is it gone? I'd love to see more of the students mind maps! I'm adding Mind Mapping as an option for my students' interactive journals this year.

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Patricia Emerson
11/29/2013 07:34:01 pm

Daniel,

It was great seeing you in Boston. (I hope you get picked up by a publisher...it should happen!) I will be using the variation of mind mapping with Probst and Beers that you illustrate here with my eighth graders. Brilliant. Thanks.

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Emily M.
1/15/2014 10:03:34 am

I am about to student teach and will be starting Great Gatsby in my class. I can't wait to utilize this!

Thanks!

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C Randall
2/5/2014 11:36:40 pm

I am so thankful to have found your site! I just "assigned" my students to have markers next week! Question - your student examples are beautiful - at first did they take/make notes with pencil and then create a map? Just wondering how they know how to assign colors/spacing when starting fresh...

Thanks and I am hoping to buy your book!

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Daniel Weinstein
2/6/2014 12:03:12 am

Just today I did my first mind-mapping lesson with the spring-semester seniors -- ID Cards. I did teach them to do a draft in pencil and then make a second in color. We spent 20 minutes doing "first drafts" of our "ID cards."

But after today, I don't force them to draft mind maps in layers. I just accept the finished product or coach them to improve a mind map if it isn't quite "final".

As for color, spacing, etc. That is entirely left to the student's whims.

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C Randall
2/13/2014 03:58:31 am

Thanks! The kids are enjoying so much! I did have a student in a psych class say she tried this method but the professor went too fast. We've looked at your examples and assume maybe some of your students take notes and then re-do them in the map format? Since they are all so neat... Thanks again for all of the examples! Very easy to start this with my students when I can show them the color:)

Reply
Daniel Weinstein
2/13/2014 05:47:23 am

I am so glad to hear you are having success!

The mind maps in this blog are all spontaneously done in class.

But, the ones in my "art gallery" are mostly second drafts of class-notes.... which happens to be a fabulous method of learning!

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    Blog Author:
    Daniel Weinstein

    I teach AP Language and Creative Writing at Great Neck South High School on Long Island. 

    Teaching philosophies: Student-centered. Collaborative. Goal-setting. Coaching. Divergent thinking. Portfolio. Writing as therapy. Take Risks! Find your voice. Experiment! Freewrite. Poetry. Memoir. Editing. Layers. Deadlines. Frontload. Rap and hip-hop. Expository technique. Drawing. Art. Magic Markers. Mind Maps. Publishing. Music. Cellphones. Ipods. Wikipedia. Twitter. Facebook. Stay modern. Stay open-minded. Keep learning. 

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