Use Sample Interest Inventories to get ideas about dialogue journal topics

Use Sample Interest Inventories to get ideas about dialogue journal topics Sample Interest Inventory Dialogue Journals

What are the Benefits of Dialogue Journals?Teachers Teachers comments, feedback and support provide reflection and critical thinking for students and feedback provide praise, encouragement, social and writing skills to students

Teachers learn students strengths, weaknesses, likes, dislikes

Teachers relate students interests and scaffold to what is being taught

Use open-ended questions: How, What, When, etc. Learn about students cultural backgroundsHave to be flexible when responding to students writing - Dont correct students writing

Use dialogue journals with all subjects and integrate across all disciplines

Students Students express their thoughts, feelings and attitudes in a safe non-judgmental environment without being graded

Writing increases students social skills, writing skills, language and literacy development, and students classroom behaviors

Journals are authentic, purposeful, meaningful and relate to students lives

Students learn to trust and respect teachers

Dialogue journals increase students self-confidence/self-esteem and allow students to take risks in writing

Student learns writing through adults P.O.V.

(Tompkins, 2009)Teachers allows teachers to work more effectively with their students teachers learn what their students lives are really like Does the student have social/emotional or behavioral problems? What the student has been exposed to? 4) Teachers relate students interests to what is being taught motivate and encourage students

StudentsTeach all students to write effectively even students with learning disabilities, hearing impairment and Limited English Proficient speakers

2

Tips for UsingDialogue Journals

Use Interest Inventory first to get ideas about dialogue journal topics Model how to write dialogue journals with students before initiating Use open-ended questions to promote students critical thinking and reflection Use a photo, image etc. on cover of notebook if the student has writers blockUse dialogue journals with students a few times a week Provide constructive feedback to students writing Dont judge or correct students writing!Focus on students ideas, thoughts, opinions Encourage students to decorate or draw in their journal to get them excited about writing

(Grande, 2008)What Are Personal Journals?Private journal type where students express feelings, thoughts, attitudes about personal events or life experiencesStudents choose own topics to write about or teacher gives students a list of writing topics to keep in their notebooksFocus is on what students say not how they write correctlyTeacher ask questions and offer comments to students comments

(Tompkins, 2009)

Benefits of Personal JournalsStudents voice their ideas, thoughts, opinions and feelings

Students record personal experiences that are meaningful to their life experiences

Students learn to be independent writers

(Tompkins, 2009) Students learn privacy, and they learn to trust and respect the teacher

Students open up their personal lives to the teacher

Students learn critical thinking skills and metacognitive skills about writing

Students learn how they are writers, and how they think when they write, what they think when they write, and what it means to be effective writers

5What Are Reading Logs?

Students respond to what they have read (stories, poems, informational books etc.)Students write key vocab. words, important quotes ,draw pictures, make charts/diagrams (Tompkins, 2009)Benefits of Reading LogsI used to think But now I thinkI Used to Thinkbut Now I Think

Understand characters feelings and plot

Predict what will happen in story accept or reject earlier predictions they made

I Wonder Why write about confusions

If I Were, I would Student writes about taking on characters POV, judge and evaluate characters actions in story, storys development, satisfaction of the story ,and his/her reaction to the story

Connections: Text to Self, Text to World (T.V., movies, Internet) Text to Text ( relate book to another book)

Students think critically and interpret book, story, poem etc. from their perspectives

Students make inferences about characters, make predictions, ask questions, and discuss confusions

Student Evaluations of book I did not like , I liked, praising/condemning authors writing style

(Tompkins, 2009)

(Tompkins, 2009)

I Used to Think but Now I Think - summarizing the story, summarizing their own thoughts Involvement in the story: Involvement Responses- character identification (If I were, I would), Student identifies with character, shows empathy for the character, relates personal experiences to character, gives character advise, character assessment (student judges and evaluates characters actions), story involvement (student writes about development of the story, satisfaction of the story and how he/she reacts to the story)

7Double-Entry JournalsWhat are the Benefits of Double-Entry Journals?

Students divide page of their journals into 2 columns and write quotes, predictions, reactions to quotes, what actually happened in each column

Text to Self Student relates the story/book to his/her own lifeText to World Student relates the story/book to movies, T.V. ,InternetText to Text Student relates the story/book to another book or literature Student focuses on the book, authors language, plot, charactersStudent makes comments or reactions to events in storyStudent makes predictions and writes What Actually Happened

(Tompkins, 2009)

What Are Language Arts Notebooks?Benefits of Language Arts Notebooks- 1) Procedures Students give book talks, conversations and proofread papers2) Concept Entries Students learn about authors style of writing, plot, genres, grammar, parts of speech and sentence structure 3) Strategy Entries Students connect learning to personal experiences and reflect on writing and thinking strategies4) Skill Entries Students make charts, use quotations in writing , make lists and skim a book for context clues and big ideas

(Tompkins, 2009)

Take notes, write rules, examples and lists, draw diagrams in Language Arts notebooksUse language arts notebooks for writing strategies, concepts, skills mini lessons, units, literature circles, reading and writing workshop

Learning Logs

Benefits and Uses of Learning LogsStudents make connections to learning through all disciplines and subjects Students connect background knowledge to what they know, reflect on their learning and discover gaps in their knowledge Teacher differentiates lesson plans based on students needs

Students write as part of thematic units.Students do quick writes, draw diagrams, take notes and write vocabulary words.

(Tompkins, 2009)Students explore relationships between what they know (background knowledge, past experiences, cultural background) and what they do not know (what they are learning)

10What Are Simulated Journals?Simulated Journals- Why and How

Students research people living in different time periods

Students write from a characters Point of View (Perspective) from a time period Students learn to appreciate history what it means to them, understand the role of people and events Simulated journals can be used as a tool for learning (I think) (See, Think, Wonder) Simulated journals used for projects on literature focus unit or thematic unit where students plan journal entries and use 5 stages of writing in their journals

Students write journal entries from characters Perspective or Point of View Students include story details or historical period info. in their journal entries

(Tompkins, 2009)POV . - what it was like to live during a time period, speaking a different language, dressing differently, how the character behavedStudents appreciate history:understand the role of important historical people and events and how these people and events shaped history, and understand that history never ends, that they are part of historySimulated journals:where students plan their journal entries, choose important dates and use the 5 stages of writing: 1) brainstorm, 2) draft, 3)revise, 4) edit 5) publish their journals

11How Can Teachers use Journals? Mini lessons to introduce students to journal writing

Explain the purpose of the journal writing activity and procedures for the writing activity with students

Model how to do a journal entry on the board

Explain the purpose of journal writing to students is informal and ideas matter more than correctness Students write their entries and read some entries aloud.

Students write in journals on a regular schedule (daily/weekly) begin. of class, middle of class, end of class.

Students share journal entries with partners, small groups, or with class

(Tompkins, 2009)

Purpose of writing journals: gathering ideas, writing the entry and sharing it with classmates.

12Interview with Ms. Inzinia Garden Hills Elementary 3rd GradeWhat is your purpose of using journals in your classroom?What do you want students to gain from using journals in your classroom?How do you use journaling with your third grade students?How often do you use journaling in your classroom?How do you use journaling to assess your students?How do you encourage reflection, feedback, critical thinking and learning for students in their journals?How do you make journaling authentic and meaningful to the students lives?

Interview Responses from Ms. Inzinia1)Purpose of journals - students write down their ideas to remember for quizzes, tests and to improve writing skills and fluency2) Students receive feedback in journals3) Wants students to reflect on their writing and on what they are learning4) Journals used as an informal summative assessment to check for grammar, punctuation, and student understanding of topics5) Journals used in Language Arts, Math, Social Studies and Science

6) She reads over journals with students and they make corrections7) Uses journals 2-3 times a week in Language8) She encourages students to express their ideas and opinions in their journals self reflective and self-directed learning9) She wants journals to have meaning for students so they write after learning a topic

Mrs. Inzinia allows her students to express themselves in writing. All the students journal in class so they can receive immediate feedback.

14Journals & Assessment Assessment AS LearningSimulated Journals - tool for learning - (I think) (See, Think- Wonder) Double-Entry Journals relate the text to yourself, to the world and to other books (Text to self, Text to World and Text to Text)

Assessment FOR Learning Learning Logs and Simulated Journals Teacher differentiates lesson plan to the students needs.

Simulated journals used for projects on literature focus unit or thematic unit where students pick important dates etc. and use the 5 stages of writing in their journals

Personal Journals - Students use critical thinking skills and metacognitive skills to write in journals, students receive feedback on their writing

Assessment AS Learning:Students relate quotes from the story/book to their own lives (Text-to-Self), the world (Text-to-World), and other literature they have read (Text-to-Text). Students make reactions, comments and personal connections to the events in the storyAssessment FOR Learning:Teacher sees what concepts, topics or issues etc. confuse children and how to change lesson plans to differentiate to the students needs. Simulated journals: 5 stages of writing brainstorm 2) draft 3)revise 4) edit 5) publish their journals Personal Journals: Students receive feedback on their writing. Students develop critical thinking skills and metacognitive skills about how they are writers, and how they think when they write, what they think when they write, and what it means to be effective writers

15Journal & Assessments Assessment OF LearningSummative Assessments Simulated journals for projects on literature focus unit or thematic unit Learning Logs Reading Logs to assess student learning I Used to Think but Now I Think) to reflect at the end of a unit. Language Arts Notebooks entries to study for tests

Informal Assessments Dialogue Logs Personal Journals Reading LogsDouble Entry JournalsLanguage Arts Notebooks Learning Logs (beginning of class, end of class) Simulated Journals write about characters, See-Think-Wonder - make connections between what you know and what you are learning

(Tompkins,2009)

Simulated Journals:where students plan their journal entries, choose important dates and use the 5 stages of writing: 1) brainstorm, 2) draft, 3)revise, 4) edit 5) publish their journals Learning Logs/reading logs at the end of class to assess what students are learning about a topic or lesson learned (Rocks and minerals, fractions, soil types etc.)I used to think- Students reflect on how they used to think about the unit and how they think about the unit now.

16Ms. Inzinias 3rd GradersJournals in Action Ms. Inzinia Students Journal SurveyWhat are some ideas, topics or issues you journal about in third grade?

Science topics, Language Arts for writing narratives, Social Studies on people or 3 branches of government and Math for multiply, division, place value Personal Interests: family, school, vacations, friends, heroes

Journaling Topics:Rocks, minerals, soil types, heat, temperature, habitats,Math - multiplication, fractions, division, place value

Social Studies: 3 branches of government, Paul Revere, Frederick Douglass

18Ms. Inzinia Students Journal Survey2) Why do you keep a journal?

To take Notes and keep informationTo understand concepts and ideasTo review and remember informationTo make predictions

To study ideas and topicsTo write answersTo reflect on childhood memoriesTo do better academicallyTo solve problems

19Ms. Inzinia Students Journal Survey3) How Has Journaling Helped You Learn in 3rd Grade?Gives info. Learn and understand new materialRemember info.Review learned materialPrepare for tests (CRCT)Solve Problems

Improve reading and writingMake predictions and ask questionsTo do better academicallyExpress thoughts and feelings*Listening to what the teacher says and writesMake personal connections to what is learned

20See, Think, Wonder

Exhibitions

What are Exhibitions?Performance based Summative Assessments Presentation Assessments that show students mastery at end of a unit, end of semester Interweave interdisciplinary content areas and skills. Authentic assessments connect topics to students lives, and students act like expert on a topic

Students choose a topic to research, come up with essential questions, critical thinking, and reflect on strengths and weaknessesStudents present exhibitions with research paper Students and teachers use rubrics to assess exhibitions

(Davidson, 2009)Exhibitions: interview experts about their topics, use inquiry and critical thinking to do their research, reflect and analyze about their presentation strengths, weaknesses, what to do next time,

23Exhibitions: A Demonstration of MasteryExhibitions are performance based assessment made visible, public demonstrations of mastery that depend on participation of people from outside the school community as mentors and evaluators.

Exhibitions prepare young people for democratic participation, citizenship, and lifelong learning. They function as rites of passage that help students become praised self-advocates who are able to present themselves to the world.

(Davidson, 2008) (Davidson, 2009)

Students become masters on their topicsStudents involve their school and community in exhibitionsStudents analyze, critically think, reflect and problem-solve with their exhibition topicsExhibitions prepare students for work in the real worldExhibitions are public demonstrations of mastery that occur at culminating moments. Exhibitions require students to speak publicly, use evidence, present engaging visual displays and otherwise demonstrate mastery to educators, peers, and others outside the everyday school community.

Exhibitions are unique, personalized work products, representing each individuals growth, interest, capacities, response to challenge, and effort.

24Who Benefits From Exhibitions? Exhibitions & Assessment Schools that use exhibitions employ teaching, learning and assessment practices in classroom setting to rehearse, emphasize, and otherwise reinforce progress toward successful final exhibitions Formative Assessment Student receives feedback on exhibition, revises, and edits exhibition

Exhibitions are authentic assessments because they stimulate the kinds of open-ended challenges faced by people working in a field of study. Students problem-solve , analyze, evaluate, reflect on learningStudents receive feedback on how to improve their exhibitions(Baker, 2007) Exhibitions are often citied as effective forms of formative assessment because students receive frequent feedback on the quality if their work, as well as multiple opportunities to revise and improve before they formally present it for summative evaluation. 26360 Degree View Exhibitions are a more effective and comprehensive way of assessing student performance than standardized paper and pencil tests. Where as standardized test may show a slice of what students have learned, Exhibitions reveal the whole pie, offering a 360 degree look at what students know and what they can do with that knowledge.http://essentialschools.orgWhat are the Benefits of Exhibitions?(Davidson, 2009) (Baker, 2007)Exhibitions in Action: How to make it workExhibitions need to be aligned to the teachers instructional and assessment processes.

Collaboration, inquiry and support must exist among students and teachers.

Strong connections with the community, professionals and experts outside of school.

Teachers need to participate with other exhibitions-driven schools.

(Davidson, 2009)

1. Teacher has to align exhibitions to the curriculum standards and make sure they use exhibitions as formative, performance based assessments AS Learning and FOR Learning and not just OF Learning 2. Teachers and students need to read and discuss the students work, give feedback 3. Experts/professionals need to reliable people in their fields. Students need to be accountable for their interviews and for their exhibition mastery of content.4. Teachers need to connect with other teachers from other schools about how to discuss, plan, organize and do exhibitions in their classrooms, and they need to show their students exhibitions at other schools or at museums etc.29How to Grade an Exhibition Point of View (POV) What POV are you looking at for this topic?

Evidence- What evidence are you using to support your POV or argument? Connections What are the connections of content within the chosen topic? How is the chosen topic connected to other content areas covered in and/outside of class?

Opposing Viewpoints What other viewpoints/POV could be explored in this topic? How would the outcome be affected if a variable changed?

Significance Why is the topic important to the student and to society? What difference/impact does this topic have in society?

Communication paper is cohesive, fluid and organized

(Davidson, 2009)

Evidence to support your POV:(texts, reference books, books, periodicals, video clips, interviews, on-line periodicals, on-line journals, pictures etc.)Connections:Research and analyze exhibition topic or field, connect this information to interdisciplinary content areas learned in school.

Opposing Viewpoints:Research opposing viewpoints that challenge/defy your argument and explain how these viewpoints change the outcomesSignificance:Students connect, transfer and apply what they have learned about their topic to show its relevance in society Communication:Explain the exhibition argument using quotes, diagrams, graphs, charts and pictures . The paper is logical, cohesive, fluid and organized.

30Whats the Difference?

The Common Thread Fosters Teacher Student Relationships Promotes Critical Thinking & Inquiry Makes Thinking Visible Provides ample opportunities for Assessment I Used to Think But Now I Think/Know

Marys Reflection1) There are many types of journals used in the classroom: 1)Dialogue journals, 2) Personal Journals, 3) Reading logs, 4) Double-Entry journals, 5) Language Arts Notebooks, 6)Learning logs and 7) Simulated journals.

2) Journals are used 1) to record experiences, 2) to stimulate interests in topics, 3) to explore thinking, 4) to personalize learning, 5) to develop interpretations

3) Journals can be used as formative, performance or summative assessments (assessments of learning)

4) Teachers need to use journals more in the classroom with interdisciplinary subjects 5) Journals benefit teachers and students by developing personal relationships and improving students writing6) Ms. Inzinia uses journals in her classroom in Language Arts, Math , Science and Social Studies as summative assessments (assessment of learning) 7) Exhibitions are performance based presentation, summative assessments used at the end of a unit or end of the school year. 8) Exhibitions are authentic assessments - students connect learning whole and visible by connecting their topics to their lives, and they become experts about a topic 10) Exhibitions connect interdisciplinary content areas and skills into students learning. 11) Exhibitions allow students to think critically, problem-solve, to ask questions so they can develop their skills, talents and abilities for life Journal Uses6) to predict or hypothesize, 7) to engage the imagination, 8) to ask questions, 9) to activate background knowledge,10) to take on the role of another person (Perspective) and 11) to share experiences with other readers

Journals have helped her students by 1) giving them information, 2)helping them learn and understand new material, 3) to remember information, 4)to review learned material and 5) to prepare for tests (CRCT)Exhibitions benefit students by allowing them 1) to think critically, 2)to problem-solve, 3) to make predictions, 4) to ask questions, 5) to take on their own learning, 6) to work hard, and 7) to develop their skills, talents and abilities for lifelong success.

34Ashleys Reflection This project has taught me that Portfolios, Journals and Exhibitions are not only a means to show a students best work but a way to allow an outsider (teacher, parent, community) to see the process of learning that takes place to create a piece of work. I have come to the realization that learning does not just take place in the classroom between the teacher and the student but everywhere a student is. Learning involves a students parents, friends and the community. One of the things I like most about Portfolios, Journals and Exhibitions is that they have the power to encompass all paths of learning. All three mediums celebrate a students work and allow anybody interested to see the process and end result.

Through this project I have also learned that all students of any age, race or background can participate in Portfolios, Journals and Exhibitions. Portfolios, Journals and Exhibitions all focus primarily on the student allowing the student to be creative and self-driven while expressing their own individuality. In creating Portfolios, Journals and Exhibitions a student becomes responsible for their learning, thinking and understanding. I think that the most important thing a teacher can remember about Portfolios, Journals and Exhibitions is that the student should always remain the focal point of the projects. The conversation that is being expressed should be true to the students feeling and authentic work.

As a future teacher it is apparent that time and effort are essential to creating all three mediums. Guidance, clear expectations and planning are one hundred percent necessary when implementing Journals, Portfolios and Exhibitions into your learning plan. It is also important to remember that the final product is not the only goal of the three mediums. The path that is created should be illuminated and focused on. It is essential when implementing Portfolios, Journals and Exhibitions that they are meaningful, authentic and true to the student. I think Portfolios, Journals and Exhibitions should be used and can serve as form of assessment in every classroom. Teachers can use all three as either formative or informative assessment. It became abundantly clear that Journals and Portfolios are an essential tool as teacher can use to guide where their lessons are going and if the students understand the information that is being taught to them.

Another key component to Portfolios, Journals and Exhibitions is reflection. Reflection is often overlooked in education in my opinion. All three mediums serve as an excellent tool for a student to take a step back and reflect on what they have learned and where they have come from. If a student can reflect on their thinking they will be able to develop a clear plan to continue.

In doing this project I have also improved my research skills. I have become comfortable with Galileo as well as other databases offered by the Oglethorpe University Library. I received the opportunity to talk to other teachers already in the field experienced with Portfolios, Journals and Exhibitions and made career connections.

Mary ResearchAnderson, Darlene; Nelson, Julie; Richardson, Michael; Webb, Natalie; Grande, Marya. (2008). Using Dialogue Journals and Interest Inventories with Classroom Volunteers. Teaching Exceptional Children, 41:2, 56-63.http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=7dbe73a1-058c-4645-8b43-c94e620a8e19%40sessionmgr13&vid=2&hid=20DaSilva, Karen. (2002). Art in Your Curriculum: The First Narrative Painter. Teaching Pre-K-8, 32:7, 30-31.http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&sid=75577955-c28e-4483-9442-f4e49ff7fc4b%40sessionmgr112&hid=10Davidson, Jill. (2008). Exhibiting Authentic Achievement. Principal Leadership: High School Edition, 9:1, 36-41.http://web.ebscohost.com.proxygsu-ogl1.galileo.usg.edu/ehost/pdfviewer/pdfviewer?vid=5&sid=06abd600-4f3d-443e-b100-1ff0cc01ee80%40sessionmgr112&hid=117Davidson, Jill. (2209). Exhibitions: Connecting Classroom Assessment with Culminating Demonstrations of Mastery. Theory Into Practice. 48:1, 36-43.http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2f83547e-a9fc-41cd-9c65-6e2bde99e135%40sessionmgr111&vid=5&hid=120Lee, Icy. (2004). Using Dialogue Journals as a Multi-Purpose Tool for Preservice Teacher Preparation: How Effective Is It? Teacher Education Quarterly, 31:3, 90-93. http://proxygsu- ogl1.galileo.usg.edu/login?url=http://search.ebscohost.com/login. aspx?direct=true&db=eft&AN=507922404&site=ehost-live

Research (Cont)Peyton, Joy. (1997). Dialogue Journals: Interactive Writing to Develop Language and Literacy. Emergency Librarian, 24:5, 2-4.http://proxygsu-ogl1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx? direct=true&db=a9h&AN=9707034220@site=ehost-liveRegan, Kelley. (2003). Using Dialogue Journals in the Classroom: Forming Relationships with Students with Emotional Disturbance. Teaching Exceptional Children, 36: 2, 38. http://proxygsu-ogl1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx? direct=true&db=eft&AN=507861260&site=ehost-liveTompkins, G. E. (2009). Language arts: patterns of practice (7th ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall. 180-196.Young, Ellie (2011). Using Dialogue Journals to Strengthen the Student-Teacher Relationship: A Comparative Case Study. College Student Journal, 45:2, 271-272, 274, 284.http://web.ebscohost.com/ehost/detail?sid=0c113b7e-0674-4839-89a0-6a12a6c3c111%40sessionmgr4&vid=2&hid=20&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=61863658www.lyrics.com/hall-of-fame-lyrics-the-script.html

Ashley Research Baker, L. (2007). Representing: Elementary to the Exhibition of Learning. Horace Feature, 23, 1-4. Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The Reflect Initiative . Journal of Adolescent and Adult Literacy, March , 436-449.Coalition of Essential Schools. (n.d.). Coalition of Essential Schools. Retrieved March 12, 2013, from http://essentialschools.orgGoogle. (n.d.). Google. Retrieved March 12, 2013, http://google.com Davidson, J. (2009). Exhibitions: Connecting Classroom Assessment with Culminating Demonstrations of Mastery . Theory Into Practice, 48, 36-43.Goodson, T. (2007). The electronic portfolio: Shaping an emerging genre. Journal of Adolescent and Adult Literacy, March , 432-434.King, C. M., Patterson, N. G., & Stolle, E. P. (2008). Portfolio Assessment: Making Connections, Guiding Change. English Teaching: Practice and Critique, December , 4-9.Meisels, S. J. (1995). Performance Assessment in Early Childhood Education: The Work Sampling System. ERIC Digest, May , 1-4.Seitz, H. (2008). Powerful Portfolios for Young Children . Springer Science+ Business Media LLC, March , 63-68.Wolf, D. P. (1989). Portfolio Assessment: Sampling Student Work. Educational Leadership, 46, 35-39 .Hall of Fame (feat. will.i.am)The ScriptThe ScriptDaniel O'Donoghue, James Barry, Mark Sheehan & William Adams#3 (Deluxe Version)2012-10-09T07:00:00Zmarymac86@gmail.com 2012 Sony Music Entertainment UK Limited2012-11-17 04:14:17SonyBMG:isrc:GBARL12010552:256