Smarter Charts the third educator Kate Di Meo

Smarter Charts the third educator Kate Di. Meo ELA Consultant and Curriculum Coach Lake Orion Community Schools

How is the 2 nd chart improved? Before. . . After. . .

Charts 10% of what is heard is remembered after 72 hours 65% of what is seen and heard is remembered after 72 hours -Medina, 2008

Content Type of Chart Routine Purpose Teaches a routine or behavior to students Strategy Records a list of strategies for a big skill Process Breaks a skill into sequence or steps Shows specific skills or strategies in context Exemplar Genre Teaches students elements of a particular genre

What’s in a title ? Legibility is important! Large amounts of information are shared with a few words or a few images (metaphors). Challenge yourself to say it with less words!

Headings Grab Attention Headings name goals and skills with a strong statement Writers Show Not Tell Writers Elaborate Readers Predict Feeling Done? Stuck on a tricky word? Need a beginning? Or a Questions?

Language �Clarity and quality not quanity �Choose your words wisely and use them over and over �Competency and level of your students �Should be “understood/readable” by most of your students

Drawings Clear Consistent Images

Images A picture is worth a thousand words! Icons or symbols

Student Art or Photographs • Engagement increases when students see their picture or work used as a mentor • Using kids samples provide models that are in most kids zone of proximal development

Student Work

Mentor Texts

Color Matters Tips: Black is classic choice. LOVE neon! Color helps organize thinking by making stategies clean and distinct! Only bold or highlight 10% No MORE than 5 colors.

Brian Science Behind the chart. . . • Knowing what stimulate the brain to remember is important to understanding why some information is remembered and others ignored • • • Prior knowledge (connections) Repetition Engagement (novelty, intensity, movement) Perception (use of the senses) Investment (kids creating or being featured on the chart)

How can I get my students to use the charts Independently? Chart not goal but a vehicle to get them to the goal-using the strategy effectively and often. • • • Eye level Sticky note interactions Make a fuss/ Move It Limit it to about 4 charts Retire Old Charts

When there is not enough wall space?

How can I get my students to use the chart Independently? Prepare it with the kids (cooking show) -end of mini-lesson -mid workshop -share Ways to Involve Kids in Chart Making They illustrate it They come up with and write the title You quickly add the words with them but the pictures are pre-done Make it interactive

Sample Chart with Student Interaction

Ways to empower kids to do it with out you! 1. Touch and tell 2. Chart share 3. Small copies of big charts 4. Expert sticky note 5. Set a goal 6. Make it mobile

Reflection/Conferring Questions • What charts have you used today? How have they helped you? • Can you show me a place where the charts helped you? • What are you working on? Is there a chart that can help you? • Which chart don’t you use? Why? • Which chart do you use the most? Why? • If you could make a chart what would you make?

Sample Mini-Lessons • Readers/writers reread the charts before they start working. This helps us remember all the things we know about reading and writing. • When we get a little tired of working, we can give our brains a little rest by rereading the charts. This helps us remember what we need to be thinking about when we go back to work. • When readers/writers get stuck, we can go to charts to help us get unstuck. • When readers/writers are done, we bring our work to the chart and check: did I do each of those things?

Going Digital?

Chart Reflection. . . Question? Is clear, easy to understand? Does the content on the chart supporta complex skill Is the purpose for the chart clear? Does the chart have steps breaking down skills? Does the chart have visuals, exemplars, models, symbols, pictures of photographs to support the visual learner? Do I retire charts as they need to come down and can I easily access those if a student needs them? Have I applied any design principles? (color, highlighting, legibility etc. ) Do I encourage my students to use the charts through conferring, mini lessons and reflections? Do the charts in my room support the rigor embedded in the common core? Thinking?

My charts would be a better learning tool for my students if I. .

For More Information. . . • Chartchums. wordpress. com • Smarter Charts by Majorie Martinelli and Kristine Mraz • http: //readingandwritingproject. com/ resources, choose charts • Pinterest