Month: January 2023

What Kids Can Do For Themselves

Children should move past simple statements that make them feel better at the moment, like “I can do hard things,” and should also tie that to specific examples of what they have done in the past and what they can do in the future. Teaching your students to focus on the “why” and rationale behind their affirmation will help develop children into individuals who can self-reflect healthily and teach them how to build up their self-esteem. Providing specificity allows children to see their individual values for themselves. For example, if a child says about herself, “I am smart,” and repeats that affirmation over time, does she really do anything to support and develop her character? What happens when she is challenged by a child smarter than her or one that performs better on certain tasks? Instead, consider if that child drilled down to something

Uses of the Frayer Model

The Frayer Model is useful for any child that benefits from a visual when learning new content. While any student can utilize this model, graphic organizers help support students like English Language Learners who may benefit from explicit examples and images to help them learn new English words. In addition, students with a limited vocabulary, lower reading skills, or special needs can also benefit from the visuals provided by the Frayer Model. Students can learn content-specific terminology to help them master lesson activities and complex vocabulary within your classroom.

The applications of the Frayer Model span content areas and are not only applicable to the English Language Arts classroom.

In math class, you can utilize Frayer Model not only for definitions “a triangle is…” but for equations like “the area of a triangle is….”

You can utilize the Frayer Model for important historical moments or

To Implement the Four Corners Strategy in your classroom:

1. Prepare a question with four possible correct answer choices that align with the lesson content or the goal of the check for understanding activity. Attempt to design your questions so that they can elicit an open-ended response, and where more than one answer choice could be correct, depending on the justification and rationale provided by the student.
2. Display the question on the projector screen or read the question aloud.
3. Inform students of four locations in the classroom, one that represents each answer choice. Students should move to the location in the room that represents their choice.
4. Encourage 100% participation and remind students to make their own choice and not be dependent on what other students choose.
5. Choose at least one student from each answer choice to defend their answer verbally, or allow groups to discuss the reason for their choice.
6. When