Use Sample Interest Inventories to get ideas about dialogue journal topics

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

2. What are the Benefits of Dialogue Journals? Teachers 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 adult’s P.O.V. • 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 backgrounds • Have to be flexible when responding to students’ writing - Don’t correct students’ writing • Use dialogue journals with all subjects and integrate across all disciplines (Tompkins, 2009)

3. 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 writer’s block • Use dialogue journals with students a few times a week • Provide constructive feedback to student’s writing – Don’t judge or correct student’s writing! • Focus on student’s ideas, thoughts, opinions • Encourage students to decorate or draw in their journal to get them excited about writing (Grande, 2008)

4. What Are Personal Journals? • Private journal type where students express feelings, thoughts, attitudes about personal events or life experiences • Students choose own topics to write about or teacher gives students a list of writing topics to keep in their notebooks • Focus is on what students say not how they write correctly • Teacher ask questions and offer comments to students’ comments (Tompkins, 2009)

5. Benefits of Personal Journals • Students 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

6. What 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)

7. Benefits of Reading LogsI used to think… But now I think • “I Used to Think…but 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 character’s POV, judge and evaluate character’s actions in story, story’s 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 author’s writing style (Tompkins, 2009) (Tompkins, 2009)

8. Double-Entry Journals What 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 life • Text to World – Student relates the story/book to movies, T.V. ,Internet • Text to Text – Student relates the story/book to another book or literature • Student focuses on the book, author’s language, plot, characters • Student makes comments or reactions to events in story • Student makes predictions and writes “What Actually Happened” (Tompkins, 2009)

9. What Are Language Arts Notebooks? Benefits of Language Arts Notebooks- 1) Procedures – Students give book talks, conversations and proofread papers 2) Concept Entries – Students learn about author’s 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 strategies 4) 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 notebooks Use language arts notebooks for writing strategies, concepts, skills mini lessons, units, literature circles, reading and writing workshop

10. Learning Logs Benefits and Uses of Learning Logs • Students 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)

11. What Are Simulated Journals? Simulated Journals- Why and How • Students research people living in different time periods • Students write from a character’s 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 character’s Perspective or Point of View Students include story details or historical period info. in their journal entries (Tompkins, 2009)

12. How 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)

13. Interview with Ms. InziniaGarden Hills Elementary 3rd Grade What 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?

14. Interview Responses from Ms. Inzinia 1)Purpose of journals - students write down their ideas to remember for quizzes, tests and to improve writing skills and fluency 2) Students receive feedback in journals 3) Wants students to reflect on their writing and on what they are learning 4) Journals used as an informal summative assessment to check for grammar, punctuation, and student understanding of topics 5) Journals used in Language Arts, Math, Social Studies and Science 6) She reads over journals with students and they make corrections 7) Uses journals 2-3 times a week in Language 8) She encourages students to express their ideas and opinions in their journals – self reflective and self-directed learning 9) She wants journals to have meaning for students so they write after learning a topic

15. Journals & Assessment Assessment AS Learning 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 • Simulated 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)

16. Journal & Assessments Assessment OF Learning Summative Assessments Informal Assessments Dialogue Logs Personal Journals Reading Logs Double Entry Journals Language 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 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 entriesto study for tests

17. Journals in Action Ms. Inzinia’s 3rd Graders

18. Ms. Inzinia Students’ Journal Survey • What 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

19. Ms. Inzinia Students’ Journal Survey 2) Why do you keep a journal? • To take Notes and keep information • To understand concepts and ideas • To review and remember information • To make predictions

20. Ms. Inzinia Students’ Journal Survey 3) How Has Journaling Helped You Learn in 3rd Grade? • Gives info. • Learn and understand new material • Remember info. • Review learned material • Prepare for tests (CRCT) • Solve Problems

21. See, Think, Wonder

22. Exhibitions

23. 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 weaknesses • Students present exhibitions with research paper • Students and teachers use rubrics to assess exhibitions (Davidson, 2009)

24. Exhibitions: A Demonstration of Mastery • “Exhibitions 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 topics • Students involve their school and community in exhibitions • Students analyze, critically think, reflect and problem-solve with their exhibition topics • Exhibitions prepare students for work in the real world

25. Who Benefits From Exhibitions?

26. 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 learning • Students receive feedback on how to improve their exhibitions (Baker, 2007)

27. 360 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.org

28. What are the Benefits of Exhibitions? (Davidson, 2009) (Baker, 2007)

29. Exhibitions in Action: How to make it work • Exhibitions need to be aligned to the teacher’s 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)

30. How 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)

31. What’s the Difference?

32. The Common Thread Makes Thinking Visible Provides ample opportunities for Assessment Promotes Critical Thinking & Inquiry Fosters Teacher Student Relationships

33. I Used to Think… But Now I Think/Know

34. Mary’s Reflection 1) 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’ writing 6) 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

35. Ashley’s Reflection This project has taught me that Portfolios, Journals and Exhibitions are not only a means to show a student’s 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 student’s 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 student’s 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 student’s 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.

36. Mary Research Anderson, 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=20 DaSilva, 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=10 Davidson, 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=117 Davidson, 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=120 Lee, 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

37. 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-live Regan, 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-live Tompkins, 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=61863658 www.lyrics.com/hall-of-fame-lyrics-the-script.html

38. 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.org • Google. (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 .