Foldables for the Middle/High School Classroom By Lori Sutherland
What are foldables? Foldables are three-dimensional, interactive graphic organizers that can help your students to organize, remember, review, and learn information. They are also a learning/assessment tool for teachers.
What concepts can foldables be used for? From vocabulary words to content specific concepts that are hard to teach, foldables give students the opportunity to become more involved in their learning with a hands- on approach to your curriculum.
Sample Usage: Introducing new vocabulary words Introducing a new skill, topic, or concept Before a chapter, lesson, story, etc. During the lesson After completing the chapter, lesson, story, etc. Guided Instruction or Guided Reading Writing process Review Anytime- daily
Why use foldables in my class? Foldables can increase achievement and interest levels in any content area for all middle/high school students, regardless of age.
Why use foldables continued... Fun & motivating, hands-on approach to learning. As a study guide. Note taking to help organize information. Reach all learners (Visual, Kinesthetic, Spacial, etc.). Students retain information. Alternative assessments. Replace the use of worksheets/reduce copy counts. Projects. Integration of subject areas, including the arts. Improve student note-taking skills. Hold students accountable for content specific knowledge.
Research tells us that graphic organizers, such as foldables: Help students focus on text structure as they read by: providing tools used to visually represent relationships in text helping students write well-organized summaries of text ( Putting Reading First: The Research Building Blocks for Teaching Children to Read) Students are actively engaged in the instructional process and learning as they create foldables: Classroom Instruction That Works: Research Based Strategies for Increasing Student Achievement by Robert Marzano strategies are integrated (identification of similarities & differences, summarizing & note-taking, nonlinguistic representations, questions, cues, and advanced organizers, etc.)
Marzano’s Taxonomy
Bloom’s Taxonomy
Note Taking research... Effective note taking can make the difference between passing and failing ( Hughes & Suritsky, 1994) Independent note taking increases active participation in the learning process, leading to improvement in memory of information ( Ruhl & Suritsky, 1995) Listening and then receiving notes is not as effective as taking one’s own notes. (Carrier, 1983; Hartley, 1983; Katayama & Robinson, 2000) Graphically organized notes teach more than just the facts as they increase student involvement with the information, increasing higher order thinking (Robinson et. al., 1998) Students had a 34 percentile gain when taught how to summarize information and take effective notes. (Robert J. Marzano, Classroom Strategies that Work)
How should we use foldables? • Teacher directed, modeling • Guided practice • Alternative assessments • Independent practice -students can create their own folds/projects
Bloom-Marzano Hybrid Taxonomy: North Carolina Thinking Skills Levels Knowing Organizing Applying Analyzing Generating Integrating Evaluating Give an Categorize... Who did? What are the How many What are instance attributes of ways can Create a your which ___ Classify... When was? __? you think of plan to __ standards? to __? How would How is __ What What is? Summarize.. Is __ you use...? like or evidence is What would reliable? different? there for __? Where? happen if? Generalize Since you about __ What is most know __, Contrast... What are the Identify... Predict... significant? how would parts of __? How can you you...? Compare... Describe... Elaborate combine __ Evaluate... How do the on... and __? How would Put in Match... parts relate? Judge... you order... If you were Imagine... illustrate...? Recall... What are the __, how Verify the Reorganize main ideas? would you Give a claims of __ How is __ an __ by __ __? synopsis... example of What is the How __? Represent conclusion? What can effective was __ by __ you infer? __? What caused?
Let’s look at some samples:
Basic folds and terminology: Hamburger Hotdog Taco Burrito Valley Mountain Shutter Accordion
Foldables Basics:
Foldables Basics continued:
Foldable Resources on the Wiki for you: http://www.catawba.k12.nc.us/C_i_resources/Foldables.htm http://www.vickiblackwell.com/makingbooks.html http://www.educationworld.com/tools_templates/index.shtml#l ang_arts http://www.csun.edu/~krowlands/Content/Academic_Resources /Best_Practices/introduction%20to%20foldables.pdf http://www.youtube.com/watch?v=hefYUxaoNa8 http://www.ateacherstreasure.com/2011/10/treasured-tip- foldables-factory.html#5_4,2_ http://larryferlazzo.edublogs.org/2009/06/07/the-best-teacher- resources-for-foldables/
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