Students brainstormed attributes for the brain. Then, students wrote descriptive words and phrases for another object. Finally, students constructed a metaphor poem with attributes of both the brain and the other object.
"What's more important than your brain? This quintessential organic computer is responsible for every thought, every motion and every response your body makes. Life itself is determined by brain activity. It defines the very essence of being human." From the Evergreen Exhibition
This 9 weeks, the CLUEsters are studying about the brain. To continue our research, we took a field trip to Lebonheur Children's Hospital to meet with staff members in the neuroscience department. We learned about brain mapping and brain safety (wearing helmets). We also took a tour of Lebonheur's amazing facility. As a conclusion to the trip, CLUEsters completed stations that challenged different areas of the brain and studied models of the skull and brain. Overall, it was a wonderful experience! What is Chalk Talk? Chalk Talk is a visible thinking routine from Harvard's Project Zero. It encourages higher level thinking and exploring on a deeper level. The teacher poses a question or prompt and places it on chart paper. Student read the prompt and write their responses on the chart paper. It is a silent activity. Students circulate and read or add on to each other's comments. Once complete, the class comes together to discuss common themes, connections, and questions that arose.
Purpose This routine asks students to think about ideas, questions, or problems by silently responding in writing both to the prompt and to the thoughts of others. All students can participate in the open-ended and exploratory nature of the routine. I posed 2 prompts to introduce our new novel study on Wonder by R.J. Palacio. --They say "humor heals." Do you agree or disagree? Tell why. --"Don't judge a boy by his face." What does this mean? Have you experienced this? CLUEsters worked in groups to solve a hypothetical problem. Each group member performed a specific role. The students used a graphic organizer to organize their ideas and information. The problem was: Macy's is having a contest. Contestants must design an outfit for a mannequin. The outfit must meet the current trends and be made entirely out of newspaper and tape. The winner will have their outfit displayed in the Macy's Department Store window.
CLUEsters had to follow the Creative Problem Solving Steps to solve the problem: Think Evaluate Decide Act Cluesters held a mini-fashion show to display and describe their final products. CLUEsters used their graphic organizers to brainstorm for personal attribute words associated with the letters in their names. each CLUEster created a draft based on their brainstorming ideas. Revisions were made using the thesaurus to search for words, which vividly expressed something uniquely special about them. CLUEsters critiqued their drafts using their proofreading skills. Finally, a published copy was written and shared with the class.
CLUEsters used a graphic organizer to group their ideas for the transformation of a paintbrush into something entirely new. They brainstormed for at least 5 ideas that their paintbrush could become. Each CLUEster selected one idea and began answering who, what, where, why, when, and how questions to develop an artistic story. Finally, each CLUEster created a unique picture with an paintbrush hidden somewhere within.
CLUEsters learned how to apply the components of creativity (fluency, flexibility, originality, and elaboration) to create a work of art using ideas from their personal experiences, imaginations, or observations. As CLUEsters begin another year in CLUE, they will further develop effective thinking skills as they explore the topic of Unlocking the Mysteries of CLUE. This get acquainted Mini-study will allow CLUEsters to gain better understanding of how the invisible process of thinking becomes more tangible and results in more effective processing of information. Of course, the CLUE strategies will be used to further develop our topic. CLUEsters will be actively engaged in completing activities designed to promote creativity, critical, and logical thinking, research, group discussions, and group dynamics.
This Mini-Study will provide your CLUEster with a solid foundation and review our CLUE strategies. |
AuthorMy name is Donna Ratchford. I am a CLUE teacher for Shelby County Schools in Memphis, TN. This is our class blog. Archives
October 2017
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