![]() ![]() ![]() students revised and finalized their field notes, which will be hung on the walls of the math classes, reminding current and future students of the various terms needed to better understand content in Algebra I, Algebra II, Precalculus and Calculus. Using a checklist and our school’s Thinking Hats feedback method, inspired by Edward de Bono’s Six Thinking Hats, students gave feedback on the drafts including Yellow Hat notes (What currently works about their product?) and Green Hat (What could be improved about their product?). students finished a draft of their field note, they emailed it back to the math team for feedback to ensure all the math was correctly represented. They also researched and included the term’s nonmathematical definitions, origins and several other components of their choice, including synonyms and antonyms, Chinese translations, and personal connections. They used programs such as Canva, PowerPoint and Adobe Illustrator, and applied what they had learned about the document design principles of headings, access, typography and spacing. ![]() With the information provided by the math students, and using the word field notes as inspiration, the student pairs in T.R.W. They sent their research to pairs of students in T.R.W. The math students then began their research, focusing on their word’s definition, historical context and development frequency and consistency of use, equation and notation and images or symbols associated with it. In this course, students create and design résumés, cover letters, proposals and instructions, among other documents that communicate information clearly and concisely. My class, Technical Reading and Writing (T.R.W.), is the 11th-grade language arts requirement, and it focuses on preparing students for reading and writing in the real world. At the Dayton Regional STEM School, where I teach, we collaborate across content areas and grade levels using a Project Based Learning model. Seeing the combination of vocabulary, graphs and creative formatting in this project, I saw potential connections between language arts and math classes. The challenge invited students to create a one-page guide that illustrated and deeply explored the meaning of a word of their choice, like naturalists recording notes on their discoveries in nature. Īs a subscriber to The Learning Network’s newsletter, I discovered last spring the Word Field Note Challenge, an activity inspired by the work of Rebekah O’Dell that tasked students with creating “field notes” for vocabulary words from The New York Times. This teaching idea was submitted by Jade McDaniel, who teaches Technical Reading and Writing at the Dayton Regional STEM School in Dayton, Ohio.ĭo you teach with The Times? Tell us about it here, or browse our full collection of reader ideas. ![]()
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