Resources Noted in this Course
What is it?
By Golden Lines, we mean a phrase, sentence, or group of sentences that struck you as interesting, surprising, key, or perhaps lines you would like to hear others’ opinions about.
Why Use it?
Many students find it much easier to select something the author said than to come up with their own reactions. Therefore, Golden Lines are an easy and effective strategy for students to determine important ideas, make connections, and visualize during reading which improves understanding.
Where could I find it in this course?
Used in The Framework and Research and Knowledge-Building Dimension module.
What is it?
This activity can be used to brainstorm, build schema, or break down information to build knowledge. Students write down what they know or want to share; then, they talk with other students get other thoughts or answers and determine if they know the information or need to revise their thinking.
Why Use it?
Give One, Get One is great for face-to-face and online classes. It can be an informal assessment for what students know and need to know about a topic; as well as, a way to encourage students to return to the content to confirm, add to, or revise their initial thinking.
Where could I find it in this course?
What is it?
This note taker is a metacognitive tool for students to focus on critical thinking while reading. Students are directed back into texts to look for meaning and evidence for use in knowledge building.
Why Use it?
This visual will help students gain more insight into their texts and inform planning of classes. Students who use this note-taker, as a matter of routine, learn to rely on the text as evidence for their interpretations; as well as, practice citing pages and/or paragraphs for low-stakes practice with your plagiarism policy. This note-taker helps the reader focus, more specifically, on the content in front of them—no matter the format—as the reader makes claims about what they believe and understand. Also, this tool, ultimately, can improve the ability to listen to our students more carefully, using the knowledge of what they understand and what they struggle with, as a kind of formative assessment for the facilitation of critical discussions during class.
To use the Evidence-Interpretation Note-taker: record your evidence notes from the content in the first column; then, add your interpretations in the second column with a citation.