Teacher Model Journals are a part of our district and campus focus in all areas. The power of models has already proven to be profoundly powerful. One part of the intentional practice of using Teacher Model Journals in our instruction is "think aloud" as we share our "model."
Children mimic,internalize and make their own the learning practiced in front of them. It is the way they learn... in everything they do. Even today, as I walked through Tom Thumb, I saw a mother with a baby in a carrier inside a cart and her young preschooler with her own "just my size" cart. They were standing together at the deli counter waiting on their deli meat to be sliced. The baby was crying with little sign of quieting down. Mom, rolling the grocery cart, with baby inside, back and forth. And the little girl? Doing the same exact thing with her pre-school sized grocery cart. She was following her model with expectancy and precision. The "think aloud" is one way our model becomes powerful.
In the online article "
Think Aloud Strategy" from TeacherVision the importance of journaling along with using the "Think Aloud" in all content areas was shared:
"How Can You Stretch Students' Thinking?
Reflective journals and learning logs are a natural extension of thinking out loud. By jotting down what you say, you can model the journaling process as you model thinking out loud. As students start to keep journals or learning logs, review them on an ongoing basis to monitor the students' metacognition and use of essential strategies.
When Can You Use It?
Reading/English
The process of thinking out loud can be used in K-12 classes during all phases of the reading process. Before reading you may think out loud to demonstrate accessing prior knowledge or to make predictions about the text. During reading, model reading comprehension using fix-up strategies or examining text structure to maintain meaning. After reading, model using the text to support an opinion, or analyze the text from the author's point of view.
Writing
Thinking out loud can be used to model all phases of the writing process. In pre-writing, model the strategies writers use to get the process started; during the drafting process, model creating "sloppy copies"; during revision, model how to ask questions and think about readers' needs; and during the editing process, model how to use conventions to help readers understand the message. As students engage in reciprocal think-alouds, they dialogue about their texts. This dialoguing helps students to internalize their sense of audience and fine-tune their craftsmanship as writers.
Math
When teaching a new math process or strategy, think aloud to model its use. Ask students to work with a partner to practice thinking aloud to describe how they use the new process or strategy. Listen to students as they think aloud to assess their understanding.
Social Studies
In classroom discussions of difficult social studies topics, such as capital punishment or affirmative action, ask that students not only give their opinions but explain their reasoning by thinking out loud. Model thinking out loud yourself as you read a difficult text or express your own opinion on a complex issue.
Science
Think-alouds can be used to model the inquiry process in science. During instruction, have students continue the inquiry process using reciprocal think-alouds and then reflect upon the process in their journals or learning logs."
With the power of Teacher Model Journals comes the importance of feedback. Frequent, specific feedback is essential. However, feedback is only as powerful as the opportunity to respond/reflect to the feedback. A second grade team at a campus in NISD has done away with morning work and has purposefully structured the first 20 minutes of every day for students to respond to feedback in any content area. These teachers have constructed feedback so that students reflect, revise and improve their journal works. Again, the teachers review and give more feedback, and the cycle continues. The learning goes deeper. The learning becomes not about the destination of "complete" but continuous improvement and growth.
With modeling and feedback there is power, but how do the students consistently move forward?
That is where the frequency comes into play. An analogy was shared with our Southwest Learning Team that helped us all understand why frequency of entries in journals was an essential look for in our journal walks. The analogy was about training for a marathon. When one trains for a marathon, one doesn't go run a couple of weeks before the marathon a few miles every day. It is a lengthy, purposefully planned training process. Training runs consist of multiple weekly runs with planned longer runs to build stamina and endurance. In much the same way students need to respond frequently in their journals. In readers workshop it is an expectation K-5 that students are responding to their reading every day, having 3-4 completed responses per week to build that stamina and endurance, while maintaining quality in their responses.
As we move forward as a campus in our POP with literacy rich student work, journals are a perfect place to start. How are you and your team utilizing frequent entries, Teacher Model Journal, and the cycle of Feedback to encourage growth and depth of learning with students? Where is time provided for students to self-assess and respond to feedback? Does their work mirror the work of the Teacher Model Journal with expectancy and precision? How do students know when their entries are showing deeper thinking? How often are they building those muscles of metacognition through responding to their learning through their journals (in any content area)?
Share your thoughts and ideas in the comments.
