Session+3

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What observations and predictions about your article can you make based on this Wordle? What connections to your background knowledge can you make? From the amount of words one can properly assume that the article is a bit long and loaded with facts. The emphasis is obviously about one person: da Vinci. From the words used you can tell the article encompasses a very large part of his life. My background knowledge of this subject tells me that the article will feature many of his more famous discoveries and achievements. It does not cover one isolated aspect but is far reaching in all respects. It will give students a significant understanding of da Vinci hopefully.

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3.1 Monitoring Understanding
__How do you monitor students' understanding in your classroom?__

Monitoring student understanding is done on an immediate level and a longer-term level. Situations that I would call "break in the action" moments in a classroom could range from a 3 minute pause to writing a quick written response to a great question (in their notebooks) to having students go to the board and write the top 5 things we learned today. Doing a short open response for homework or a next day quiz could monitor whether the topics and themes are being properly digested. If possible, I like to review the last 5-10 minutes and go over in an informal discussion what did we learn today and can we see how it connects to what we already covered and what we will be looking at the next day or so. Pair sharing the info has helped many students also. Watching what they write in their notebooks and presenting them on an overhead has proved helpful to the students also. Tests, papers, group projects, pair presentations and oral exercises (like Jeporady) are traditional ways to evaluate.

__How might that practice change as you implement more technology?__

Technological tools like virtual notebooks and google docs are impressive and effective tools where students can share their levels of understanding They also serve as outstanding collaborative tools where students can learn from each other in an informal style.. Many students who are hesitant to participate in class could be more comfortable revealing their knowledge and questions in a technological setting. Technological tools also assist teachers' in responding to students questions after class and allows teachers to contact students with some forgotten points from earlier in-class discussions.

BDA is ideal for enhancing literacy performance. Any activities that require students to read, absorb and reflect are powerful tools that will pay short-term (immediate understanding) and long-term (solid readers and learners) dividends. Despite having numerous, effective parameters, the three I find most encouraging and worthwhile are: "making connections","activating prior knowledge" and "drawing conclusions". I believe these elements directly involve the reader (student) in the BDA process. In this 21st century, I am often concerned that abbreviated messaging, the coded texting and the instant-gratifying expectations interfere greatly with the patience, the mental commitment and the creativity of student readers. Once again, technological tools must act as effective assisting tools but must not guise itself as a replacement for the commitment one must have to reading entire passages and texts. BDA works in a technological vaccum because it properly challenges in a fun and collaborative atmoshpere student readers to be explorers, analyzers and debaters of the reading material. In my classes we utilize many of BDA elements on a daily basis. We may use pair-share reading when we first tackle a topic or chapter. Sometimes in certain classes we may use the old style of the class reading together. We will use 3 minute pauses to absorb some relevant material or a word or sentence may spur a class discussion on how they view something from their own individual standpoints..Religious topics always seem to spur great discussions based on each student's personal standpoint especially after the entire class reads a section. The after reading is most effective especially when we get to compare, contrast and hopefully enlighten each other about our own personal feelings concerning the topic at hand.
 * 3.2 Summary and Reflection for Before, During and After (BDA)**

**3.3 Wordle as a Before Reading Strategy**
What does it seem that Wordle can do fro the user? A Wordle can ignite an interest. It can be an agent that possibly stimulates an immediate reaction through its graphics and content. Single isolated words usually do not intimidate students. It can lessen the burden for student who look a text and feel overwhelmed right off the bat. It can serve as a navigational tool in getting through a large and fact-filled text or reading. Wordles can be an entry to a difficult lesson and encourage students to become part of a lesson. How useful does Wordle seem to be as a before reading strategy for students? Hopefully a Wordle can be a platform where students past experience, knowledge or familiarity with these word is quickly recognized. Thus a teacher can gauge a class' previous involvement with such words and help plan the next strategies in instructing the material. It is also an immediate review sheet for when the lesson concludes and assists in building a stronger vocabulary. What type of learners would benefit from using a Wordle? Visual learners would be the beneficiary of a Wordle. Students who struggle with reading as a whole should benefit from this immediate vocabulary outline. The familiarity of the words could ease some pressure on some students as the entire text looms before them. Students who struggle with memorization of terms for exams should have a more colorful tool to help them recall.

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 * 3.4 Annotated Article - During Reading Strategy**

The ability to annotate a text like I just did is not only more fun than I thought it would be but a very valuable tool. It is a perfect instrument to have "during reading strategy" for individuals, small groups and large classes. You can highlight, dissect, and feel in some control of a complex, challenging or long reading. It serves as an active platform in reading especially for distracted readers and/or visual readers..I look forward to using this tool as much as possible..Best part of the course so far.

Florence - the central location of the Renaissance and one of the major areas where Leonardo da Vinci created many of his most brilliant designs, art and inventions. Anatomy - the subject studied intensely and extensively by da Vinci. His powerful interest in this area influenced his masterpieces more than anything else. Notebooks - his personal designs, drawings, and illustrations illuminated the minds of contemporary Florence during the Renaissance but portended what was yet to come for centuries in technology, aviation, and my areas of academic and engineering subjects. Sexuality - one's preference for sexual activity and personal relationships. The article closely examines whether da Vinci's homosexuality had a strong and obvious impact on his works.\ Vegetarian - one who does not eat meats or meat products. da Vinci was a staunch vegetarian or vegan who believed morally that taking a milk from a cow is stealing. How this lifestyle affected his works is great fodder for discussion.
 * 3.5 Top Five Vocabulary - After Reading Activity**