An Example SDAIE Strategy: KWL Chart

Pictured above is example of a type of SDAIE strategy, known as a KWL (know, want, learned) chart. A KWL chart apparently is also known as an anticipatory chart. Both names help explain the purpose of this type of chart; the student completes a KWL chart before they begin reading a section of text in order to organize their thoughts prior to doing the reading. In this way, the name "anticipatory chart" is apt. The chart consists of three parts. First, students write about what they already believe they know about the text. Next, they write about what they want to learn form the text. Finally, student complete the last section of the chart after they read the section of text assigned and then write about what they learned from the text section. The name KWL chart is also apt, the student use the chart to write about they know (K) what they want (W) to learn, and finally what they learned (L). Altogether, this is a useful SDAIE strategy that encourages metacognition on the reading already done and what lies ahead.

I was asked to use a KWL chart in my Education 564 class at CSUSM. I found they useful way to organize my thoughts. I did not realize this is an example SDAIE strategy; however, I found under a list of SDAIE strategies at http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/glossary.html, a website put together by high school educators.

Above is a nice summary of different categories of SDAIE strategies also found on the same website.

Injustice at My School Site Assignment

The textbook pictured is from my honor's biology class at my clinical practice site and can potentially represent an inequality at the high school which I am coteacheing. Without question, I am very happy to be at this school, to be working with my coteacher, and to be helping teach this course to the students enrolled within it. By no means do I aim to offend anyone at this high school at which I am coteaching, whether staff, student or parent by this blog post. This is post is part of a required assignment to find an inequality at our school sites, while we are enrolled in the single-subject teacher credential program at CSU San Marcos.

Honors biology is a more rigorous course than the standard biology course also offered at the high school where I am coteaching. Students and or their parents choose to enroll in this more challenging course. From this honors course alone, students do not receive direct AP exam access, that could potentially be transferred into college credit. Nor for this honors class alone, do they have the opportunity to earn over a 4.0 grade, as student enrolled in AP classes can earn. However, this course does perhaps better prepare students to succeed in AP biology and perhaps other AP science courses, particularly AP chemistry. These student in honor biology now may choose to enroll in these AP classes later in their high school career.

It should be noted this class is a privileged class from the general population of freshmen and sophmores at this high school. It seems many, if not all students enrolled in these honors biology courses I coteach, come from what appears to be both socially and economically-stable families. Moreover, there are no students enrolled in these classes that have a documented 504 plan or are classified as ELD students. Of course, student population within in the current freshman and sophomore years at this high school must have students with 504 plans or ELD classification; however, they must be enrolled in the standard biology course and not the honors course. This is an example of an inequality I noticed at my school site.