Thinking Out Loud on Paper: The Student Daybook as a Tool to Foster Learning / Edition 1

Paperback (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $20.00
Usually ships in 1-2 business days
(Save 17%)
Other sellers (Paperback)
  • All (6) from $20.00   
  • New (2) from $53.52   
  • Used (4) from $20.00   
Close
Sort by
Page 1 of 1
Showing 1 – 1 of 2
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$53.52
Seller since 2011

Feedback rating:

(825)

Condition:

New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

New
Brand new and unread! Join our growing list of satisfied customers!

Ships from: Phoenix, MD

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Page 1 of 1
Showing 1 – 1 of 2
Close
Sort by

Overview


Not to be confused with a daily-planner daybook that organizes time, the student daybook helps organize thoughts - across time, across subject areas. It helps learners build lasting connections between reflection and application, in-school content and out-of-school life, even last week's lesson and this week's. In other words, it's not just a place to jot down ideas, but a place where real learning happens. Thinking Out Loud on Paper helps you understand the power of the student daybook and offers ready-to-use lessons to make the most of it.

Fostering deeper, more critical thinking, offering a place to process content and new ideas, and reinforcing the importance of students' own thoughts are just some of the many important reasons to implement the daybook. Thinking Out Loud on Paper goes well beyond rationales to provide ready-to-use lessons that help you get started and succeed, including classroom-tested, research-based daybook strategies for:

  • helping students get started with daybooks
  • organizing for a variety of teaching and learning styles
  • sustaining daybooks through meaningful invitations and instruction
  • evaluating and assessing student thinking
  • using computers as part of your teaching
  • conducting teacher research.

Meanwhile, Theory Connection Boxes, broken out by grade level, connect the theory behind student daybooks directly to effective classroom practices specified in the book, while abundant examples from real daybooks show you what kind of results you and your students can achieve.

Teach students that their thoughts matter and that their thinking is as important as their responses. Read Thinking Out Loud on Paper and the advice of the many teachers in it who have raised expectations of how deeply kids can learn. You'll soon see the student daybook is an effective way to support your teaching by giving students a space to consider what they've learned in personal, authentic ways that create new, stronger connections than ever.

Read More Show Less

Product Details

  • ISBN-13: 9780325012292
  • Publisher: Heinemann
  • Publication date: 1/10/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 160
  • Product dimensions: 7.40 (w) x 9.30 (h) x 0.30 (d)

Meet the Author

Lil Brannon is the author or coauthor of several Heinemann and Boynton/Cook titles, including Composing Public Space (2010) Thinking Out Loud on Paper (2008), Critical Teaching and the Idea of Literacy (1993), Rhetorical Traditions and the Teaching of Writing (1984), and Writers Writing (1982). She has also published essays in CCC, College English, Journal of Basic Writing, and Freshman English News, among others. Lil is Professor of English and Associate Dean of the College of Arts and Sciences at UNC Charlotte, where she directs the UNC Charlotte Writing Project. She has taught middle and high school English and courses in composition at UNC Charlotte.

Sally Griffin is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She teaches high school English at Forestview High School in Gastonia, North Carolina. She is Technology Liaison for the UNC Charlotte Writing Project. Sally teaches English methods and writing project courses at UNC Charlotte.

Karen Haag is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She works with the UNC Charlotte Writing Project site where she oversees the Teacher Research and Presenters Collaborative and coteaches the Summer Institute. She has been a literacy coach, teacher, and researcher in North Carolina since 1974.

Tony Iannone is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). He teaches fourth grade at Nathaniel Alexander Elementary School in Charlotte, North Carolina. He coteaches the Summer Institute and Technology Week for the UNC Charlotte Writing Project, helping writing teachers use technology.

Cindy Urbanski is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Associate Director of the UNC Charlotte Writing Project, where she coordinates the site's outreach to schools. She has taught middle and high school and is author of Using the Workshop Approach in the High School Classroom (2005).

Shana Woodward is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Assistant Professor of English Education at Gardner-Webb University. Shana is former Assistant Director of the UNC Charlotte Writing project; she now coordinates its rural network for teachers in western North Carolina.

Read More Show Less

Table of Contents

Acknowledgments     vii
Introducing the Daybook     1
Why Call It a Daybook?     2
What Grade Levels Are Daybooks Right For?     3
Who Are We?     5
Some of Our Encounters with Daybooks     7
From Workbook to Working Book     10
A Tale of Two Classrooms     10
What Is a Daybook?     11
Why Daybooks Work     12
Theory Box: The Daybook: A Student's Process of Learning     13
Karen's Story: A Teacher Writer Discovers Daybooks     14
Becoming Writers with Our Students     16
Introducing Daybooks to Students     17
Karen's Introduction to Daybooks: An Elementary Literacy Coach's Perspective     19
Theory Box: The Daybook: A Place for Freely Sharing Writing, Ideas, and Language     19
Tony's Introduction to Daybooks: A Fourth-Grade Teacher's Perspective     20
The 6-12 Connection Box     22
Cindy's Story: Introducing the Daybook at the High School Level     23
Theory Box: The Daybook: A Place for Writers to Think and Develop     23
Lil's Daybook Opener: A College Teacher's Perspective     26
The 4-6 Connection Box     27
What to Remember About Introducing Daybooks to Students     28
Organizing the Daybook     29
Karen: Super Organized     30
The 4-12 Connection Box     30
Theory Box: The Daybook: Making Word Learning a Natural Process     32
Cindy: Moderately Organized     34
Theory Box: The Daybook: Helping Students Understand the Editing Process     35
Sally's Organization for Creative Writing Class     36
The 4-12 Connection Box     37
Tony's Organizing Scheme: Middle of the Road     38
Shana's Organized Chaos     39
The Ultimate Organizational Invention: Landscape Handouts     40
What to Do When You Finish a Daybook     41
What to Remember About Organizing Daybooks     41
Sustaining Daybooks: Creating the Toolbox     42
Karen's Daybook Tools: An Elementary Literacy Coach's Perspective     43
The 6-12 Connection Box     46
Cindy's Daybook Tools: A High School English Teacher's Perspective     47
A Daybook Tool from Tony: Adaptation of Smagorinsky's Body Biography     50
The 4-6 Connection Box     50
Lil's Daybook Tools for Reading Complex Texts     54
Theory Box: The Daybook: Enhancing the Social Nature of Reading     58
Sally's Daybook Tool to Eliminate Writer's Block: Metawriting     59
What to Remember About Sustaining Daybooks     61
The Daybook Goes Digital     62
Theory Box: The Daybook: A Bridge to Digital Literacy     63
Shana's Virtual Daybook: The Mindings Collage     64
The 4-12 Connection Box     74
Tony's Community Daybook: The Class Blog     75
The 6-12 Connection Box     77
Sally's Tech-Savvy Classroom: Daybooks Meet the Digital Age     78
Concluding Thoughts     80
The 4-12 Connection Box     82
What to Remember About e-Daybooks     83
Assessing Daybooks: Valuing Process over Product     84
Karen's Assessment: Creating Reflective Students Bit by Bit     85
Theory Box: The Daybook: Documenting and Enhancing Learning     85
Cindy's Daybook Defense: Replacing Tests with Reflective Assessment     89
Tony's Assessment: The Daybook Defense Goes Elementary and Cross-Curricular     94
The 4-12 Connection Box     96
Lil's Challenge to the Daybook Defense     97
Shana's Use of the Portfolio to Make the Daybook the Center of Final Course Assessment     97
Sally's Warning About Assessment and a Strategy for a Nonassessment Assessment     105
Concluding Thoughts      108
What to Remember About Assessment     109
Using Daybooks in Teacher Research     110
Theory Box: The Daybook: A Place for Teachers to Record Experience and Change Practice     111
Karen's Story: Keeping Track of Learning     112
Sally's Story: Reaching Hard-to-Reach Students     113
Cindy's Story: Pulling It All Together     117
Daybooks as Instruments for Change     123
What to Remember About Daybooks and Teacher Research     123
The Value of the Literacy Toolbox: Reflections on the Daybook     125
The Daybook's Importance in Literacy Instruction     126
Shana's Story: Critical Theory Meets Practice     126
Theory Box: The Daybook: A Way to Redefine Our Literacy Instruction     127
Reflections on Getting the Daybook Started, One Step at a Time     129
Tony's Story: Ten Minutes to School Literacy     130
Lil's Story: Learning Takes Time     131
Spreading the Word in Schools     132
Cindy's Story: Let the Students' Work Speak for Itself     132
Karen's Story: The Literacy Broadcast     133
What Students Say About Their Daybooks     134
Now What?     137
References     139
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously
Sort by: Showing 1 Customer Reviews
  • Anonymous

    Posted February 6, 2008

    Disappointing...not very helpful

    I bought the book hoping to answer question about how to use daybooks in my classroom. Thought I could get a better understanding of what daybooks look like, but still have too many questions to use effectively in my classroom. I think they needed more examples of students work/actual daybooks. Too many authors discussing the same concept in the same book.

    Was this review helpful? Yes  No   Report this review
Sort by: Showing 1 Customer Reviews

If you find inappropriate content, please report it to Barnes & Noble
Why is this product inappropriate?
Comments (optional)