Courage1

|| || When looking at the questions, I would perhaps open with "What is your favorite place to learn". Moving on to "what gets in the way of learning" next. After getting the discussion rolling, go on to: Depending on the response, these could help us with helping students. The lack of response with some could also give us some clues. || As for myself, I would start off with the self awarness worksheet found on page 144. There are additional questions I would like to add would be " I get help from or by..." and "the subject(s) I "excel in are..." this would be done indiviually with a chance to share later on ||
 * Name ||  || Post your courage assignment here. ||
 * Kari || Abelseth || I would use the SCAMPER tool.
 * Karen || Ackerman || I will use the "Detective Notes: 5W's and an H" graphic organizer. The concept has been around for a long time, but it works. Many of our students struggle with writing and it's an easy format for them to use. ||
 * Renee || Allen || [[file:Adaptability Renee Allen.doc]] ||
 * Teresa || Bartlett ||  ||
 * Theresa || Beastrom ||  ||
 * Nancy || Block || I used the genuis questions to make a bookmark. I think the students could develop questioning skills with this as a visual reminder. I plan to have kids use it in the Science and Social Studies textbooks. It could be used for Guided Reading books as well.[[file:Genuis Questions bookmark.docx]] ||
 * Lindsay || Borgman || I also wanted to do an activity with the Genius Questions, but in a card format (I'd love to use both this and Nancy Block's bookmark). Asking questions is a major ESL objective. We usually focus on the 5 Ws first, but I would like to build on this by making a ring of cards for students to keep with them to use throughout the day to ask questions in content classes.
 * Gretchen || Burbach || I would use the Self Awareness Worksheet found on pg. 144. It would be a great way for my music students to think about their own strengths and weaknesses and how they learn best. I think I will introduce my attached worksheet to my oldest students (3rd grade) and will modify/simplify for the younger grades (K-2)- maybe take one question a day and go around the room and share. This would be a great way to get to know the kids at the beginning of the year and I would include it in their music journal packet- I could make another more focused toward my content- "I am best in music at...", "I struggle in music most with...", "I am interested in learning..." etc.[[file:SELF AWARENESS WORKSHEET.doc]] ||
 * Sheila || Clark || In using the template for the "Self Awareness Worksheet", it may be a good discussion tool for the first few days of school. Often the students do not have a great deal of work to do in our study hall, so we could talk about things that can assist or get in the way of the learning process. We would get to know new students and upper classmen could give some insight into good study habits. They could also clue the freshmen in to what can happen if one doesn't put forth some effort.
 * I can help myself the most by..
 * I struggle the most with...
 * I am interested in...
 * My goals are..
 * Teresa || Comer || I really likes all of the charts and worksheets in the back of the book. I can see using them with our advisory groups which meet every other week. I am going to recomend to the the committee in charge of the groups that they take a look and utilize them!
 * Wendy || Conrad || I would use the Awareness Inventory on page 141. Alot of times, when we do a hands-on-activity, students focus on the fun and don't realize that they are actually learning something in the process. This does make it easier to keep kids involved and on task. However, I think having the students complete the questions in the awareness inventory, after they are done, would help them realize what they learned and that they had something to do with the learning that took place. ||
 * Joan || Davis || This is what I would like to use as my graphic organizer. I took SCAMPER and turned it into something that I could use with all grades in the library.

S SEARCH and SCAN the SHELVES in hopes of finding the C CHOSEN COLOR to A ACCOMPANY the ASSIGNMENT given with the M MIGHTY MOMENTUM for the P POWERFUL POSSIBILITIES of E EFFECTIVE R READING REFLECTIONS || I am a substitute teacher filling in for mostly long-term sub jobs. I hope to get a job in Science or Reading/Literature soon. This is an example of what I would use. ||
 * Janet || DeBow || Part of my RtI work includes student interviews. I was not prepared for the honesty, courage, and openness of children when they have a chance to talk about themselves. My poster could be used as part of such interviews. [[file:habitudesselfawareposterjrd.pub]] ||
 * Vicky || Dix || I found many of the worksheet and graphics to be very valuable – loaded with techniques for sparking imagination, promoting curiosity and providing more effective reading tools. Because I work with at-risk students on a more one-on-one basis, I would pre-test them by making up a worksheet combining the Strengths Assessment worksheet on page 142 with the Self-Assessment worksheet on page 144. I would then confer with the student to determine which other HABITUDE strategies might best meet their needs, according to their learning style. I would also visit with him/her about the strategies they currently use and take individual preferences into account on how they would track their own progress.- whether it be journaling, listing, using an organizer, etc. For the most part, our students struggle with summarizing or writing their thoughts on paper. Therefore, I would also have a conference with them at the end of instruction to measure growth. (I am also going to create some bookmarks that will assist students during reading - on the different HABITUDES.) [|HABITUDES bookmark.doc] ||
 * Kim || Dossett || [|I would use this as a tool for my students while reading a novel.docx]
 * Lori || Engebretson || I like several of the organizers found in the back of the book. I think "Imagination Notes" could be used immediately, as is, in both reading and writing class. In reading, students individually, or as a whole class could complete the chart about the setting of a book. It would help bring the book to life and enable the students to better connect with and relate to the characters. Consequently, students would be able to better predict future actions and results in the book. Study could expand as well into the author's purpose for choosing a particular setting or event in a story. Think of the discussion that could evolve from exploring how the story mood or atmosphere would change if you altered the setting.

In writing class, this chart would be an excellent way to expand creative writing. Whether is was used as a pre-writing tool or during the re-writing/modifying stage, it surely would enrich the piece. ||
 * Jennifer || Englert || I liked the Imagination Notes on page 131. With my lower elementary Special Ed kids, I will use this in identifying and organizing information in what they have read. I may also use it to prompt and structure creative writings. ||
 * Beth || Green || Being in SPED and working with several different students independently through out the day I like the Genius Questions. They cover every subject area but really would make them think deeper about what we are working on. I also think that they would perk their curiosity if these questions were used and kept lively! ||
 * Ron || Grimsley ||  ||
 * Cathy || Grubb || As a special education teacher I really liked several of the charts/inventories in the book. I think that they are great ice breakers and discussion starters. It creates an opportunity early in a year or semester to get to know your students. I especially liked the personal curiousity inventory, self awareness worksheet and the strengths assessments for the purpose of acquainting myself with my students and gaining a better understanding of who they are and what they are bringing to the table each day. I also really liked the Genius Questions and the SCAMPER checklist for promoting critical thinking and problem solving. I fully intend to incorporate these items into my classroom throughout the next school year. ||
 * Lindy || Hemingway || I plan on using the Imagination Notes with my first graders. I will pick a wide variety of books to read and have them fill in each column. It is my intention to get my students into "feeling" what they are reading instead of concentrating on just reading words and reaching a certain level by the end of the year. Sure glad you can start fresh each year! ||
 * Brent || Hepker || I would like to copy the "Defining the Habitudes" sheet and have the students fill it out at the beginning and end of the year. I'd be curious to see how different the sheet would look when filled out again by the same student. I already use the 9 dot activity and one brave student gets to come up to the board and show the whole class their solution. ||
 * Lisa || Hohn ||  ||
 * Charles || Hruby ||  ||
 * Alissa || Hugelman || I'm a big fan of using acrostics and mnemonic devices to help my kids remember sequence, so I altered the SCAMPER checklist to aid students in using the scientific method to plan experiments. I like how it incorporates questioning but still offers students some guidance in creating a lab.[[file:SCI LAB checklist.pub]] ||