Sample Teacher Checklist to Support Representing

Do I model additional effective representing skills to extend and complement students’ speaking and writing skills and strategies?

___ support students in communicating and responding through a variety of media?

___ share examples of various forms of representation (e.g., mime, sound pieces, movement phrases or sequences, mobiles, diagrams, journal writings, reader’s theatres) and discuss potential impact?

___ model and discuss using different media (e.g., oral, print, aural, and visual including drama and dance, and multimedia)?

Comments:

Do I use mini-lessons to instruct students in using appropriate aural, graphic, visual, and non-verbal aids and images to enhance their written and spoken communication?

___ analyze what individuals and groups of students need to know, and build on what they already know?

___ provide direct instruction and model a range of representing strategies?

___ provide instruction and scaffolds to help students use new forms of representation?

___ provide models of various ways of representing?

Comments:

Do I provide opportunities for students to use representing in a variety of situations and for a variety of purposes?

___ encourage students to use oral text (e.g., voice sounds or sound effects, speeches, songs)?

___ encourage students to include graphics (e.g., charts, graphs, tables)?

___ encourage students to include visuals (e.g., diagrams, photos, paintings)?

___ encourage students to use drama (e.g., tableaux, improvisations, role playing)?

___ encourage students to use sound and movement (e.g., music, gestures, dance)?

___ encourage students to use technology (e.g., CD-ROMs, videos, computer-generated graphics)?

___ encourage students to create three-dimensional models (e.g., sculptures, dioramas, mobiles)?

___ encourage and accept a variety of representations?

Comments:

Do I provide students with, and help them to use, a variety of materials and tools to assist with creating representations?

___ encourage students to experiment with new media (e.g., oral, print, aural, visual) and forms (e.g., collage, diorama, diary, dance piece, sound effects, drama, video and audio tapes)?

___ design activities for students to use new and varied media and forms?

___ provide a variety of materials and tools for students to access?

Comments:

Do I involve students in assessing their representing skills and strategies?

___ support students in identifying their strengths and needs in their representations?

___ support students in assessing their peers by using particular criteria?

___ consider peer and self-assessments along with conferences?

___ use checklists, rubrics, anecdotal notes, and other assessment techniques?

___ involve students in determining criteria for assessing representations?

Comments: