| If you are conducting a workshop or series of | | | | classroom? How? |
| workshops for mathematics and science teachers, | | | | Learning Log Entry #4 |
| particularly if it's related to content area literacy, | | | | In general, do you consider yourself a good "studier?" |
| consider using one or more of the following learning | | | | Why or why not? If you think you're pretty good--how |
| logs as a way of learning more about your participants | | | | did you get that way? If you don't think you're too |
| and what they are thinking and learning in your | | | | good in the studying department, why aren't you? And, |
| workshops. | | | | what would have helped you to be better? Are you a |
| Learning Log Entry #1 | | | | better "studier" in the areas of mathematics and/or |
| People come into this workshop with varying | | | | science? If so, why do you think you are? What |
| expectations. It helps me to know what your | | | | implications can you draw for your students? |
| expectations are. Please use the space below to talk | | | | Learning Log Entry #5 |
| about what you hope to learn and/or plan to learn in | | | | Describe a metacognitive experience that you have |
| this class. Be as specific as you possibly can--relating it | | | | had. Describe the situation and what caused you to be |
| to the teaching of mathematics and/or science, your | | | | thinking about your thinking. Did this help in this situation? |
| personal teaching self, etc. | | | | Why or why not? Do you consider yourself to be |
| Learning Log Entry #2 | | | | fairly metacognitively aware? How do you know? |
| What questioning techniques do you recall from your | | | | Does being metacognitively aware help in mathematics |
| middle school (junior high school) and/or high school | | | | and science? Why or why not? |
| years in mathematics and science classrooms? How | | | | Learning Log Entry #6 |
| did you respond to the various techniques that you | | | | What has surprised you most about this class? What |
| remember? What kind of questioner do you see | | | | have you learned that you didn't expect to learn? |
| yourself being as a mathematics and/or science | | | | What long-held notions about reading, writing, and/or |
| teacher? | | | | teaching have been changed since this class started? |
| Learning Log Entry #3 | | | | Be as specific as possible, please. |
| Does the middle school and/or high school | | | | Learning Log Entry #7 |
| mathematics and science teacher have a responsibility | | | | Describe the learning that has occurred for you during |
| to use (essentially) whatever means are necessary to | | | | this workshop. If you like, go back and look at the |
| help students learn from text? Or, is it students' | | | | objectives for the course and see whether they have |
| responsibility to help themselves learn from text? Or, is | | | | been met as far as you're concerned. How have you |
| there another way of saying this that you are more | | | | grown and/or changed as a result of this class? As |
| comfortable with, as a mathematics and/or science | | | | always, please be as specific as possible. |
| teacher? Is your responsibility any different from other | | | | Alternative Learning Log Entry #8 |
| content area teachers' responsibilities? Why (or why | | | | Overall evaluation/response regarding today's class: |
| not) and how? What did your mathematics and | | | | Just choose from one of these learning log options - or |
| science teachers do-or what have you done for | | | | model your own after these. The main idea is to learn |
| yourself-that has helped mathematics and science | | | | about your learners and to encourage them to reflect |
| textbooks be more readable (more user-friendly)? Can | | | | upon their own learning. |
| these ideas be translated for use in your own | | | | |