Anchor Charts: reminders

"Writing helps us remember the NOW later." - Mary Howard

Lucy Calkins gives us examples in almost every lesson of possible anchor charts to create.
Remember these charts should be created WITH students through discussion, modeling, and their input should be added to the chart in some way.
Some things to remember...

Anchor Charts

Making Student Thinking Visible

In Debbie Miller’s new book Teaching with Intention, she provides a good overview of why the above statement is important.

Page 61:  In our anchor classroom, evidence of student thinking was everywhere; anchor charts, student responses, and quotes adorned the walls and boards making thinking public and permanent.  The questions, quotes, ideas, and big understandings displayed throughout the room reflected the real voices of real kids.

 

Why is making thinking visible and accessible in our classrooms an effective strategy for student learning? 

It lets students know that their thinking matters and it provides a visual reference of their thinking to support further learning.

 

So what makes an anchor chart distinctive from other visuals found on bulletin boards and walls?

Look first at the definition of anchor: any device that keeps an object in place.

How this relates to anchor charts:   they are devices that anchor student thinking.

Then look at the features of a ‘true’ anchor chart:

·    An anchor chart is co-constructed with students (should feature student thinking) – it has meaning for the students because they participated in the construction

·    The anchor chart matches the learners’ developmental level

·    The anchor chart supports on-going learning (recent, relevant, referred to)

Lastly, when looking at an anchor chart ask these questions:

·    Was it developed with students?

·    Was it posted for student access and use?

·    Is it a record of student thinking? 

Taken from here

[screen shot from an Expeditionary Learning article]
Written by Lily Newman currently serves as an Expeditionary Learning School Designer based in New England.  She taught grades 4-12 in a variety of urban settings, and was also a coach and trainer. Lily founded and opened secondary schools in Mexico as well as several Expeditionary Learning schools in Massachusetts. Her work is focused on turn-around schools: aiding schools struggling to meet state and national standards and focusing on differentiated instruction.  Lily also supports and mentors school leaders in strategic planning to maximize student achievement, and mentors other Expeditionary Learning staff.  She currently designs, develops, and facilitates standards-based training for schools and teachers, as well as serving as Expeditionary Learning’s key staff member overseeing a Masters of Arts in Teaching program to license teachers in Expeditionary Learning schools.  Lily is also a former board member and active leader for professional development in the Massachusetts Writing Project.