Bill,
 
I have found mysteries to really help in this process.  I used the mysteries on 
http://kids.mysterynet.com/
 I had a worksheet and students had to solve the mysteries filling  the 
worksheet I developed.  It was relly hard at first and soon they caught on and 
wanted more and began to write their own.
Zoe Carter
 
-----Original Message-----
From: [EMAIL PROTECTED]
Sent: Thu, 4 Jan 2007 10:59 AM
Subject: Re: [LIT] deduction / induction


"A list for improving literacy with focus on middle grades."
<[email protected]> on Thursday, January 04, 2007 at 1:20 PM -0500
wrote:
>You can do this process with things besides quotes too. For example, you
>could give a list of terms, names, etc. from whatever you are studying and
>ask students to group them in categories, then put a name to the category.
>I've seen this activity called "Sort and Select" in an ASCD book of
>strategies. 
Hi!

Thanks, Bonnie. I was wondering about that technique, actually, as my
advisor group this morning began work on one of Brenda Dyck's
telecollaborative projects, "Excuse Busters." They generated as many
genuine (they had to have used them or heard them used) excuses as they
could think of, then grouped them into categories, then named the
categories. (The next steps in the project are to look at root causes of
the excuses within and across categories, thinking of ways to avoid having
to give an excuse, and then figuring out how to share our thoughts with
other schools through electronic means).

I also found a "solve the bank robbery" activity in the NMSA Advisory
Handbook which looks like good practice at inductive thought.

Other ideas out there?

Take care,
Bill Ivey
Stoneleigh-Burnham School


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