Not to be confused with a daily-planner daybook that organizes time, the student daybook helps organize thoughts-across time, across subject areas. It helps learners build lasting connections between reflection and application, in-school content and out-of-school life, even last week's lesson and this week's. In other words, it's not just a place to jot down ideas, but a place where real learning happens. Thinking Out Loud on Paper helps you understand the power of the student daybook and offers ready-to-use lessons to make the most of it. Fostering deeper, more critical thinking, offering a place to process content and new ideas, and reinforcing the importance of students' own thoughts are just some of the many important reasons to implement the daybook. Thinking Out Loud on Paper goes well beyond rationales to provide ready-to-use lessons that help you get started and succeed, including classroom-tested, research-based daybook strategies for: - helping students get started with daybooks
- organizing for a variety of teaching and learning styles
- sustaining daybooks through meaningful invitations and instruction
- evaluating and assessing student thinking
- using computers as part of your teaching
- conducting teacher research.
Meanwhile, Theory Connection Boxes, broken out by grade level, connect the theory behind student daybooks directly to effective classroom practices specified in the book, while abundant examples from real daybooks show you what kind of results you and your students can achieve. Teach students that their thoughts matter and that their thinking is as important as their responses. Read Thinking Out Loud on Paper and the advice of the many teachers in it who have raised expectations of how deeply kids can learn. You'll soon see the student daybook is an effective way to support your teaching by giving students a space to consider what they've learned in personal, authentic ways that create new, stronger connections than ever.
About the Author: Lil Brannon is the author or coauthor of several Heinemann and Boynton/Cook titles, including Composing Public Space (2010) Thinking Out Loud on Paper (2008), Critical Teaching and the Idea of Literacy (1993), Rhetorical Traditions and the Teaching of Writing (1984), and Writers Writing (1982). She has also published essays in CCC, College English, Journal of Basic Writing, and Freshman English News, among others. Lil is Professor of English and Associate Dean of the College of Arts and Sciences at UNC Charlotte, where she directs the UNC Charlotte Writing Project. She has taught middle and high school English and courses in composition at UNC Charlotte.
Sally Griffin is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She teaches high school English at Forestview High School in Gastonia, North Carolina. She is Technology Liaison for the UNC Charlotte Writing Project. Sally teaches English methods and writing project courses at UNC Charlotte.
Karen Haag is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She works with the UNC Charlotte Writing Project site where she oversees the Teacher Research and Presenters Collaborative and coteaches the Summer Institute. She has been a literacy coach, teacher, and researcher in North Carolina since 1974.
Tony Iannone is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). He teaches fourth grade at Nathaniel Alexander Elementary School in Charlotte, North Carolina. He coteaches the Summer Institute and Technology Week for the UNC Charlotte Writing Project, helping writing teachers use technology.
Cindy Urbanski is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Associate Director of the UNC Charlotte Writing Project, where she coordinates the site's outreach to schools. She has taught middle and high school and is author of Using the Workshop Approach in the High School Classroom (2005).
Shana Woodward is a coauthor of the Heinemann title Thinking Out Loud on Paper (2008). She is Assistant Professor of English Education at Gardner-Webb University. Shana is former Assistant Director of the UNC Charlotte Writing project; she now coordinates its rural network for teachers in western North Carolina.
