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This video is the second in a series that Augusta is creating in response to requests by teachers for strategies to improve the writing skills of their underperforming older students.
She is demonstrating the use of a number of teaching strategies, many of which draw on her Touching the Spirit Teaching and Learning Patterns and Nine Supportive Practices for African American students.
These series of short videos will have the combined foci of academic writing and vocabulary building paired with exploration of abstract concepts.
She continues the discussion of the concept of freedom, starting with definitive statements related to “concepts”, “abstract ideas”, and “freedom”.
She then makes sure that teachers and students understand that the teaching strategies and practices flow from research on learning and African American culture. She references Dr. Yvettte Jackson’s High Operational Practices from her Pedagogy of Confidence and then shares some research on African American cultural themes.
Augusta introduces an enlarged excerpted page from The Autobiography of Malcolm X --Chapter 11--“Saved” and demonstrates how the vocabulary is studied by covering some of the original words and phrased with trimmed sticky notes where she has written two synonyms.
Here she continues the use of the teaching strategy: “Synonym Triplets” and introduces “What’s Underneath?” (The original word in a text is covered and two synonyms for that word are taught. Then students try to name a word that may be the one in the original text. Then all three synonyms are practiced and mastered.
She will begin specific writing skills using some of the vocabulary that has been taught. Two of the strategies she will use are “Thinking Maps“ from Thinking Maps: A Language for Learning by David Hyerle and Chris Yeager; “3 + 3 + 3” - one of Augusta’s original strategies; and “Reasons, Results, Causes“ from the book: Writing as Learning by Rothstein, Rothstein and Lauber.
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