Descriptive+Map

Rationale:
I used this strategy because I wanted my students to try to read the entire chapter on their own. This strategy kept them organized as they read. It also enabled me to keep the students accountable to the reading.

Course:
Geometry – Area Chapter. The class I used this strategy in was a Geometry class. The students are freshman and sophomores and are college bound. We are using this strategy throughout the entire chapter on area.

Diverse learners:
This strategy would mostly benefit the visual learner because they would be writing their thoughts on a graphic organizer.

Procedure:
1) The teacher provides each student with the graphic organizer template. This is a centered oval with connections off the oval to rectangles. Each rectangle is connected to a separate oval.  2) Each student wrote the title of the chapter in the center oval. 3) As each student started a new lesson, they would write the name of the lesson in a rectangle.  4) After completing the reading of the new lesson, the student would write a skill or key concept from that lesson in the outer oval linked to that rectangle. 5) The students then would continue with steps 3 – 4 in a clockwise direction around the graphic organizer.

Potential Issues:
A problem that might occur is that not all the students will have seen this graphic organizer before. The teacher may have to demonstrate the use of it.

Materials:
Copy of