Brainstorm

=Strategy Name: Brainstorm  = = =

Strategy Description:
Brainstorm is a strategy that can be used pre-reading to informally assess background knowledge or it can be used post reading to stretch creative thinking and problem solving. The basics of the strategy is to generate as many ideas as possible without any restricting guidelines.

Course:

 * Applied Communications, a 9 week course designed to support reading and writing instruction.
 * 5 classes of 28-30 students.
 * Classes include regular education, special education students with writing/reading IEP goals, instructional learning disabled students, and gifted students.
 * Any content area course can use brainstorming as it links a students current knowledge with a topic.

Rationale:
 
 * Middle school students are traditionally self absorbed. Brainstorming on an assigned topic forces them to think about the topic.
 * Informs my instruction: brainstorming can be done individually to see each student's background knowledge and allow me to make informed choices as I group for further instruction.
 * Middle school students love to socialize: brainstorming can be done in pairs or small groups to support all learners.
 * Brainstorming is non-threatening (non-graded or only graded for participation/completion) which again supports all learners.
 * Builds background knowledge/or activates background knowledge.

<span style="font-family: 'Comic Sans MS', cursive;">Diverse Learner:
<span style="font-family: 'Comic Sans MS', cursive;">Depending on how the brainstorm is implemented, different learners can be targeted. I always encourage drawing as an option for brainstorming which will support students who struggle with writing. Usually I allow brainstorming to be done in small groups which supports learners who are auditory or intrapersonal. Brainstorming is also a more casual activity which allows for movement/non-traditional seating which supports kinesthetic learners.

Procedure:

 * <span style="font-family: 'Comic Sans MS', cursive;">I give students a prompt and allow them to write/draw/think/talk about the prompt for a period of time (determined by me).
 * <span style="font-family: 'Comic Sans MS', cursive;">Responses are recorded--on paper, on the white board/smart board, on a teacher made worksheet.
 * <span style="font-family: 'Comic Sans MS', cursive;">As a group the entire class shares the responses and usually generates more.
 * <span style="font-family: 'Comic Sans MS', cursive;">I like to keep and post these responses.

<span style="font-family: 'Comic Sans MS', cursive;">Potential Issues:
<span style="font-family: 'Comic Sans MS', cursive;"> <span style="font-family: 'Comic Sans MS', cursive;">
 * <span style="font-family: 'Comic Sans MS', cursive;">Students may only generate one or two ideas and think they are done.
 * <span style="font-family: 'Comic Sans MS', cursive;">Students may let other students do all the work.
 * <span style="font-family: 'Comic Sans MS', cursive;">Students may not have enough background knowledge to even begin brainstorming.

<span style="font-family: 'Comic Sans MS', cursive;">References/Materials:

 * <span style="font-family: 'Comic Sans MS', cursive;">**Strategy from:** Stephens, E. C. & Brown J. E. ( 2005). //A handbook of content literacy strategies:// //125 practical reading and writing ideas.// Norwood, MA: Christopher-Gordon Publishers.




 * In binder:**
 * 1) <span style="font-family: 'Comic Sans MS', cursive; background-color: #ffff00;">brainstorm social issues
 * 2) <span style="font-family: 'Comic Sans MS', cursive; background-color: #ffff00;">brainstorm beliefs
 * 3) <span style="font-family: 'Comic Sans MS', cursive; background-color: #ffff00;">blast the topic ||