Post on 31-Mar-2015
transcript
Welcome
DQ3: Helping Students Practice and Deepen
New Knowledge
Please sit three to a table and complete the
DQ3 Anticipation Guide.
SEMINOLE COUNTY PUBLIC SCHOOLS
Welcome
DQ3: Helping Students Practice and Deepen
New Knowledge
Bev PerraultDonna Hunziker
SEMINOLE COUNTY PUBLIC SCHOOLS
Group Norms
Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking Emails for Breaks; Focus on Instructional Model and not Evaluation Process
Collaborate in Group Work
Take Responsibility for Engaging in Learning and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.
In this session, your Self-Assessment is the
Anticipation Guide
Self-Assessment
Design Question 3
What will I do to help students
effectively practice and deepen new knowledge?
GOAL
The participant will be able to describe and implement effective teaching strategies to help students effectively practice and deepen new knowledge.
Common Language of Instruction
A research based framework that describes and defines teaching. The
common language provides a foundation for professional
conversation.
Marzano’s Key Research Conclusions for Instruction
• Students should clearly understand the purpose of what they are learning and why they are learning the content
• Instruction of key knowledge and skills leads to independent transfer/application
• Effective learning requires students to move toward conceptual understanding
• Effective classrooms are collaborative partnerships and true communities of learning
All Lessons Addressing Content
Include: Providing Clear Learning Goals Tracking Student Progress Celebrating Student Success Establishing Classroom Routines Organizing the Physical Layout of the Classroom
for Learning Lesson Segment: Enacted on the Spot
Procedural Knowledge
• Skills, Strategies and Processes
Declarative Knowledge
•Information•Concepts
Design Question 3:
What will I do to help students practice and deepen their
understanding of new knowledge?
Procedural Practice & Feedback Fluency
Declarative Multiple Exposures
Deepening Understanding
PROCEDURAL AND DECLARATIVE KNOWLEDGE
14. Reviewing Content
The teacher engages students in a brief review of content that highlights the critical information.
Teacher Evidence Teacher begins the lesson with a brief review of content Teacher uses specific strategies to review information
Summary Problem that must be solved using previous information Questions that require a review of content Demonstration Brief practice test or exercise
Student Evidence When asked, students can describe the previous content on which new lesson is
based Student responses to class activities indicate that they recall previous content
14. Reviewing ContentFold a sheet of paper in thirds and record the Lesson Segment at the top of each rectangle and any Design Questions and information that would be under the Lesson Segment
17. Examining Similarities and Differences
When the content is informational, the teacher helps students deepen their knowledge by examining similarities and differences.
Teacher Evidence Teacher engages students in activities that require students to
examine similarities and differences between content Comparison activities Classifying activities Analogy activities Metaphor activities
Teacher facilitates the use of these activities to help students deepen their understanding of content Ask students to summarize what they have learned from the
activity Ask students to explain how the activity has added to their
understanding
17. Examining Similarities and Differences
Student Evidence Student artifacts indicate that their knowledge has
been extended as a result of the activity When asked about the activity, student responses
indicate that they have deepened their understanding When asked, students can explain similarities and
differences Student artifacts indicate that they can identify
similarities and differences
Examining Similarities and Differences
Four Types of Tasks:• Comparing and Contrasting• Classifying• Creating Similes & Metaphors• Creating Analogies
Comparing and Contrasting
Double-Bubble Map
Venn Diagram
Double Bubble
Venn Diagram
Kindergarten
Comparing
Video Comparing & Contrasting
HS Sciencehttps://www.effectiveeducators.com/resource/show/4e2d8e725d17508eb10898e4
Classifying
Kinesthetic Word Webs • IN GROUPS OF SIX, SELECT A TOPIC.
• EACH GROUP MEMBER WILL CREATE A CARD THAT REPRESENTS ONE WORD OR CONCEPT ABOUT THAT TOPIC.
• ILLUSTRATE YOUR CARDS.
• CREATE ONLY ONE CARD PER PERSON.
Humorous Similes• Her vocabulary was as bad as, like, whatever.• His thoughts tumbled in his head, making and
breaking alliances like underwear in a dryer without Cling Free.
• Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other, like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.
Creating Metaphors
Creating Analogies
…is to…
Thermometer As Temperature
Odometer Distance
Concept: Measurement Devices
Dirt
Ocean?
LandAs
is to
Coach
?Teacher
AthleteAs
is to
Happy
?Empathetic
SadAs
is to
Sit
?Bring
SatAs
is to
Concept: ___________________Concept: ___________________
Concept: ___________________Concept: ___________________
Analogies
Dirt
OceanWater
LandAs
is to
Coach
StudentTeacher
AthleteAs
is to
Happy
CallousEmpathetic
SadAs
is to
Sit
BroughtBring
SatAs
is to
Concept: Learning RelationshipsConcept: Parts to Whole
Concept: Present to Past TenseConcept: Antonyms
Analogies
Time for a
Break!
18. Examining Errors in Reasoning
When content is informational, the teacher helps students deepen their knowledge by examining their own reasoning or the logic of the information as presented to them.
Teacher Evidence Teacher asks students to examine information for errors or informal fallacies
Faulty logic Attacks Weak reference Misinformation
Teacher asks students to examine the strength of support presented for a claim Statement of a clear claim Evidence for the claim presented Qualifiers presented showing exceptions to the claim
18. Examining Errors in Reasoning
Student Evidence When asked, students can describe errors or informal
fallacies in information When asked, students can explain the overall
structure of an argument presented to support a claim
Student artifacts indicate that they can identify errors in reasoning.
Video Errors in Reasoning
Kindergarten Conservationhttp://www.youtube.com/watch?v=GLj0IZFLKvg&feature=relmfu (0:32 – 1:37)
Reciprocal Teaching Roles
Group Leader – Keep group focused and on schedule
Facilitator – Asks questions to focus dialogue
Summarizer – Summarizes content after discussion
Reciprocal Teaching Roles
• What are the main ideas?• What questions do we have?• Are there areas we need to
clarify?• What predictions can we make?
Snowball Activity
Video Errors in Reasoning
Elementary Sciencehttps://www.effectiveeducators.com/resource/show/4e2d8ea55d17508eb108995d
19. Practicing Skills, Strategies, and Processes
When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency.
Teacher Evidence Teacher engages students in massed and distributed practice activities that
are appropriate to their current ability to execute a skill, strategy, or process Guided practice if students cannot perform the skill, strategy, or process
independently Independent practice if students can perform the skill, strategy, or process
independently Student Evidence Students perform the skill, strategy, or process with increased confidence Students perform the skill, strategy, or process with increased competence
Practicing Skills, Strategies, & Processes
Three Characteristics of Effective Practice
1. Initially provide structured practice sessions spaced close together
2. Provide practice sessions that are gradually less structured and more varied
3. When appropriate, provide practice sessions that help develop fluency
Massed vs. Distributed Practice
Feedback
1
_____
2
_____3
_____
4
_____
Simultaneous Round TableComplete
punctuation and capitalization
errors.
Patiently Wait
PassPaper
Check Work,
COACH, PRAISE, &
Initial
Free Resources
MarzanoResearch.com Freeology.com
Graphic Organizers Teacher Forms Calendar Journal Topics
Wordle.net Tagxedo.com
Video – Errors in Reasoning
Stuck on an Escalatorhttp://www.youtube.com/watch?v=VrSUe_m19FY