25
NON-DISTRICT SCHOOLS PLC {PROFESSIONAL LEARNING COMMUNITY} MARCH 12, 2014
NON-DISTRICT SCHOOLS PLC
{PROFESSIONAL LEARNING COMMUNITY}
MARCH 12, 2014
MEANINGFUL ACCESS TO THE GENERAL EDUCATION CURRICULUM…
PLEASE TAKE SEVERAL MINUTES TO READ THE HANDOUT FROM THE ASSOCIATE COMMISSIONER OF SPECIAL EDUCATION
KINDLY SHARE-OUT YOUR PERSPECTIVES & KEY TAKE-AWAYS
ACCESS ACCESS ACCESS
STUDENTS WHO ARE COLLEGE & CAREER READY IN READING-WRITING-SPEAKING-LISTENING-LANGUAGE
PROJECTED STUDENT COMPETENCIES:
THEY DEMONSTRATE INDEPENDENCE
THEY BUILD STRONG CONTENT KNOWLEDGE
THEY RESPOND TO THE VARYING DEMANDS OF AUDIENCE-TASK-PURPOSE-DISCIPLINE
THEY COMPREHEND AS WELL AS CRITIQUE
THEY VALUE EVIDENCE
THEY USE TECHNOLOGY AND DIGITAL MEDIA STRATEGICALLY AND CAPABLY
THEY COME TO UNDERSTAND OTHER PERSPECTIVES & CULTURES
Unpacking the CCLS & CDOS Standards
THE GOAL IS TO IDENTIFY KEY SKILLS & CONCEPTS THAT ALIGN TO THE STANDARDS:
RATIONALE…TO ENHANCE STUDENT ACHIEVEMENT BY SPECIFYING WHAT A STUDENT MUST KNOW, MUST UNDERSTAND, AND MUST BE ABLE TO DO!
THE BOTTOM LINE…COMPREHENSION & PERFORMANCE
CONSIDER ANY SELECTED STANDARD:
WHAT WOULD STUDENTS NEED TO KNOW?
{THE NOUN}-
KEY VOCABULARY; REMEMBERING/KNOWLEDGE; UNDERSTANDING/COMPREHENSION
WHAT WOULD STUDENTS NEED TO DO?
{THE VERB}-
ANALYZING; EVALUATING; CREATING
COMMON CORE “UNPACKING” TEMPLATE
STANDARD_______ DESCRIPTION_________________
GRADE_____
WHAT STUDENTS NEED TO DO:
WHAT STUDENTS NEED TO KNOW:
RESOURCES TO BE UTILIZED:
PRACTICE- PRACTICE- PRACTICE
TURN TO A PARTNER AND SPEND 5 MINUTES PRACTICING “UNPACKING” SKILLS FROM THIS STANDARD:
Describe characters in the story Goldilocks & the Three Bears (e.g. their traits, motivations, feelings) and explain “how” their actions contribute in the sequence of events
ACTIVATING PRIOR KNOWLEDGE {APK}
VIDEO CLIP:
“HOW WE LEARN…SYNAPSES & NEURAL PATHWAYS”
9
Activating Prior Knowledge
Activating Prior Knowledge (APK) is used to provide a connection between something students already know and the new content you are planning to teach. It facilitates the retrieval of pertinent information from students’ long term memories that will make it easier for them to learn and retain the new content…
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
10
Why Activate Prior Knowledge?
The brain wants to integrate new information with what it already knows. So, when you APK, you are preparing minds to accept and retain new information
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
11
Different “connections”
When you APK, you can activate either…
The lesson’s concepts, &/or
The lesson’s skills
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
12
Pathways for activation…
Universal experience - activating something from a student’s prior life experiences that is related to the new learning
Sub-skill review - re-teaching of a pertinent sub-skill needed for a new lesson
Often used to fill in gaps in knowledge or understanding
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
4 choices of what to activate
Activating Prior Knowledge (APK)
Universal Experience (prior life experience)
Sub-Skill Review (prior academic experience)
Concept Option 1 Option 2
Skill Option 3 Option 4
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
STUDENTS & THE VENUES THEY’RE FAMILIAR WITH…
PLEASE REFER TO HANDOUT
15
3 Steps for activating prior knowledge
1. APK of skill or concepts using a universal experience or a sub-skill review
2. Facilitate student interaction
3. Explain the connection to the new lesson
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
16
Activate Knowledge, Don’t Assess it!
When you Activate Prior Knowledge, make sure you are eliciting students’ existing knowledge. Do not test students to see if they already know the new content before you have taught it. Activating Prior Knowledge makes students brains ready to receive new information.
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
17
Introduce new vocabulary only after you have activated prior knowledge!
Prior knowledge must be just that, what the children know from previous experiences…
After this knowledge has been transferred into short-term memory, the child’s brain will be much more receptive to new, albeit related information. This is the time to introduce new vocabulary words or new concepts.
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
18
Ready, Set, Activate…
How might you activate prior knowledge using the students’ past experiences (Universal Experiences)?
How might you activate prior knowledge using a skill or strategy previously taught in class (Sub-Skill Review)?
SHARE OUT SOME IDEAS…
19
Learning Objectives
A learning objective is a statement that describes what students will be able to do successfully and independently at the end of a specific lesson as a result of classroom instruction
Examples:
• The students will identify 5 facts and details about the setting of a story by completing a graphic organizer
• The students will demonstrate an understanding of photosynthesis by labeling a diagram of a plant
• The students will identify four reasons for westward expansion by completing a Venn Diagram
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
20
Why are learning objectives important? Learning Objectives ensure that students are taught
concepts and skills
In the standards, concepts are often found as nouns
In the standards, skills are often found as verbs
Clear Learning Objectives focus teacher efforts on specific concepts and skills needed for independent practice, making students more successful
Learning Objectives allow teachers to measure if students achieve the outcome of the lesson
Learning Objectives tell students what they are expected to do
Correctly designed Learning Objectives ensure that lessons are on grade level
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
21
Components of a Learning Objective
All learning objectives contain a concept {noun}
All learning objectives contain a skill (measurable student behavior). The skill is usually a verb…
Some learning objectives contain a context (condition)
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
22
Learning Objective Concept
The concept is the main idea in the Learning Objective
The concept It is usually a noun
In the Objective “Write a summary of a newspaper article,” summary is the concept
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
23
Learning Objective Skill
All learning objectives must contain measurable student behavior
This measurable student behavior is usually a skill
The skill is usually a verb
In “Write a summary of a newspaper article,” write is the skill
The lesson will be designed to teach students exactly how to write a summary of a newspaper article
The skill of the Learning Objective should match what the student is expected to do in independent practice
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
24
Learning Objective Context
o A context is any specific condition under which the Objective will be executed
Often the context describes the resources or methods to be used
In “Write a summary of a newspaper article,” newspaper article is the context
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational Research, © 2009
ROUNDTABLE DISCUSSION TIME
