1. LFS without the Headache… Activating Strategies, Lesson Essential Questions, Assessment Prompts, Graphic Organizers, and Summarizers

2. Activating Strategy

3. Lesson Essential Questions Written in a student friendly language and posted in the classroom. Assessment tool Based on the standards Lets the students know what they should know/be able to do by the end of the lesson. Help teachers gather evidence of learning.

4. Lesson Essential Question Tips Programs, courses, units and lessons should be organized around questions; Course content should answer the essential questions. Students should organize notebooks around the questions to make clear their importance for study. Use a reasonable number of questions per unit. Group major themes or concepts under connecting questions so that there are 2 – 12 essential questions per unit. Rather broad in nature but more specific than a unit essential question.

5. Lesson Essential Question Tips Driven by the state standards. Use your know and do from the KUD Organizer to create the questions. Answered at the end of the lesson by students. Questions should not be able to be answered with a yes or no response. Keep it simple!

6. Awesome, Stolen Cheat Sheet

7. Sample Lesson Essential Questions Primary: Science: How do meteorologists collect weather data? Social Studies: What is a map? Language Arts: How is character development related to plot? Math: How do I recognize different coins?

8. Sample Lesson Essential Questions Secondary: Health: How do I use the food pyramid to plan a meal? Science: Why do people believe there is a “greenhouse” effect? Social Studies: What role did immigration play during the Industrial Revolution? Language Arts: Why and when do we use pronouns? Math: In what ways can we describe a set of data? Other Areas: How do I order from a menu in French?

9. LEQ How do you use these? What will you take from this session?

10. Assessment Prompts Only one essential question in a lesson. There may be several key or guiding questions (which are Assessment prompts) under the essential question, but only one essential question. To write an assessment prompt start with asking what must students learn in order to answer the lesson essential question?

11. Another Awesome, Stolen Cheat Sheet

12. Sample Assessment Prompts Primary: Math: How do I recognize different coins? What are some characteristics of pennies, nickels, and dimes? What is the value of a penny, a nickel and a dime? Language Arts: How is character development related to plot? What is a turning point? Explain how the characters change from the beginning to the end of the selection. Social Studies: What is a map? Explain the various features of a map. Science: How do meteorologists collect weather data? Explain how and why various weather instruments are used. Combine data from weather instruments to make predictions.

13. Sample Assessment Prompts Secondary: Health: How do I use the food pyramid to plan a meal? List the different categories of a food pyramid. Science: Why do people believe there is a “greenhouse” effect? What is the “greenhouse” effect? How has the “greenhouse” effect occurred? Social Studies: What role did immigration play during the Industrial Revolution? What is the Industrial Revolution? What countries were the settlers coming from during the Industrial Revolution?

14. Sample Assessment Prompts Secondary: Language Arts: Why and when do we use pronouns? What are pronouns? How are they used in a sentence? Math: In what ways can we describe a set of data? What is the measures of central tendency? How are mean, median, and mode different? Other Areas: How do I order from a menu in French? What are etiquettes specific to France? What are the names of some French dishes?

15. Assessment Prompts There are no specific number of assessment prompts but if there are not enough then the lesson essential question is too narrow. If there are too many then the lesson essential question is too broad.

16. AP How do you use assessment prompts? What will you take from this session?

17. Activating Strategies What is the purpose of activating strategies? What strategies help learners link prior knowledge?

18. Activating Strategies IS Purpose: “Hook” = motivate “Link” – recall prior knowledge Preview key vocabulary Provide an advance organizer or map of the concept, skill, or concept of the lesson Approx. 10% of lesson time Mentally active learners NOT An announcement of what learning is going to happen. List of new content Warm-up that reviews old content or irrelevant material

19. AASCS

20. Activation Methods KWL What? Strategy that helps students connect known information to what they want to learn, and provide a way to ask questions about what they will be learning about a topic. Possible Uses: Brainstorm prior knowledge Preview new info and vocabulary Recall previous information Graphic

21. KWL Plus (+) What? KWL that adds mapping text and/or summarizing information through the addition of categories. Categories are then used to create a concept map. Graphic

22. Word Splash

23. Word Splash (cont.) What? Vocabulary lesson that develops the skill of building relationships between words and key concepts. Helps students connect their knowledge of a word to the many meanings of a word. Students make predictions about what the word means relating to the topic.

24. Anticipation Guide/ Prediction Guide What and Why? Activates and assesses students’ thoughts and knowledge about a topic. Students answer questions that relate directly to the main concepts in the text. Students discuss their answers in class or groups with conviction because they are using their own knowledge as evidence. Students read with greater focus, mostly because they want to be right. Teacher can assess what misconceptions need to be corrected before, during, and after the learning is taking place

25. AG/PG Sample

26. Brainstorming “Flexibility Style” Web Why do it? Enhances typical brainstorming by creating categories of ideas. Each idea must be accompanied by a category. Try to limit one idea to each category. The goal is to show that there are many categories related to the topic which increases its relevance for the students. Students then diagram a web of the information. Revisit during the lesson and revise as needed!

27. Flexibility Style Sample

28. Brainstorm and Categorize How is it different? Create categories of information AFTER students have brainstormed ideas about a topic. Students sort and organize information into categories. Display categorized ideas during the lesson and have students revisit during the lesson.

29. Draw a Picture or Diagram Why? Helps students visualize a topic or vocabulary. Can help the teacher assess misconceptions. Student shows ability to conceptualize a topic and demonstrate understanding. Ideas: Maps, Word drawings, Draw the setting of the story, etc.

30. Activating Strategies What is the purpose of activating strategies? To “hook” to motivate, “link” to prior knowledge, preview key vocabulary of lesson, provide an advance organizer or map of the concepts/skill/content of the lesson What strategies help learners link prior knowledge? KWL, KWL plus, Brainstorm “Flexibility Style” web, Brainstorm and Categorize, Give One/Get One, Draw a Picture, Games, What’s Already in my Head?, Acrostic

31. Activating Strategies How do you use them? What will you take from this session?

32. Graphic Organizers How do I choose and complete a graphic organizer to plan effective Acquisition Lesson? How do graphic organizers facilitate learning? What are five ways teachers can utilize graphic organizers to increase learning? How do students use graphic organizers to increase thinking?

33. Graphic Organizers Why? Our brains are wired to look for patterns. They chunk information. This makes learning easier. Visually lays out information and makes connections inexperienced learners are not likely to make for themselves. Provides a visual structure for mental information storing. When used effectively, produces learning effects that are substantial and long lasting. On average, increases test scores by 20 – 30%. Lifts out the key ideas of the lesson; help answer the Essential Question.

34. How do students use graphic organizers? Use for acquiring information: Structured note taking Guide reading Pre-writing plan Guide steps for a process Connect content vocabulary

35. How do students use graphic organizers? Use of graphic organizer after it is completed to summarize, practice or extend thinking: Guide writing Extend thinking Oral presentation using organizer Guide practice/doing Answer comprehension questions Study guide Convert or transfer information to another organizer Future reference for reviewing or connecting Summarize the lesson or unit Assessment tool

36. Analyzing Perspectives

37. Cause and Effect #1

38. Cause and Effect #2

39. Cycle Graph

40. Describing an Event

41. Descriptive Organizer

42. Fish Bone

43. Flow Chart

44. Frayer Model

45. Inductive Reasoning

46. Justify Your Answer

47. Word Problems: Math

48. KWL

49. Matrix

50. Prediction Tree Model

51. Skillful Decision Making

52. Story Pyramid

53. Story Worm

54. Venn Diagram

55. Web Diagram

56. Word Map

57. When to use which?

58. Graphic Organizers How do I choose and complete a graphic organizer to plan effective Acquisition Lesson? See last slide What are five ways teachers can utilize graphic organizers to increase learning? Structured note taking, guide reading, pre-writing plan, guide steps for a process, connect content vocabulary How do students use graphic organizers to increase thinking? Guide writing, extend thinking, oral presentation using organizer, guide practice/doing, answer comprehension questions, study guide, convert or transfer information to another organizer, future reference for reviewing or connecting, summarize the lesson or unit, assessment tool

59. Teaching Strategies How do I organize teaching strategies in Acquisition Lessons?

60. Collaborative Pairs Two students are grouped together for the purpose of actively thinking about a new concept. Two is best because it is hard to get lost in a pair. Distributed practice or summarizing with partners, students have to discuss or use the new information throughout the lesson. Examples of use are: Distributed Practice, Distributed Summarizing, and Summarizing (answering the Lesson Essential Question) Basic Strategy is numbered heads. Best grouped by Low/Avg, Avg/Avg, Avg/High and each student has a number.

61. Collaborative Pairs Corrects the problem of when posing a question to the class as a whole, usually a limited number of students and sometimes none volunteer an answer Takes teacher wait time out of the picture which is usually less than one second before calling on another student Actively engages all students since everyone has to think about the answer.

62. Collaborative Pairs Prompts: “We have been talking about ______.” Ones clarify or explain ______ to your partner. “Two tell ones how to _______. One carry out the process as twos describe. If you disagree, explain why and discuss.”

63. Pairs Checking In an assignment each student does their own assignment, but frequently stops to check answers with their partner. If agree, they go on. If not, correct, then continue.

64. Think – Ink - Share 1) Write your answers individually. 2) Discuss your answer with your partner. 3) Share your answer (or your partners) when called upon.

65. Atta boy! Atta girl! 1) Answer the question individually. 2) Take turns sharing your answer. Listen carefully to note likenesses and differences. 3) Take the best of both to write your answer as a pair. 4) Answer will be shared if called upon.

66. Distributed Guided Practice 10 Minutes – Teach/Demonstrate/Model Skill 5 Minutes – Student Practice with Teacher Monitoring 5 – 10 Minutes – Check/Re-teach/Demonstrate Skill 10 Minutes – Student Practice with Teacher Monitoring 5 Minutes – Check/Re-teach 15 Minutes – Student Practice with Teacher Monitoring ***During Student Practice students should be answering the Assessment Prompt. Notice how this time gets longer each time.

67. Distributed Summarizing 10 – 15 Minutes – Teach/Present 1 -2 Minutes – Collaborative Paired Activity 10 – 15 Minutes – Teach/Present 1 -2 Minutes – Collaborative Paired Activity 10 – 15 Minutes – Teach/Present 1 -2 Minutes – Collaborative Paired Activity ***During the collaborative paired activity students should answer the assessment prompt

68. Lecture/Large Group Lessons Interactive lectures increase student retention of information by 20%. Student accountability for learning during lectures increases retention of information by 55%. These strategies are: Collaborative pairs Pause procedure Study group/feedback Open-Ended Response Think/Write/Discuss Demonstration

69. Pause Procedure 15 – 20 minute lesson while students take structured notes with the use of a graphic organizer Every 5 -8 minutes pause to give students approximately 2 minutes to share their notes with their partner and to fill in any missing information or correct misunderstandings or mistakes.

70. Study Group/Feedback Provide students with a set of readings and a graphic organizer of the lecture notes prior to the lecture. 10-15 minutes of lecture 15 – 20 minutes of students divided into groups of 3 – 5 students where they will answer questions related to the lecture material 10 – 15 minutes another lecture, and address the assigned study questions in your lecture

71. Open-Ended/Responsive One class period per week devoted to answering one open-ended student generated or teacher generated questions on any aspect of a given topic or unit of study. Rules: All topics presented as questions Students can submit question as long as they say why they think the question is important The class orders the questions in order of importance or interest The teacher leads the discussion of as many questions as time allows

72. Think/Write/Discuss Prepare a set of three related questions to ask students throughout the lecture. At the Beginning of the lesson – give the first question as a motivator to help set the stage for the lesson and have students write a response During the middle of the lesson – pose another question to clarify the information given. Ask students to write a short response, sharing ideas aloud if possible. At the end of the lesson – ask students to reflect on some type of feedback question or summarizing question. Demonstration – during the lesson, take time to stop and demonstrate an application or example to illustrate key principles on the content. A series of “what if” questions will encourage student interaction and provide investigative opportunities.

73. Teaching Strategies How do I organize teaching strategies in Acquisition Lessons? Choose the graphic organizer, instruction of the material explanation overview, choose assessment prompt for each part of the lesson and list the instruction that will have the students show evidence they can demonstrate the assessment prompt, list the assignment for the lesson

74. Summarizing Strategies Why is summarizing so important to acquisition of new knowledge and skills? What is the difference between a teaching strategy and a learning strategy?

75. Summarizing Strategies What is it? Student strategy for thinking about learning. Students must do this for themselves, but teachers must model consistently. Highlights misconceptions and misunderstandings so teachers can adapt their teaching.

76. AASCS

77. Summarizing Strategies How if its up to the learners? Encourage them throughout the lesson to summarize chunks of information. Use fast summarizing techniques daily or weekly (often) to encourage students to start to do this for themselves. This distributes summarizing throughout a lesson. Facilitate by having students answer essential questions at the end of a lesson or unit.

78. Why Summarize? The key thinking strategy for learning. Students summarizing themselves constructs more meaning. Teachers facilitate summarizing when students answer the essential question at the end of the lesson. Helps the teacher gather evidence of learning! Helps students clear their confusions, misconceptions and misunderstandings of the material. The key to knowing when and what to re-teach.

79. Summarizing Strategies Reflections: Reflection Questions Inner/Outer Circles The Important Thing Show Me: Draw Picture Physically Demonstrate Create Organizer Journaling: Learning Logs Recall, Reflect and Write or Tell: KWL Ticket Out the Door 3-2-1 Key Word

80. Strategies That Most Impact Achievement RankStrategyPercentile Gain 1Extended Thinking (compare/contrast; cause/effect; classifying; analogies/metaphors) 45 2Summarizing34 3Vocabulary in Context33 4Advance Organizers28 5Non-Verbal Representations 25

81. Final Countdown Ask students to individually reflect over what they have learned. Have students write the three most important things they learned about the topic. On the second tier of the Final Countdown, have students write two questions they still have about the topic. Finally, on the top tier of the Final Countdown, have students write one way in which what they have learned relates or connects to material previously learned.

82. Relay Summary Students are divided into teams of four to five. The first student in each team starts with a blank piece of paper and writes one summary sentence, then passes it to the next teammate. That student adds a sentence, passes it on, etc., until the whole team has added something or until the number of required sentences are on the paper.

83. Shaping Up Review In "The Heart," have students write one thing that they loved learning about in the lesson. In "The Square," have students write four things that they feel are important concepts. One concept should be placed in each corner. In "The Triangle," have students write the three most important facts they learned. One fact should go in each corner. In "The Circle," have students write one, all-encompassing (global) statement that summarizes all of the important concepts and facts learned.

84. Study Cards Students keep notes about what they think will appear on the test. Students are allowed to use the study card on the test. As time goes by, students use fewer and smaller cards until they do not need any. They improve their test- taking and summarizing skills. Start with a page of notebook paper and work smaller.

85. Summary Sentence Summarize in one sentence the key point of the lesson (be specific about what to summarize—i.e., the importance of ---) OR - ask students to write a summary of the key learning in txt msg form. LOL. BTW (If this makes you cringe, don’t!)

86. The Important Thing Three important ideas/things from the lesson today are ---, ---, and ---, but the most important thing I learned today is ---. Students can share aloud, write on paper, or compose a journal entry.

87. The Last Word Use the topic as an acronym. Students brainstorm all of the things they can remember about the topic studied and then elaborate on those ideas to create a phrase that starts with each letter in the topic.

88. Think-Pair-Share Students think about a question, write a response, then share out loud with their partners.

89. Ticket Out the Door Have students answer specific questions, list 3 major points of the lesson. Partner students where one student tells another ideas, and the second student records. Really challenge them and ask them to list 1 thing they learned and WHY.

90. Vanity Tags or Bumper Stickers Write a vanity tag for a car or a bumper sticker that describes the key ideas from the lesson.

91. Word Sorter Classify topics, words, and phrases into categories

92. Word Splash

93. Summarizing Strategies Why is summarizing so important to acquisition of new knowledge and skills? Second most percentile gain made through doing it. 34% gain. What is the difference between a teaching strategy and a learning strategy? A teaching strategy focuses on obtaining material A learning strategy focuses on learners summarizing themselves in order to construct meaning

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95. Summarizing Strategies How do you? What will you take from this? What was the important thing for you?