Presentation on theme: "AB 2913 SDAIE for Secondary Teachers Day Four of Six"— Presentation transcript:
1AB 2913 SDAIE for Secondary Teachers Day Four of Six Adapted from Anita HernándezBy Jeffery Heil and Sally Fox
2Let’s have a quick review through a pair-share about what you remember about PIE and the Six Instructional Scaffolds
3Let’s review the scaffolds in Aida Walqui’s article, “Sheltered Instruction: Doing it Right” (Binder Section I, Pages 1-14)
4Compare and Contrast Matrix This is a stand-alone matrix that could be used for algebra or any subject. . .It is in the handout packet, part IIIn what other content areas could we use this matrix? How?
5Sample Sequence of Tasks for Mathematics 1. P - Visual aid/realia, KWL, then do a think-pair-share2. P - Teacher models problem/solution type3. I - Solve similar problems with partner or in team4. E - Prove answer and/or check work with partnerwrite it out then practice saying it aloud chorally5. E - Whip-around with similar informationE - Two-by-two chart to practice conceptual under-standing of related vocabulary aloud with a partner.
6What do you know about these words: Mixed number Improper fraction LET’S TRY IT QUICKLY…1. PREPARE THE LEARNER - Visual aid or realia, KWL, or think-pair-shareWhat do you know about these words:Mixed numberImproper fractionProper fractionEquivalent
72. PREPARE THE LEARNER - Teacher models problem/solution type Eight (8)slicesTwo (2) slices8+2+8 = eighteen eighths. Eighteen eighths is an improper fraction. There are two eights in eighteen, with two left over (2 pizzas with remainder of 2 slices). The mixed number is 2 2/8 or 2 1/4.Eight (8) slices
83. INTERACTING WITH TEXT - Solve similar problems with partner or in team SOLVE EXPRESSas mixed #3/8 + 17/8 = _______ = _______21/9 + 44/9 = ______ = _______13/5 + 8/5 = _______ = _______4. EXTENDING UNDERSTANDING - Prove answer and/orcheck work with partner or team; sketch it, write it out thenpractice saying it aloud chorally.
9fraction denominator mixed number numerator 5. EXTENDING UNDERSTANDING - Whip-around with similar information6. EXTENDING UNDERSTANDING - Two-by-two chart to practice conceptual understanding of related vocabulary aloud with a partner.fractiondenominatormixed numbernumerator
10Oral Development Jigsaw Goal: development of oral language proficiencyUsing cards with only pictures, you will try to create, collaboratively, an interpretation of the story represented by the pictures.
11Oral Development Jigsaw Home group: pass out 4 different cards; then break into expert groupsExpert groups: Come to a consensus and oral description then turn-in your card!Describe your picture with a literal description without looking at your picture (avoid any interpretations)The character (height, clothing, hairstyle, etc.)The action (what does it look like is happening?)The background (detailed, literal description of the background or foreground)Return to your home groups (w/o the picture)
12Oral Development Jigsaw Experts: Report orally to your home group and decide on a sequence for the 4 pictures.After the sequence is decided, create a two-paragraph (or so) narrative, adding rich detail as to the sequence of events.In your class, you might model the steps of how one would script out a story. . .
13Sequence of Task Science We will watch a short video clip without sound. Pay attention so you can describe what you see to a neighbor.Use casual, regular speech and vocabulary to describe what you see in the clip.Write down your descriptions.Then, we’ll watch the clip again without sound. This time, try to use some science vocabulary to add to the description.
14Sequence of Task Science Amend your original description with the added science words and read to a neighbor.Now, we’ll watch with sound. Discuss with your neighbor. . .Now let’s get the actual scientific description of the video clip.
15Sequence of Task Science: Oral Lang Development Jigsaw You will be given 4 cards representing 4 of the stages of mitosis: prophase, metaphase, anaphase, and telophaseBreak into expert groups and describe your card in enough detail that you can come back and share with your home group.Go back to your group and try to describe orally your phase without the card . . .Hot Pink: ProphaseYellow: MetaphasePurple: AnaphaseGreen: Telophase
16Sequence of Task Science: Oral Lang Development Jigsaw I will return the cards w/descriptions to see if you can make sense and order of the phasesWith the description, try and match the picture with its written descriptionWe can watch an online demonstration of mitosis:Blue: ProphaseYellow: MetaphaseHot Pink: AnaphaseOrange: Teleophase
17Sequence of Task Science: Concept Development Jigsaw You will be given 4 cards representing concept clues for 15 vocabulary words related to key concepts in the Reproduction, Heredity, and Evolution Unit.Card A: the first letter of each vocab wordCard B: Syllables in each wordCard C: the last letter of each vocab wordCard D: definition of each wordBlue: ProphaseYellow: MetaphaseHot Pink: AnaphaseOrange: Teleophase
18Sequence of Task Science: Concept Development Jigsaw Each student makes her own list of 15 spaces to try to fill in together with all the clues.Don’t start at #1, start at a random number!! (students could throw dice)At the end of the task, each student will have the word and definition of key vocabulary for the unit (excellent for review!!)Once your group finishes, come get the answer key from me to check for accuracyBlue: ProphaseYellow: MetaphaseHot Pink: AnaphaseOrange: Teleophase
19Manipulatives and ELsIs using manipulatives with English learners sufficient to promote acquisition of academic language?The 4 texts
20Manipulatives and ELsSo, the message is that using manipulatives is not enough for English learners or many others to really learn and gain academic language. You must also have them talk about what they did and observed, report out to the class, put it in writing, and then research and develop their ideas using information from other resources.
21Sequence of Tasks: Science P.I.E. Preparing the LearnerInteracting with TextExtending UnderstandingHow could you/we extend the understanding?
22Preparing the Learner Task: Two-Minute Video Oral Language Dev Jigsaw W/o SoundW/SoundOral Language Dev JigsawScaffold:Contextualization (w/o sound)Schema building/text representation (W/sound)Contextualization (w/schema building?)
23Interacting with Text Task: Scaffold:No scaffoldContextualization & Schema BuildingTask:Reading strips with information from the textMatching the picture with its written descriptionConcept Dev Jigsaw
24Extending Understanding Possible Task(s):ExperimentLab reportCollaborative posterVocabulary words used in sentencesPicture book for young children (Mitosis 4 Kinders?)Scaffold:ContextualizationMetacognitive DevelopmentText Re-presentationText Re-presentation and Cognitive Development
25Concept Development Jigsaws See samples for “French Revolu-tion” and “Greek Mythology” in the binder (Section IV, page 9 through 18)How else could this be used?Could students create their own sets of clues to extend their understanding?
26Stand-Alone Tasks: Jigsaw Reading While this task involves interacting with the text, it stands alone because it is not within a sequence of tasksTask: There are 7 different cards. We’ll do a line up and number off 1 through 7. The remainders will be 7s.
27Stand-Alone Tasks: Jigsaw Reading Your home group will have a set of cards A-GYou will then break into expert groups, read your cards, and predict where you think your card belongs in the story.Once back at the home group, each member will read their card and the group will try to determine the correct order of the story.What are some possible uses of this strategy?Recipes, math problem, or any activity that requires steps
28Stand-Alone Tasks: Reading in 4 Voices Each team of 4 will receive a 2-page poem to read that is typed with 4 parts: italics, bold, underscore, and regular type.Each person will practice his/her part and then the group will read together before performing for the entire class.
29Stand-Alone Tasks: Reading in 4 Voices PERFORMANCE AT 2:00 PM
30Stand-Alone Tasks: Reading in 4 Voices How could we take the reading in 4 voices and make it into a sequence of tasks on Multicultural Poetry?Quickwrite: Experiences in a new schoolPoem Reading: In Four VoicesCollaborative PosterGallery Walk
31Creating a Sequence of Tasks Brainstorm, with like-subject matter peers, a way in which you could create a sequence of tasks with 3 to 5 PIE tasks. . .We’ll share out as a group and give each other advice. . .Don’t forget to complete your reflection for the day!You may also work on your task analysis chart.