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Please sit three to a table and complete the

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1 Please sit three to a table and complete the
Welcome DQ3: Helping Students Practice and Deepen New Knowledge Please sit three to a table and complete the DQ3 Anticipation Guide.

2 Welcome DQ3: Helping Students Practice and Deepen New Knowledge Bev Perrault Donna Hunziker

3 Collaborate in Group Work
Group Norms Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking s 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.

4 In this session, your Self-Assessment is the Anticipation Guide

5 Design Question 3 What will I do to help students effectively practice and deepen new knowledge?

6 GOAL The participant will be able to describe and implement effective teaching strategies to help students effectively practice and deepen new knowledge.

7

8

9 Common Language of Instruction
A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.

10 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

11 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

12 Skills, Strategies and Processes Declarative Knowledge
Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Procedural Knowledge Skills, Strategies and Processes Declarative Knowledge Information Concepts

13 Procedural and Declarative Knowledge
Practice & Feedback Fluency Declarative Multiple Exposures Deepening Understanding

14 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

15 14. Reviewing Content Fold 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

16 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 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

18 Examining Similarities and Differences
Four Types of Tasks: Comparing and Contrasting Classifying Creating Similes & Metaphors Creating Analogies

19 Comparing and Contrasting
Venn Diagram Double-Bubble Map

20 Double Bubble Venn Diagram Kindergarten

21 Comparing

22 Comparing & Contrasting
Video Comparing & Contrasting HS Science https://www.effectiveeducators.com/resource/show/4e2d8e725d17508eb10898e4

23 Classifying

24 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.

25 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.

26 Creating Metaphors

27 Creating Analogies …is to… Thermometer As Temperature
Odometer Distance Concept: Measurement Devices

28 Analogies is to is to Dirt Land Coach Athlete As As ? Ocean Teacher ?
Concept: ___________________ Concept: ___________________ is to is to Happy Sit As Sat As Sad Bring ? Empathetic ? Concept: ___________________ Concept: ___________________

29 Analogies is to is to Dirt Land Coach Athlete As As Water Ocean
Teacher Student Concept: Parts to Whole Concept: Learning Relationships is to is to Happy Sit As Sat As Sad Bring Brought Empathetic Callous Concept: Present to Past Tense Concept: Antonyms

30 Time for a Break!

31 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

32 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.

33 Kindergarten Conservation
Video Errors in Reasoning Kindergarten Conservation (0:32 – 1:37)

34 Reciprocal Teaching Roles
Group Leader – Keep group focused and on schedule Facilitator – Asks questions to focus dialogue Summarizer – Summarizes content after discussion

35 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?

36 Snowball Activity

37 Video Errors in Reasoning Elementary Science
https://www.effectiveeducators.com/resource/show/4e2d8ea55d17508eb108995d

38 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

39 Practicing Skills, Strategies, & Processes
Three Characteristics of Effective Practice Initially provide structured practice sessions spaced close together Provide practice sessions that are gradually less structured and more varied When appropriate, provide practice sessions that help develop fluency Massed vs. Distributed Practice Feedback

40 Simultaneous Round Table
Complete punctuation and capitalization errors. Check Work, COACH, PRAISE, & Initial Patiently Pass Wait Paper 1 _____ 2 3 4

41 Free Resources MarzanoResearch.com Freeology.com Graphic Organizers
Teacher Forms Calendar Journal Topics Wordle.net Tagxedo.com

42

43 Video – Errors in Reasoning
Errors in Thinking Humorous Video Stuck on an Escalator


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