Presentation on theme: "Please sit three to a table and complete the"— Presentation transcript:
1Please sit three to a table and complete the WelcomeDQ3: Helping StudentsPractice and DeepenNew KnowledgePlease sit three to a table and complete theDQ3 Anticipation Guide.
2WelcomeDQ3: Helping Students Practice and Deepen New Knowledge Bev Perrault Donna Hunziker
3Collaborate in Group Work Group NormsAre 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 ProcessCollaborate in Group WorkTake Responsibility for Engaging in Learning and Continuous GrowthIt’s Okay to have Fun!Suffering is Optional.
4In this session, your Self-Assessment is the Anticipation Guide
5Design Question 3What will I do to help students effectively practice and deepen new knowledge?
6GOALThe participant will be able to describe and implement effective teaching strategies to help students effectively practice and deepen new knowledge.
9Common Language of Instruction A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.
10Marzano’s Key Research Conclusions for Instruction Students should clearly understand the purpose of what they are learning and why they are learning the contentInstruction of key knowledge and skills leads to independent transfer/applicationEffective learning requires students to move toward conceptual understandingEffective classrooms are collaborative partnerships and true communities of learning
11All Lessons Addressing Content Include:Providing Clear Learning GoalsTracking Student ProgressCelebrating Student SuccessEstablishing Classroom RoutinesOrganizing the Physical Layout of the Classroom for LearningLesson Segment: Enacted on the Spot
12Skills, Strategies and Processes Declarative Knowledge Design Question 3:What will I do to help students practice and deepen their understanding of new knowledge?Procedural KnowledgeSkills, Strategies and ProcessesDeclarative KnowledgeInformationConcepts
13Procedural and Declarative Knowledge Practice & FeedbackFluencyDeclarativeMultiple ExposuresDeepening Understanding
1414. Reviewing ContentThe 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 informationSummaryProblem that must be solved using previous informationQuestions that require a review of contentDemonstrationBrief practice test or exerciseStudent EvidenceWhen asked, students can describe the previous content on which new lesson is based Student responses to class activities indicate that they recall previous content
1514. 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
1617. 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 contentComparison activitiesClassifying activitiesAnalogy activitiesMetaphor activities Teacher facilitates the use of these activities to help students deepen their understanding of contentAsk students to summarize what they have learned from the activityAsk students to explain how the activity has added to their understanding
1717. 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
18Examining Similarities and Differences Four Types of Tasks:Comparing and ContrastingClassifyingCreating Similes & MetaphorsCreating Analogies
19Comparing and Contrasting Venn DiagramDouble-Bubble Map
24Kinesthetic 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.
25Humorous 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.
27Creating Analogies …is to… Thermometer As Temperature Odometer DistanceConcept: Measurement Devices
28Analogies is to is to Dirt Land Coach Athlete As As ? Ocean Teacher ? Concept: ___________________Concept: ___________________is tois toHappySitAsSatAsSadBring?Empathetic?Concept: ___________________Concept: ___________________
29Analogies is to is to Dirt Land Coach Athlete As As Water Ocean TeacherStudentConcept: Parts to WholeConcept: Learning Relationshipsis tois toHappySitAsSatAsSadBringBroughtEmpatheticCallousConcept: Present to Past TenseConcept: Antonyms
3118. 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 fallaciesFaulty logicAttacksWeak referenceMisinformation Teacher asks students to examine the strength of support presented for a claimStatement of a clear claimEvidence for the claim presentedQualifiers presented showing exceptions to the claim
3218. 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.
33Kindergarten Conservation VideoErrors in ReasoningKindergarten Conservation(0:32 – 1:37)
34Reciprocal Teaching Roles Group Leader – Keep group focused and on scheduleFacilitator – Asks questions to focus dialogueSummarizer – Summarizes content after discussion
35Reciprocal Teaching Roles What are the main ideas?What questions do we have?Are there areas we need to clarify?What predictions can we make?
37Video Errors in Reasoning Elementary Science https://www.effectiveeducators.com/resource/show/4e2d8ea55d17508eb108995d
3819. 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 EvidenceTeacher engages students in massed and distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or processGuided practice if students cannot perform the skill, strategy, or process independentlyIndependent practice if students can perform the skill, strategy, or process independentlyStudent EvidenceStudents perform the skill, strategy, or process with increased confidenceStudents perform the skill, strategy, or process with increased competence
39Practicing Skills, Strategies, & Processes Three Characteristics of Effective PracticeInitially provide structured practice sessions spaced close togetherProvide practice sessions that are gradually less structured and more variedWhen appropriate, provide practice sessions that help develop fluencyMassed vs. Distributed PracticeFeedback