Presentation on theme: "Please sit 3 to a table and complete your Anticipation Guide."— Presentation transcript:
1 Please sit 3 to a table and complete your Anticipation Guide. WelcomeDQ2: Helping Students Interact with New KnowledgePlease sit 3 to a table and complete yourAnticipation Guide.
2 WelcomeDQ2: Helping Students Interact with New Knowledge Bev Perrault Donna Hunziker
3 It’s Okay to have Fun! Suffering is Optional. 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.
4 GOALThe participant will be able to describe and implement effective teaching strategies to help students effectively interact with new knowledge.
5 21st Century“ The illiterate of the 21st century will not be those who cannot read and write, but those cannot learn, unlearn, and relearn.”Alvin Toffler, 2001
12 Common Language of Instruction A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.
13 All 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
14 Marzano’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
15 Design Question 2What will I do to help students effectively interact with new knowledge?
16 Critical Input Experiences Providing input to students regarding new content:Reading a section of textbookListening to information presentedObserving a demonstration or participating in a demonstrationWatching a short video clipDiscussions in small groups
17 8. Previewing New Content The Anticipation Guide was deliberately chosen to begin the process of previewing the new content.There are many ways to preview new content. The Anticipation Guide is used to activate prior knowledge of the Design Question and provide connections to experience and practice.Activating prior knowledge is considered a previewing strategy, because previewing is defined as any activity that starts students thinking about the new content.
18 Anticipation Guide Round Robin Round 1: For 60 seconds, discuss an item that you rated 3 or 4.Round 2: For 60 seconds, discuss an item that you rated 1 or 2.When you hear the chime, switch partners.
19 8. Previewing New Content The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.Teacher Evidence Teacher uses preview question before reading Teacher uses K-W-L strategy or variation of it Teacher asks or reminds students what they already know about the topic Teacher provides an advanced organizerOutlineGraphic organizer Teacher has students brainstorm Teacher uses anticipation guide Teacher uses motivational hook/launching activityAnecdotesShort selection from video Teacher uses word splash activity to connect vocabulary to upcoming content
20 Previewing New Content Student Evidence When asked, students can explain linkages with prior knowledge When asked, students make predictions about upcoming content When asked, students can provide a purpose for what they are about to learn Students actively engage in previewing activities
21 The Art and Science of Teaching Critical InformationIf students understand CRITICAL INPUT EXPERIENCES, student have a good start to accomplish the learning goal.The Art and Science of Teaching
22 Why Critical Information A number of cognitive psychologists offer support for the position that teachers must provide guidance as to the important aspects of the new content (Anderson, Greeno, Reder & Simon 2000).Nuthall’s work suggests that those learning experiences that are critical to understanding new content should be identified and highlighted by teachers.
23 6. Identifying Critical Information The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.Teacher Evidence Teacher begins the lesson by explaining why upcoming content is important Teacher tells students to get ready for some important information Teacher cues the importance of upcoming information in some indirect fashionTone of voiceBody positionLevel of excitementStudent Evidence When asked, students can describe the level of importance of the information addressed in class When asked, students can explain why the content is important to pay attention to Students visibly adjust their level of engagement
25 7. Organizing Students to Interact with New Knowledge The teacher organizes students into small groups to facilitate the processing of new information.Teacher Evidence Teacher has established routines for student grouping and student interaction in groups Teacher organizes students into ad hoc groups for the lessonDiadsTriadsSmall groups up to about 5Student Evidence Students move to groups in an orderly fashion Students appear to understand expectations about appropriate behavior in groupsRespect opinions of othersAdd their perspective to discussionsAsk and answer questions
27 10. Processing of New Information with Students During breaks in the presentation of content, the teacher engages students in actively processing new information.Teacher Evidence Teacher has group members summarize new information Teacher employs formal group processing strategiesJigsawReciprocal TeachingConcept attainmentStudent Evidence When asked, students can explain what they have just learned Students volunteer predictions Students voluntarily ask clarification questions Groups are actively discussing the contentGroup members ask each other and answer questions about the informationGroup members make predictions about what they expect next
28 Processing the Content Teachers’ should facilitate students actively processing the content in groups.Research and theory supports the need for students to process new information in ways that make personal sense.Allows students to experience content from multiple perspectivesThe Art and Science of Teaching
29 Teach the ThinkingSmall chunks of content need to be processed during a critical input experienceActive processing requires the use of macro-strategies, or interacting instructional strategiesStudents cannot intuit these strategies; they must be taughtDonna
30 Common Components of Macro-Strategies Summarizing and Note TakingNonlinguistic RepresentationQuestionsReflectionCooperative LearningDonna
31 Elements that Guide Interactions Using Descriptions, Discussions and Predictions to Enhance UnderstandingElements that Guide InteractionsSummarizeClearing ConfusionPredictingAfter each small chunk of information provided students should work in small groups to describe, discuss, and make predictions regarding new information.DQ 2 - Indicator #10
35 Reciprocal Teaching Roles Group Leader – Keep group focused and on scheduleFacilitator – Asks questions to focus dialogueSummarizer – Summarizes content after discussion
36 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?
37 Concept AttainmentLeading students to understand a concept by asking them to compare and contrast examples (exemplars) that contain the characteristics (attributes) of the concept with examples that do not contain those attributes.It is a PROCESS in constructing a meaningful definition of the concept.
41 Tree Branch Bark Pieces Concept AttainmentYesNoSnow WaterSeashell SandCandle Melted WaxTree Branch Bark PiecesCorn Kernel PopcornCream ButterWhere do these belong?Water SteamGlass Rod Blown GlassMetal Rust
42 Tree Branch Bark Pieces Concept AttainmentYesNoSnow WaterSeashell SandCandle Melted WaxTree Branch Bark PiecesCorn Kernal PopcornCream ButterWhere do these belong?Water SteamGlass Rod Blown GlassMetal RustYes
43 Tree Branch Bark Pieces Concept AttainmentYesNoSnow WaterSeashell SandCandle Melted WaxTree Branch Bark PiecesCorn Kernal PopcornCream ButterWhere do these belong?Water SteamGlass Rod Blown GlassMetal RustYes
44 Tree Branch Bark Pieces Concept AttainmentYesNoSnow WaterSeashell SandCandle Melted WaxTree Branch Bark PiecesCorn Kernal PopcornCream ButterWhere do these belong?Water SteamGlass Rod Blown GlassMetal RustYesNo
45 9. Chunking ContentBased on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students.Teacher Evidence Teacher stops at strategic points in a verbal presentation While playing a video tape, the teacher turns the tape off at key junctures While providing a demonstration, the teacher stops at strategic points While students are reading information or stories orally as a class, the teacher stops at strategic pointsStudent Evidence When asked, students can explain why the teacher is stopping at various points Students appear to know what is expected of them when the teacher stops at strategic points
46 Protocol Video: Group Processing of New Information (HS Math) Video – Chunking ContentProtocol Video: Group Processing of New Information (HS Math)Mesquite HS 2 Math 7:46https://www.effectiveeducators.com/resource/show/4e2d8ed45d17508eb10899f3
47 11. Elaborating on New Information The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.Teacher Evidence Teacher asks explicit questions that require students to make elaborative inferences about the content Teacher asks students to explain and defend their inferences Teacher presents situations or problems that require inferencesStudent Evidence Students volunteer answers to inferential questions Students provide explanations and “proofs” for inferences
48 Strategies for Student Centered Discussions (HS English) Video – Student ElaborationStrategies for Student Centered Discussions (HS English)https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
49 12. Recording and Representing Knowledge The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.Teacher Evidence Teacher asks students to summarize the information they have learned Teacher asks students to generate notes that identify critical information in the content Teacher asks students to create nonlinguistic representations for new contentGraphic organizersPicturesPictographsFlow charts Teacher asks students to create mnemonics that organize the contentStudent Evidence Students’ summaries and notes include critical content Students’ nonlinguistic representations include critical content When asked, students can explain main points of the lesson