1. AB 2913 - SDAIE for Secondary Teachers Day 3
Adapted from Dr. Anita Hernández
By Jeffery Heil and Sally Fox

2. AB 2913 - SDAIE for Secondary Teachers Day 3
New signal word - teams nominate
Teams create a poster on SDAIE lesson design (PIE) and the Six Instructional Scaffolds (How do you remember them?)
Share out and review!!

3. Review: Six Elements of Scaffolding
Modeling:
Clarifies procedure through direct experience
Provides concrete examples of what a student’s finished product may look like
Appropriate language and discourse
Some TASKS
Lecture: 10/2 model

4. Review: Six Elements of Scaffolding
Bridging:
Provides a personal connection between the learner and the theme of the class
Taps into students’ prior knowledge relevant to the class theme
Some TASKS
Questions: Think-Pair-Share, Three-Step Interview
Quickwrites: Anticipatory Charts, novel ideas, brainstorming

5. Review: Six Elements of Scaffolding
Contextualization:
Creates a clear experiential environment that familiarizes new, unknown concepts and throws light on them
Some TASKS
Manipulatives, video clips (with or w/o sound), handling objects, listening to music
Oral Development jigsaw: 4 pictures of fisherman, amoeba

6. Review: Six Elements of Scaffolding
Schema Building:
Helps students establish the connections that exist between and across concepts that may otherwise appear unrelated
Helps students gain perspective with regards to where ideas fit in the larger scheme of things
Some TASKS
Compare/Contrast matrix, advanced organizers, SQ3R, Story Graph to help skim
Concept Review Jigsaw, Jigsaw project (4 immigrant stories)

7. Review: Six Elements of Scaffolding
Metacognitive Development:
Supports students’ internalization of strategies through a conscious focus on the implementation of plans of attack
Fosters student autonomy through self-monitoring and self-assessment
Some TASKS
Reciprocal Teaching (Qs, Predict, Summarize, Clarify),
Think Aloud, self-assessment tasks

8. Review: Six Elements of Scaffolding
Text Re-presentation:
Invites students to extend their understanding and apply it in novel formats
Some TASKS
Post cards (write home about what you’re learning), collaborative poster w/quotes and rubric, story boards
Collaborative dialogue writing, oral language development jigsaw, eye-witness accounts.

9. Review: Sequence of Tasks & Elements of Scaffolding
Preparing the Learner
Interacting with Text
Extending Understanding
Elements of Scaffolding (the most common, not definitive!)
Bridging, modeling, contextualization
Metacognitive development, schema building, contextualization
Text re-presentation, contextualization

10. Review: Sequence of Tasks & Elements of Scaffolding
Digesting the PIE
Let’s review the sequence of tasks for:
The Circuit
Fieldwork

11. Sequence of Tasks Social Science
We are going to begin with a compare and contrast matrix.
This is something that can be used in many contexts. It is an excellent activity for schema building.
We are going to compare fieldwork in California in the 1950s to factory work in England in the late 18th/early 19th centuries

12. Sequence of Tasks Social Science
Has anyone worked in a field before or worked on a farm/agricultural work?
In pairs, or small group, discuss/interview each other about the experience.
Use your personal experience to fill in the left column of the matrix (if you have no experience, refer to the stories we read)

13. Sequence of Tasks Social Science
Compare and Contrast Matrix
Field Work in CA
Factory Work in Leeds, England to 1900
When did work start and stop? (hours, seasons)
What tools were used? Describe work/conditions
What could be bought with the wages earned?
Personal observations or interesting facts

14. Sequence of Tasks Social Science
Now, let’s learn about the Industrial Revolution.
Page 17 of part 2 of the handout packet: “The Factory: One of the Greatest”
Notice the girls in the picture, page 17B
Describe (but don’t read) the pictures:
Domestic System
First Factories (break time)
Factory Work (inside)

15. Sequence of Tasks Social Science
Let’s look at the “Regulations”
With a partner (A & B) you are going to practice Reciprocal Teaching: Summarizing A reads, B listens, A summarizes, and B agrees or disagrees with evidence; switch roles for next paragraph:
What is the paragraph about? What is the topic or theme?
What is the most important idea?
Next, fill out the right column of the compare and contrast matrix

16. Sequence of Tasks Social Science
What would be some things we could do with this matrix?
Yes, we will use it to write a compare and contrast essay!! Why? Because it is an information, idea, and word bank… a pre-write, of course!
Where will we get the information for the topic sentence? Where will we get ideas for the supporting sentences?
Where would the ideas for succeeding paragraphs come from?
See “Formula Writing” at

17. Sequence of Tasks Social Science
In your teams/table groups:
Finish reading The Domestic System, The First Factories, and Factory Work.
Using the text, write a collaborative dialogue:
50% from the text
50% creatively added details from your prior knowledge or a creative muse

18. Sequence of Tasks Social Science
Collaborative Dialogue (50-50 this time)
The First Factories
Mr. Arkwright talking to his wife about how to entice workers to stay and work in the factory.
The Domestic System
The whole family taking part in the cotton-making process.
Factory Work/First Factories
Arkwright talking with his partner Jedediah Strutt about the misbehavior of young workers.
Choral Reading of the dialogue

19. Sequence of Tasks How many did we model?
C & C Matrix-Left Column
Describing Pictures
Reciprocal Teaching
Summarizing
C & C Matrix-Right Column
Compare and Contrast Essay
Collaborative Dialogue (50/50)
Choral Reading of Dialogue
Can you fit them into the P-I-E?

20. Preparing the Learner Tasks Scaffolds 1. C&C Matrix-Left
2. Describing Pictures
Scaffolds
Schema-Building (no experience) Bridging (experience)
Contextualization

21. Interacting With Text Tasks Scaffold Metacognitive development
Reciprocal teaching
C&C matrix-right column
Scaffold
Metacognitive development
Schema building (metacognitive development, too)

22. Extending Understanding
Tasks
Compare & contrast essay
6. Collaborative Dialogue (50/50)
7. Choral reading
Scaffolds
Text re-presentation (metacognitive devel-opment, schema building)
Text re-presentation
Text re-presentation, modeling

23. Task Analysis What tasks have we modeled so far??
We will put them on chart paper and display them on the wall
Remember, you are responsible for analyzing tasks for your portfolio
You have some sample task analysis charts in the handout packet, part 3

24. Task Analysis
The table can easily be recreated using the tables feature of Microsoft Word
Task
How does it support students’ building of their understanding (approx 3 ideas per task)
Other Advantages (affective domain - 3 items)
Things to Watch for?
How can I apply it in my class? (can you use as is or modified?)

25. Reflection
Did any of our activities today remind you of successful learning experiences you have had?
Which strategies will you try in the next couple of weeks in your classroom?
Has the cumulative SDAIE training thus far rekindled interest in pedagogical approaches you may have used in the past or affirmed ones you currently use?