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

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Presentation on theme: "AB 2913 - SDAIE for Secondary Teachers Day 3 Adapted from Dr. Anita Hernández By Jeffery Heil and Sally Fox."— Presentation transcript:

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

2 AB 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 students 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 youre 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 Sequence of Tasks P reparing the Learner I nteracting with Text E xtending 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 Lets 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, lets 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 dont read) the pictures: –Domestic System –First Factories (break time) –Factory Work (inside)

15 Sequence of Tasks Social Science Lets 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 P reparing the Learner Tasks 1. C&C Matrix-Left 2. Describing Pictures Scaffolds Schema-Building (no experience) Bridging (experience) Contextualization

21 I nteracting With Text Tasks 3.Reciprocal teaching 4.C&C matrix-right column Scaffold Metacognitive development Schema building (metacognitive development, too)

22 E xtending Understanding Tasks 5.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?

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