Presentation on theme: "AB SDAIE for Secondary Teachers Day 3"— Presentation transcript:
1AB 2913 - SDAIE for Secondary Teachers Day 3 Adapted from Dr. Anita HernándezBy Jeffery Heil and Sally Fox
2AB 2913 - SDAIE for Secondary Teachers Day 3 New signal word - teams nominateTeams create a poster on SDAIE lesson design (PIE) and the Six Instructional Scaffolds (How do you remember them?)Share out and review!!
3Review: Six Elements of Scaffolding Modeling:Clarifies procedure through direct experienceProvides concrete examples of what a student’s finished product may look likeAppropriate language and discourseSome TASKSLecture: 10/2 model
4Review: Six Elements of Scaffolding Bridging:Provides a personal connection between the learner and the theme of the classTaps into students’ prior knowledge relevant to the class themeSome TASKSQuestions: Think-Pair-Share, Three-Step InterviewQuickwrites: Anticipatory Charts, novel ideas, brainstorming
5Review: Six Elements of Scaffolding Contextualization:Creates a clear experiential environment that familiarizes new, unknown concepts and throws light on themSome TASKSManipulatives, video clips (with or w/o sound), handling objects, listening to musicOral Development jigsaw: 4 pictures of fisherman, amoeba
6Review: Six Elements of Scaffolding Schema Building:Helps students establish the connections that exist between and across concepts that may otherwise appear unrelatedHelps students gain perspective with regards to where ideas fit in the larger scheme of thingsSome TASKSCompare/Contrast matrix, advanced organizers, SQ3R, Story Graph to help skimConcept Review Jigsaw, Jigsaw project (4 immigrant stories)
7Review: Six Elements of Scaffolding Metacognitive Development:Supports students’ internalization of strategies through a conscious focus on the implementation of plans of attackFosters student autonomy through self-monitoring and self-assessmentSome TASKSReciprocal Teaching (Qs, Predict, Summarize, Clarify),Think Aloud, self-assessment tasks
8Review: Six Elements of Scaffolding Text Re-presentation:Invites students to extend their understanding and apply it in novel formatsSome TASKSPost cards (write home about what you’re learning), collaborative poster w/quotes and rubric, story boardsCollaborative dialogue writing, oral language development jigsaw, eye-witness accounts.
9Review: Sequence of Tasks & Elements of Scaffolding Preparing the LearnerInteracting with TextExtending UnderstandingElements of Scaffolding (the most common, not definitive!)Bridging, modeling, contextualizationMetacognitive development, schema building, contextualizationText re-presentation, contextualization
10Review: Sequence of Tasks & Elements of Scaffolding Digesting the PIELet’s review the sequence of tasks for:The CircuitFieldwork
11Sequence 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
12Sequence 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)
13Sequence of Tasks Social Science Compare and Contrast MatrixField Work in CAFactory Work in Leeds, England to 1900When did work start and stop? (hours, seasons)What tools were used? Describe work/conditionsWhat could be bought with the wages earned?Personal observations or interesting facts
14Sequence 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 17BDescribe (but don’t read) the pictures:Domestic SystemFirst Factories (break time)Factory Work (inside)
15Sequence 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
16Sequence 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
17Sequence 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 text50% creatively added details from your prior knowledge or a creative muse
18Sequence of Tasks Social Science Collaborative Dialogue (50-50 this time)The First FactoriesMr. Arkwright talking to his wife about how to entice workers to stay and work in the factory.The Domestic SystemThe whole family taking part in the cotton-making process.Factory Work/First FactoriesArkwright talking with his partner Jedediah Strutt about the misbehavior of young workers.Choral Reading of the dialogue
19Sequence of Tasks How many did we model? C & C Matrix-Left ColumnDescribing PicturesReciprocal TeachingSummarizingC & C Matrix-Right ColumnCompare and Contrast EssayCollaborative Dialogue (50/50)Choral Reading of DialogueCan you fit them into the P-I-E?
20Preparing the Learner Tasks Scaffolds 1. C&C Matrix-Left 2. Describing PicturesScaffoldsSchema-Building (no experience) Bridging (experience)Contextualization
21Interacting With Text Tasks Scaffold Metacognitive development Reciprocal teachingC&C matrix-right columnScaffoldMetacognitive developmentSchema building (metacognitive development, too)
23Task Analysis What tasks have we modeled so far?? We will put them on chart paper and display them on the wallRemember, you are responsible for analyzing tasks for your portfolioYou have some sample task analysis charts in the handout packet, part 3
24Task AnalysisThe table can easily be recreated using the tables feature of Microsoft WordTaskHow 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?)
25ReflectionDid 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?