1. Applying Instructional Strategies to Backward Design

2. The Plan Where are you now? Share current unit progress. Where are you now? Share current unit progress. Explore several high impact teaching strategies through modeling, discussion, and practice. Explore several high impact teaching strategies through modeling, discussion, and practice. Assign Categories and Instructional Strategies to own unit. Assign Categories and Instructional Strategies to own unit.

3. Sticky Thoughts or Questions Sticky Thoughts or Questions What thought, question, concern or idea do you have related to Stage 3? 1. Lesson or unit sequence 2. Instructional strategies 3. Student activities

4. Specific Strategies for Effective Instruction

5. 1.Advance Organizer An instructional organizer used before direct instruction, or before a new topic. Can be used to hook, set up a lesson, or activate prior knowledge. An instructional organizer used before direct instruction, or before a new topic. Can be used to hook, set up a lesson, or activate prior knowledge.

6. Advance Organizers Can: Be a framework to let students know what they will be learning Be a framework to let students know what they will be learning Be presented at a various levels of complexity to accommodate all learners Be presented at a various levels of complexity to accommodate all learners Make connections between what the learner already knows and what she/he needs to know Make connections between what the learner already knows and what she/he needs to know Improve levels of understanding and recall Improve levels of understanding and recall Be effective in the “W” and “H” part of WHERETO Be effective in the “W” and “H” part of WHERETO

7. TERM TEACHER DEFINITION STUDENT DEFINITION SYMBOL OR REMINDER Traditions A set of customs or practices within a group of people Immigrant Culture Marzano, Pickering, Pollack, Classroom Instruction that Works (2001)

8. 3. Concept Mapping Generate ideas (brain storming, etc.) Generate ideas (brain storming, etc.) Design a complex structure Design a complex structure Communicate complex ideas Communicate complex ideas Aid learning by explicitly integrating new and old knowledge; Aid learning by explicitly integrating new and old knowledge; Assess understanding or diagnose misunderstanding. Assess understanding or diagnose misunderstanding.

9. Concept Map Concept 12345

10. Concept Attainment Steps of Concept Attainment: Select concept and define attributes Select concept and define attributes Develop positive and negative examples Develop positive and negative examples Introduce the process to the students Introduce the process to the students Present the examples and non-examples Present the examples and non-examples Then allow students to tell under which column the next examples fit Then allow students to tell under which column the next examples fit Allow students who are ready to generate their own examples Allow students who are ready to generate their own examples Develop a concept definition Develop a concept definition Give additional examples Give additional examples Discuss the process with the class Discuss the process with the class Evaluate Evaluate

11. Double Entry Journal Quote from text Quote from text Essential question Essential question Reflective question Reflective question Controversial topic Controversial topic Connections to self Connections to self Connections to other learned skills Connections to other learned skills Brainstorming possibilities Brainstorming possibilities Emotional reactions Emotional reactions

12. WHERE & WHY Discuss relevance of learning about histories, traditions and cultures Discuss relevance of learning about histories, traditions and cultures Share unit goals Share unit goals Category of Instruction ? Specific Strategy ?

13. HOOK & HOLD Share autobiographical sketches anonymously. Find similarities and differences between the student’s world and the author’s world. Share autobiographical sketches anonymously. Find similarities and differences between the student’s world and the author’s world. Category of Instruction ? Specific Strategy ?

14. ENGAGE & EXPLORE Write reaction, opinion, and reflections on reading. Write reaction, opinion, and reflections on reading. Category of Instruction ? Specific Strategy ?

15. RETHINK, REVISE, RELFECT Peer exchange and peer editing of essays. Peer exchange and peer editing of essays. Category of Instruction ? Specific Strategy ?

16. EXHIBIT & SELF-EVALUATE Journaling to self- evaluate and metacognate. Journaling to self- evaluate and metacognate. Category of Instruction ? Specific Strategy ?