Notes to Teacher: Anything italics should be read aloud Lesson 4b.2

Bottom-up vs. Top-down Thinkers About this lesson: Executive Function: Executive function (EF) is a broad term used to describe the complex cognitive processes that are the foundation for goal-directed behaviors. These processes include: organizing, prioritizing, shifting flexibly (cognitive flexibility), accessing working memory, and self-monitoring. Organization: Organization involves the creation of a meaningful structure for ordering parts into a cohesive whole. Strategies for organizing and priorities systematically help students to achieve their goals. HOW TO TEACH STUDENTS TO ORGANIZE IDEAS AND INFORMATION   As you learned in lesson 4B.1, graphic organizers such as BOTEC often help students take an organized approach to writing. That said, it is helpful if students recognize it is not the only approach. Metacogntion should help them determine which strategies will be most useful for them. In this lesson, students are introduced to bottom-up vs. top-down thinking. First asking yourself whether you are a bottom-up or a top-down thinker will help you determine which kind of organizational strategies you tend to use in the classroom. It is helpful to know this so that you can try to vary your approach from time to time to incorporate students who make think very differently from yourself. Bottom-up thinkers like to look at the facts and details they have collected. They create topics by arranging their facts into categories, then develop a main idea based on these topics. Top-down thinkers like to start with a main idea. By looking at the big picture, they are able to identify their topics and find details that support those topics. More information is available on the lesson 4.2b overview. Lesson 4b.2

Bottom-up vs. Top-down Thinkers Objectives Recognize the various ways to organize writing. Understand which type of approach works best for you. Lesson 4b.2

Bottom-up vs. Top-down Thinkers Agenda Complete Metacognitive Activator Learn about the difference between Top-down vs. Bottom-up Thinkers Practice both types of thinking Complete the Metacognitive Wrap-Up Reflect about strategies that work! Review the agenda. Lesson 4b.2

Bottom-up vs. Top-down Thinkers Metacognitive Activator Please read the handout and fill out the outline Distribute the “Jellyfish” Metacognitive Activator handout, student version. Ask students to fill out the blank outline based on the information in the paragraph. Share the completed outline in the teacher version with the class, and ask them to compare their responses. Lesson 4b.2

Bottom-up vs. Top-down Thinkers Discussion: Was this challenging? If so, why? Were you able to identify: Main ideas? Topics? Supporting details? Ask students to reflect on this activity. Was it challenging? Were they able to identify the main ideas, topics, and supporting details? What was it like to reverse the writing process and go from a completed paragraph to an outline? Discuss with the students the role that organization plays when writing (refer to BOTEC from Lesson 1 of this Unit). Emphasize the relationship between main ideas, topics, and supporting details. Lesson 4b.2

Bottom-up vs. Top-down Thinkers Look first at facts and details Organize those facts into categories From those categories, derive a main idea Bottom-up: Introduce students to the concept of Top-Down vs. Bottom-Up Thinkers: Bottom-up thinkers like to look at the facts and details they have collected. They create topics by arranging their facts into categories, then develop a main idea based on these topics. Lesson 4b.2

Bottom-up vs. Top-down Thinkers Start with the main idea Identify topics and find supporting details by looking at the big picture Top-down thinkers like to start with a main idea. By looking at the big picture, they are able to identify their topics and find details that support their topics. Lesson 4b.2

Top-down vs. Bottom-up Thinkers First let’s try the Bottom-up approach: Egypt Facts Categorize facts (look for similarities like “crops” or “religion”) What are the three most common categories/topics? Distribute the “Egypt Facts” handout. »  Tell students they are going to practice the Bottom-Up approach first. »  As a class, categorize each fact, looking for similarities (e.g., crops or religion). Lesson 4b.2

Top-down vs. Bottom-up Thinkers The Bottom-up approach: Main Idea/Thesis: Topic: Topic: Topic: Detail Detail Detail From the “Egypt Facts” handout, select the 3 most common categories as a class, and add them to the “Main Idea and Supporting Details” chart on the PowerPoint. Underneath these topics, add the supporting details (abbreviated is fine). Then, as a class, brainstorm a thesis that ties all of the topics and details together (for example, “Living on the Nile influenced the Egyptian’s religion, transportation, and farming.”). Lesson 4b.2

Top-down vs. Bottom-up Thinkers Now let’s try the Top-down approach: Egypt Map Thesis: The Nile provided Ancient Egyptians with transport and agriculture and was central to their religion. Can you scan the map to find supporting details from the big picture? Distribute the “Egypt Map” handout. Tell students that you are going to practice the Top-Down approach now. Read the thesis and ask students to identify 3 main topics that will support the thesis. Lesson 4b.2

Top-down vs. Bottom-up Thinkers The Top-down approach: Main Idea/Thesis: Topic: Topic: Topic: Detail Detail Detail First, write the thesis the students created previously in the “main idea/thesis” box on the slide. Or you could use the thesis provided on the “Egypt Map” handout. Write the 3 main topics the students generated from the “Egypt Map” handout this slide. Have students scan the map looking for details that support their thesis and topics. Try to find three details per topic. Lesson 4b.2

Top-down vs. Bottom-up Thinkers Try It Out! Now it is time for students to determine which approach suits them better. Distribute the “Medieval Cities” handout or simply project this slide. Give students a blank copy of the “Main Idea and Supporting Details” chart. Have students fill out the chart using information from the thesis and the painting. Figure 1: The Fight Between Carnival and Lent by Pieter Bruegel the Elder. 1559. Oil on Water.. Lesson 4b.2

Top-down vs. Bottom-up Thinkers Independent Practice Distribute the “Mark Twain Facts” handout and the other copy of the “Main Idea and Supporting Details” chart. Give students five minutes to fill out the chart using the facts listed. Figure 2: A portrait of Mark Twain taken by AF Bradley in New York, in 1907. Lesson 4b.2

Top-down vs. Bottom-up Thinkers Metacognitive Wrap-Up Which approach did you find easier? Why? As a class, discuss the benefits and drawbacks of each approach. » Which approach would be better for writing a research paper? A timed essay? A summary of a magazine article? Have students reflect on which approach they found easier and why in their strategy notebooks. Lesson 4b.2

Strategy Reflection Sheets Distribute strategy reflection sheets. Allow students 2-3 minutes for students to complete their reflections. If time permits, select 2 or 3 students to share their responses. Lesson 4b.2

What strategy did you use? How did you use it? Strategy Reflection Strategy Share What strategy did you use? How did you use it? Was the strategy helpful? If so, how did you know it was helpful? After students have had an opportunity to apply the strategy to their school work or activities outside of school, distribute a new strategy reflection sheet (typically 2-3 days following direct instruction of the strategy). Allow students 5-10 minutes to complete their strategy reflection sheets and to attach them to the piece of work that demonstrates the application of the strategy. In some instances, students may not have the opportunity to apply the strategy they learned that week. Therefore, encourage them to reflect on a different strategy that they applied. After all students have completed strategy reflection sheets, select 2-3 students to share their strategies. During the strategy share, students should answer the questions on the slide. Lesson 4b.2