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Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1.

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Presentation on theme: "Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1."— Presentation transcript:

1 Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1

2 Visualizing Hands-on Modeling Conferencing Reading Making connections Schema Prior knowledge Graphic organizers Learning Depends on the Student!!!!! 2

3  Reader constructs meaning by making connections between new information and what is already known  Prior knowledge plays an important role in learning  Reading and writing are connected  Learning is a socially interactive process  Comprehension is dependent on METACOGNITION 3

4  Lesson Protocol  Data Driven  Standards-based  Scaffolding  Zone of Proximal Development  Differentiated Instruction  UDL Principals  Levels of Engagement  Assess-Plan-Teach-Reflect 4

5  Effects of instruction on student learning  Identifying those strategies that have the highest probability of enhancing student achievement  Teacher has the control Effective Pedagogy Instructional Strategies Management Techniques Curriculum Design 5

6  Identifying Similarities and Differences  Summarizing and Note-Taking  Reinforcing Effort and Providing Recognition  Homework and Practice  Nonlinguistic Representations  Cooperative Learning  Setting Objectives and Providing Feedback  Generating and Testing Hypothesis  Questions, Cues, and Advance Organizers 6

7  What are we doing?  Why are we doing it?  How do we do it well? 7

8  Give students a model for the process  Use familiar content to teach students the steps for comparing  Give students graphic organizers for comparing  Guide students as needed 8

9 Summarizing  Teaching students rules-based strategies  Using summary frames  Modeling  Think aloud Note Taking  Variety of formats  Teacher prepared notes  Time for review 9

10  Teaching students that effort can improve achievement  Ask students to chart effort and achievement  Intrinsic vs. extrinsic reinforcements  What works for one may not work for all 10

11  Establishing and communicating a homework policy  Clarifying the purpose of homework  Asking students to use homework assignment sheets  Commenting on homework  Independence!!! 11

12  Graphic organizers  Pictographic representations  Mental images  Physical models  Kinesthetic representations 12

13  Positive interdependence  Face-to-face promotive interaction  Individual and group accountability  Interpersonal and small group skills  Group processing 13

14  Setting objectives that are not too specific  Personalizing objectives  Communicating objectives  Using criterion-referenced feedback and explanations  Engaging students in peer feedback  Asking students to self-assess 14

15  Applying Knowledge  Six different types of tasks systems analysis problem solving decision making historical investigation experimental inquiry invention 15

16  Before-During-After Reading  “Front Loading”  Focus on what is important, NOT what is unusual  Focus on “higher level” questions 16

17  Instructional implications  Student engagement  Literate environment  Higher level thinking skills  Technology integration  Differentiation  Data driven 17

18 Marzano, Robert J. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, Virginia. 2001. Lake/Geauga County Educational Service Center Website http://www.lcesc.k12.oh.us/ Heather Stewart’s Literacy Website http://stewartsliteracynet.weebly.com/ 18


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