Crete InstructionContent SegmentsFebruary 19, 2014

Toby BossESU 6

Purpose

• Review the MRL instructional model– Discuss Observation of Routines

• Content Lesson Segments– DQ 2 Interacting with New Content– DQ 3 Practicing and Deepening

• Plan activities for the next session

Resources

• http://creteinstruction.wikispaces.com/home

• http://esu6craftknowledge.wikispaces.com

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Alvin Toffler 2001An American writer and futurist

Great Educators….

• Are first and foremost learners who have a teachable spirit.

• Are constantly looking to improve their skills in the craft of teaching and learning.

The Complexity of Teaching

• “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”

• Lee Shulman, The Wisdom of Practice

“What Matters Very Much is Which Classroom?” “If a student is in one of the

most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”

Deborah Loewenberg Ball, Dean of Education, University of Michigan

Three Critical Interventions (COMMITMENTS)

• A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

• Ensuring effective teaching in every classroom.

• Building background knowledge for all students.

What must a district or school do?

• Develop a common language of teaching.

• Provide opportunities for focused feedback and practice.

• Provide opportunities for observing and discussing effective teaching.

• Require individual teacher growth and development plans on a yearly basis.

Dweck, Mindset: The New Psychology of Success, 2007

Fixed mindset:Talents are carved in stone

Growth mindset:Qualities are things to be

cultivated through effort and can change through application

and experience

Dweck, Mindset: The New Psychology of Success,2007

The Highly Engaged Classroom, 2011 pages 17-18

Where should a school or district begin?

Develop a common language of teaching

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

The Art and Science of Teaching

Art and Science by the numbers

• 41 instructional elements within…• 9 lesson design questions embedded

in…• 3 segments for every lesson.

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Lesson Segments• “Thin slices” of instruction

– Those involving routines– Those involving content– Those enacted on the spot

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

The Art and Science of Teaching

Routine Segments

Segments that are routine components of every lesson

• Rules and procedures (Q 6)• Communicating learning goals (Q1)• Tracking student progress (Q1)• Celebrating success (Q1)

Cognitive Routines

• Critical for getting students to interact with content we want them to learn…

• Cognitive routines are critical routines for learning at all ages…

Cognitive Routines

–Attention and Refocus Signal–Transition Signal–Strategies to group and re-group

learners

Reflection Discussion

• How did you use the model for observations?• What routines did you observe?• What did you learn?

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

Content Segments

ADDRESSES CONTENT IN SPECIFIC WAYS

25

Content Segments

• Interact with new knowledge• Practice and deepen content• Generate and test hypothesis

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

If the segment involves new knowledge what do you expect to see?

Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning

Activity

• Think about a unit you are going to teach in the next few weeks.

• What will be the learning goal?• Consider how you will use the concepts we

present with this learning goal.

If the segment involves new knowledge what do you expect to see?

Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning

Previewing

• Students work with content prior to actual formal presentation or critical input.

• Important for those coming with little or no background knowledge.

Graphic “Advanced” Organizers

• Very effective for new material critical input.

• Help students organize their thoughts small, logical chunks.

• Usable in all content areas.

Effects of Different Learning Experiences

Type of Experience Percent of Recall After One Year

Visual Instruction 77 %Dramatic Instruction 57 %Verbal Instruction 53 %

Nuthall 1999

New Learning Occurs Best When..

• Learners have a basic, personal connection with a new concept.

• Have an opportunity to do their own thinking and attach learning to their own experiences.

• The brain is stimulated to find possible previous patterns that relate to new learning.

• Smilkstein; We’re Born to Learn 2003

The Brain Looks for Patterns

1. Classification: A is an example of B2. Causal: A causes B3. Difference: A is unlike B4. Similar: A is similar to B5. Sequence: A occurs before B

Sousa; How the Brain Learns 3rd Edition

Common Advanced Organizers:

• Story Maps• K-W-L Maps• Venn Diagrams

Free Graphic Organizer Sites• http://freeology.com/graphicorgs

• http://www.eduplace.com/graphicorganizer

Reflection• Self assess on the reflective guide:

– What do I typically do to preview new content? Page 9

• Discuss:– How will you preview content related to

your learning goal?

If the segment involves new knowledge what do you expect to see?

Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning

Identifying Critical Information

• Explaining why content is important.• Signals students to which content is critical

and which is non-critical• Teaching important vocabulary• Teacher cues students to important

information

Reflection• Self assess on the reflective guide:

– What do I typically do to identify critical information? Page 7

• Discuss– How will you identify critical information related

to your learning goal?– What important vocabulary will you need to

teach?

If the segment involves new knowledge what do you expect to see?

Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning

Some ideas for chunking…

• King of Queens• ABCs

Chunking helps us remember…• Pythagorean Theorem

– a2+b2=c2

– Right triangles, hypotenuse, legs, square roots, exponents

• Color wheel– Primary, secondary, and tertiary colors– Mixing techniques

• Other ways we naturally chunk information to assist in remembering

– 402-761-3341– License plates– Social security numbers

A Memory Task

• I am going to quickly read a list of 10 things you might find in your desk.

• After I have read the list you will write down as many of the items as you can.

• Paper clips• Stapler• Marker• Sticky notes• Notepad• Pencil• Ruler• Calculator• White out• Glue

Primacy–Recency Effect

During a learning episode we remember best that which comes first, second best that which comes last, and least that which comes just past the middle.

What does this look like in your classroom?

Primacy-Recency(Sousa, How the Brain Learns, 2007, p. 90)

Amount of Prime Learning Time• 20 minute episode

– 18 prime time (90%), 2 down time

• 40 minute episode– 30 prime time (75%), 10 down time

• 80 minute episode– 50 minute time (62%), 30 down time

The Importance of Processing Time

• The brain needs time to create connections and pathways to create long term memories.

• The hippocampus can only hold so much • Example of glass of water.• Too much, to fast, it won’t Last.• 10-2 or 5-1 rule

Reflection• Self assess on the reflective guide:

– What do I typically do to chunk content into “digestible bites”? Page 10

• Discuss– How will you chunk the new content related to

your learning goal? At what strategic points will you stop for processing? Consider:

• Primacy-Recency• 10-2-5-1

If the segment involves new knowledge what do you expect to see?

Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning

The Importance of Processing Time

• The brain needs time to create connections and pathways to create long term memories.

• The hippocampus can only hold so much • Example of glass of water.• Too much, to fast, it won’t Last.• 10-2 or 5-1 rule

So why is it necessary to change up instruction?

As your brain gets numb-er Your brain gets dumber

Changing STATES

Change up instruction 5-10 min. for pre-adolescents, and

Every 10-20 minutes for adolescents into adults.

Thinking About It

• Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you?

• Because the brain needs a chance to refocus and start again.

• When you stand up blood flow to the brain increases.

Reflection• Self assess on the reflective guide:

– What do I typically do to help students process information? Page 11

– What do I typically do to organize students to interact with new knowledge?

• Discuss– How will you organize student to process information? Consider

• Elbow partners• Clock partners• Across the room partners• Think – pair-share• Interaction sequence

If the segment involves new knowledge what do you expect to see?

Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after

content has been introduced Students reflecting on their learning

Note Taking and Summarizing…

• When did you really learn to take notes?• We have to teach learners how to learn.• Note Taking AND Summarizing.• Easy, and effective• Verbatim notes are the least effective• Control the ppt infomation

Combination Notes

Regular notes Symbol, pictureor graphic

Summary

Graphic Organizers

• Go to the wiki:• http://whsinstruction.wikispaces.com• Go to the Graphic Organizer page for exampels

Summarizing….

• Students have to summarize in their own words….

• Use this as a good change of state strategy….• Limit their words to summarize….

Research and Theory about

Summarizing

To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

cutting-edge research concrete strategies sustainable success

A Few Summarizing Strategies

Limited Word Summaries

Read or review information and use a few words to summarize it.

Write A Headline

Write a short newspaper headline to summarize the information.

Exit Tickets

• Students summarize important content prior to leaving class

• A great way to leverage Prime Time #2

What 2.0 Tools Support Summarizing?

cutting-edge research concrete strategies sustainable success

Wordle• www.wordle.neto This is a free tool that turns words or a block

of text into a cloud pattern.o Great way to summarizeo Great for a pre-reading toolo Great for reflecting on content

Reflection• Self assess on the reflective guide:

– What do I typically do to help students record and represent knowledge? Page 13

• Discuss– How will you have students summarize and take notes

after the content has been introduced? Consider• Combination notes• Summarizing methods• Tech Tools

Summarizing and Note taking

• Discuss– How will you have students summarize and take

notes after the content has been introduced? Consider

• Combination notes• Summarizing methods• Tech Tools

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

If the segment involves knowledge practice and

deepening activities, what do you expect to see?

Practice

• Practice doesn’t make perfect – it makes permanent

• 12 of anything is enough for one episode• Two types

– Mass Practice: many practices right at the point of learning

– Distributed Practice: sprinkle some practices in on a regular basis

2b. Content--Lessons involve practicing and deepening content previously

addressed.• Cooperative learning• Questioning • Practicing skills, strategies, and processes• Examining similarities and differences

– Comparing/contrasting, classifying, creating analogies and metaphors

• Using homework – Guided and independent practice

• Revising knowledge– Reviewing/revising notes so they are useful to

students and add clarity to understanding.

Teacher questioning behaviors affect which students learn how much---no matter the structure.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Page 38 of The Art & Science of Teaching

Questions Posed in a 30 Minute Time Period

Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology,

8, 101-106.

Teachers

Students

50.6

1.8

Research finding #1

Teachers ask many questions

Implication:

• Questions promote student learning.

• Teachers should plan their questions before asking.

• Ensure that questions match the instructional objectives and promote thinking.

A few carefully prepared or selected questions are

preferable to large numbers of questions.

Research Finding #2:

Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication:

• Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.

Research finding #3:

• Not all students are accountable to respond to all questions.

• Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings.Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to

engage every learner.

Implication:

• Teachers should establish classroom norms that every student deserves an opportunity to answer questions

• All students’ answers are important.

Research finding #4:

• Teachers typically wait less than 1 second after asking a question before calling on a student to answer.

• They wait even less time before speaking after the student has answered

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication:

• Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions.

Research finding #5:

Teachers often accept incorrect answers without probing; they frequently answer their own questions.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication:

• Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.

Research finding #6:

Students ask very few content-related questions.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implications:

• Value student questions• Help students learn to

formulate good questions, and

• Make time for student questions.

Active Questioning, 1995

From Passive to Active--Types of Questions

• Convergent questions–Right or wrong

• Divergent questions–Multiple answers

Active Questioning, 1995

Quantity Questions…

• From…– How many

doors/windows in this room?

– What is square root of 16?

• To…– What are the

possible ways to get out of this room?

– List ways you can think to say “4.”

Classroom Instruction that Works, 2001

Compare/Contrast Questions(move from concrete to abstract)

How is ______________ like __________?

How is ________________ different from ____________________?

the human brain a computer

building a buildingbuilding a relationship

Classroom Instruction that Works, 2001

Feelings, Opinions& Personifications Questions

• Viewpoint/involvement questions• Increase student motivation because they

involve emotion–Line up activity

• Would you rather lead or follow?• Democrat, Republican, or

Independent?• Soccer or volleyball?

Classroom Instruction that Works, 2001

Personification QuestionsDifferent points of view

• If the color green could talk, what would it say about the color purple?

• Be a compass. Describe what you do.• What would an obtuse triangle ask a

parallelogram?

Active Questioning, 1995

Other Types of Active Questions

• What if…? –What if humans did not have a _____?

• How come…?–How come jumbo shrimp are so small?

• Think of some that pertain to your topic area.

Process TimeThink of 6-8 new kinds of

questions for a unit of study you might ask that

seek deeper understanding and thinking on the part of

students?

Questioning Makes the Difference, Johnson, 1990

How can I assess my questioning style?

• Record a complete day of teaching• Review in privacy• For every right/wrong answer (convergent)

type of question give yourself a check• For every divergent (multiple options)

question, give yourself an X• Add the total of checks and X’s• How long did you wait for responses?

– Hunter research 2.5 seconds—try 5 seconds or more.

Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I

already know?”

Identifying Similarities and Differences

Effective tools include – Venn diagrams– Comparison matrix– Classifying activities– Concept maps– Graphic organizers– T charts– Pro and con grids– Metaphors and analogies

Identifying Similarities and Differences

Various Venn Diagrams

Double-Bubble Diagrams

Concept Map Example

Classification Chart

T-Charts

Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2

Similarities and Differences

Characteristic 3

Similarities and Differences

Characteristic 4

Similarities and Differences

Solving Analogy ProblemsOne or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies.

Bone is to skeleton as word is to ______.

Rhythm is to music as _____ is to _____.

What is the relationship?_________________

Summary Reflection

• Reflect on what you have seen today using the following prompts:

• Based on what I saw today…– How did this experience validate what I do?– What questions did this experience generate

about what I’m doing in my classroom?– What’s one thing I might try in my classroom?

Observations

• Use the form to conduct a video walkthrough.• What routines did you see?• Walkthrough Form (also on the wiki)

Next Steps

• Look for how your teachers introduce new knowledge.

• Look for how your teachers have students practice and deepen new knowledge

• Be ready to report next time.

March 27

• Discuss observations• Enacted on the spot segments

– DQ 5 Engagement• Video Reflection• Instructional Rounds• Discuss an implementation plan for next year

Resources

• http://marzanoresearch.com/site• http://esu6mrl.wikispaces.com• http://esu6craftknowledge.wikispaces.com• ESU 6 YouTube:

http://www.youtube.com/user/esu6pd