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TRANSCRIPT
Welcome Back! Focus on Effective Teaching
Day 2
We will begin at 8:0 by sharing your responses and questions as a group
Please look back through your materials to be ready!
Kerri and Pat
MIP – Roundtable Consensus
• Individually review notes/materials from day 1
• Make a bulleted list of most important points
• Create one “list” round table style on one white board
Your responses …. Where do you feel you are growing?
• Expectations based on rubric language
• Awareness of gaps in my planning
• Clear understanding of where to focus when planning lessons
• Importance of clear objectives *
• Writing better objectives- using clear, concise verbs *****
• Expanding questioning techniques
• More ways to engage all students
• Student engagement **
• Relevant vs. related
Your responses … Still have questions about:
• Making subjective matter objective…does not work in application?
• Student engagement with unwilling learners (Motivation) ****
• How can you get to your goals when 1-2 students are consistently behind?
• List of clear verbs
• Methods to keep class actively engaged when content is above ability (when working on NYS module lessons)
• Cause/Effect relationships
Your responses… What helped facilitate the learning?
• Notes booklet without powerpoints **
• Time to talk with a variety of peers ******
• Differentiations, co-teaching, breaks, visuals, chocolate*, examples *
• Whiteboards
• Practice activities such as the pink sheets *
• Sorting examples
• Writing instructional decisions and identifying with teaching decision #
• Filling in the notes in the book
Other ways to facilitate learning.. • Speaking and writing at the same time (instructors). We try
not to but will watch this .
• Also, remember individual think (and write) time
• Please go a little slower
• Hand out the powerpoint
• Discuss the best ways to address students that have not learned the info.
• Real life example of lesson- how to put into practice
• Identifying pages in notebook with image on slide *
As we work and learn together today…
• Breaks
• Bathrooms
• Lunch
• Minds on!
• Procedures
• Think…
• Coming back together
• Materials
• Your responses and questions
Today’s Outcomes
• Define the four teaching decisions
• Identify the attributes of effective questioning
• Describe the process of “breaking down the learning”
• Identify the critical attributes of checking for understanding
• Create opportunities for closure throughout a lesson
• Describe how the teaching decisions relate to the NYS Teaching Standards and the language of the rubrics for professional practice
What are all the different kinds of questions we ask in the classroom?
Management/procedural • What do we need to remember so everyone can be
heard?
• Can everyone see? Hear?
• How much more time do you need?
• Where can we find the information?
• Can you show me you can work with your group?
What are all the different kinds of questions we ask in the classroom? – teaching to content outcomes
• Recall of Facts (knowledge)
• How many squares within the figure do you see?
• How many square within your various rectangles?
• Making Connections
• What is the relationship between the length and width and the number of squares?
• Connecting/Inferring
• I own a piece of grassland whose area is larger than that of a football field. Why might it be unsuitable for football?
What are all the different kinds of questions we ask in the classroom? – teaching to content outcomes
Evaluating
• What evidence can you find to justify your answer? To formulate a written response? To back up your opinion?
Criteria for Effective Questioning – toward learning outcomes
• Congruent (relevant) to the learning
• Invitation for ALL students to think
• A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative
Wait Time • The “space” after All students are asked the
question
• Generally 3- 5 seconds before we call on students randomly (complexity)*
LITERATURE CIRCLE
Summary and Reaction: Prepare a two to three sentence
summary of your reading.
Connections/Passages: Underline/highlight ideas that stand
out to you or caught your attention in the text, jot down
thoughts/connections to your own work.
Illustration: Quickly sketch a picture relating to your reading.
Literature Circle
After each of you read the article…
WAIT TIME EFFECTS
Length of student responses increases
between 300-700 %
More inferences
More speculative thinking
More questions
Decrease in failure to respond
Decrease in management problemss
WAIT TIME EFFECTS
Teach Your Students
Explain – state the
procedure, model & demonstrate(show/tell)
Rehearse – practice
Reinforce – give specific
feedback when they do it right
Get your answer ready…
I want you all to take a minute to think about this…
Before you start writing…
Get a picture in your head of this….
Without talking, get three ideas in your mind…
Before you raise your hand, I want you to think about …
I am going to give you 10 seconds to get your answer
ready.
WAIT TIME PROMPTS
Let’s go to the Rubric! What matches do you see for our learning about effective questioning and student engagement and the language in your rubric of professional practice?
Continuum of Questioning
High Consensus
Yes/No - Fact
Low Consensus
Closed Open
STRETCH THE THINKING!
For your consideration….
•Kagan’s Question Generator!
•Question stems to promote student thinking(orange cards)
In your classroom…
• What is an objective that you have for your students?
• Based on the rubric language and your learning about questioning, what would it look like and sound like in your classroom?
• Write an example of a question you would ask students
• What language would you use to direct student engagement?
Now that we have our outcomes…
What are the essential components that students must know and do to be successful?
Breaking Down the Learning
The process of taking apart a learning task to determine the sub skills or component skills needed to accomplish a task.
Why is it necessary to break down the learning?
• Think
• Round Robin
• Each person share one reason why a task analysis is important
What is the process for breaking down the learning?
1.What is your outcome/objective?
2.What are the sub skills?
3.Are all the sub skills relevant?
4.Does the learning require a particular sequence?
Practice Breaking Down the Learning
1.What is your objective?
2.What are the sub skills?
3.Are all the sub skills relevant?
4.Does the learning require a particular sequence?
- Take one of your outcomes and break down the learning (*the more complex the outcome – the more complex the task analysis)
- Talk through with a partner
- Remember - a Task Analysis is NOT a lesson plan – it is a Dependent SEQUENCE of intended learning
Review with the person next to you!
Let’s Go to Your Rubric Language…
What “matches” do you see in the language of your rubric of professional practice and the current learning?
What are the critical attributes?
Evidence is:
• Observable (overt)
• ALL students
• Relevant to the objective
When does checking for understanding occur?
Make the Bridge!
• A: Why is it necessary to check for understanding ?
• B: What would happen if we didn’t?
Definition
The teacher must assess whether students are assimilating the material in the lesson in order to make decisions about how to proceed.
Step 1: Elicit Relevant Observable Behavior
• Overt response
• Need proof of learning
• Need to see or hear
• Match between learning and behavior
“Are you okay with this?” “Any questions?”
“It seems like we’re ready to move on.”
Strategies for Checking
• Signal Behaviors
• Other Visual Responses
Choral Responses
Other Oral Responses
Written Responses
Task Performance
Step 3: Interpret the Behavior
• Analyze the data, what did you get?
• Did the behavior match the intended learning?
• If necessary, pinpoint where the learning broke down.
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Step 1
Step 2
Step 3
Step 4
Make a Decision and Take Action
Checking for Understanding
Step 4: Make a Decision and Take Action
• Red: Stop and re-teach
Move ahead slowly with more practice
• Green: Go ahead as planned
Analyze This… Did this teacher effectively check for understanding?
An elementary teacher has just modeled the comma rule for items in a series within a sentence. He writes another sentence on the board and directs the students to copy the sentence, put commas where needed and place their completed paper in the bin on the front table on their way out. As students work, the teacher assigns a homework assignment on punctuating sentences that requires the application of the comma rule for items in a series. As students leave, the teacher watches to make sure that every student places a paper in the bin.
On Your Own…
• Read the teacher scenarios and determine if these teachers have followed the steps to effectively check for understanding
• Signal ATT partner when finished and rally robin your responses
Self-Reflection: Which
area of Checking for Understanding do you want to make better decisions about?
Step 1
Step 2
Step 3
Step 4
Elicit Relevant Observable Behavior
Make a Decision and Take Action
Interpret the Behavior
Check the Behavior
Let’s Go to Your Rubric of professional practice
Where do you see “matches” for our learning in the language that is in your rubric?
CLOSURE
Students forget what they learn
from one day to the next.
Increased retention and
rate and degree of learning
DEFINITION
Closure is a mental process in which the learner reflects on and summarizes what has been learned.
The Critical Attributes of Closure:
• All learners involved
• Summarizes the learning
• Relevant to the objective
Examples of Closure
• Each of you tell your editing partner the 3 criteria that you’re analyzing for today that we just talked about.
• Let’s say that your Mom or Dad is here for 3rd grade parent night and you need
to tell them how to get your story on the computer screen. All of you think of the steps you would need to tell them. Write a “how to” list for them.
• We just located two points on our coordinate graph. Before we go ahead,
everyone jot down the steps you went through to locate a point on the graph. • Each of you visualize the location of your hands on the keyboard for the first four
bars of the musical selection. Take turns showing the sequence of movements to your partner before we begin playing.
• Before you leave, each of you meet with your 12 o’clock clock partner and share
the significance of the amendments we discussed today.
Closure is used to…..
• Cue students to the fact that they have arrived at an important point in the lesson.
• To help organize the student’s learning
• To help form a coherent picture, to consolidate, eliminate confusion and frustration.
• To reinforce the major points to be learned and to provide a number of possibilities for cue retrieval.
When do you use closure ?
• After teaching to a specific learning outcome or specific outcomes
• After teaching a unit
• After the marking period
• After a year
What do you think? Closure or not closure? Why or why not?
1. Does anyone have any questions?
2. Explain how you used Order of Operations to solve this problem.
3. Reflect back on our discussion of how supply and demand effect price. Write down an explanation for how the principles of supply and demand effect the price of a consumer product your family buys.
4. Are we okay with the concept of stereotyping?
5. Please look through your notes as I summarize our definition of democracy.
Rally Robin Consensus
Let’s Go to Your Rubrics of professional practice
Where do you see “matches” for the learning in the language of your rubric?
Important things to remember about closure…..
Jot down your thoughts on your
handout
What will you say to create closure in your next lesson?
Sample Lesson
As we watch, we’ll be looking for:
• Student Engagement
• Checking for understanding
Label the attributes- What does it sound like? What does it look like?
Shopping with Pat and Kerri in the “Effective Teaching Store”! What are some of the most important items that you want to be sure to pick up from today’s learning and take “home?”
Why did you choose each “item”? Elemental partners - Fire
Days for in district coaching/labeling visits • January 21st – CV, Bing
• February 3rd & 6th - Harpursville
• February 4th - SV
• February 5th - BOCES
• February 20th - Deposit