lesson design day 3 induction maureen gradel staff developer pennsbury school district
TRANSCRIPT
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Lesson DesignDay 3 Induction
Maureen GradelStaff Developer
Pennsbury School District
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Welcome!
Please… Sign-in for either Act 48 hours or Stipend Find your assigned seat Help yourself to refreshments Catch up with your table group Peruse the provided sponge activities Review pages 1-3 in the Day 3 Workshop
booklet on Lesson Design
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Sponge Activities
Better Teaching Tip Calendar
Better Teaching articles
Print and wiki resources
Spring Needs Assessment
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Reminders…
The video lesson is due by March 24, 2011. Lessons should be taped and submitted via dvd,
flash drive, or email. NO VHS TAPES!!! Demonstration teacher observations are due by
April 29, 2011. If necessary, sign-up on MLP for the April 25th
Trade Day. Complete and turn-in the Spring Assessment.
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Agenda
Welcome/Reminders/Objectives Lesson Design Review/Share Active Participation Checking for Understanding Cooperative Structures Questioning Assignment Closure
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Objectives
Participants will be able to… Review lesson design topics Brainstorm ways to check for understanding Create various levels of questioning for
upcoming lessons Examine ways to encourage active
participation Review Cooperative Learning structures
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LESSON DESIGN
INPUTGUIDED
PRACTICE
CLOSURE
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Lesson Design Review
FATFAT Questions
HOTS Lengthier responses
Skinny Questions
LOTS Brief responses
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T-Chart Write the name of the
skill to be practiced and draw a large T underneath.
Title the left side of the T and the right side of the T.
Have students generate and list ideas on each side of the T-Chart.
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Send-A-Problem Refer to the Cooperative
Learning job aid provided. Use the index cards and
markers at each table to create FATFAT and skinnyskinny questions about your assigned topic.
2 questions per index card (1 of each kind – fat/skinny) per person.
Be sure to include a verified response to each (once a consensus has been reached).
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Table Share
Discuss with your table group the lesson you prepared that focused on Input and Modeling; and incorporated a Graphic Organizer.
How did the students respond to the lesson?
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LESSON DESIGN FORMAT
•Anticipatory Set
•Objective
•Purpose
•Input
•Modeling
•Check For Understanding
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3 Minute Pause
Find a partner. Assign A to one person and B to the other person.
While watching the video clip, • Person A should list some examples of fat
questions and skinny questions• Person B should identify/list some examples of
ways that this teacher checks for understanding
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Formative Assessment Clip –PDE SAS Mathematics
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AssignmentBring these results to
Session B for discussion:
Using the provided Reflection Sheet, you are to keep a record of the ways you are…• checking for
understanding
• 10 questions asked and the type (fat/skinny) for each
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Check for Understanding
Active Participation• Critical attributes
• Covert vs. overt
• Abuses
• Wait time
Questioning• Bloom’s Taxonomy
• Dignifying responses
Cooperative Structures Monitoring and Adjusting
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Come on, you’re the action word………move a little.
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Critical Attribute is“Mental Involvement”
CRITERIA1. Consistent involvement
2. Minds of all of the learners
3. Behavior must be on the learning
4. Ultimately must be overt
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Think-Pair-Share Think of and script
out (pg. 10) an example of how you use active participation in your classroom.
Share your example/statement with a partner.
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Wikispace Assignment #1
Before Session B, go to our wikispace Day 3 page to complete the at- home assignment on Active Participation.
http://pennsburyinductionyear1.wikispaces.com
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COVERT / OVERT COMBINATIONS
1. Overt from ONE…….
……covert from ALL.
2. Overt from ALL……..
……..covert from ONE.
3. Overt from ALL……..
……….covert from ALL.
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Overt from ONE…..…..covert from ALL
Teacher statement:
“Will you all please think
of the answer to the question, {pause}
and John you answer the question.”
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Overt from ALL…..…..covert from ONE
Teacher statement:
“John, step over here
with me, and listen to
the song as the rest of the
class sings it to us.”
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Overt from ALL…..…..covert from ALL
Teacher statement:
“Will all of you please
think of the words to
the preamble, and now in
unison, let’s say it
together.”
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ABUSES OF ACTIVE PARTICIPATION
Using respondent’s name before asking the question (Jim, name the capital of Minnesota.)
Using a patterned student selection. (Ex: going up and down the rows for answers.)
Prompting the better student, not prompting the poor student with the answer.
Inappropriate wait time (research shows the average to be about one second).
Calling only on volunteers. Calling on the same students regularly. Lack of variety of participation techniques used. Active responses which are irrelevant to the purpose of the
lesson.
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WAIT TIME Teacher Statistics
Wait time #1 = 1 second Wait time #2 = .9 seconds On average, 3-10 questions are asked in a
minute Up to 400 questions can be asked in a short
class session Repeats (mimics) every student response 25 % of praise words are very good and
wonderful Rewards indiscriminately Looks for the answer
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How to Use Wait Time Wait at least three seconds after asking a question
to let the student begin a response. Wait at least three seconds after any response
before continuing the question or asking a new one.
Avoid verbal signals (positive or negative) when asking questions. Most common…Isn’t it true that…? and Think!
Eliminate mimicry (repeating the response the student just made).
Eliminate verbal rewards (Okay, Good, Correct) and negative sanctions (Yes, but…).
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Roundtable Strategy
Refer to the Cooperative Learning job aid.
Materials: one paper, one pen.
Pass the paper around the table, allowing for each group member to list a contribution.
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Benefits of Wait Time - Student The length of the students’ responses are increased. The number of freely offered and appropriate student responses,
unsolicited by the teacher, are increased. Failure to respond - I don’t know or no answer are decreased. Inflected responses are decreased, thus students appear more confident
in their answers. The number of speculative responses are increased, thus students
appear to be more willing to think about alternatives explanations. Children work together more at comparing data. Children make more inferences from evidence. The frequency of questions raised by students are increased. The frequency of responses by students who were rated “slow” are
increased.
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Benefits of Wait Time - Teacher
• Teachers become more flexible in their responses; more willing to listen to diverse answers and to examine their plausibility.
• Teachers’ questioning patterns become more manageable; questions decreased in number, but showed greater variety and quality.
• There is some evidence that teachers raise their expectations of students who had been rated as relatively “slow.”
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Wikispace Assignment #2
Before Session B, go to our wikispace Day 3 page to complete the at-home assignment.
http://pennsburyinductionyear1.wikispaces.com/Day+3+Workshop
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4 Steps to Monitor and Adjust
1. Elicit overt behavior.2. Check overt behavior.3. Interpret response.4. Act on interpretation.
a. continueb. practicec. reteachd. quit
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Questioning is the heart of teaching. Asking questions is one of the most effective
means of stimulating thinking and learning.
Therefore, the art of questioning should become
a prime goal for all educators.
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“Think of this as a TV talk show.
The band and the audience are off-camera,
and you are my guests who’ll answer my questions.”
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“He’s at that age
where he asks
TOO many
questions
and
he questions
TOO many
answers.”
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QUESTIONING Motivates students. Keeps students on task. Alerts students to the important information in a
lesson/activity/textbook. Involves students actively in their learning. Provides practice on curriculum content. Gives feedback to students on how well they are
learning and what they have to study further. Provides positive reinforcement to students who
answer correctly. Provides diagnostic information about students’
progress.
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Student-Generated Questions
How do you encourage student-generated questions in your classroom?
Random Response with Grouping Pencils
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Bloom’s Taxonomy
Knowledge Comprehension Application Analysis Synthesis Evaluation
Recall Explain Use Relationships Create Judgements
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DIGNIFYING ERRORS
WELL, IT’S NOT EXACTLY WHAT WE ARE LOOKING FOR IN
FIRST GRADE…………………BUT IT SHOWS GOOD WORK.
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“There is no such thing as a wrong answer.
However, if there were such a thing,
that certainly would have been it.”
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Dignify
Prompt
Redirect
Held AccountableSuccess
STEPS IN DIGNIFYING A RESPONSE
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Welcome Back - Session B!
Please… Sign-in for either Act 48 or Stipend Find your seat assignment Help yourself to refreshments Discuss the wikispace assignments with your
table Share and discuss your Reflection Sheet
information with your table
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Agenda
Welcome/Reminders/Objectives Lesson Design Review/Share Active Participation Checking for Understanding Cooperative Structures Questioning Assignment Closure
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Objectives
Participants will be able to… Review lesson design topics Brainstorm ways to check for understanding Create various levels of questioning for
upcoming lessons Examine ways to encourage active
participation Review Cooperative Learning structures
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Don Little
Teaching Chess Step by Step
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Dignifying Errors
Find a partner Sit back-to-back Partner A asks Partner B
questions 2-5 and employs any necessary steps to dignifying a response.
Partner B asks Partner A questions 6-9 and employs any necessary steps to dignifying a response.
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Questioning Activities
Think Trix Question
Matrix
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3 Step Interview
Refer to the Cooperative Learning job aid.
Interview a partner about the Think Trix.
Reverse and now interview about the Question Matrix.
Share as a group, roundrobin style.
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What is Cooperative Learning?5 Elements
Positive Interdependence
Face to Face Interaction
Individual Accountability
Social Skills Group Processing
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Numbered Heads
Refer to the Cooperative Learning job aid.
Each student in the group should receive a number.
Once the problem is presented, put heads together to come up with the response.
The person whose number is called, responds for the group.
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Cooperative Learning Video ClipMiddle School Asteroid Speed Lab
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Cooperative Structures
Talk Walk
Take a Talk Walk with a partner. Discuss the various options in the Cooperative Learning job aid. Do you use these already? If so, how?
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Assignment
Prepare a full lesson plan using the provided Lesson Planning Template (also found on our Day 3 page of the wikispace).
I will be in to observe this lesson, followed by a conference.
Special focus will be on the use of • Checking for Understanding• Active Participation• Questioning• Cooperative Learning Structures
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Inside/Outside Circle
Refer to the Cooperative Learning job aid.
Each student will be handed an index card with a question on one side and a response on the other.
Each student will be assigned to either the inside or the outside circle.
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Closure Assignment
Before leaving tonight, go to the Day 3 page of our wikispace and complete the Closure assignment.
www.pennsburyinductionyear1.wikispaces.com