teaching with tools

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Slides from a short presentation on how to use tools in the class to help students read, write, and think more effectively and deeply.


  • 1.


  • Create a Community: Well Words
  • Reflect on the Week: Instructional Verbs
  • Identify Elements of Effective Instruction
  • Teach the Academic Essentials
  • Teach with Tools
  • Design Meaningful Units
  • Make Time to Talk: The Value of Discussion
  • Review and Reflect: Next Steps and Questions

4. ? Connect Listen Exercise Celebrate Challenge Laugh ? Eat (Well) Join Trust Give Learn Wait Delegate Simplify Love Refuse Accept Try Remember Praise Engage Toss Appreciate Balance Imagine Contribute Thank Clarify Limit Entertain Grow Respect Risk Practice Honor Eliminate Smile Reward Confront Change Ask Renew Experience Participate Relax Breathe ? Choose Create Forgive Express Notice Enjoy? 5. Well Words Debrief

  • Treat every student as a valued contributor
  • Establish high expectations
  • Create a safe, productive environment
  • Give students choices
  • Use multiple modes: read, write, speak, represent
  • Engage students in meaningful conversations
  • Teach students to be generative thinkers
  • Supportalllearners
  • Write to think
  • Integrate test preparation
  • Provide models for students
  • Use one step to prepare for the others
  • Align instruction with standards
  • Make connections: to self, world, other texts

6. Although some students show up at school as intentional learnerspeople who are already interested in doing whatever they need to do to learn academic subjectsthey are the exception rather than the rule. Even if they are disposed to study, they probably need to learn how. But more fundamental than knowing how is developing a sense of oneself as a learner that makes it socially acceptable to engage in academic work. The goal of school teaching is not to turn all students into people who see themselves as professional academics, but to enable all of them to include a disposition toward productive study of academic subjects among the personality traits they exhibit while they are in the classroom. If the young people who come to school do not see themselves as learners, they are not going to act like learners even if that would help them to be successful in school. It is the teacher's job to help them change their sense of themselves so that studying is not a self-contradictory activity. One's sense of oneself as a learner is not a wholly private construction.Academic identity is formed from an amalgamation of how we see ourselves and how others see us, and those perceptions are formed and expressed in social interaction. How I act in front of others expresses my sense of who I am. How others then react to me influences the development of my identity. Magdalene Lampert, fromTeaching Problems and the Problems of Teaching 7. Reflecting on the Week

  • Generate a list of what went wellandwhyit went well.
  • Examine what wasnoteffectiveandwhy.
  • Identify the instructional verbs: What studentsdid .
  • Choose one example from each list and discuss in groups.
  • Identify the elements of theeffectivelessons. including a rationale and examples to illustrate.
  • Discuss and debrief.

What: Traits Why: Rationale What: Example 8. The Week in Review 9. 6 Features of Effective Literacy Instruction

  • Students learn skills and knowledge inmultiple lesson types .
  • Teachersintegrate test preparationinto instruction.
  • Teachersmake connectionsacross instruction, curriculum, grades, and life.
  • Studentslearn strategiesfor doing the work.
  • Students are expected to begenerative thinkers .
  • Classrooms fostercognitive collaboration .

Source: Judith Langer (cela.albany.edu) 10. The Academic Essentials Generate Evaluate Analyze Organize Synthesize Read Write Talk Take Notes Take Tests 11. 12. Article Notes 13. Main Idea Organizer Technology Technology is improving our lives, though such progress comes at a cost. One Benefit Another Benefit Costs Examples/Quotes: Examples/Quotes: Examples/Quotes: Explanation Explanation Explanation 14. Taking Tests 15. Teaching withTools 16. Whataretools? Words Images

  • Individual Words
  • Sentences/Statements
  • Passages
  • Texts
  • Questions

Graphic Organizers Shapes/Diagrams 17. Words and Texts Are Tools

    • A belief that we are connected as one people. If there's a child on the south side of Chicago who can't read, that matters to me, even if it's not my child. If there's a senior citizen somewhere who can't pay for her prescription and has to choose between medicine and the rent, that makes my life poorer, even if it's not my grandmother. If there's an Arab American family being rounded up without benefit of an attorney or due process, that threatens my civil liberties. It's that fundamental belief I am my brother's keeper, I am my sister's keeper that makes this country work. It's what allows us to pursue our individual dreams, yet still come together as a single American family. "E pluribus unum." Out of many, one. Barack Obama

Faith 18. Images Are Tools 19. Questions Are Tools

  • Am I my brothers keeper?
  • Who did what to whomwhy, and so what?
  • What is the question you are trying to answer?
  • What does it take to be a survivor?

20. Analogies and Diagrams Are Tools 21. Graphic Organizers Are Tools 22. Groups Are Tools Human beings have always sat in circles and councils to do their best thinking, and to develop strong and trusting relationships. Margaret Wheatley fromTurning to One Another 23. Research Says that Using Tools

  • Helps struggling students and those with special needs by providing structure and support.
  • Supports English learners by helping them see how information is organized and giving them a more visual means of understanding or conveying ideas.
  • Increases engagement by providing ways for cognitive collaboration on academic tasks.
  • Acheives more sophisticated thinking by asking students to analyze, organize, and synthesize.
  • Improves comprehension by allowing students to analyze text structure and connections.
  • Enhances memory through organization of info.
  • Promotes generative thinking and scaffolding.

24. 25. 26. 27. 28. 29. 30. 31. 32. 33. ? 34. ? 35. ? 36. ? 37. ? 38. ? 39. ? 40. ? 41. ? Family Sports Video Games Culture Cars History Interests War Gangs Topic Target 42. ? Family Sports Video Games Culture Cars History Interests War Gangs 43. Examine a Character from Multiple Perspectives Paintings Films Ophelia 1 Ophelia 2 Ophelia 3 Gibson Brannagh 44. Sir John Everett Millais. Ophelia.1851-1852. Oil on canvas. Tate Gallery, London, UK. Ophelia 1 45. Eugne Delacroix. The Death of Ophelia.Oil on canvas. Louvre, Paris, France. Ophelia 2 46. Ophelia 3 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. Heroic Cycle 64. Orientation Disorientation New Orientation 65. Color and Arrangement 66. Speadsheet Organizer England Outer Central Inner Home Plot Setting Charac. Mood Tone Theme 67. Character Arc Begin End 68.

  • Use before, during, or after
  • Use with individuals, pairs, groups, full class
  • Use to generate, organize, analyze, synthesize
  • Use to prepare to read, write, speak
  • Donotmake the tool the end product if possible.
  • Demonstrate how to use
  • Use for all but especially ELD,Special Ed, strugglers

Use Tools Effectively 69. Instructional Principles

  • Work independently and with others to solve a range of intellectual problems.
  • Process material on multiple levels and in various ways.
  • Use tools and strategies to help them solve a range of academic problems.
  • Learn skills and knowledge through a range of instructional modes.
  • Communicate their understanding by multiple means, including other media.
  • Monitor and evaluate their performance and progress towards goals.
  • Connect what they learn today to their other studies, the world, and themselves.
  • Develop and use skills and knowledge in the context of meaningful conversations.
  • Know what a successful performance looks like on all tasks and assessments.
  • Read a variety of types of texts, including multimedia and visual.

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