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Welcome
DQ2: Helping Students Interact with New Knowledge
Please sit 3 to a table and complete your
Anticipation Guide.
SEMINOLE COUNTY PUBLIC SCHOOLS
Welcome
DQ2: Helping Students Interact with New Knowledge
Bev PerraultDonna Hunziker
SEMINOLE COUNTY PUBLIC SCHOOLS
Group Norms
Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking Emails for Breaks; Focus on Instructional Model and not Evaluation Process
Collaborate in Group Work
Take Responsibility for Engaging in Learning and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.
GOAL
The participant will be able to describe and implement effective teaching strategies to help students effectively interact with new knowledge.
21st Century
“ The illiterate of the 21st century will not be those who cannot read and write, but those cannot learn, unlearn, and relearn.”
Alvin Toffler, 2001
Free Resources
MarzanoResearch.com Freeology.com
Graphic Organizers Teacher Forms Calendar Journal Topics
Wordle.net Tagxedo.com
Lesson Segment Addressing Content
DQ2. Helping Students Interact with New Knowledge
High Probability Strategies
Common Language of Instruction
A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.
All Lessons Addressing Content
Include:Providing Clear Learning GoalsTracking Student ProgressCelebrating Student SuccessEstablishing Classroom RoutinesOrganizing the Physical Layout of the Classroom for
LearningLesson Segment: Enacted on the Spot
Marzano’s Key Research Conclusions for Instruction
• Students should clearly understand the purpose of what they are learning and why they are learning the content
• Instruction of key knowledge and skills leads to independent transfer/application
• Effective learning requires students to move toward conceptual understanding
• Effective classrooms are collaborative partnerships and true communities of learning
Design Question 2
What will I do to help students effectively interact with new knowledge?
Critical Input Experiences
Providing input to students regarding new content:
Reading a section of textbook Listening to information presented Observing a demonstration or participating in
a demonstration Watching a short video clip Discussions in small groups
8. Previewing New Content
The Anticipation Guide was deliberately chosen to begin the process of previewing the new content.
There are many ways to preview new content. The Anticipation Guide is used to activate prior knowledge of the Design Question and provide connections to experience and practice.
Activating prior knowledge is considered a previewing strategy, because previewing is defined as any activity that starts students thinking about the new content.
Anticipation Guide Round Robin
Round 1: For 60 seconds, discuss an item that you rated 3 or 4.
Round 2: For 60 seconds, discuss an item that you rated 1 or 2.
When you hear the chime, switch partners.
8. Previewing New Content
The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.
Teacher Evidence Teacher uses preview question before reading Teacher uses K-W-L strategy or variation of it Teacher asks or reminds students what they already know about the topic Teacher provides an advanced organizer
Outline Graphic organizer
Teacher has students brainstorm Teacher uses anticipation guide Teacher uses motivational hook/launching activity
Anecdotes Short selection from video
Teacher uses word splash activity to connect vocabulary to upcoming content
Previewing New Content
Student Evidence When asked, students can explain linkages
with prior knowledge When asked, students make predictions about
upcoming content When asked, students can provide a purpose
for what they are about to learn Students actively engage in previewing
activities
Critical Information
If students understand CRITICAL INPUT EXPERIENCES, student have a
good start to accomplish the learning goal.
The Art and Science of Teaching
Why Critical Information
A number of cognitive psychologists offer support for the position that teachers must provide guidance as to the important aspects of the new content (Anderson, Greeno, Reder & Simon 2000).
Nuthall’s work suggests that those learning experiences that are critical to understanding new content should be identified and highlighted by teachers.
6. Identifying Critical Information
The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.
Teacher Evidence Teacher begins the lesson by explaining why upcoming content is important Teacher tells students to get ready for some important information Teacher cues the importance of upcoming information in some indirect fashion Tone of voice Body position Level of excitement
Student Evidence When asked, students can describe the level of importance of the information addressed in class When asked, students can explain why the content is important to pay attention to Students visibly adjust their level of engagement
Video6. Critical Information
7. Organizing Students to Interact with New Knowledge
The teacher organizes students into small groups to facilitate the processing of new information.
Teacher Evidence Teacher has established routines for student grouping and student interaction in groups Teacher organizes students into ad hoc groups for the lesson Diads Triads Small groups up to about 5
Student Evidence Students move to groups in an orderly fashion Students appear to understand expectations about appropriate behavior in groups Respect opinions of others Add their perspective to discussions Ask and answer questions
Frayer ModelDefinition in your own words Facts/characteristics
Examples NonexamplesWord
Indicator # 10 Group
Processing of Information
10. Processing of New Information with Students
During breaks in the presentation of content, the teacher engages students in actively processing new information.
Teacher Evidence Teacher has group members summarize new information Teacher employs formal group processing strategies Jigsaw Reciprocal Teaching Concept attainment
Student Evidence When asked, students can explain what they have just learned Students volunteer predictions Students voluntarily ask clarification questions Groups are actively discussing the content Group members ask each other and answer questions about the information Group members make predictions about what they expect next
Processing the Content
• Teachers’ should facilitate students actively processing the content in groups.
• Research and theory supports the need for students to process new information in ways that make personal sense.
• Allows students to experience content from multiple perspectives
The Art and Science of Teaching
Small chunks of content need to
be processed during a critical
input experience
• Active processing requires the use of macro-strategies, or interacting instructional strategies
• Students cannot intuit these strategies; they must be taught
Teach the Thinking
Common Components of Macro-Strategies
• Summarizing and Note Taking
• Nonlinguistic Representation
• Questions• Reflection• Cooperative Learning
Using Descriptions, Discussions and Predictions to Enhance Understanding
• After each small chunk of information provided students should work in small groups to describe, discuss, and make predictions regarding new information.
Elements that Guide
Interactions
Summarize
Clearing ConfusionPredicting
DQ 2 - Indicator #10
Jigsaw - Cooperative Learning Teams
Jigsaw - Move to Expert Groups
Jigsaw – Back to Original Teams
Reciprocal Teaching Roles
Group Leader – Keep group focused and on schedule
Facilitator – Asks questions to focus dialogue
Summarizer – Summarizes content after discussion
Reciprocal Teaching Roles
• What are the main ideas?• What questions do we have?• Are there areas we need to
clarify?• What predictions can we make?
Concept Attainment
• Leading students to understand a concept by asking them to compare and contrast examples (exemplars) that contain the characteristics (attributes) of the concept with examples that do not contain those attributes.
• It is a PROCESS in constructing a meaningful definition of the concept.
Concept AttainmentYes
Snow WaterNo
Seashell Sand
Concept AttainmentYes
Snow WaterCandle Melted Wax
NoSeashell Sand
Tree Branch Bark Pieces
Concept AttainmentYes
Snow WaterCandle Melted WaxCorn Kernel Popcorn
NoSeashell Sand
Tree Branch Bark Pieces
Cream Butter
Concept AttainmentYes
Snow WaterCandle Melted WaxCorn Kernel Popcorn
NoSeashell Sand
Tree Branch Bark Pieces
Cream Butter
Where do these belong?Water Steam
Glass Rod Blown GlassMetal Rust
Concept AttainmentYes
Snow WaterCandle Melted WaxCorn Kernal Popcorn
NoSeashell Sand
Tree Branch Bark Pieces
Cream Butter
Where do these belong?Water Steam
Glass Rod Blown GlassMetal Rust
Yes
Concept AttainmentYes
Snow WaterCandle Melted WaxCorn Kernal Popcorn
NoSeashell Sand
Tree Branch Bark Pieces
Cream Butter
Where do these belong?Water Steam
Glass Rod Blown GlassMetal Rust
YesYes
Concept AttainmentYes
Snow WaterCandle Melted WaxCorn Kernal Popcorn
NoSeashell Sand
Tree Branch Bark Pieces
Cream Butter
Where do these belong?Water Steam
Glass Rod Blown GlassMetal Rust
YesYesNo
9. Chunking Content
Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students.
Teacher Evidence Teacher stops at strategic points in a verbal presentation While playing a video tape, the teacher turns the tape off at key junctures While providing a demonstration, the teacher stops at strategic points While students are reading information or stories orally as a class, the teacher stops at strategic points
Student Evidence When asked, students can explain why the teacher is stopping at various points Students appear to know what is expected of them when the teacher stops at strategic points
Video – Chunking Content
Protocol Video: Group Processing of New Information (HS Math)http://www.youtube.com/watch?v=NkiXiw7318E&feature=related Mesquite HS 2 Math 7:46
https://www.effectiveeducators.com/resource/show/4e2d8ed45d17508eb10899f3
11. Elaborating on New Information
The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.
Teacher Evidence Teacher asks explicit questions that require students to make elaborative inferences about the content Teacher asks students to explain and defend their inferences Teacher presents situations or problems that require inferences
Student Evidence Students volunteer answers to inferential questions Students provide explanations and “proofs” for inferences
Video – Student Elaboration
Strategies for Student Centered Discussions (HS English)https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
12. Recording and Representing Knowledge
The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.
Teacher Evidence Teacher asks students to summarize the information they have learned Teacher asks students to generate notes that identify critical information in the content Teacher asks students to create nonlinguistic representations for new content Graphic organizers Pictures Pictographs Flow charts Teacher asks students to create mnemonics that organize the content
Student Evidence Students’ summaries and notes include critical content Students’ nonlinguistic representations include critical content When asked, students can explain main points of the lesson
Cornell Notes General Notes
Note - Taking
Frayer ModelDefinition in your own words Facts/characteristics
Examples NonexamplesWord
Graphic Organizers
Dramatizations
Creating Symbols
Sketches/Diagrams/Photography
Non-Linguistic RepresentationsCreating Videos
Non-Linguistic Representations
Palm – Cell body Arm – Axon Fingers – Dendrite
Classroom Example: http://www.youtube.com/watch?v=aaweXw03kQI
Brain Based Learning Video: http://www.youtube.com/watch?v=dPVxLRHBNMs
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